Senate, Public Meeting September 25, 2020

AGENDA Public Meeting SENATE Friday, September 25, 2020 - 1:30 PM Via BlueJeans

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. 1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY . 2. VOTING PROCESS FOR AN ELECTRONIC MEETING . 2.1. Electronic Voting THAT Senate approve the following voting process for electronic meetings: 1. Call for all opposed to the motion. 2. Call for all abstentions to the motion. 3. Remaining Senators are deemed to be voting in favour of the motion.

Further, in the case where a Senator votes ”no”, the vote will revert to a call for each voting member to individually state “yes", “no”, or “abstain”. . 3. ADOPTION OF CONSENT ITEMS . 5 - 38 3.1. Consent Items

Agenda, September 25, 2020 Minutes, June 5, 2020 Graduands, September 25, 2020 Expression of interest for faculty vacancies on the Faculty Standards Committee and Senate Committee for Student Appeals for a one-year term, from August 1, 2020 to July 31, 2021. Expression of interest for the faculty vacancy on the Senate Awards and Honours Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for the faculty vacancy on the Senate Teaching and Learning Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for the faculty vacancy on the Undergraduate Education Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for one of two graduate student vacancies on the Graduate Studies Committee for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for one of two faculty vacancies on the Senate

Page 1 of 328 Senate, Public Meeting September 25, 2020

Page Budget Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for one of two faculty vacancies on the Senate Committee for Student Appeals, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for the faculty vacancy on the Indigenization Committee of Senate, for a two-year term, from August 1, 2020 to July 31, 2022. Expression of interest for the student vacancy on the Indigenization Committee of Senate (recommended by SUS), for a two-year term, from August 1, 2020 to July 31, 2020. THAT the following consent items be adopted by Senate as presented: Agenda, September 25, 2020 Minutes, June 5, 2020 Graduands, September 25, 2020 Appointment of Afia Raja, Faculty of Science, to the faculty vacancy on the Faculty Standards Committee, for a one-year term, from August 1, 2020 to July 31, 2021. Appointment of Afia Raja, Faculty of Science, to the faculty vacancy on the Senate Committee for Student Appeals, for a one-year term, from August 1, 2020 to July 31, 2021. Appointment of Pamela Causton, Faculty of Health Sciences, to the faculty vacancy on the Senate Awards and Honours Committee, for a two- year term, from August 1, 2020 to July 31, 2022. Appointment of Stefania Pizzirani, Faculty of Science, to the faculty vacancy on the Senate Teaching and Learning Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Andrianna Bakos, Faculty of Humanities, to the faculty vacancy on the Undergraduate Education Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Ryan Buhrig, graduate student, to one of two graduate student vacancies on the Graduate Studies Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Zina Lee, Faculty of Social Sciences, to one of two faculty vacancies on the Senate Budget Committee, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Maria de Luna, Faculty of Humanities, to one of two faculty vacancies on the Senate Committee for Student Appeals, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Stan Manu, Faculty of Science, to the faculty vacancy on the Indigenization Committee of Senate, for a two-year term, from August 1, 2020 to July 31, 2022. Appointment of Kaylee Volegaar, to the student vacancy on the Indigenization Committee of Senate, for a two-year term, from August 1, 2020 to July 31, 2022.

. 4. PRESENTATION . 39 4.1. Senate 2020-21: Thoughts for the Year Ahead - Joanne MacLean .

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Page 5. DECISION ITEMS . 5.1. COVID-19 Update and Winter 2020-21 - Joanne MacLean/James Mandigo . 40 5.1.1. Winter 2021 Semester That Senate approve the following: Wherever possible, courses within programs will be delivered in a remote/online format for the entire duration of the Winter, 2021 semester. For cohort-based programs, entire courses, or components of courses, where achieving the learning outcomes and objectives in a face-to-face format is deemed to be essential, in-class instruction may be considered. . 5.2. Senate Budget Committee - Jackie Hogan . 41 - 44 5.2.1. 2020-21 Draft Budget Principles THAT the Senate Budget Committee recommends the 2021-22 Draft Budget Principles to Senate as presented. . 5.3. Academic Planning and Priorities Committee (APPC) - James Mandigo . 45 - 50 5.3.1. Latin American Studies Program Review THAT Senate accept the Dean's Summary report of the Latin American Studies program review as presented. . 51 - 284 5.3.2. Update to the Education Plan THAT Senate approve the 2020 Update to: Learning Everywhere: The UFV Education Plan, 2016 – 2020 as recommended by the Academic Planning and Priorities Committee. . 5.4. University Secretary - Al Wiseman . 285 - 5.4.1. Call for Senate Members to serve on the Honorary Doctorate 286 Selection Committee THAT Senate nominate four Senate members, including at least two faculty members and one student, to serve on the Honorary Doctorate Selection Committee. . 6. REPORTS . 6.1. Report from the President and Vice-Chancellor - Joanne MacLean . 287 - 6.1.1. President's Report to Senate 290 . 6.2. Report from the Provost and Vice-President, Academic - James Mandigo . 291 - 6.2.1. Provost's Report to Senate 298 . 6.2.2. Quality Assurance Process Audit Institution Report . 6.3. Report from University Secretary - Al Wiseman . 299 6.3.1. Remaining vacancies on Senate Standing Committee .

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Page 300 - 6.3.2. Professional Studies Faculty Council - Senator Vacancy 302 . 6.4. Senate Budget Committee - Jackie Hogan . 303 6.4.1. Senate Budget Committee Annual Report . 7. INFORMATION ITEMS . 304 - 7.1. Math and Stats Program Review Update 309 . 310 - 7.2. Graduand Approvals 328 . 7.3. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/ . 7.4. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/ . 8. ADJOURNMENT and NEXT MEETING The next meeting of Senate is on October 23, 2020 at 1:30 pm virtual.

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MINUTES Public Meeting SENATE Friday, June 5, 2020 Video Conference Via BlueJeans

Alastair Hodges, Amber Johnston, Cory Beshara, David Johnston, Derek Ward-Hall, Fiona MacDonald, Gerry Palmer, Gilmour Jope, Greg Mather, Greg St. Hilaire, Jacqueline Nolte, Joanne MacLean, John English, Kim Isaac, Norm Taylor, Paul Gumprich, Raymond Welch, PRESENT: Simon Xi, Sue Brigden, Tracy Ryder-Glass, Lucy Lee, Jonathan Hughes, Jon Thomas, Sven Van de Wetering, Dawna Williams, Harveen Dhaliwal, James Mandigo, Shahbaig Boparai, Shelley Stefan, and Shelley Canning REGRETS: Andy Sidhu, Alisha Mutneja, and Sukhan Sandhu SECRETARIAT: Al Wiseman, Marlene Affleck, Linda Dahl Andrew Stahl, Belinda Karsen, Bruce Kirkley, Maureen Wideman, Peter Geller and Samuel GUESTS: Young

1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY

J. MacLean called the meeting to order at 2:30 pm.

K. Isaac gave the territorial acknowledgement. Ey swayel. Good afternoon, Senators and guests. As we meet together this afternoon via videoconference, we are in many different physical locations, in different traditional territories of First Nations people. UFV is located on the traditional, unceded territory of the Stó:lō people, and many of us are located on these lands right now. Some of you may be participating from your homes on traditional, unceded Coast Salish territory. Wherever you are, please take a moment to reflect on the land on which you reside, and the original inhabitants who have lived here, sustainably, for millennia. We start each Senate meeting with a territorial acknowledgement, to indicate in a small but symbolically important way that UFV is committed to Indigenization, and to answering the Calls to Action from the Truth and Reconciliation Commission. The Commission shone a light on the devastation that centuries of racism, inflicted by settlers and their descendants, had and continues to have on the Indigenous peoples of what is now Canada. Racism and reactions against racism are dominating the news right now, as people around the world react to the heartbreaking and senseless death of George Floyd in Minneapolis, and call for the end of racial profiling and systemic racism. As an educational institution, UFV has an opportunity and a responsibility to help end racism and its terrible effects. As individuals, we all have a responsibility to recognize our own conscious and unconscious biases, and do what we can to combat racism. As Senators, we have a responsibility to make our decisions thoughtfully. Let us act wisely, to create an inclusive and open University, where all are welcome, all are safe, and all can succeed.

J. MacLean acknowledged senate members who are stepping down – Raymond Welch & Fiona MacDonald as well as the four student senators (Alisha Mutneja, Harveen Dhaliwal, Shahbaig Boparai and Sukhan Sandhu). She thanked them for their service and all for their work.

Consent Items Agenda, September 25, 2020 Minutes, June 5, 2020 Graduands... Page 5 of 328 AGENDA ITEM # 3.1.

Senate, Public Meeting June 5, 2020 Page 2 of 6

The Chair acknowledged that the Cascade newspaper is doing an audio recording of the public meeting and no objections were received.

2. VOTING PROCESS FOR AN ELECTRONIC MEETING

2.1. Electronic Voting

MOTION: THAT Senate approve the following voting process for electronic meetings: 1. Call for all opposed to the motion. 2. Call for all abstentions to the motion. 3. Remaining Senators are deemed to be voting in favour of the motion.

Further, in the case where a Senator votes ”no”, the vote will revert to a call for each voting member to individually state “yes", “no”, or “abstain”. R. Welch/A. Johnston CARRIED

3. ADOPTION OF CONSENT ITEMS

3.1. Consent Items

Agenda, June 5, 2020 Minutes, May 8, 2020 Graduands, June 5, 2020

MOTION: THAT the following consent items be adopted by Senate as presented: Agenda, June 5, 2020 Minutes, May 8, 2020 Graduands, June 5, 2020 J. Hughes/R. Welch CARRIED

4. COVID-19 Update - James Mandigo

4.1. COVID-19 Update

J. Mandigo updated Senate on the variety of go forward plans. The two committees overseeing the university response, Academic Continuity Committee and the Operations Continuity Committee continue to meet regularly. He indicated that six courses have been submitted in cube format Aug 31-Sept 11 as of early June and the regular semester will start on the 14th of September.

5. DECISION ITEMS

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Senate, Public Meeting June 5, 2020 Page 3 of 6 5.1. Senate Governance Committee (SGC) - Gerry Palmer

5.1.1. Academic Planning and Priorities Committee Terms of Reference and Membership Composition

MOTION: THAT Senate approve the revisions to the Academic Planning and Priorities Committee`s Terms of Reference and Membership Composition as presented. G. Palmer/A. Johnston CARRIED

5.1.2. Faculty Standards Committee Terms of Reference and Membership Composition

MOTION: THAT Senate approve the revised changes to the Faculty Standards Committee`s Terms of Reference and Membership Composition as presented. G. Palmer/S. Brigden CARRIED

5.1.3. Graduate Studies Committee Terms of Reference and Membership Composition

MOTION: THAT Senate approve the insertion of point 6. “Verify that new graduate degree program proposals effectively meet degree quality standards and quality curriculum principles” into the Graduate Studies Committee`s Terms of Reference and Membership Composition as presented. G. Palmer/S. Brigden CARRIED

5.1.4. Approval of Graduands policy (20) Revisions

MOTION: THAT Senate approve the revised Approval of Graduands policy (20) as presented. G. Palmer/R. Welch CARRIED 6 ABSTENTIONS

5.1.5. Grade Reporting policy (109) Revisions

MOTION: THAT Senate approve the revised Grade Reporting policy (109) as presented. G. Palmer/P. Gumprich CARRIED

5.1.6. Pre-requisites and Co-requisities policy (84) revisions

MOTION:

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Senate, Public Meeting June 5, 2020 Page 4 of 6 THAT Senate approve the revised Prerequisites and Co-requisites policy (84) as presented. G. Palmer/S. Brigden CARRIED

5.2. Academic Planning and Priorities Committee (APPC) - James Mandigo

5.2.1. Program Report and Plan and Concept Papers

MOTION: That Senate recommend approval of the Program Report and Plan 2020 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. J. Mandigo/L. Lee CARRIED

5.2.2. School of Computing

MOTION: THAT Senate approve and recommend to the Board the formation of the School of Computing (to replace the current Department of Computer Information Systems). J. Mandigo/T. Ryder-Glass CARRIED

5.2.3. Proposal for the Department of Library & Information Technology Name Change

MOTION: THAT Senate approve and recommend to the Board the change in name of the Department of Library & Information Technology to the Department of Information Studies. J. Mandigo/G. Jope CARRIED

5.3. Senate Awards and Honours Committee - Lucy Lee

5.3.1. Faculty Excellence Award criteria

MOTION: THAT Senate approve the proposed revisions to the Faculty Service Excellence Award criteria. L. Lee/A. Johnston CARRIED

5.4. Office of the Registrar - David Johnston

5.4.1. Winter Graduands

MOTION: THAT Senate permit the use of Policy 20 (Approval of Graduands), exceptional circumstances regulation #4, to approve graduation for

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Senate, Public Meeting June 5, 2020 Page 5 of 6 eligible students during the summer 2020 semester. D. Johnston/S. Brigden CARRIED

6. REPORTS

6.1. Report from University Secretary - Al Wiseman

6.1.1. Remaining Vacancies, Senate Standing Committees

6.2. Report from the President and Vice-Chancellor - Joanne MacLean

6.2.1. President's report for Senate

No verbal report was given. The report was included in the agenda package

6.3. Report from the Provost and Vice-President, Academic - James Mandigo

6.3.1. Provost's report for Senate

No verbal report was given. The report was included in the agenda package

6.4. Senate Awards and Honours Committee Annual Report - Lucy Lee

6.4.1. SAHC Annual Report

No verbal report was given. The report was included in the agenda package

6.5. Faculty Standards Committee of Senate Annual Report - Peter Geller

6.5.1. Faculty Standards Committee Annual Report

No verbal report was given. The report was included in the agenda package

6.6. Senate Teaching and Learning Committee Annual Report - Maureen Wideman

6.6.1. STLC Annual Report

No verbal report was given. The report was included in the agenda package

6.7. Graduate Studies Committee Annual Report - Shelley Canning

6.7.1. Graduate Studies Committee Annual Report

No verbal report was given. The report was included in the agenda package

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Senate, Public Meeting June 5, 2020 Page 6 of 6 6.8. Indigenization Committee of Senate Annual Report - Peter Geller

6.8.1. Indigenization Committee of Senate Annual Report

Peter Geller summarized the report on behalf of the committee.

6.9. Undergraduate Education Committee Annual Report - David Johnston

6.9.1. Undergraduate Education Committee of Senate Annual Report

No verbal report was given. The report was included in the agenda package

7. INFORMATION ITEMS

7.1. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/

7.2. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/

8. ADJOURNMENT and NEXT MEETING

Motion to adjourn by R. Welch at 4:07 pm. The next meeting of Senate is on September 25, 2020 at 1:30 pm TBD

9. IN-CAMERA SESSION - Agenda under separate cover

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MEMORANDUM

To: Joanne MacLean Chair, Senate

From: David Johnston University Registrar

Date: September 25, 2020

Re: September 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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2020 Graduands for Senate Approval

Masters Degree Certificate

Master of Social Work Architectural Drafting Technician Certificate Sharon Marie Collins Logan Anderson Yvonne Hare Jaspreet Dhaliwal Rae Porterfield Wayne Edward Dunkerley Carmelito Jasper Juan Bachelor Degree Taylor Linklater Travis Ray Loehndorf Michael Caleb Luteyn Bachelor of Arts Braedyn Richardson Amy Benson Anu Sharma Sociology major Alana Michelle Thiessen History minor Sukhpal Ubhi Jessica Eileen Smith Emily Lorell Wiebe French extended minor Marian Wittmaier Geography minor Automotive Collision Repair & Refinishing Certificate Bachelor of Business Administration in Aviation Sabrina Emma Gibbs Parissma Tanya Patel Jared Gropp French minor Matthew Legere Professional Flight instructor option Dustin McFarlane Daniel Walker Bachelor of General Studies Sheldon Margaretha Warner-Harder Qian Yang Thematic Option in Professional Pilot Training Carpentry Certificate (Fixed Wing) Troy Biltzan Devan Michael Charland Bachelor of Integrated Studies Aidan Forrest Cindy Tom-Lindley Kolton King Tyson Orchison Diploma Dylan Joseph Younie

Automation and Robotics Technician Diploma Certificate in Applied Business Technology Colin Russell Barker Jaiden Andries Daniel Scott Ehman Kayla Kathleen Barnbrook Connor Jacob Funk Bouchra Brummell John Kollar Chelsea-lee Currie Benjamin Patrick Makepeace Dallas Hawkes Jordan McAdie Kim Dawn Johnstone Aaron Tony Mokry Jacqueline McKamey Rachel Petruk Jonathon Morrison Riley Earl Stevens

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2020 Graduands for Senate Approval

Certificate Certificate

Certified Dental Assistant Certificate Welding Foundation Certificate Tiana Blakeway Robert Allercott Danica Bydeweg Edmond Kwesi Archer Nitika Chandra Elias Bicknell Brynn Ellis Landen William Bruce Aemilia Dominica Favero Dasol Chae Sarah Friesen Colton Dirks Rachel Ann Hansen Samuel Fontaine Gina Lynn Henneberry Joshua Guretzki Hailey Lillian Krieg Erik Paul Gustafson Alex M. Larson Dylan James Hildebrand Kendall Jane MacKay Taylor Breanne Hughes Breanna Danielle Clarissa Nawrot Eric Ivins Shaylynn Brooke Louise Page Jordan Tyson Koch Sarah Paulgaard Ethan Kryska Mariah Ratzlaff Caleb Lemon Lily Teresa Stark Scott Lownie Eillen Therese Tan Calum Jeffrey Munro McNary Bailey Kimberlee Walker Justin Chris Neels Jennifer Westlund Keldon Nienhuis Brooklyn Keely Zirk Jared Nordlander Brandon O'Shea Construction Electrician Certificate Domenico Alessandro Peranio Spencer Kay Kansas Pool Colin MacRae Harry Quach Jordyn McDowell Joel Sawyer Timothy Andrew Thalmann Layne Scuccato Eric Vander Wyk Rick Alex Shibu Noah Sprangers Joinery Certificate Keith Stoner Ethan William Van Nes Andrea Mathea Anderson-Caulfield Daniel Grant Wilson-Lazar Samantha Brownlee Emily Elisabeth Woodford Jared Flores Victoria Rose Jensen Mark Main Certificate (5 to 30 credits) Léa Grace Petersen Benjamin Zimmermann Floral Design Certificate Joyce Wihnan Paralegal Certificate Shelby Paige McCarthy Human Resource Management Certificate Kate Berthelsen Welding (Level B) Certificate John Laszlo Erhardt Sarah Jeanine Powell Management Skills for Supervisors Certificate John Laszlo Erhardt

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2020 Graduands for Senate Approval

Certificate (5 to 30 credits)

Nursing Unit Clerk Certificate Cassidy Atkinson Olivia Bentley Deanna Coralie Bisschop Savanah Stella Brennan Lauren J. Burnett Maureen T. Donovan Sarah Hamalainen Brendan Kyle Janz Shantel Lexy Kafka Alanna Kavanagh Audrey Joy Klaassen Isabel Loewen Kayla Marie Parker Amanda Price Rosa-lee Ravenstein Laryssa Mary Emily Seffelaar Angela Rose Stanley Rachel Elizabeth Tracy Annette Webster Vicki Wong

Veterinary Administrative Assistant Certificate Nicole Callander Emmaline Ruby Damon Evan Lawson Brandi Lowrie Leila Christina Quigley Cassandra Snutch Naomi R. Vautier

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2021 Graduands for Senate Approval

Masters Degree Bachelor Degree

Master of Arts (Criminal Justice) Monica Marie Adam

Graduate Certificate

Graduate Certificate in Program Evaluation Alexis Sarah Angele Beer

Mindfulness-Based Teaching and Learning Graduate Certificate Leslie Dale Carter Pamela Louise Dangelmaier Katharine M. Davis Brittney Marie Glinsbockel Susan Janet Lawrence Loren Rae Marchuk Rajeeta Samala Lucille Ann Weninger Kulli Yee

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2021 Graduands for Senate Approval

Bachelor Degree Bachelor Degree Renee Anne Weisgarber Bachelor of Arts Psychology major Benjamin Abercrombie Theatre extended minor History major Alysha Marie Bergen Bachelor of Arts (Criminal Justice) Geography major Caroline Jean Bennett Latin American Studies extended minor Princedeep Gill Amy Beugelink Shaminder Singh Gill English extended minor Inderpreet Singh Herr History extended minor Jennifer Lane Neiser Emma Dawn Bickerton Carissa Paige Williams Psychology major Psychology extended minor Tara Nicole Blake Psychology major Bachelor of Arts in Adult Education Visual Arts minor Laurie Jean Izgerean Summer Brack Squires (Ellen) Lee English major Savas John Omay History minor Writing and Rhetoric concentration Bachelor of Arts in Child & Youth Care Jessica Danielle DeMarzo Nichole Wismer English extended minor Sociology extended minor Bachelor of Business Administration Sharu Gakhar Ryan Keith Britz Psychology major Accounting major Communications minor Sumyn Dhaliwal Sociology minor Accounting major Melissa Gill Finance major Business minor Kavya Goswami Communications minor Human Resource Management major Lilla Vivien Gulyas Prabhleen Singh Grewal Geography major Isaac Reine Johnsrude Global Studies concentration Accounting major Jessica Alexandra Kirkwood Hazem Osso Psychology major Human Resource Management major Jennifer Lynne Klassen Gurpal Singh Pabla Psychology major Accounting major Organizational Studies minor Joshua Robert Power Annika Catharina Kraakman Finance major History major Mike Razavi Geography extended minor Benjamin Christopher Rellin Tristyn MacKenzie MacLeod Human Resource Management major Business minor Economics minor Communications minor Ashish Sachdeva Media & Communications Studies minor Tania Sharma Chanel Manisha Naicker Clinton Tran Geography minor Accounting major Sociology extended minor Xinchen Xu Herman K. Sidhu Accounting major Psychology major Criminal Justice minor Nadia Tudhope English major

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2021 Graduands for Senate Approval

Bachelor Degree Bachelor Degree

Bachelor of Computer Information Systems Bachelor of Science Christopher Anthony Allen Pavneet Kaur Atwal with Co-operative Education option Biology major Xiaoxia Li Sandeep Kaur Dosanjh Chia Min (Jayme) Liao Biology major Tarsem Monga with Co-operative Education option Software Development concentration Dilpreet Gill with Co-operative Education option Biology major Nilesh Patil Julian Jones Nabila Rizwan Physics major Security concentration Luwana Mary-Elizabeth Louis Atarprit Singh Sidhu Biology major Rohit Stephen Tellis Physical Geography minor Aby Thomas Min Ni Biology major Bachelor of Fine Arts Cellular & Molecular Genetics concentration Kim Justine Cangcungco Ecology/Biology of Organisms concentration Graphic & Digital Design extended minor Harshveer Singh Visual Arts extended minor Programming Languages and Software concentration Yifan Gong Computing Science Major Theatre extended minor Visual Arts extended minor Feijie Zhao Mathematics major Samantha Pecanhuk Nascimento Media & Communication Studies extended minor Theatre extended minor Bachelor of Science in Nursing Jasdeep Kaur Atwal Bachelor of General Studies Harkamal Bal Kayla Janiece Block Tami Rae Hellinger Harbir Kaur Brar Brittany Cerne Bachelor of Integrated Studies Alycia Mae Connorton Addison Amanda dela Cruz Melanie Tanya Cross Kendyl Daveen Foster Donna Gillett Sociology minor Harpreet Kaur Grewal Sarah Lynn Mills Stephanie Harris Global Development Studies extended minor Gagandeep Kaur Jaswal Sonja Nicole Szlovicsak Amanda Claire Keriliuk Youssef Hazem Elsayed Tageldin Katelynd Christine Porritt Hailey Alexandra Thomson Kendra Reid Hayley Schwarz Bachelor of Media Arts Pavendeep Sidhu Daipayaan Chakraborty Sukhmeet Sidhu Kazi Mohammed Farhad Sonya Kaur Sran Digital Art concentration Courtney Lynne Weishuhn Yash Sinha Sarah Jane Wieler

Bachelor of Social Work Carol Bartels Randi-Lynn Seguin

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2021 Graduands for Senate Approval

Associate Degree Diploma

Associate of Arts Degree Diploma in Criminal Justice Gurveer Singh Akashdeep Bajwa Kareena Bedi Veronica Rosa Casagrande Jashandeep Kaur Dhaliwal Trenten Dixon Gurpreet Singh Kelsi McCaffrey Jaskirat Singh Takkar Bryce Schultz Gabriel Ventosa Hinojos Diploma in Early Childhood Education Diploma Hannah De Bruin Infancy specialty British Columbia Adult Graduation Diploma Cierra Elizabeth DeFehr Infancy specialty Brian Atkinson Ashley Ford Rupali Bala Special Needs specialty Clairice Edge Juwarsih Ashie Lehner Anna Nagano Infancy specialty Nathaniel Thiessen Amina Usman Amanda Ruth Schmidt Infancy specialty Diploma in Agriculture Technology Terisha Mitchell Diploma in Engineering Physics (Mechatronics) Horticulture Crop Production and Protection Rochelle Hannah Thrift option

Diploma in Business Administration Heena Sultan Parneet Kaur Sukhpreet Singh Bhullar Rahul Dabra Jilise Eyzenga Jashandeep Kaur Ghuman Kritik Goyal Parvirjot Grewal Mohit Gupta Satyan Gupta Christen Stephanie Karuzas Vishal Mittal Mukul Rajput Kelli-Ann Rollins

Diploma in Computer Information Systems Lovepreet Kaur Ramanpreet Kaur Ridhampreet Kaur Satnam Singh Tasmeen Kaur Randhawa Harmanpreet Singh Deol Jashandeep Kaur Dhaliwal Daniel Russell Evans Jasmeet Kaur Parmar

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2021 Graduands for Senate Approval

Diploma Diploma Ravneet Kaur Brar Diploma in General Studies Charanpreet Singh Deol Amandeep Singh Dilpreet Singh Dhaliwal Amanpreet Kaur Amritpal Singh Dhillon Amitoz Singh Benjamin Wallace Friesen Arshdeep Kaur Kunal Ghai Arshdeep Singh Akashdeep Singh Gill Arvinder Singh Dharmveer Singh Gill Babanpreet Kaur Tegpartap Singh Grewal Gagandeep Kaur Pavitar Jain Gaganpreet Kaur Amal Jose Gurpreet Singh Avi Juneja Gurwinder Singh Bhuvan Kalia Harjinder Kaur Navroz Kalkat Harman Singh Sunpreet Singh Kapoor Harmanjot Kaur Kristy Krulitski Harmanpreet Singh Tingting Li Harpinder Pal Singh Xiaotong Liu Harwinder Singh Jashandeep Kaur Maan Jaspreet Kaur Sunpriya Maan Jasvir Singh Avneet Singh Mallhi Manroop Singh Gurnoor Singh Sandhu Manveer Kaur Navdeep Singh Sandhu Mohammed Abdulla Ramanpreet Kaur Sandhu Navdeep Kaur Arvind Sharma Navjot Kaur Ritika Sharma Navleen Kaur Gurinderjeet Singh Sidhu Parshant Sehajpreet Singh Sidhu Pawanveer Singh Bikramjit Singh Prabhjot Kaur Channpreet Singh Prabhjot Kaur Gurjot Singh Preet Singh Jaskirat Singh Prince Soni Jamie Somal Priya Amritpal Singh Virk Roopkaran Singh Rubanpreet Singh Diploma in Graphic and Digital Design Shubhmanbir Singh Sanya Sehgal Simranjeet Kaur Simranjot Kaur Diploma in Liberal Arts Simranpreet Singh Amritpal Singh Sukhkaran Singh Savleen Kaur Sukhvir Singh Sukhvinder Kaur Sumanpreet Kaur Dickson Feng Tajinder Kaur Navdeep Kaur Grewal Fiza Arora Atul Babu Diploma in Library and Information Technology Harwinder Singh Bajwa Tamaira Rose Sullivan Puneet Kaur Bhatia Records Management concentration Aftab Singh Bhullar Jaspreet Kaur Brar Male Karan Singh Brar Manwinder Singh Brar Ratinder Singh Brar

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2021 Graduands for Senate Approval

Diploma Certificate

Diploma in Social Services Community Support Worker Certificate Annuvir Kaur Grewal Allison Mae Russell Richard Higginbottom Sierra Rose Vickerman Robbi Rae Leach Amanda Spurr Construction Electrician Certificate Andrew Hanna Diploma in Visual Arts Wilson Danilo Hernandez Arashveer Kaur Trevor Richard Hohensee Cobi Renee Timmermans Quentin Olive Shane Liam Peterson Certificate Diana Pham Matthew Turi Automotive Collision Repair & Refinishing Certificate Data Analysis Post-baccalaureate Certificate Harpreet Singh Bhullar Shikhir Kadian Gurnek Singh Chahal Harman Singh Manocha Anmol Singh Sandhu Manjot Singh Jordan Matthew Schutte Derick Wilson-Powell Heavy Mechanical Foundation Certificate Certificate in Computer Information Systems Aidan Cowell Kyle Jordan Innes Amandeep Singh Deepak Singh Sivia Babanpreet Kaur Gurwinder Singh Harman Singh Management Post-baccalaureate Certificate Harmanpreet Singh Aastha Gautam Roopkaran Singh Simranjeet Kaur Paralegal Certificate Simranjot Kaur Nikky Nav Kaur Henderson Simranpreet Singh Harwinder Singh Bajwa Welding (Level A) Certificate Barhamdeep Singh Cheema Chad Maundrell Charanpreet Singh Deol Amritpal Singh Dhillon Welding (Level B) Certificate Christine Jocelyn Leys Gregory W. Bain Avneet Singh Mallhi Jordan Robert Flynn Sehajpreet Singh Sidhu Aidan Nicholas Fox Gillis Bikramjit Singh Brett Jonathan Nessel Jamie Somal Trinity Rayne Person Bradley Trent Jr Peters Certificate in Early Childhood Education Brayden Speers Alma Brakic Joseph Wendt Keenen Wiens Certificate in Geographic Information Systems Luwana Mary-Elizabeth Louis Welding Foundation Certificate Mika Holman Sevcik Steven Adam Joseph McPherson

Certificate in Horticulture Crop Production and Protection Ratinder Singh Brar Terisha Mitchell

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2021 Graduands for Senate Approval

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

Bookkeeping for Small Business Certificate Human Resource Management Certificate Alissa Louise Baccus Sherry Ann Conteh Jose Rafael Beato Marte Jorden Davidson Michelle Renae Berg Harpreet Kaur Toni Nicole Carlson Jennifer Marie Love Lauren Lee Carosella Jamie-Lynn Mead Alexandra Cooperman Jordyn Pritchard Chandra Custodio Campbell Kathryn Patricia Rieu Daljeet Singh Dhaliwal Corinne Vooys Tammy Doucette Kirsten Gabrielle Gidon Integrated Learning Design Associate Certificate Harpreet Gill Shannon L. Carmichael Stuart Hairsine Cassondra Lee Johnson Cayla Holmes Nicole Hooyenga Intermediate Proficiency Associate Certificate Marisa Charmaine Jamieson Connor Fontaine Daley Manroop Johal in Spanish Julie A. Jordan Blair Bragg Pogue Sona Khakabimamaghani in Spanish Samantha Lynn LaFrance Claire Anne Lawrie Introduction to Journalism Certificate Juwarsih Ashie Lehner Stephany Garber Black Jessy Manhas Aaisha Martin Janet Dalyn Mathies Legal Administrative Assistant Certificate Jaime Noga Brianna Caitlin Bernardi Maryam Poorshafiee Carly Berry Susan Porter Michelle Clarke Kim L. Price Sara Jayne Dekker Asia Procee Jodie Lorraine Julie Goose Tiffany Rumley Josh Harder Lisa Dawn Savela Emily Rebecca Roberts-McCue Shalu Shalu Grant Mitchell Sigaty Management Skills for Supervisors Certificate Xena Valarie Stewart Karl Kaiser Zofia Stroniarz Jane Clare Thiessen Media Literacy Associate Certificate Wendy Lynn Thiessen Babanpreet Kaur Jaskiran Kaur Thind Harman Singh Kelsey Welch Manveer Kaur Xiao Yu Simranjeet Kaur Tajinder Kaur Certificate in Media Literacy Fiza Arora Stephany Garber Black Harwinder Singh Bajwa Samantha Pecanhuk Nascimento Coding Skills Associate Certificate Gurjot Singh Akash Davesar Modern Languages Advanced Proficiency Certificate Alysha Marie Bergen in Spanish Francesca Garfias in Spanish

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2021 Graduands for Senate Approval

Certificate (5 to 30 credits)

Professional Communications Essentials Associate Certificate Navleen Kaur Ridhampreet Kaur Atul Babu Harmanpreet Singh Deol Amritpal Singh Dhillon Satyan Gupta Richard Higginbottom Xiaoxia Li Chia Min (Jayme) Liao Tristyn MacKenzie MacLeod Benjamin Christopher Rellin Jaskirat Singh Takkar Michelle Antoinette Thompson

Professional Communications Essentials Certificate Sharu Gakhar Luwana Mary-Elizabeth Louis Joshua Robert Power Timothy Sung

Records Management Certificate (230 hours) Melvin John Bergen Novia Chi Wai Chow Judith Ann MacKenzie Darren Blaine Ollinger

Teaching English as a Second Language Certificate Danay Ashley Robinson

Workplace Education Associate Certificate Soyoung Moon

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MEMO

To: Joanne MacLean, Chair, Senate From: Secretariat office Date: August 20, 2020 Re: Senate Faculty By-Election Results & Expressions of Interest for Standing Committees

SOCIAL SCIENCE FACULTY

The three-week call for nominations for one Social Sciences faculty on Senate closed May 19, 2020. As no nominations were received, the call was extended indefinitely, until the position was filled, as per the Senate Bylaws (Appendix C, 3.1). One nomination was received from Christine Elsey, thus acclaiming her to the position for a one-year term, until July 31, 2021.

As she already serves on two standing committees (SRC and ICS), no committee memberships are being submitted to Senate for approval.

SCIENCE FACULTY

The three-week call for nominations for one Science faculty on Senate closed on August 18, 2020. One nomination was received from Afia Raja, thus acclaiming her to the position for a one-year term, until July 31, 2021.

Submitted for Senate approval, is Afia Raja’s expression of interest for membership on the following standing committees. Membership lists are attached.

 Faculty Standards Committee  Senate Committee for Student Appeals

MOTION:

THAT Senate approve Afia Raja to the faculty vacancies on the FSC and SCSA, for a one-year term, from August 1, 2020 to July 31, 2021, mirroring her term on Senate.

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FACULTY STANDARDS COMMITTEE OF SENATE MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER Ex-Officio Voting Member Provost & Vice President, Academic (or designate) (Chair) Ongoing Peter Geller Voting Members 7 faculty members, one from each faculty, at least one from Senate Faculty of Access and Continuing Education (senator) 08-01-2019 to 07-31-2022 Greg St. Hilaire Faculty of Health Sciences 08-01-2018 to 07-31-2021 Kate McCulloch Faculty of Humanities 08-01-2018 to 07-31-2021 John Pitcher Faculty of Professional Studies 08-01-2020 to 07-31-2022 Vacant Faculty of Science 08-01-2020 to 07-31-2021 Vacant Faculty of Social Sciences 08-01-2019 to 07-31-2021 Michael Corman Faculty of Applied & Technical Studies 08-01-2020 to 07-31-2022 Vacant 2 Deans or Associate Deans Dean or Associate Dean 08-01-2018 to 07-31-2021 Sylvie Murray, Associate Dean (Faculty), Arts Dean or Associate Dean 08-01-2018 to 07-31-2021 Alastair Hodges, Dean, Health Sciences Associate Vice-President, Research, Engagement & Graduate Studies Ongoing Garry Fehr Associate Vice-President, Teaching and Learning Ongoing Maureen Wideman Administrative Support Office of the Provost and Vice President, Academic Ongoing Melinda Saretzky

CURRENT MEMBERSHIP: 9 voting members Quorum: Fifty percent (50%) of voting membership (not including vacancies) Current as of August 20, 2020 AGENDA ITEM # 3.1. Page 24 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

SENATE COMMITTEE FOR STUDENT APPEALS MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER Voting Members 7 faculty members, at least 3 of whom are senators, and preferably none of whom are from the same faculty Faculty 08-01-2020 to 07-31-2022 Shellie Steidle, Faculty of Health Sciences Faculty (senator) 08-01-2018 to 07-31-2021 Paul Gumprich, Faculty of Applied and Technical Studies Faculty (senator) 08-01-2020 to 07-31-2021 Vacant Faculty (senator) 08-01-2018 to 07-31-2021 Gerry Palmer, Faculty of Professional Studies Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2020 to 07-31-2022 Cyrus Chaichian, Faculty of Professional Studies (Chair) Faculty 08-01-2020 to 07-31-2022 Vacant 3 staff members, at least 1 Senator Staff (senator) 08-01-2018 to 07-31-2021 Simon Xi Staff (senator) 08-01-2018 to 07-31-2021 Greg Mather Staff 08-01-2020 to 07-31-2022 Sumitra Robertson 5 students, at least 1 Senator Student (senator) 08-01-2020 to 07-31-2021 Rajdeep Dhaliwal Student (senator) 08-01-2020 to 07-31-2021 Nathan Burns Student 08-01-2020 to 07-31-2022 Harla Sidhu Student 08-01-2020 to 07-31-2021 Amneet Kaur Student 08-01-2020 to 07-31-2022 Ravjeet Dyal Vice President, Students (or designate) (ex officio) Ongoing Alisa Webb Registrar (ex officio) Ongoing David Johnston (Vice Chair) Administrative Support

University Secretariat Lisa Boldt AGENDA ITEM # 3.1. CURRENT MEMBERSHIP: 14 voting members Quorum: Fifty percent (50%) of voting membership (not including vacancies) Current as of August 20, 2020 Page 25 of 328 AGENDA ITEM # 3.1.

MEMO

To: Joanne MacLean, Chair, Senate From: Secretariat office Date: September 11, 2020 Re: Expressions of interest for Non-Senator Vacancies on Senate Standing Committees

Submitted for Senate approval, the following expressions of interest were received for vacancies on the standing committees of Senate. Supporting documents are attached.

Senate Awards and Honours Committee

One expression of interest was received for one faculty vacancy on SAHC:

 Pamela Causton, Faculty of Health Sciences

MOTION: THAT Senate approve Pamela Causton to fill one vacant faculty position on the Senate Awards and Honours Committee, for a two-year term, from August 1, 2020 to July 31, 2022.

Senate Teaching & Learning Committee

One expression of interest was received for one faculty vacancy on STLC:

 Stefania Pizzirani, Faculty of Science

MOTION: THAT Senate approve Stefania Pizzirani to fill one vacant faculty position on the Senate Teaching and Learning Committee, for a two-year term, from August 1, 2020 to July 31, 2022.

Undergraduate Education Committee

One expression of interest was received for one faculty vacancy on UEC:

 Adrianna Bakos, Faculty of Humanities

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MOTION: THAT Senate approve Adrianna Bakos to fill one vacant faculty position on the Undergraduate Education Committee, for a two-year term, from August 1, 2020 to July 31, 2022.

Graduate Studies Committee

One expression of interest was received for two student graduate vacancies on GSC:

 Ryan Buhrig, Graduate Student

MOTION: THAT Senate approve Ryan Buhrig to fill the vacant student position on the Graduate Studies Committee, for a two-year term, from August 1, 2020 to July 31, 2022.

Senate Budget Committee

One expression of interest was received for two faculty vacancies on SBC:

 Zina Lee, Faculty of Social Sciences

MOTION: THAT Senate approve Zina Lee to fill the vacant faculty position on the Senate Budget Committee, for a two-year term, from August 1, 2020 to July 31, 2022.

Senate Committee for Student Appeals

One expression of interest as received for two faculty vacancies on SCSA:

 Maria de Luna, Faculty of Humanities

MOTION: THAT Senate approve Maria de Luna to fill the vacant faculty position on the Senate Committee for Student Appeals, for a two-year term, from August 1, 2020 to July 31, 2022.

Indigenization Committee of Senate

One expression of interest was received for one faculty vacancy on ICS:

 Stan Manu, Faculty of Science

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MOTION: THAT Senate approve Stan Manu to fill the vacant faculty position on the Indigenization Committee of Senate, for a two-year term, from August 1, 2020 to July 31, 2022.

One expression of interest was received for one student vacancy, recommended by SUS:

 Kaylee Volegaar, Undergraduate Student

MOTION: THAT Senate approve Kaylee Volegaar to fill the vacant student position on the Indigenization Committee of Senate, for a two-year term, from August 1, 2020 to July 31, 2022.

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SENATE AWARDS AND HONOURS COMMITTEE MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER 5 Faculty members, at least 1 senator Faculty (senator) 08-01-2020 to 07-31-2023 Karin Jager, Faculty of Humanities Faculty 08-01-2020 to 07-31-2022 Marcella LaFever, Faculty of Humanities Faculty 08-01-2018 to 07-31-2021 Alex Wetmore, Faculty of Humanities Faculty 08-01-2020 to 07-31-2022 Lorelei Janzen, Faculty of Health Sciences Faculty 08-01-2020 to 07-31-2022 Vacant 1 Dean or Associate Dean 08-01-2018 to 07-31-2021 Lucy Lee, Dean, Faculty of Science (Vice Chair) 1 Staff 08-01-2019 to 07-31-2021 Jennifer MacDonald, Faculty of Health Sciences (Chair) 2 students, at least 1 from Senate Student 08-01-2020 to 07-31-2021 Tripat Sandhu Student 08-01-2019 to 07-31-2021 Neeraj Kumar Ex Officio Voting Members Provost & Vice-President, Academic (or designate) Ongoing Sue Brigden (designate to July 31, 2021) Vice President, Students (or designate) Ongoing Leanne Tielmann (designate) Ex Officio Non-Voting Member University Secretary Ongoing Al Wiseman Administrative Support Secretariat Lisa Boldt MEMBERSHIP: 12 voting members, 1 non-voting member Quorum - 50% of voting membership Current as of June 26, 2020 AGENDA ITEM # 3.1. Page 29 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

SENATE TEACHING AND LEARNING COMMITTEE MEMBERSHIP 2020-21

AREA REPRESENTED TERM OF OFFICE MEMBER Voting Members 7 faculty, at least 1 from Senate and, if possible 1 past recipient of TEA Faculty (senator) 08-01-2018 to 07-31-2021 Paul Gumprich, Faculty of Applied and Technical Studies Faculty 08-01-2019 to 07-31-2022 Dawna Williams, Faculty of Health Sciences Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2019 to 07-31-2021 Judy Larsen, Faculty of Access and Continuing Education (Vice Chair) Faculty 08-01-2019 to 07-31-2021 Awneet Sivia, Faculty of Professional Studies Faculty 08-01-2020 to 07-31-2022 Samarjit Dhillon, Faculty of Health Sciences Faculty 08-01-2020 to 07-31-2022 Samantha Pattridge, Faculty of Humanities 1 dean (or designate) 08-01-2018 to 07-31-2021 Mary Saudelli, Associate Dean, Faculty of Professional Studies 2 undergraduate students Student 08-01-2020 to 08-31-2022 Ravjeet Dyal Student 08-01-2020 to 08-31-2022 Amneet Kaur Ex Officio Voting Members Associate Vice-President, Teaching and Learning Ongoing Maureen Wideman (Chair) Chair, Teaching and Learning Advisory Council Ongoing Adrianna Bakos Associate Director, Student Services Ongoing Leanne Tielmann Ex Officio Non-Voting Members Senior Advisor on Indigenous Affairs (or designate) Ongoing Shirley Hardman University Secretary Ongoing Al Wiseman Administrative Support Secretariat Office Ongoing Lisa Boldt CURRENT MEMBERSHIP: 15 members - 13 voting members and 2 non-voting members

Quorum: 50% of voting membership (not including vacancies) Current as of June 15, 2020 AGENDA ITEM # 3.1. Page 30 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

UNDERGRADUATE EDUCATION COMMITTEE MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER Voting Members Vice-Chair, Registrar (or designate) Ongoing David Johnston 9 faculty members, at least 2 from Senate Faculty (senator) 08-01-2018 to 07-31-2021 Gilmour Jope, Faculty of Access and Continuing Education Faculty (senator) 08-01-2019 to 07-31-2022 Sven van de Wetering, Faculty of Social Science Faculty (senator) 08-01-2019 to 07-31-2022 Shelley Stefan, Faculty of Humanities Faculty (senator) 08-01-2018 to 07-31-2021 Amber Johnston, Faculty of Health Sciences Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2019 to 07-31-2021 Teresa Arroliga-Piper, Faculty of Humanities Faculty (senator) 08-01-2019 to 07-31-2022 Jonathan Hughes, Faculty of Science Faculty 08-01-2019 to 07-31-2021 Rashad Mammadov, Faculty of Humanities Faculty 08-01-2019 to 07-31-2021 Samantha Pattridge, Faculty of Humanities 2 deans or associate deans Dean 08-01-2018 to 07-31-2021 Sue Brigden, Dean, Faculty of Access & Continuing Education Dean 08-01-2018 to 07-31-2021 Linda Pardy, Associate Dean of Students 1 academic advisor 08-01-2020 to 07-31-2022 Bobby Jaswal, Student Services 1 staff 08-01-2020 to 07-31-2022 Kelly Guiaya, School of Social Work & Human Services 2 undergraduate students Student 08-01-2019 to 07-31-2021 Neeraj Kumar Student 08-01-2020 to 07-31-2021 Tripat Sandhu (Senator) Associate VP, Teaching and Learning (or designate) Ongoing Claire Hay (designate) University Librarian (or designated librarian) (ex officio) Ongoing Heather Compeau (designate) Ex-Officio Non-Voting Members Provost & Vice-President, Academic (or designate) Ongoing Peter Geller (designate to July 31, 2021) AGENDA ITEM # 3.1. AVP, Research, Engagement & Graduate Studies (or designate) Ongoing Kirsten Robertson (designate) Executive Director, International Education Ongoing David McGuire Senior Advisor on Indigenous Affairs Ongoing Shirley Hardman Manager, Enrolment Planning Ongoing Donna Alary AVP, Institutional Research and Integrated Planning Ongoing Vladimir Dvoracek Director, Advising Centre Ongoing Elaine Newman Page 31 of 328 Coordinator, Program Development & Quality Assurance Ongoing Bruce Kirkley Administrative Support UEC Assistant/Calendar Editor, Office of the Registrar Amanda Grimson CURRENT MEMBERSHIP: 25 members - 17 voting members and 8 non-voting members Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

Quorum: Fifty percent (50%) of voting membership (not including vacancies) Current as of June 9, 2020 AGENDA ITEM # 3.1. Page 32 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

GRADUATE STUDIES COMMITTEE MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER GRAD PROGRAM Voting Members 7 faculty members, at least 1 from Senate Faculty 08-01-2019 to 07-31-2021 Shelley Canning, Faculty of Health Sciences Faculty 08-01-2018 to 07-31-2021 Zina Lee, Faculty of Social Sciences MA Crim Faculty 08-01-2020 to 07-31-2022 Nicola Mooney, Faculty of Social Sciences (Chair) MC Faculty 08-01-2020 to 07-31-2022 Sheryl MacMath, Faculty of Professional Studies M ED Faculty 08-01-2020 to 07-31-2022 Irwin Cohen, Faculty of Social Sciences MA Crim Faculty 08-01-2019 to 07-31-2021 Catherine Smith, Faculty of Health Sciences Faculty (senator) 08-01-2018 to 07-31-2021 Amber Johnston, Faculty of Health Sciences 1 dean or associate dean 08-01-2018 to 07-31-2021 Jacqueline Nolte, Dean, College of Arts MA Crim / MC 1 staff member 08-01-2020 to 07-31-2022 Cherish Forster, Faculty of Social Sciences MA Crim 2 graduate students 08-01-2020 to 07-31-2022 Vacant 08-01-2020 to 07-31-2022 Vacant Ex Officio Voting Members AVP, Research, Engagement, and Graduate Studies Ongoing Garry Fehr University Librarian (or designated Librarian) Ongoing Colleen Bell (designate) Ex-Officio Non-Voting Members Provost & Vice-President, Academic (or designate) Ongoing Tracy Ryder Glass (designate to July 31, 2021) M ED / M Finance / MSW University Secretary (or designate) Ongoing Al Wiseman University Registrar (or designate) Ongoing David Johnston One representative from each school, department, or program that offers graduate programming School of Criminology & Criminal Justice Ongoing Amanda McCormick MA Criminal Justice School of Social Work & Human Services Ongoing Margaret Coombes Master of Social Work Program Evaluation Certificate Ongoing Katherine Watson PREV Teacher Education Department Ongoing Awneet Svia Master of Education Child, Youth, and Family Studies Ongoing Christine Slavik Child Life & Community Health Cert Migration & Citizenshiop Ongoing Nicola Mooney MC Certificate & Diploma Adult Education Ongoing Seonaigh MacPherson Mindfulness Based Teaching & Learning Administrative Support (non member) Office of Research, Engagement, and Graduate Studies Deborah Block CURRENT MEMBERSHIP: 21 members - 11 voting members and 10 non-voting members Quorum: Fifty percent (50%) of voting membership (not including vacancies) Current as of June 9, 2020 AGENDA ITEM # 3.1. Page 33 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

SENATE BUDGET COMMITTEE MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER Ex-Officio Voting Members Chief Financial Officer & VP, Administration (Chair) Ongoing Jackie Hogan Provost & Vice President, Academic Ongoing James Mandigo (or Vice-Provost & Associate VP Academic) Voting Members 7 faculty members, at least one from Senate Faculty (senator) 08-01-2019 to 07-31-2022 Norm Taylor, Faculty of Science Faculty 08-01-2019 to 07-31-2021 Teresa Arroliga-Piper, Faculty of Humanities Faculty (senator) 08-01-2019 to 07-31-2022 Jon Thomas, Faculty of Professional Studies Faculty 08-01-2019 to 07-31-2021 Lee-Anne Stephen, Faculty of Health Science Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2019 to 07-31-2021 Greg Schlitt, Faculty of Science Faculty 08-01-2020 to 07-31-2022 Vacant 1 dean or associate dean 08-01-2018 to 07-31-2021 John English, Dean, Faculty of Applied & Technical Studies 1 staff 08-01-2019 to 07-31-2021 Pierce Stoeckly, Faculty of Applied & Technical Studies 2 students 08-01-2020 to 07-31-2021 Rajdeep Dhaliwal 08-01-2020 to 07-31-2022 Agrim Firani Ex-Officio Non-Voting Members President Ongoing Joanne MacLean Director, Finance Ongoing Nicole Adams Manager of Budgeting and Financial Planning Ongoing Mark Brosinski Associate VP, Institutional Research and Planning Ongoing Vladimir Dvoracek Associate VP, Human Resources (or designate) Ongoing Marnie Wright AGENDA ITEM # 3.1. Vice President, Students (or designate) Ongoing Alisa Webb University Secretary Ongoing Al Wiseman Administrative Support Office of the CFO/VP Administration (non-member, non-voting) Ashley Friesen CURRENT MEMBERSHIP: 18 members - 11 voting members and 7 non-voting members Quorum: Fifty percent (50%) of voting membership (not including vacancies) Current as of July 27, 2020 Page 34 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

SENATE COMMITTEE FOR STUDENT APPEALS MEMBERSHIP 2020-21

AREA REPRESENTED TERMS OF OFFICE MEMBER Voting Members 7 faculty members, at least 3 of whom are senators, and preferably none of whom are from the same faculty Faculty 08-01-2020 to 07-31-2022 Shellie Steidle, Faculty of Health Sciences Faculty (senator) 08-01-2018 to 07-31-2021 Paul Gumprich, Faculty of Applied and Technical Studies Faculty (senator) 08-01-2020 to 07-31-2023 Vacant Faculty (senator) 08-01-2018 to 07-31-2021 Gerry Palmer, Faculty of Professional Studies Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2020 to 07-31-2022 Cyrus Chaichian, Faculty of Professional Studies (Chair) Faculty 08-01-2020 to 07-31-2022 Vacant 3 staff members, at least 1 Senator Staff (senator) 08-01-2018 to 07-31-2021 Simon Xi Staff (senator) 08-01-2018 to 07-31-2021 Greg Mather Staff 08-01-2020 to 07-31-2022 Sumitra Robertson 5 students, at least 1 Senator Student (senator) 08-01-2020 to 07-31-2021 Rajdeep Dhaliwal Student (senator) 08-01-2020 to 07-31-2021 Nathan Burns Student 08-01-2020 to 07-31-2022 Harla Sidhu Student 08-01-2020 to 07-31-2021 Amneet Kaur Student 08-01-2020 to 07-31-2022 Ravjeet Dyal Vice President, Students (or designate) (ex officio) Ongoing Alisa Webb Registrar (ex officio) Ongoing David Johnston (Vice Chair) Administrative Support

UFV Secretariat

From: Duncan Herd Sent: September-08-20 12:11 PM To: UFV Secretariat Cc: President UFV SUS Subject: Re: ICS student vacancy

Follow Up Flag: Follow up Flag Status: Completed

Hi Lisa,

Can’t say I’m familiar with her, or any reason why SUS wouldn’t recommend her. If she’s eligible in all other regards, I have no reason not to endorse her for the position. Thanks!

Sincerely,

Duncan C. Herd Vice President Internal

UFV Student Union Society ph: 604 504 7441 ext: 4038 addr: SUB 1109, 33844 King Road, Abbotsford BC, Canada V2S 7M8 web: ufvsus.ca/ email: [email protected]

The information in this e-mail and any attachments are confidential and solely for the attention and use of the named addressee(s). You are hereby notified that any dissemination, distribution or copy of this communication is prohibited without the prior written consent of the Student Union Society (SUS). If you have received this communication in error, please, notify the sender by reply e-mail.

From: UFV Secretariat Sent: 9/4/20 8:51 AM To: "'[email protected]'" Subject: ICS student vacancy

Hi Duncan,

The Indigenization Committee of Senate has a student vacancy that requires the student be recommended by SUS. Would you be able to recommend Kaylee Vogelaar? (She has applied and is eligible as per the other membership requirements).

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Thanks,

Lisa

Lisa Boldt

Assistant, Secretary of Senate

UNIVERSITY OF THE FRASER VALLEY

E: [email protected] ufv.ca/senate/

This message (including any attachments) is confidential and may be privileged.

If you are not an intended recipient, you are hereby notified that any distribution, copying or use of this information is strictly prohibited. If you have received this message in error, please immediately notify the sender and delete all copies of this information from your system.

Consent Items Agenda, September 25, 2020 Minutes, June 5, 2020 Graduands... Page 37 of 328 Consent Items Agenda, September 25, 2020 Minutes, June 5, Graduands...

INDIGENIZATION COMMITTEE OF SENATE MEMBERSHIP 2020-21 AREA REPRESENTED TERMS OF OFFICE MEMBER Voting Members 5 faculty members, at least one from Senate Faculty (senator) 08-01-2018 to 07-31-2021 Gilmour Jope, Faculty of Access and Continuing Education Faculty 08-01-2019 to 07-31-2021 Vandy Britton, Faculty of Professional Studies Faculty 08-01-2020 to 07-31-2022 Vacant Faculty 08-01-2019 to 07-31-2021 Christine Elsey, Faculty of Socience Sciences Faculty 08-01-2020 to 07-31-2022 Lauren Couture, Faculty of Health Sciences 1 dean or associate dean 08-01-2019 to 07-31-2021 Mary Saudelli, Faculty of Professional Studies 2 self-identified Aboriginal students, one of whom is recommended by the Student Union Society 08-01-2019 to 07-31-2021 Shaili Kealy Nomination by SUS 08-01-2020 to 07-31-2022 Vacant 12 regional or local representatives of First Nations, Tribal, Metis, or Inuit community, and other Aboriginal community organizations, approved by Senate 08-01-2019 to 07-31-2021 Angie Bailey 08-01-2018 to 07-31-2021 Cheryl Gabriel 08-01-2019 to 07-31-2021 Louis De Jager 08-01-2019 to 07-31-2021 Kris Erickson 08-01-2020 to 07-31-2022 Vacant 08-01-2019 to 07-31-2021 Sonny McHalsie 08-01-2019 to 07-31-2021 Bibiana Norris 08-01-2018 to 07-31-2021 Judy Swakum 08-01-2015 to 07-31-2021 Mark Point 08-01-2017 to 07-31-2021 Dianna Kay 08-01-2020 to 07-31-2022 Vacant 08-01-2020 to 07-31-2022 Vacant 3 Aboriginal Elders, 1 male and 1 female; 1 UFV Elder-in-Residence, approved by Senate 08-01-2019 to 07-31-2021 Terry Prest, UFV Elder 08-01-2020 to 07-31-2022 Vacant

08-01-2020 to 07-31-2022 Vacant AGENDA ITEM # 3.1. Provost & Vice-President, Academic (or designate) (ex Ongoing Peter Geller (designate to July 31, 2021) officio) Senior Advisor on Indigenous Affairs Ongoing Shirley Hardman Director of Indigenous Student Centre (or designate) Ongoing Betty Petters Teaching and Learning Specialist (Indigenization) Ongoing Lorna Andrews

Page 38 of 328 Administrative Support (non-member) Vice-Provost Office Carol Dickson CURRENT MEMBERSHIP: 20 voting members (not including vacancies) Quorum: Fifty percent (50%) of voting membership Current as of August 31, 2020 AGENDA ITEM # 4.1.

Appendix E: Conflict of Interest and Code of Conduct

A. Conflict of Interest Conflict of interest may include but is not limited to the following situations:  the member stands to benefit or be harmed financially  the member has family or close friends who stand to benefit or be harmed  the career or reputation of the member could be advanced or retarded A member is not in conflict of interest merely by virtue of prior knowledge of the issue or the person about whom a decision is being made or because of common professional or social relations with a person affected by the decision. In general, voting on matters which affect a broad group by a member of that group is not considered a conflict of interest. For example, student members may vote on issues such as grade appeals policies and faculty members may vote on issues such as programs offered by their particular divisions.

B. Code of Conduct

The effective governance of the University is contingent on Senate members fulfilling their roles and responsibilities to the highest standards of conduct and commitment to the following:

1. A Duty of Integrity – to act honestly and in good faith. 2. A Duty of Loyalty – to give his or her loyalty to the university when acting on behalf of the Senate. 3. A Duty of Care – to act in a prudent and diligent manner, keeping himself or herself informed as to the policies, business, and affairs of the university. 4. A Duty of Confidentiality – notwithstanding the need of members to make an informed decision on an issue before the Senate by obtaining input from internal and external communities, members are to ensure that information which is normally considered confidential remains so. 5. A Duty of Skill – to use one’s level of knowledge and one’s expertise effectively in dealing with the affairs of the university. Senate Bylaws: approved at Senate 2012 08 22 Revisions to IV. D. and IX.: approved at Senate 2013 06 21 Addition of vice-chair positions in VII.: approved at Senate 2014 12 05 Addition of audio recording guidelines in VII. I. and J.: approved at Senate 2015 12 11 Revisions to IV. and addition of Appendix B.: approved at Senate 2016 02 12 Revisions to IV (vice-chair of Senate be a faculty member) and addition of V. E.: approved at Senate 2016 03 11 Revisions to Purpose, II, IV, V, VII, and Appendix C: approved at Senate 2017 02 10 Revisions to VII. D and G: approved at Senate 2017 05 05 Revisions to I and addition of Appendix A Process for determining Senate’s jurisdiction: approved at Senate 2017 06 09 Revisions to I, added I (A) (2) and I (C): approved at Senate 2017 09 22 Revisions to III, V(B), added V(F) & (G), and Appendix B section 1 (4): approved at Senate 2018 03 09 Revisions to I added (E), IV C, V H, Appendix B added 2, and Appendix D added

Senate Bylaws Page 15 of 15

Senate 2020-21: Thoughts for the Year Ahead - Joanne MacLean Page 39 of 328 AGENDA ITEM # 5.1.1.

Office of the Provost and Vice-President Academic Memo

To: Dr. Joanne MacLean – Chair of Senate

From: Dr. James Mandigo, Provost and Vice-President Academic

cc: Mr. Gerry Palmer – Vice Chair of Senate

Date: September 13, 2020

Re: Motion to Senate re: Recommendation for Winter, 2021 Semester

In response to the COVID-19 Pandemic, the Emergency Policy Committee is recommending to Senate the following motion based upon advice from the Academic Continuity Committee for the Winter, 2021 Semester:

Motion to Senate

Wherever possible, courses within programs will be delivered in a remote/online format for the entire duration of the Winter, 2021 semester. For cohort-based programs, entire courses, or components of courses, where achieving the learning outcomes and objectives in a face-to-face format is deemed to be essential, in-class instruction may be considered.

Following a similar procedure used for the Summer and Fall Semesters, departments must complete and submit a Standards and Protocol Form for Face-to-Face (F2F) Instruction to have F2F programming considered. Approval must be provided by the appropriate Dean, the Health and Safety Office, and the Provost for F2F instruction to proceed.

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SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676

SBC Assistant: Ashley Friesen Phone: 4029

TO: Joanne MacLean, Chair, Senate

FROM: Jackie Hogan, Chair, Senate Budget Committee

DATE: September 14, 2020

RE: 2021-22 Draft Budget Principles

At the September 3, 2020 meeting, the Senate Budget Committee (SBC) reviewed the 2021-22 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 Principle 3 no longer refers to the shared revenue budget model which implies another budget model may be used. Clarification was provided that the change was made to reference the principle of the model rather than the name of the model. The principle of the shared revenue budget model is that revenue is shared to recognize the relationship between faculty and support costs, and alignment with consolidated enrolment plans. • A question was raised about how significant costs incurred to mitigate COVID-19 transmission in face-to-face instruction settings, such as in the Faculty of Applied Technical Studies, will be considered. It was noted that this is recognized in the financial planning environment and will be considered when developing the 2021-22 Consolidated Budget.

The following motion was moved and seconded:

THAT the Senate Budget Committee recommends the 2021-22 Draft Budget Principles to Senate as presented. L. Stephen, J. Mandigo CARRIED

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2021/22 Budget Planning Principles

The Consolidated Budget Plan is the mechanism for allocating resources to achieve the university’s 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 2021/22.

 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.

 The BC Government has passed the Declaration of Rights of Indigenous Peoples Act (Bill 41)1 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.

 UFV activities will align with government goals, expectations, priorities and accountabilities included in the Budget Letter2, Mandate Letters3, Ministry of Advanced Education, Skills and Training 2019/20 – 2021/22 Service Plan4, and the University Act5.

1 https://declaration.gov.bc.ca/. Bill 41: https://www.leg.bc.ca/parliamentary-business/legislation-debates-proceedings/41st-parliament/4th- session/bills/first-reading/gov41-1 2 https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/institution-resources-administration/budget-letters/19-20/ufv.pdf 3https://www.ufv.ca/media/assets/board-governors/2020-21-Mandate-Letter-University-of-the-Fraser-Valley---signed.pdf

4 https://www.bcbudget.gov.bc.ca/2020/sp/pdf/ministry/aest.pdf 5 http://www.bclaws.ca/Recon/document/ID/freeside/00_96468_01

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 Grant 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.

 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 years6. 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 plan7 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 Policy8. Programs with differential fees will be reviewed periodically.

 The implementation of the new B.C. Graduation Program9 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)10 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.

 UFV will adhere to taxation, legislative, contractual and regulatory requirements.

6 Industry Training Authority 2019/20-2021/22 Service Plan: https://www.bcbudget.gov.bc.ca/2019/sp/pdf/agency/ita.pdf 7 https://blog.gov.bc.ca/app/uploads/sites/436/2019/02/CleanBC_Full_Report_Updated_Mar2019.pdf 8 http://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/institution-resources-administration/tuition-limit-policy 9 https://curriculum.gov.bc.ca/ 10 https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/institution-resources-administration/administrative- services-collaborative

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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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APPC Chair: James Mandigo APPC MEMORANDUM APPC Assistant: Melinda Saretzky

TO: Dr. Joanne MacLean, Chair, Senate

FROM: Dr. James Mandigo, Chair, Academic Planning and Priorities Committee

DATE: June 22, 2020

RE: Latin American Studies Program Review

The Latin American Studies (LAS) Program underwent a program review in 2018-2019. The Academic Planning and Priorities Committee (APPC) reviewed all of the documentation related to the program review and accepted them at the June 17, 2020 meeting. Attached is the Dean’s Summary Report for Senate approval. The LAS program has a deep history at UFV starting in 1981 when the first courses were offered. It then led to the International Studies diploma, minor and extended minor in LAS, Associate of Arts degree in International and Development Studies, Proficiency Certificates in Spanish, and most recently a minor in Spanish Language and Culture. The LAS program is multidisciplinary with courses offered in the following disciplines; Sociology, Global Development Studies, History, and Anthropology. The external reviewers noted that they were pleased with the program outcomes and objectives and are satisfied with student interest.

SUGGESTED MOTION: THAT Senate accept the Dean’s Summary Report of the Latin American Studies program review as presented.

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Dean’s Summary of the Latin American Studies (LAS) Program Review , May 2019 Dr. Jacqueline Nolte, June 2020

LAS is situated in the College of Arts within the Department of Social Cultural and Media Studies (SCMS). This review provided an opportunity to reflect on whether or not the LAS programs are best situated in SCMS, particularly in light of the fact that, as expressed in the dean’s scope letter, “it has not led to any growth or evident long-term vision for LAS.” The dean asked the reviewers and curriculum committee to consider what connections could be fostered and to think about a long-term personnel plan for LAS. The curriculum committee was asked to consider how to build partnerships with Indigenous communities, to indigenize its curriculum and to ensure recruitment and retention of Indigenous students. The committee was asked to comment on enrolment trends and ideas of how to build a network and culture for LAS students. Most importantly, the committee was asked to complete the mapping of courses and program outcomes. It was also asked to assess the status of its own program membership, given the challenge of interdisciplinary programs, as well as experiential learning opportunities for students. Finally, the committee was asked to consider how LAS faculty integrate research into teaching and what can be done to strengthen and promote links between all faculty members’ teaching and scholarship.

Latin American Studies has a long history at UFV with courses having been offered since 1981-82. In 1992-93, a two-year International Studies Diploma was introduced and, in 1994-95, the extended minor in Latin American Studies was introduced. A minor was added later, along with an Associate of Arts degree in International and Development Studies and Proficiency Certificates in Spanish. A minor in Spanish Language and Culture has recently been approved. As a multidisciplinary program, LAS relies on courses offered by faculty in Spanish as well as disciplines such as Sociology, GDS, History, and Anthropology. In the past, it was strongly supported by Geography. LAS has been challenged by the retirement of two faculty members who were not replaced due to the shifting priorities of departments. Over the past couple of years , Arts has searched for faculty who will be well positioned to teach into its interdisciplinary courses and faculty have now been hired with LAS expertise, notably in Political Science and Criminology and Criminal Justice, thereby opening the way for special topics courses or new courses to be designed in accordance with program needs.

The review revealed that despite low numbers of declared and graduating LAS program students, the number of students taking courses with LAS content has in fact strengthened and LAS degree declarations have shown an upward tendency between 2012-13 and 2017-18 from a total of just 2 in 2012-3 to a current total of 9.

The conclusion of the External Review Committee is that the Latin American Studies Program is fully aligned with UFV’s 2016-20 Education Plan as outlined in Learning Everywhere, and that there is “much to admire and celebrate in the whole-hearted engagement of the program’s faculty members, the quality of the education they provide, and the students’ interest in the interdisciplinary study of this important geo-cultural area.” Reviewers argued that LAS is deserving of the University’s financial and organizational commitment to ensure the long-term sustainability of the program and that “[f]ully supporting LAS will enhance the UFV’s growing reputation as an institution of higher education that upholds global social responsibility.” The reviewers concluded that sustainability of the program depends on (1) its home, administrative support, and recognition; (2) program autonomy and representation in decision making fora of the College of Arts; (3) curricular review; and (4) visibility.” (External Review Report, pp. 2-3)

Recommendation 1

Strengthen the autonomy of the Latin America Studies Program through the following:

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1.1 Ensure that the chair of LAS represents the program at meetings of Heads and Chairs within the College of Arts and other decision-making fora. 1.2 Provide the chair of LAS with one course release per academic year. 1.3 Establish permanent administrative support allocated specifically to LAS. 1.4 Provide LAS with annual program data similar to the document generated by the Office of Institutional Research for the external review process.

Action: The dean will ensure that there is administrative oversight of the program either by the head of SCMS and/or releasing a Chair. LAS will not be set up as a separate administrative unit as it is too small to be administered as such. The current head and assistant of SCMS will be evaluated on their attention to this program. The Chair of LAS will be asked to focus on curriculum issues rather than administrative issues.

1.5 Currently, data is provided at the department, not the program, level.

Action: Institutional Research will be asked to provide this data to the Department Head and the Chair of the Program curriculum committee

1.6 Allocate physical space and financial resources to promote the autonomy and visibility of the program.

Action: The Dean’s office cannot take administrative responsibility for the LAS program. It is currently situated within SCMS and we have expectations of collaborative leadership between the Department Head and Program Chair to attend to timetabling, allocation of courses and budget . One alternative is that, like GDS, LAS is situated in a proposed School of Global Engagement , which would need to be agreed to by faculty as either their home administrative unit or as associate members (GDS, LAS, IS, PACS, and Migration and Citizenship). If a school is formed a space proposal will be submitted to Campus Planning.

Recommendation 2

2.1 Ensure that the chair of LAS can provide input to department heads regarding enrollment plans and scheduling and increase formal communication of the resulting annual academic plans between academic departments and interdisciplinary programs.

Action: There is currently an expectation that the Chair collaborates with the Head of SCMS and with fellow heads to request delivery of required courses for programs. This is not working due in part to the Chair receiving no releases specific to LAS. The dean will ask the SCMS head to assume this responsibility; the head will be asked to communicate with the dean regarding the arrangements made across disciplines. The Head will need to liaise with the Chair, and both will be invited to the annual course planning discussions.

Recommendation 3

3.1 Maintain broad LAS-focused interdisciplinary coverage, curricular integrity and program sustainability by allocating adequate annual resources and faculty to the program in order to guarantee sufficient annual course offerings to enable students to complete the LAS minor and extended minor without delays or resorting to directed studies courses. Given current enrollments and strategic collaborations possible, potential cross-appointments that further these outcomes should be considered.

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Action: Three new faculty hires this year can contribute to LAS and a further LAS cross-appointment with MACS or SOC was budgeted for and advertised but resulted in a failed search. This position will be requested again next year.

Recommendation 4

Undertake a comprehensive review of the program and curriculum and establish protocols for regular update.

4.1 Review the number of credits required for each degree and limit the offering of directed studies courses.

Action: Reviewers note, “ At present, UFV requires one more course to complete a minor in LAS than the equivalent program at the University of Victoria; the number of courses required to complete the extended minor at UFV is the same as those required for the major at Victoria.” Curriculum review is core to the success of this program. The curriculum committee will compare the program requirements to those at other institutions, including the University of Victoria which has fewer credit requirements. The intention is to reduce DS courses by offering an economical list of required courses that are offered regularly so that students can plan their program paths to graduate in a timely manner.

4.2 Undertake a comprehensive review of the curriculum and consider the advantages and feasibility of requiring a LAS gateway and / or capstone course.

Action: The reviewers note that there is “no LAS specific gateway and/or capstone course; several courses listed as eligible options for the program have not been offered in some time, including the well-received study tours in Latin America.”

A curriculum review will be completed in conjunction with the curriculum mapping exercise discussed below. The curriculum committee will consider the feasibility of introducing core courses including gateway and capstone courses. Where enrollment might not be strong enough to offer core courses, a common capstone course in Arts might be considered and will be explored with the Associate Dean of Students.

4.3 Update the list of course offerings in the calendar and complete the curricular map

Action: It is imperative that the Chair and curriculum committee attend to updating the course outlines this coming fall. Curriculum mapping needs to be attended to asap and will be completed no later that the end of December 2021. The Associate Dean of Students will be asked to track this activity. LAS program learning outcomes and individual course outcomes need to be mapped. Some courses might need to be eliminated and others designed, with the intention of ensuring those that are on the books are offered regularly.

4.4 Establish annual meetings of LAS faculty to discuss curricular issues.

Action: The curriculum committee will meet at least once, and hopefully twice, in each fall and winter semester.

4.5 Establish protocols for more effective timely departmental consultation of curricular decisions affecting interdisciplinary programs such as LAS.

Action: The LAS Program Chair is encouraged to work with the Head of SCMS who will reach out to

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departments to request courses. This does not require the dean taking responsibility; it is expected of the Chair and Head. When other departments are not obliging, the dean will intervene to ensure that these courses are offered.

Recommendation 5

5.1 Increase financial support and the number of sections offered for the Spanish language programs

Action: Arts has invested in a new part-time Spanish hire.

5.2 Provide financial support and teaching resources for the teaching of Indigenous languages from Latin America.

Action: The scope letter asked for the committee to focus on Indigenization of the curriculum hoping that something akin to a comparative Indigenous issues course might be designed or a course including focus on UNDRIP . The external committee simply introduced the idea of teaching Indigenous languages for Latin America but, as the Chair of the curriculum committee notes, this is impractical given that there are about 800 Indigenous languages currently spoken in Latin America, and the question of which to focus on and where to find qualified instructors would be challenging. The curriculum committee believes it offers a Pan-American focus of Indigenous issues in its courses thereby offering students the basis for self-reflection on issues related to the Indigenous cultures in Canada. The curriculum committee is encouraged to consider a core course focussed on a universal framework of minimum standards for the survival, dignity and well-being of indigenous peoples of the world.

5.3 : Provide financial support and teaching resources for the teaching of Portuguese.

Action: The Chair of LAS is in favour of this as Portuguese is the third most widely spoken language in the western hemisphere with about 210 million speakers and Brazil has the ninth largest GDP in the world, ahead of Canada and Canada and Brazil have significant trade, investment and development relationships. Despite the logic of this argument, Arts is not able to invest in yet another language in MOLA, particularly when we are trying to build resources for the new Spanish Minor.

Recommendation 6

6.1 Ensure collaboration between the chair of LAS, the Office of the Dean and UFV International to facilitate broader internationalization opportunities and LAS-related experiential learning opportunities in the Fraser Valley.

Action: LAS integrates experiential learning into its curriculum, but this needs to be advertised and supported, particularly with respect to field trips and practica opportunities. Between 1993 and 2014, LAS offered 13 study tours to Mexico, Peru, and Spain, involving over 200 students. These have not been offered of late. The Head and Program Chair will continue to identify practicum opportunities at local schools, NGOs and agencies and overseas institutions (e.g. ITESM in Querétaro, Mexico). The Arts Practicum Coordinator and the International Office will be approached to assist with this, and these opportunities will be advertised.

Recommendation 7

7.1 Request that the Communications Strategist for College of Arts work with the chair of LAS to

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develop a communication strategy for the program.

Action: The Chair of the LAS curriculum committee will work with the Communications Assistant to this end and will discuss possibilities for recruiting international students with UFV International .

Recommendation 8

8.1 Revise and update the LAS webpage and the program’s printed materials.

Action: The SCMS Head and Chair will work on this with the College of Arts and University Relations.

Recommendation 9

9.1 Create new options for faculty to reduce teaching loads in order to conduct research.

Action: LAS faculty will be made aware of existing opportunities and will be encouraged to seek out collaborative research opportunities as well.

Concluding comments:

The LAS program has a deep history and it holds much potential. The program is fully aligned with the very important goal of developing local and global citizenship and the dean’s office is committed to monitoring the resolution of the long-standing challenges of curriculum review and administration .

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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: September 3, 2020

RE: Learning Everywhere: The UFV Education Plan, 2016-2020: 2020 Update

At its June 17, 2020 meeting, the Academic Planning and Priorities Committee voted to recommend approval of the 2020 Update to: Learning Everywhere: The UFV Education Plan, 2016 – 2020 (attached). MOTION: THAT Senate recommend approval of the 2020 Update to: Learning Everywhere: The UFV Education Plan, 2016 – 2020 to the Board of Governors as recommended by the Academic Planning and Priorities Committee.

Attachments:  Learning Everywhere: The UFV Education Plan, 2016-20 | 2020 Update

2016-2020 Education Plan - Summary These past 5 years have been very exciting with so many remarkable things happening including many brand new initiatives. Thanks to everyone for your commitment to the 2016-2020 Education Plan. The following is just a small summary of what we have seen. It was exciting to see the scope of the changes and additions to many of our courses and programs. Some new initiatives were introduced such as inter and multi-disciplinary courses and programs, dual-credit programs, and laddering options. We have seen various advances that rose as a response from cross-department consultations, public interest, and government directives such as the changes to the K-12 curriculum and the tech expansion. Access to courses and programs have broadened by the increased use of PLAR, expanding admission requirements, and broadening of prerequisites. Increased cross-department collaboration resulted in such things as courses co-taught by one or more instructors, and additional cross-listed courses. An expansion of critical thinking components were added to courses, including ones in the Trades. Innovative thinking from departments has resulted in various course delivery options and an expansion of experiential learning opportunities such as, project-based and self-directed learning, study tours, research projects, site visits, field trips…and the list goes on. As you can see, with so many experiential learning opportunities, areas have also expanded ways on how to incorporate those experiences into admission and course requirements. The whole UFV community was very involved when it came to meetings and events such as, UFV committees, conferences, workshops, speaker panels, career fairs, etc. Variations of participation included; attending, presenting, hosting/collaborative hosting, both on and off campus. Some examples to mention include organizing a flu vaccination clinic, film screenings, and much more! Off-campus representation was far reaching and included participation at all community levels, including International. Involvements of faculty and staff have also increased at various student functions and vice-versa, and representations on various committees has broadened to include more departments, students, and elders.

APPC Memo-Education Plan Update and Summary | Page 1 of 3

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Planning and outreach was wide-spread and included reaching out to new and existing industry and community partners to expand or create new relationships for various work experiences such as practicum placements, co-op’s, apprenticeships, and internships. Partnership examples include block transfers, agreements, MOU’s, and projects such as mapping training programs to determine program equivalency. As such, planning included increased service offerings, assessments, resources, spaces, and the use of surveys and industry analyses. Website and Social Media were updated and increased use enabled us to expand our outreach. More specialized outreach examples included reaching out to International students, underrepresented groups, and students at-risk. Outreach continued in Elementary and High Schools and some were invited to experience university learning. Outreach also happened within UFV and students were encouraged to take part in various activities, such as Student Learning Groups (SLG’s). Practicum opportunities have increased to include co-partnerships with smaller organizations and also ones outside of our local communities. Practicum placements were also arranged within UFV with our own students and also those from other institutions. Others have also reached out to us and many became Adjunct Faculty, Research Associates, and Visiting Scholars. These in turn had provided collaborative opportunities with various research projects, publications, and mentor opportunities. The changes seen concerning resources and space usage included new and upgraded software programs, the digitizing of documents that included various Library resources. We have also seen an increase in the use of forecasting tools, data tracking, and reports to better plan for the future, and various processes and templates were streamlined. Many improvements were made to spaces across campus including, classrooms, labs, and student study spaces. Various services expanded that included additional service desks and expanded service hours. New technology resources were used in and out of the classroom such as virtual reality and videos. The sharing of campus facilities and spaces increased and new centres were established on and off campus, such as the UFV Centre for Philosophical Inquiry with Children. There has also been an increase of support offered for inter and multi-disciplinary programs and courses, such as administrative assistance. Development of open-source textbooks also gained popularity. UFV had answered and continues to answer the TRC’s Calls to Action in very concrete ways with new events and initiatives introduced, such as specified indigenous cohorts for existing courses and programs (both on and off- campus), some of which include partnerships such as with the Metis Nation of BC. Dedicated seat reserves were held in some programs and courses. Improved and additional support structures were in place such as the Indigenous Student Centre. Increased numbers of invitations had gone out and were answered by Elders who then contributed in classroom settings and various meetings and events. There was also increased indigenous presence on various committees including the newly formed Indigenous Committee of Senate. Widespread events and displays were organized on and off-campus such as the Witness Blanket display, field trips, and visits to various indigenous places. Stó:lō traditional ceremonies were organized along with various UFV gatherings and the use of Territorial acknowledgements were embedded in regular UFV meetings and gatherings. Publications that included Indigenous contented had also seen an increase. Various new teaching and learning experiences were introduced, and not just in the classrooms. Some examples of these included regular department meetings being substituted with spaces for additional learning for faculty and staff, spaces were provided outside the classroom for students to practice new language skills, and increased opportunities for students to apply what they have learned, such as offering free services to the community. UFV has also dramatically increased experiential learning activities which were prevalent in a variety of areas both on and off- campus, such activities included the use of campus structures to apply real-life calculations, hands-on instruction in classrooms, simulated work environments, and ongoing training for field and practicum instructors. An increase of peer mentors provided additional teaching and learning opportunities, and not just for students. Study Abroad and Scholarship opportunities were also increased. An increase in research activities were seen through additional research partnerships, funding availabilities, and grant approvals. All of which provided opportunities to hire additional research assistants. Additional research project opportunities were added to courses and additional research centres opened up, such as the centre for Health and Social Innovation Hub, Esposito Family Centre for Innovation and Entrepreneurship, and the Peace and Reconciliation Centre. Internationalization has become an integral piece of UFV’s increasingly diverse culture, which has provided Faculty, Staff, and Students multiple opportunities to interact and gain knowledge from one another. Many new initiatives took place, which included additional networking opportunities (including for our multi-lingual learners) and practicum placements in other countries. A wide range of assistance had been offered and was expanded to help International students, such as on-campus services (advising), specialized courses, welcome events, and videos, to

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name a few. The success and increase of International student numbers was greatly due to the collaborative cross- departmental discussions that took place to assess the needs and then worked with various areas to ensure the proper support systems were in place. Other programs that emerged included an opportunity to create a program for student refugees, and international internships. Work in Chandigarh also continued with additional assistance offered to ensure students were successful. As experiential learning was embedded in all aspects of UFV life, so did employment and volunteer opportunities, both on and off-campus, including work-study positions, research assistants, tutors, etc. Increased enrolments in special topics and directed studies courses provided students with specialized learning opportunities. And perhaps one of the most widespread efforts seen from the goals; Prioritize Learning Everywhere, Commitment to Flexibility, Collaborate Across Boundaries, Develop Local and Global Citizenship, and Integrate Experiential Learning was the exemplary response from the UFV community due to the changes resulting from the COVID-19 directives. This would not have been possible without everyone’s commitment to ‘being kind, being calm, being safe’-Dr. Bonnie Henry.

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Learning Everywhere: The UFV Education Plan 2016-20

UPDATE: JJune 2020

Submitted by: James Mandigo Provost and Vice-President, Academic

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Table of Contents

2020 Education Plan Update:...... Page 3

Appendix 1: Five Goals for the Education Plan 2016 - 2020 ...... Page 6

Appendix 2: Faculty and Division Condensed Updates ...... Page 8

Appendix 3: Faculty and Division Detailed Updates ...... Page 22

Faculty Updates College of Arts (Faculty of Humanities and Social Sciences) ...... Page 23 Faculty of Access and Continuing Education ...... Page 102 Faculty of Applied and Technical Studies ...... Page 116 Faculty of Health Sciences ...... Page 119 Faculty of Professional Studies ...... Page 130 Faculty of Science ...... Page 187

Division Updates Institutional Research and Integrated Planning ...... Page 194 Office of the Vice Provost ...... Page 199 Research, Engagement, and Graduate Studies...... Page 210 Teaching and Learning ...... Page 216 UFV International ...... Page 222 UFV Library ...... Page 228

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A 2020 Update to Learning Everywhere: The UFV Education Plan, 2016-20

Introduction Since 2016, UFV’s Learning Everywhere Education Plan has focused on five key goals: 1. Prioritize learning everywhere 2. Commit to flexibility and responsiveness 3. Collaborate across boundaries 4. Develop local and global citizenship 5. Integrate experiential learning

These five goals have been central in guiding UFV’s academic planning and decision making over the past five years. The growth experienced in each of these goals across the University has been tremendous and inspiring. UFV is stronger and better because of the collaborative focus placed on prioritizing each of these learner centred goals.

At the time of writing this update, there have been over 5 million people around the world infected with SARS-COV-2 virus that causes COVID-19. Of those 5 million, more than 327,000 people have died. No part of the world has been spared from the impact of the pandemic and UNESCO estimates that 70% of the world’s students can not physically attend school. Concerns about international students being able to attend post-secondary institutions in Canada, the quality of online courses, the ability to achieve applied learning outcomes without face-to-face instruction, the lack of availability of experiential forms of learning, and of course, the health and safety of students, faculty and staff are all outstanding questions we are grappling with as the world’s scientists race towards finding effective treatments and vaccines. While it may seem that we have pushed the pause button on education, some interesting trends and insights that align well with the Education Plan are starting to emerge from the haze of COVID-19.

UFV’s recognition that learning can take place everywhere has served as our motto in our rapid response to “flattening the curve” of COVID-19 cases. Faculty members were able to quickly pivot their courses to remote forms of delivery because they recognized that learning can occur in multiple ways and were committed to being flexible and responsive to the needs of our students. Faculty members collaborated and supported each other during this transition by creating learning communities that contained a mix of backgrounds on the delivery of online courses. Through collaboration across boundaries, faculty members worked together to break down barriers to help support one another in delivering the best possible online course possible. As global borders quickly started to close to stop the spread of COVID-19, UFV’s faculty, staff and students recognized that we are a globally minded campus and they quickly sprung into action to make sure “nobody was left behind.” International students who could not return home were provided with a home as long as they needed it in Baker House and any UFV student who was in another country on exchange and wanted to return home was supported by UFV International in their repatriation back to Canada. Finally, while many of our students were no

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longer able to physically access their experiential learning placements, many continued to work with our community partners in virtual ways such as our teacher education candidates who helped support BC teachers in the delivery of online education in the K-12 system. Then there are our Nursing students in their final semester prior to graduation. They continued their clinical work in the hospitals at the height of the COVID-19 outbreak so that they could not only continue to support our frontline health care workers, but also so that they could join them as colleagues upon graduation and provide the desperately needed support across a very tired and strained medical community. While our Educational Plan Goals were not written with a global pandemic in mind, they have been central to our ability to successfully respond to it.

Highlights of the Five Goals What follows next are some of the examples of how our Academic Units have risen to the challenge of achieving the goals in our Education Plan. While these represent some of the highlights of ongoing activities, they are only a fraction of the many activities performed across UFV’s Academic Units to achieve the goals outlined in the Education Plan. I would encourage you to continue reading further in the report for a more detailed account of examples aligned with each of the five goals. Prioritize Learning Everywhere  Modern Language Institute offers Halq’emélym language courses at Seabird Island School  Recipients of the Student Award Opportunity offered by Peace and Conflict Studies attended the Peace Summit of Emerging Leaders in Bangkok, Thailand  English Language Studies faculty members offered multiple sections of the Academic Foundations Program in Chandigarh, India.  Health resources and services provided to the Downtown Chilliwack community by students in kinesiology, nursing, and dental programs.  The Teacher Education Department created resource kits on Residential Schools and Decolonization and Reconciliation to be used by teacher education candidates and shared with their practicing teachers.  Students from the School of Land Use and Environmental Change were identified as Queen Elizabeth Scholars and participated in field placements in Africa  30 students received funding to present their research as conferences in Poland, Austria, United States, and Canada  A creation of a gathering space for self-identified Indigenous faculty and staff members to meet casually with each other and with UFV Elders-in-Residence Commit to Flexibility and Responsiveness  School of Creative Arts redesigned their Indigenous Arts Certificate to more easily ladder into the Bachelor of Fine Arts program  Continuing Education developed a for credit transfer agreement with McDonalds Canada.  Increased focus within Trades programming to foster opportunities for women, indigenous peoples, and other underrepresented groups within the trades.  Dual credit courses in Statistics were successfully offered in partnership with Rick Hansen Secondary School.  Math Department adopted a number of Open Educational Resources in their courses

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Collaborate Across Boundaries  English Department collaborated with Agriculture Department to build an Indigenous garden  Interprofessional simulations amongst students in all 3 nursing programs.  The Child and Youth Care department delivered workshops on mindfulness, children’s yoga, and labyrinth walks to the Abbotsford Hospice  UFV International continues to support the transition of academic programming in Chandigarh to its partner institute at Fraser Valley India.  The Library has added scholar profiles to UFV’s institutional repository called HarvestIR  Centre for Experiential and Career Education received a $300,000 donation through RBC’s Future Launch program to support experiential learning opportunities and career ready skills. Develop Local and Global Citizenship  A new fully integrated Stó:lō Aboriginal Skills and Training Culinary Program  Get Kinnected research faculty speaker series featuring members of the Kinesiology Department sharing their research with local community members  Planting Reconciliation course offered in conjunction with local Indigenous Elders focused on plant identification, sustainable gardening, and historical knowledge.  A Red River Cart was donated to the library in Chilliwack by local Métis artists  CIS faculty organized the Update on Computer Recycling Day where old computing and electronic equipment can be safely disposed of and recycled. Integrate Experiential Learning  Practicum students in English assisted the Abbotsford Farmer’s Market and Fieldhouse Pub in transitioning their food sales to an online format  Student Research Day grew to 92 posters featuring 189 students in its first ever virtual format.  UFV Computer Information Systems students won the first prize and were selected to participate in the Canadian Hacking Challenge to represent BC.

What’s Next? 2020 marks the final year of UFV’s Education Plan. While it has guided us well, it is time to stop and reflect upon our next five years. This will be the role of UFV’s new Integrated Strategic Plan scheduled to be launched at the end of 2020. This new Integrated Strategic Plan will build off the successes to date and help us continue to move forward together as we engage learners, transform lives, and build communities. As an integrated strategic plan, it will outline how we will work across the UFV community to achieve our collective vision through several shared goals and strategic imperatives. All of UFV’s Academic and Administrative units will identify how they will be a part of achieving our collective goals after the Integrated Strategic Plan is approved by the Board of Governors and the University Senate.

While this will be the final update of UFV’s Learning Everywhere Education Plan, it is not the end of the many ongoing activities that have been implemented to support its success. These activities will continue well into the future and serve as the foundation for our Integrated Strategic Plan.

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The UFV Education Plan 2020 Update Appendices

Appendix 1: Five Goals for the Education Plan 2016-2020

Update to the Education Plan Page 59 of 328 Update to the Education Plan

FIVE GOALS for the EDUCATION PLAN 2016 – 2020

In 2015, UFV undertook the collective challenge of imagining what our university should look PRIORITIZE COMMIT TO COLLABORATE DEVELOP INTEGRATE like in 2025. The UFV LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL 2025: A Vision for our EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING Future process included an education planning UFV values the learning UFV recognizes the UFV supports and At UFV, we develop and UFV will incorporate of faculty, students, importance of agility in its develops opportunities model civic engagement opportunities for exercise that resulted in staff, and community no programs and administrative for collaborative and and social responsibility. Our experiential learning both five goals to be achieved matter when, where, or units — enabling us to interdisciplinary work. students, faculty, and staff inside and outside of the how it occurs. Courses, adapt and respond to the This involves collaboration recognize the importance university classroom. This in the Education Plan schedules, programs, and diverse learning needs of around research, of nurturing a global may involve assignments 2016 – 2020. They echo administration put the our students, faculty, staff, programming, learning, and awareness that supports and assessment activities, journey of the learner first. and community. We will community development. It the health and safety of field experiences, the recurring themes UFV recognizes that our streamline organizational also involves collaboration citizens around the world. community placements, learners are diverse; this procedures and practices with other educational Part of being a UFV citizen laboratory experience, in submissions from necessitates diverse learning that limit creative problem institutions, community also involves responsibility research, and co-operative students, staff, faculty, options and settings. solving. organizations, and industry, to our communities and learning. UFV works to create both locally and globally. environment. Locally we work and administrators. learning opportunities in on the unceded territory communities both inside of the Stó:lō people and AT THE UNIVERSITY OF THE and outside of UFV. the Indigenization of UFV FRASER VALLEY, WE WILL  is a priority. Indigenization informs everything we do at the university in every AGENDA ITEM # 5.3.2. program, department and service area, through the inclusion of Indigenous content, perspectives, and ways of knowing. Page 60 of 328 AGENDA ITEM # 5.3.2.

The UFV Education Plan 2020 Update Appendices

Appendix 2: Faculty & Division Condensed Updates

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2019-20 Education Plan Update – Faculty of Access & Continuing Education

The Faculty of Access & Continuing Education (FACE) provides access to post-secondary education for adult learners from PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE many different LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING educational, cultural, and personal backgrounds. Applied Business Technology Applied Business Technology Applied Business Technology Applied Business Technology Applied Business Technology All ABT instructors attended the CE PD day ABT developed two courses for CE Faculty are developing a research project ABT students attended the Métis Day Guest speakers this year included the in fall 2019 where they took workshops (WordPress and Minute-taking). The around building online cohorts for fall Awareness Event in October 2019 and Senior Advisor, Human Capital for MNP; FACE continued to work such as, “Indigenizing Instructional Minute-taking workshop materials were 2020. ABT faculty have already secured wrote journal reflections before and after the Branch Manager for Robert Strategies” and “Developing Your Instructor passed on to CE and run through CE funding for a research assistant and will be the event. Students learned about the Half/OfficeTeam; and three ABT graduates on the goals of UFV’s Self” among others. Three instructors are instructors. Mentoring and minute-taking posting the position in the near future. traditional Métis dance “jigging” and other who all work for local organizations. attending the Teaching & Learning materials were also provided to HR for Continuing Education aspects of Métis culture, including Students were able to learn about different MicroCourse series on online teaching. development of employee training. traditional foods and crafts. job opportunities. Education Plan 2016–2020. A new partnership between CE and City of Continuing Education Continuing Education Surrey will provide Evidence-Based Continuing Education Continuing Education Here are only a few Many CE students attended the KAIROS CE and several other UFV units created a Decision Making (EBDM) training to The new Activity Assistant certificate and Two on-site practica designed to build a Blanket Exercise as part of their classroom credit transfer agreement with McDonald’s cohorts of municipal workers. This year, revised Nursing Unit Clerk certificate student’s workplace skills and confidence examples of what has been activities (the blanket exercise is an Canada. The agreement offers credit for the first graduate student in the City includes Indigenization and citizenship were added to the new Activity Assistant interactive educational program that the training that McDonald’s managers University of New York’s John Jay College outcomes in every course. An instructor program. Students spend more than half accomplished this past teaches the history of Indigenous people in complete during their employment. CE also of Criminal Justice completed and used who teaches in CE legal programs offered a their time in the community on practicum, year. Canada). created laddering agreements between CE EBDM as an elective course toward his workshop to other instructors on the topic which makes them better equipped to English Language Studies and certificate programs and the General master’s degree. of Indigenizing curricula. Participants reflect on lived experiences. These Studies Diploma and Integrated Studies enjoyed the workshop and were pleased to additions ensure the curriculum is process ELS faculty provided multiple sections of English Language Studies Degree. learn how they can infuse Indigenous ways oriented rather than content oriented. EAP 075/AFP (Academic Foundation ELS worked with UFV International and the FACE will continue to work of knowing into courses. Program) in Chandigarh in Summer 2019 English Language Studies Registrar’s Office to recommend the English Language Studies on the other initiatives and Winter 2020. Students and ELS created instructional videos for the temporary use of Duolingo English Test English Language Studies Advanced-level EAP courses integrated the administrators at Fraser Valley India department website to help students (DET) scores to meet UFV’s English ELS adopted the new textbook University learning of content and language by identified in its 2016–2020 thanked ELS for delivering summer AFP navigate websites and complete online Language Proficiency requirement Success Writing Advanced Level, which reading authentic journal article excerpts classes in Chandigarh while celebrating 14 course assignments. These videos were following the closure of test centres due to provides students with opportunities to and watching video lectures by Stanford Ed Plan submission to years of this annual partnership together. shared on the UUP department’s online COVID-19. explore topics related to diversity and University professors in Linguistics, Upgrading & University Prep New Student Orientation presentation as Upgrading & University Prep values across various academic disciplines Business Ethics, Earth Science, Medieval well. in an 080-level writing course. Culture, and Materials Engineering. support the success of its UUP is working with Chilliwack Community Community group participation and

Services to identify how the department Upgrading & University Prep involvement continues through recent Upgrading & University Prep Upgrading & University Prep AGENDA ITEM # 5.3.2. students and UFV. can provide additional educational Faculty are revising the department’s adaptation of online meetings. A strong Most courses continue to introduce and Some science classes brought in extra opportunities to the parents participating Indigenous People’s Knowledge (IPK) connection with the articulation process discuss problem-based pedagogies in models, slides, and samples to integrate in its Gateway for Families programs. courses to ensure they focus on Stó:lō continues as UUP department classes such as global warming and experiential learning. Prior to moving to Gateway, which is located at Central perspectives and experiences. To better representatives work with representatives Reconciliation. online learning due to COVID-19, some Elementary Community School, supports situate learning and knowledge within a of other post-secondary institutions to instructors took their classes to the library parents of young children in downtown Stó:lō context, the course content will be ensure our equivalent level courses meet and to live performances put on by the UFV Chilliwack. built around place-based and experiential the same outcomes and are articulated in Theatre department for outside learning practices. the BC ABE Articulation Guide. experiences. Page 62 of 328 Update to the Education Plan

2020 Education Plan Update Faculty of Applied and Technical Studies

The Faculty of Applied and Technical Studies offers foundation and apprenticeship programs in the skilled trades, certificates and diplomas in applied technical disciplines, physics PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE and engineering programming and LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL technical upgrading programming all EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING intended to prepare students to enter the workplace or further study with a well-defined set of knowledge and Applied & Technical Studies’ ATS Industry Services continues ATS continues to integrate the ATS continues to develop The Trades and Technical skills. The Faculty of Applied and (ATS) most significant initiative is to grow in new areas trades and technical international opportunities to education experience is Technical Studies works with the to quantify the experiential supporting learning where and programming into non- create exposure to faculty and intrinsically experiential. While when they are needed. Targets traditional areas and vice versa. students who traditionally and we are looking to further Province’s Industry Training Authority learning elements of the were exceeded and the typically do not find themselves recognize experiential learning apprenticeship experience so ATS has a strategic commitment (ITA) and the trades training system to operation is now expanding to outside of domestic experiences. as mentioned under Prioritizing they can be combined with the to itself and its learners to include international programs Whether that is breaking down Learning Everywhere, ATS ensure there is an adequate and formal in-class learning to meet embed elements of liberal and in situ industry the barriers to international extensive experience in this skilled labour supply to support the the 60 credits necessary to education into the core trades collaborations. students, creating international regard can be a resource to province’s economy. award a UFV diploma. In and technical experience. partnerships or teaching other departments and addition, we have implemented We are building capacity to The social world, ethics, critical overseas, these experiences programs looking to expand an innovative curriculum in take trades discovery thinking, and reasoning are broaden perspective and global their experiential learning. Digital Manufacturing that programming to wherever it is topics integrated with skills and understanding. recognizes and builds on learning needed. This is now focused technical capability The new Digital Manufacturing from unrelated disciplines. on women and indigenous and development. Diploma is an example of the other underrepresented We have fully integrated the Preparing citizen-practitioners We have broadened our way ATS can add practical groups so they can confidently What makes this effort unique is Stó:lō Aboriginal Skills and capable of contributing to the experiential exposure “finishing” programming for opportunities to include a wider choose a trade pathway. ATS is accomplishing this not Training (SASET) Culinary economy and society with life long with additional special Program into the core of the unrelated disciplines so as to range of programs. For example, The new Digital Manufacturing careers that can adapt to changing coursework but contextualized Faculty through a strategic provide an experiential High School students can now Program is designed to accept times into existing course work; the partnership with SASET. Besides component to almost any spend a full working day in our students from nearly every dominant pedagogical approach broadening the SASET students’ traditional post-secondary Culinary Program and Cafeteria, discipline or background. The experience. Using problem

used in a trades and technical experience and options, it AGENDA ITEM # 5.3.2. doing the real work of an idea is that they will study how education. provides opportunities for based pedagogies along with operating enterprise. to apply the principles of digital indigenous and non-indigenous hands on skills with modern manufacturing to their area of Students are encouraged to learners to educate each other manufacturing equipment, a We grow and expand as the ITA expertise or knowledge. The question the reasons for doing and form bonds of learner will discover how to sets the trades agenda. program is problem based what they do, for seeking better understanding. teach themselves making them Harmonization with other learning based with the goals ways and measuring the impact competent and future-proof. provinces is a priority and we are of supporting a student to of their professional activities on working to stay aligned. learn what they need in real others, society and the world. Page 63 of 328 time. Update to the Education Plan

2020 Education Plan Update – Faculty of Health Sciences

Through excellence in teaching, experiential PRIORITISE COMMIT TO COLLABORATE INTEGRATE learning, scholarship DEVELOP LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL and engagement, we EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING prepare the next The Department of Kinesiology The Kinesiology department redesigned An Indigenization Committee was formed The School of Health Studies engaged with Health Sciences programs continue to be generation of leaders has offered courses in Chilliwack, online, curricula of the Pedagogy and Exercise for the Faculty Council to explore ways to the UFV community to offer a flu very rich in experiential learning. The who strive to foster hybrid, and in Abbotsford. Science specializations. With the support faculty, staff, and students in vaccination clinic on campus for students, average graduate has experienced curriculum updates, students have greater Indigenization. staff, and faculty. hundreds of hours of hands-on learning in health and wellness The School of Health Studies utilizes a flexibility to personalize their educational labs, clinical sites, practicums, and diversity of experiential learning experience within each specialization. The CDA program is now using 3D imaging In May 2019, BSN students travelled on a simulation. for individuals and opportunities across various technology in their dental labs to enhance study tour to Sierra Leone, in West Africa. agencies/facilities and population groups The School of Health Studies is currently student learning. The study tour was set to run a second Students from nursing and kinesiology communities. in the community. For example, BSN establishing a planning forum for the year in May 2020, but it was cancelled due worked closely with faculty on multiple students took a lead role in program development of Indigenous content and The BSN program has recently purchased to COVID-19 travel restrictions. research projects. Students were given the development and needs assessment experiential learning across nursing and virtual reality technology and will be opportunity to aid in developing a research projects with various population groups dental curricula. integrating this into the learning when we The School of Health Studies is exploring plan, applying for research ethics, Our vision is to be a in the community; dental students resume face-to-face operations. development of Tropical Medicine nursing recruiting participants, and collection and conducted health promotion teaching Faculty from health sciences were elective option. analyzing data. Last year over 15 paid worldwide leader in with at-risk children in the community. featured in the media, providing All 3 nursing programs (BSN, PN, & HCA) research-assistantships were offered in comments on topical issues related to are participating in interprofessional In Fall 2019, the kinesiology department kinesiology. Students continue to health and wellness Kinesiology, nursing, and dental the health of Canadians, including simulations. This brings small groups of hosted the first edition of a new research showcase their work at conferences and students provided health resources recent CBC and CTV coverage of students from the 3 programs together to speaker series called Get Kinnected. UFV micro-lectures. undergraduate and services to the Downtown physical activity and mental health discuss their individual scopes of practice, Faculty members gave presentations with education. Chilliwack community. during the COVID 19 pandemic. the overlaps in scope of practice, and how the aim to build relations with the Fraser Nursing students attended a two-day to work together effectively. Valley community. Aboriginal Family Forum hosted by the Faculty and students from the The School of Health Studies has Fraser Valley Aboriginal Children and kinesiology department delivered established a BSN working group to review BSN and PN students are working with The BSN, PN, & CDA programs integrated Family Services Society, Xyolhemeylh. HERE IS A SMALL health testing to the Abbotsford and integration Trades to deliver information and training the Blanket Exercise into their curriculums. Students engaged with the public by Mission Fire Departments during a of TRC recommendations. regarding Naloxone. Further exploration is being done to presenting health information. SAMPLE OF RECENT series of pre-employment screening include the HCA program, as well. exercises. The program is a part of Prior to transitioning online, the CDA The BSN programs has initiated and In October 2019, nursing students ACCOMPLISHMENTS Healthy YOU-FV, a community program had begun creating instructional developed relationships with a variety of Truth and Reconciliation booklets were organized and hosted the Canadian engagement initiative designed to video demonstrations to assist students community partners. Semester 7 students order for all FHS faculty members. These Nursing Students Association annual IN THE FACULTY OF promote health and wellness. with pre-clinical preparation. are out in the community working with will help with understanding and general meeting in Abbotsford. AGENDA ITEM # 5.3.2. vulnerable populations and engaging in implementing ideas for indigenous HEALTH SCIENCES  In response to the COVID-19 In the BSN program, Semester 6 students program planning. Some examples include content. pandemic, all FHS faculty have re- have created advanced skills videos for My House, Youth Clinic in Mission, Warm created their course content and students to review prior to coming to labs. Zone, Ruth and Naomis, The Foundry, In response to the COVID-19 pandemic, evaluations to allow for all students to The purpose is to assist students in Cyrus Centre, MSA Society, Oreole lodge, BSN students started an initiative they learn remotely. preparations ahead of class time. two alternative high schools, In Phase, & called “Student Nurses for Nurses”. This Semester 3 had also created a surgical Utilized assisted living facilities. was a voluntary initiative where UFV wound care video for students, and student nurses would run errands for Semester 4 is currently working on a Kinesiology students connected with Elder nurses working on the front lines. This Page 64 of 328 proficiency video on mixed insulin. College in December 2019 and conducted story was picked up by multiple news fitness testing on some of their members. agencies. Update to the Education Plan

2020 Education Plan Update – Faculty of Humanities

This snapshot outlines a few of the achieved goals adopted by departments within the Faculty of PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE Humanities. LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING

SCHOOL OF CREATIVE HISTORY: Sharanjit ENGLISH: ENGL PHILOSOPHY: PHIL has MODERN LANGUAGES ARTS: SoCA’s Indigenous Sandhra (South Asian collaborated with created an External INSTITUTE: Three UFV Arts Certificate has been Studies Institute Agriculture for Greenhouse Advisory Committee. JAPN graduates were redesigned to allow Coordinator) provided tour and UFV’s Facilities to Members of the among 49 participants potential students to: (1) tours of the Sikh Heritage build an Indigenous community and from BC for the 2019 access funding more easily, Museum to various garden. stakeholder groups will Japan Exchange and (2) ladder into a BFA, and groups from the be invited to join the Teaching Program (JET). (3) provide more options community, including COMMUNICATIONS: A committee to help the for artistic practices (e.g., elementary and CMNS faculty is a UFV department with course ENGLISH: Two practicum via practicums with secondary school liaison on the Human and program students were selected established artists). students from across the Services Career Enrichment development. to help the Abbotsford region. Program helping to Farmer’s Market and HISTORY: COA joined the establish a for-credit Fieldhouse Pub with GRAPHIC & DIGITAL BC Open Ed Tech Centre, course for UFV students online food sales as a DESIGN: GDD invited an MODERN LANGUAGES which will support History who are mentors for COVID-19 response. INSTITUTE: MOLA is with access to Wordpress industry advisory group Chilliwack Secondary to participate in events, offering Halq’eméylem for its web-based public MAD MONDAY students. such as its portfolio classes at Seabird Island history courses. CHALLENGES: COA School, with classes review, which similarly COMMUNICATIONS; launched the Student including many Elders from acts as a Dragon’s Den. ARTS COLLEGIUM: A GRAPHIC & DIGITAL Experience Design (SXD) the community. Collegium space, with a DESIGN; HISTORY: CMNS, Lab to provide Work

facilitator and student GDD, HIST and GEOG SCHOOL OF CREATIVE Integrated Learning AGENDA ITEM # 5.3.2. SCHOOL OF CREATIVE peer supporters, was students participated in GD ARTS: A Community Arts opportunities, such as ARTS: SoCA was officially created to support 450 to create signage for Practice Course Hack-a-thons and Mad launched. The launch party student community the Stave West Regional collaborated with The Monday Challenges. The included mini-classes, building, wellness and District. The group won the Reach Gallery and next challenge will focus which were open to the engagement with campus Industry Engagement Resource Management on the development of public. student services. Undergraduate Excellence Centre, which resulted in micro-credentials, with Award. a class publication. History as an early Page 65 of 328 adopter.

Update to the Education Plan

2020 Education Plan Update – Faculty of Professional Studies

s we reflect on the past year, we are reminded of the A positive impact we have on our students and our COMMIT TO COLLABORATE DEVELOP INTEGRATE community. We are proud of PRIORITISE LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL the successes of our students EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING and the life-changing moments that have occurred. The following is an example of the The Adult Education Department (ADED) ADED continues to increase its offerings of A total of 17 scholarly works (journals, Business hosted its annual UFV Sustainability Business continues to engage the UFV community continues to lead the way in offering a unique credential options with the successful launch of conference, etc.) have been completed by Case Competition in March this past year, and in holding the annual Abbotsford Chamber of impact we are making in the blended online-F2F delivery model. ADED both the Mindfulness-Based Teaching and Business faculty in collaboration with researchers again in May for visiting students from Commerce Business after Business Mixer, the partnered with a supportive ITS this academic Learning Graduate Certificate program and the outside UFV, which shows cross-institutional Rotterdam. annual Welcome Back BBQ for students, faculty, lives of our students and their year to collect data on support needs over the Integrated Learning Design Associate Certificate, collaboration. and staff, and in offering the Business Field past year and continue with this collaboration. together with the recently approved minor in CYFS students continue to represent UFV across School with institutions in St. Gallen, Switzerland Adult Education creating opportunities for CYFS Child & Youth Care faculty, together with the globe with new practicum placements in & Rotterdam, Netherlands. communities: The Child, Youth & Family Studies (CYFS) students in a wide variety of degree programs. SWHS and Criminology are developing a joint Mullingar, Ireland and a study tour in Scotland. Department saw their students off to Scotland course/cross disciplinary work. CYFS has also CIS faculty have spearheaded the Update on Teacher Candidate, Tsandlia Van Ry, presented on on a Study Tour this past summer, and continue The School of Business continues to grow its partnered with Abbotsford Hospice to deliver Computer Recycling Day where old computing CIS continues to participate in the prestigious the very last day, in the very last time slot, to a to focus on self-care in offering the Self-care Rest programming: The Bachelor of Applied workshops on mindfulness, children’s yoga and and electronic equipment can be safely disposed IEEE Vancouver AGM (and has initiated a UFV virtually full house at the Western Canada Retreat for Child & Youth Care students Management is being repackaged by the School labyrinth walks. of/recycled in an environmentally friendly way. chapter) to which our students have taken first Association for Student Teaching. It was a proud completing their Continued Community Projects. of Business within the Bachelor of Integrated prize in the IEEE poster competitions, Vancouver CIS has collaborated this year with Business in the moment for her – and for UFV Teacher Education Studies, the Master of Finance program proposal This past fall first-year students in LibT were B|Sides security event in which our students have In response to TRC Call to Action 62, Resource development of a Graduate Certificate, with is being re-worked based on feedback from the introduced to a mentorship program as a pilot. once again secured first place in the hacking with four students attending for the first time in the Kits on Residential Schools and Decolonization & Math (Science) in delivery of the Data Analysis Ministry and the International Business major Positive response has resulted in a continuation comp, and BC Aware where our students won history of the Teacher Education/BEd program. Reconciliation have been developed by the Certificate, and has many cross listed courses and minor proposal has passed institutional of this pilot. Students and program alumni also first prize competing against students Teacher Education Department (TED) to be with Business, Mechatronics, and Physics. participated in a panel discussion at the BC representing six BC post-secondary institutions Her presentation titled, A Ts’elxwéyeqw Teacher review and is awaiting Ministry approval. shared with TED students, UFV faculty/students Library Conference, to discuss career progression including UFV, KPU, UBC, SFU, NYIT, and BCIT. UFV Candidate’s perspective on conceptualizing the BC (library), and with practicing teachers in and The Library & Information Systems Department In addition to implementing ways to make our and transformation. will go on to represent BC at the Canadian First Peoples Principles of Learning opened with, around the Fraser Valley. (LibT) is exploring with Integrated Studies a LIT classrooms Universal Design friendly, CYFS has Hacking Challenge. “Ey Swayel, ey te mot, ey te thále tel sqwálewel concentration to address cross-disciplinary incorporated oral/artistic means of assessment Dr. Amanda LaVallee, a faculty member with Tsandlia tel skwi:x, Tèlí tsel kw’e Ts’elxwéyeqw, TED also saw the successful launch of the Master opportunities around “essential literacies” while into their curriculum. For example, a Cultural box SWHS has been awarded a SSHR grant titled, “We Tèlí tsel kw’e Sq'ewqeyl. Hello, my name is of Education program in Educational Leadership continuing to work with Continuing Education to was presented by a student of Dutch heritage know who we are: Intergenerational ADED is part of a Program Working Group Tsandlia, I am Ts’elxwéyeqw, from Skowkale in and Mentorship this past summer. relocate the Post-Diploma Certificate for Library organized by Continuing Education in conjunction Understanding of Metis Identity and Well-being” Chilliwack B.C.” Technicians into LIBIT. with the City of Abbotsford to develop a The Computer Information Systems Department CIS continues to work collaboratively with using digital storytelling; techniques she shares partners such as International, OReg, and Certificate in Civic Innovation and Governance to (CIS) has now fully implemented the BSc. Major in For the third year, SWHS partnered with Nursing with her students. Tsandlia shared her personal lived experiences with Advising to find increasingly flexible and meet both local and regional needs for a program Computer science and has established a Program to provide a one-day training on Poverty displacement. Removed from her culture as a child, responsive solutions to growing student need as in civic capacity. Working Group to examine the feasibility of Awareness for the SWHS and Nursing students This past year, Community Development students it wasn’t until she was in her early twenties that she developing a Masters program. international numbers tend to fluctuate widely.

in SWHS organized a free community Elder Abuse AGENDA ITEM # 5.3.2. began to relearn and reconnect with her and also partnered with the Ministry of Children Business ENACTUS students represented UFV at Awareness Seminar at UFV seeking support for community, and began to feel confident in her The School of Social Work & Human Services SWHS welcomed its first year of enrolment of and Family Development, and Child and Youth the Enactus Western Canada Regional Exposition. mandatory reporting of Elder Abuse in Canada. A Enactus is “a community of entrepreneurial identity as a Stó:lō woman. Tsandlia is currently on (SWHS) has established a community-based Foundational MSW (non-BSW) students into the Mental Health to host a workshop for providers leaders who see business as a way to address her certifying practicum and states, counselling service located at the Sweeney MSW Program which will occur every other year, and students. second group of students partnered with Neighborhood Centre in Abbottsford. SWHS, with in addition to the offering of the MSW Indigenous Archway, Inasmuch services, and Abbotsford social issues” and the UFV Chapter is actively The Indigenous Student Centre has arranged for recruiting students from all disciplines at UFV. “I feel a sense of responsibility for educating the support of the university, advisory council, Focus Program in partnership with the Nicola Canadian Reformed Church to organize/host a the TED to have a Resident Elder who will work young people, and helping to further the dialogue community stakeholders, and Abbotsford School Valley Institute of Technology (NVIT). free community Multicultural Family Fun Night UFV in the Community: with the BEd students while they are on campus. Site visits in LibT continue to reflect a range of of my own community in a positive way. I strongly District 34 is operating for local immigrant and refugee families. Counselling, Advocacy, Learning, and Leading As well, a working relationship has been locations that are academic, special, public, believe in the power of relationships and I am (CALL) Service providing free services to the established with Keith Thor Carlson (Canada This summer will see our first group of TED government, corporate, museum, records grateful that I get to spend every day working and community and senior high school students. Eight students attend a two week learning experience management, and archival in nature, and 34

Page 66 of 328 Research Chair, Indigenous and Community- building strong relationships with my students and students have participated in this year’s BC SWHS practicum students are in their field Engaged History @ UFV) such that the TED faculty with Nisga’a First Nation (School District 92). my colleagues.” Reading Link Challenge with a range of placements at CALL and receive supervision from can support his work to develop resources for the responsibilities. faculty, professional staff, and a clinical lead. local School Districts. Update to the Education Plan

2020 Education Plan Update – Faculty of Science

The mission of the Faculty of Science is to develop critical thinking, scientific literacy, technological and quantitative proficiency, analytical abilities, PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE communication skills, and a LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL commitment to global EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING responsibility among an increasingly diverse profile of lifelong learners from the Fraser More than ever, learning Directed and independent studies Several new joint programs have Educational presentations by A variety of experiential learning faculty and staff to local groups opportunities were available to Valley, Canada, and the world. It everywhere needed to be courses offer tailored-to-the- been developed including the prioritized. Online and hybrid student learning: 88 students Applied Bioinformatics certificate included Abbotsford Learning students, through special courses, does this through high levels of courses were already being participated in these courses in between Biology, CIS and Math & Plus, Great Blue Heron Nature co-op placements, internships, engagement among faculty and increasingly offered to facilitate 2019-20 compared to 82 the year Stats. The new Bachelor of Reserve, Chilliwack School District research experiences, field trips, learning everywhere, when before. Environmental Studies degree, and many others. citizen science projects, etc. students, continued community the BSc in Biochemistry major, COVID-19 hit. In addition to our Dual credit courses in Statistics Indigenization efforts included ‘Planting Reconciliation’ was an outreach and excellence in and the Applied Statistics minor, regular online courses, we were were successfully offered to Rick visiting Shxwha:y village, inviting IDS course offered in coordination are examples of programs that teaching, research, and practical able to finish the year remarkably Hansen Secondary School notable speakers like Dr. Nancy with local Indigenous Elders that well despite having to offer all collaborate across boundaries. skills training in science. students facilitating their Turner, renowned Ethnobotanist provided hands on experience in courses remotely. BIO105 was transition into post-secondary Faculty and staff from various who gave a very interesting talk plant identification, sustainable offered to over 250 students in education. departments collaborate with on ‘Valuing plants’ and indigenous gardening and historical We also respond rapidly and 2019-20 compared to roughly 200 each other as well as with other knowledge. The second annual knowledge. Supported Learning Groups or in the previous year. Geography scientists and stakeholders Fraser Valley Math Education effectively, as science evolves, to SLG sections increased since 2016 Various STEM activities included courses online offerings more outside the institution, locally, Sq’ep attracted close to 100 with over 40 sections participation in conferences. A global situations such as the than doubled from 5 sections in regionally, nationally and educators from regional schools participating in 2019-20. record 44 science students current COVID-19. 2018-19 to 11 in 2019-20. internationally. A new local and other post-secondary participated in the virtual UFV Open Educational Resources are collaboration has been institutions. Science students attended Research Day. UFV Chemistry sent being increasingly adopted in established with the Abbotsford numerous field trips locally, and Sustainability efforts included a large delegation of students to more science courses. Some Airport Authority and there are regionally until January 2019, and publishing a video on climate the Canadian Chemical sections of MATH 111 and 118 many regional collaborations some had international change with students and staff. Conference in Quebec City. They used free online textbooks, while continuing with Agriculture placements that were cut short Biology and SLUEC students had a great experience Webworks, an open source online Canada, Genome BC, SFU, UBC, due to COVID-19. The field trip to participated in Abbotsford’s City participating in the national homework system. and others. The Queen Elizabeth Tofino, BC, included 23 Biology Studio projects again and several conference and winning a few Scholars program with SLUEC AGENDA ITEM # 5.3.2. students, while 16 students An Applied Bioinformatics of our students won awards and awards. Other students also students continue to be popular. attended an Adventures in Certificate Program was honourable mentions. participated in meetings, Geography field school in Alberta. developed and approved within STEM outreach by faculty, including international ones, such SLUEC hosted the Pacific Regional the year in response to provincial students and staff continued with as one held in Tampa, FL. Queen Elizabeth Scholars from Society of Soil Science and BC technical demands. A virtual Q&A Fraser Valley Regional Science the newly minted School of Land Institute of Agrologists joint Read more updates for the year: session was held on COVID-19 and Fair, Math Mania, Science Rocks, Use and Environmental Change annual meeting in March 2020. https://www.ufv.ca/science/dean the scientific evidence. Math Challengers, Let’s Talk (SLUEC) participated in field s-office/monthly-department- Science, Super Science Club, etc. placements in Africa. highlights/ Page 67 of 328 Update to the Education Plan

2020 Education Plan Update – Faculty of Social Sciences

This snapshot outlines a few of the achieved goals adopted by departments within the Faculty of Social PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE Sciences. LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING

CRIMINOLOGY: CRIM PEACE AND CONFLICT GLOBAL DEVELOPMENT POLITICAL SCIENCE: ECONOMICS: established a working STUDIES: PACS offered a STUDIES: GDS is beginning POSC is developing Procurement of software group to develop a post- “Student Award to see the arrival of MOU’s with the has allowed for ongoing graduate certificate in Opportunity” and chose transfer students from University of Ghana, integration into ECON Crime and Intelligence three UFV students to other institutions, even University of Cape Coast, students’ experiential Analysis. attend the “Peace without formal laddering Kwame Nkrumah learning curriculum. Summit of Emerging agreements. University of Science and PSYCHOLOGY: PSYC is Leaders” conference in Technology and Kofi SOCIAL, CULTURAL & redesigning its Honours Bangkok, Thailand. INTERDISCIPLINARY Annan International MEDIA STUDIES: SCMS Seminar in response to STUDIES: A variety of IDS Peacekeeping Training has had a significant student feedback. PSYC has courses have been Center. number of students BACHELOR OF also made some positive designed, approved and acting as paid Research INTEGRATED STUDIES: course additions: offered, which include: Assistants on PEACE AND UFV signed a transfer and Psychology and Critical Culture & Community, community-based RECONCILATION articulation agreement Thinking, and Cultural Peoples Knowledge projects (including in the CENTRE: COA has led the with McDonald’s Canada Psychology. new Health and Social Seminar, Monsters in the way with the for transfers into UFV’s Innovation HUB). Western World, Election establishment of PARC, General Studies Diploma GLOBAL DEVELOPMENT Campaigns & Politics in which has hosted and Bachelor of Integrated STUDIES: The GDS student PROGRAM EVALUATION Canada, Children & Cities, intimate partner violence Studies. UFV also signed a group now has a position CERTIFICATE: The newly and Reconciliation panel presentations. CRC transfer and articulation on the GDS Program Shakespeare Garden. launched graduate agreement with Surrey Chair, Keith Carlson has Committee. certificate has a good AGENDA ITEM # 5.3.2. planned a launch of seed- Fire Services. cohort. SOCIAL, CULTURAL & funding research CONTRACT GENERATOR: MEDIA STUDIES: SCMS is opportunities for COA created a new GLOBAL DEVELOPMENT STUDENT LEADERSHIP developing an students, faculty and Contract Generator system STUDIES: GDS has SYMPOSIUM: COA hosted Interdisciplinary Associate local community. to assist with the a day long SLS around the Certificate and launched virtual preparation of all Request theme of Empathy in Intercultural Studies internships. for Contracts using a Certificate. Page 68 of 328 Action. database tracking system. Update to the Education Plan

2020 Education Plan Update – Institutional Research and Planning

Institutional Research and Planning is the official reporting and information gathering arm of the PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE university. Our mission is LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL to ensure the integrity of EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING

data reported to external To help students progress IRP provides forecasting UFV’s annual IRP is involved in UFV’s agencies and to provide through their programs tools to assist with Accountability Report was strategic planning project. We completed labour and graduate in a timely enrolment management. twice mentioned by the To inform this process, we market outlooks and university administration, manner, we produced a New dashboards display Ministry as a best practice produced an provided data for faculty, and staff with report on bottleneck forecasts, by program, for example for reporting on environmental scan using proposed programs courses. We found 25 (i) returning students for Mandate priorities. a variety of sources: including the Halq’méylem graduate accurate and easy to read courses that had all three two terms in advance and Each month we fulfil a demographic data, survey certificate and the characteristics of (ii) new students based on wide variety of ad-hoc results, the labour data analysis, and other Concentration in Applied bottlenecks: demand, live application data. Cross- requests for data and market, and activity at other BC post-secondary Management. decision-support access, and outcomes. walk tables translate across analysis such as departmental FTEs and institutions. The B.C. Student information. To align with the Ministry, projecting practicum IRP has worked on FTE program headcounts. enrolments, analyzing IRP staff members are Outcomes surveys reporting for graduate We provided scheduling enrolment patterns involved in a variety of provide information programs, program recommendations across campuses, and committees outside of about what students The office conducts expansion funding, and following the coronavirus providing course UFV. These include Peer found valuable in their forecasting, statistical developmental programs. outbreak based on utilization rates. Review, Performance studies, the relevance of Measures Working their education, and their IRP is involved in utilization, waitlists and IRP oversees UFV’s survey analyses, and research Group, and Data job market outcomes. scheduling at CEP to seat demand. software Survey Monkey Definitions, all groups initiatives encompassing all ensure that popular As UFV saw record and assists with survey Our Campus Snapshot seeking to optimize program availability for international student design and project informed UFV reporting and align the forms of university first-year students. enrolments, we analyzed implementation. leadership about how Ministry’s goals with post- students and operations. IRP continues to provide international student IRP administers and AGENDA ITEM # 5.3.2. secondary institution administrators felt about data to the UFV performance to ensure reports on a variety of performance. the UFV campus. community. Examples of academic excellence and surveys including the Vlada sits as the system student data include the student success. National Survey of Kabir, a co-op student in liaison for economics in Business Intelligence We lead UFV’s Enrolment Student Engagement, the IRP, has gained valuable B.C. and acted as a dashboards, annual Plan; this plan informs Canadian University experience while mentor for the CFA databooks for each budgeting on the allocation Survey Consortium, and providing a unique department, and the Institute Research student perspective to Page 69 of 328 of resources across BC Student Outcomes. Challenge. annual UFV Factbook. academic areas. our work. Update to the Education Plan

2020 Education Plan Update – Office of the Vice Provost

The Office of the Vice Provost includes responsibility for Academic Quality Assurance (including program development and program PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE review), Indigenous Affairs, and LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL Tenure and Promotion. The EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING Office of the Vice Provost More than 40 faculty and staff took UFV partners with Métis Nation of BC Senior Advisor on Indigenous Affairs, UFV’s Indigenization Committee of UFV students participated in the supports and facilitates the advantage of the opportunity to learn to deliver Métis Community Support Special Advisor to the President, and Senate hosted Talhimelh ó Reconciliation and Redesigning the development of excellence in conversational Halq'eméylem and Worker cohort at the UFV Chilliwack Vice Provost & AVP, Academic xwechém:est ‘Together We Can’ Chilliwack Shakespeare Garden th teaching, learning, scholarship, Stó:lō protocols in a brown-bag lunch campus. In addition to CSW courses, participated in 5 annual national Indigenous education forum (May project-based course, to redesign the workshop environment at both the programming includes upgrading Building Reconciliation conference, 2019) with the goal of bringing Shakespeare garden on UFV’s CEP and service. Abbotsford and Chilliwack campuses courses, Indigenous Studies courses as presenting on the topic of developing together senior administration, campus in a spirit of reconciliation. These areas are all central to during the Fall semester. well as a Métis cultural component. deep and meaningful engagement faculty, staff, community members The goal was to design a garden that between Indigenous communities. and community organizations. The is answerable to this historical, legal, achieving the vision of The creation of a gathering space for Indigenous Academic Support Cohort gathering created a space for dialogue botanical, emotional, spiritual, and UFV 2025 and the goals of self-identified Indigenous faculty and (IASC) provides opportunities for Senior Advisor on Indigenous Affairs and opportunities to highlight aesthetic situation. The design of the UFV’s Education Plan, with a staff members to meet casually with improved academic success for and Special Advisor to the President partnerships, as well as to find ways course and the work undertaken by Indigenous students entering the first attended a summer institute for UFV to better meet the needs of the students represents reconciliation focus on supporting the each other and with UFV Elders-in- Residence. year of university programming. This Perspectives on Reconciliation, where Indigenous learners and Indigenous in action. higher education presidents and communities. learning journey of all students. program includes personalized Encouraged the integration of Indigenous leads “built on each academic and support components. Traditional Stó:lō ceremonies were experiential learning opportunities in In reviewing progress on Designed and Implemented revised other’s ideas, surfacing bold held for cedar trees to be removed for the development of new programs: meeting the Education Plan process for program development to recommendations to meaningfully Concept Paper template revised to safety reasons on two campuses. The • a study-abroad option as part of ensure new programs meet UFV’s advance systemic change in support of Goals, it is clear that significant align more effectively with the branches of the fallen trees were the Spanish minor; standards for Quality Curriculum. reconciliation.” work is being accomplished in Ministry of Advanced Education Skills processed into ground cedar by • a semester devoted to and Training Stage 1 template. Timely development, approval and student volunteers and finished community projects in language strengthening UFV as a learning Developed more targeted research implementation of 3 new programs in product gifted to community Elders. revitalization as part of the methods for specific criteria for centred university that is Credentials policy (64) revised to make response to Tech Expansion funding graduate diploma in program development, including for Created job positions and received connected to and contributes the regulations more flexible and from the provincial government. Halq’eméylem; student enrolment data and regional work study funding for two Student AGENDA ITEM # 5.3.2. responsive in supporting students’ • workplace field practicums and to the development of labour market demand. Supported development of new Voices Coordinators who will learning goals. co-op opportunities as part of its communities. programs and concept papers that conduct interviews and hold focus promote cross- and interdisciplinary groups with students: students’ the Communications major, learning opportunities, including perspectives on the quality and Journalism minor, and graduate Bioinformatics, Indigenous Studies, effectiveness of curriculum in certificate in Technology, Civic Innovation & Governance providing valuable learning Innovation and Society. certificates, and Intercultural Studies experiences and meeting

Page 70 of 328 associate certificate. educational goals. Update to the Education Plan

2020 Education Plan Update – Research, Engagement, & Graduate Studies

Research, Engagement, and Graduate Studies PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL supports faculty and LEARNING EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING student research, • Collaborated with Risk • Supported research • REGS manages 500+ student scholarly and creative •Funded 30 students to present • Worked with Deans to research at conferences in Poland, streamline the sabbatical and Safety to create a focused speakers from research assistant contracts and activities, and Austria, across the US and Canada. approval process liaison role within REGS to Holland, USA, and awards which are intensive “I was able to learn from experts in • Streamlined graduate support communication Switzerland on topics of experiential learning supports applied the field and access knowledge of student supervisory between the revised Bio sustainability and food opportunities, working under current practices and approval process for all Safety Committee and the security. the direct supervision of faculty methodologies in the field...” Masters programs Human Research Ethics • Provided funding for Dr. researchers. graduate level (Uliyana Kubasova, CIS - Austria) • Initiated a revised Board. Mooney to examine • Students gain workplace skills “It gave me an opportunity to • Facilitated multiple migration experiences of as they broaden their world programming. apply what I have learned at UFV approach with Agriculture meetings between Punjabi students attending view and personal boundaries in a setting outside of UFV.” faculty to maintain through activities such as public (Michael McCarthy, PSYC - BC) Canadian Council of industry partners, foreign UFV. “Participating in conference Animal Care compliance governments and UFV • Supported Dr. Enns’ speaking, writing for presentations was a unique and • Developed a priority researchers. creation of the Global City publication, critical thinking and valued experience; one that,…as a process to support • Supported the creation Lab with a SSHRC Small networking. mature student, I had no idea researchers to meet due of three interdisciplinary Institution Grant to plan • Student Research Day would be made possible.” dates for Tri-Council Rapid research centres – Health more sustainable continues to grow with 92 “…meeting other scholars whose Research Funding and Social Innovation communities by engaging posters and 189 students work I had been reading during my Opportunities – Dr. Cindy Hub, Esposito Family children’s perspectives in involved in activities outside of research …gave greater ‘life’ to the Centre for Innovation and India, Kenya, and Tanzania the classroom. In 2020, the textbooks and articles.” (Kim Jardine applied for and Entrepreneurship, and the • Provided funding for two event was held online due to Abram, AdEd - BC) was awarded (10 days COVID-19 restrictions and was a • Supported student activities later) a CIHR grant of Peace and Reconciliation students to work with Dr.

such as the FV Indigenous Math $137,000 to do a study Centre. Millar to study Canada’s great success. AGENDA ITEM # 5.3.2. Education Sq’ep; FV Indo Canadian “Developing COVID-19 • Initiated annual compliance with the UN • Worked with FATS and City Business Assoc. scholarship; Risk Communication and Researcher Round-Up to Migrant Smuggling Protocol Studio to deliver applied pARTicipate Poster Competition; Community Engagement connect new and and treatment of asylum learning opportunities for 172 • Created the Supplementary Readiness Strategy established researchers at seekers. students in multiple disciplines Research Fund to support faculty Guidance for Travelers, UFV. with one-time Ministry funding research projects, providing more Visiting Friends, and of $100,000. learning opportunities for students Relatives (VFR)”. Page 71 of 328 outside the classroom. Update to the Education Plan

2020 Education Plan Update – Teaching and Learning

Teaching and Learning is comprised of several units who collaborate with faculties and departments with the ultimate goal of supporting student PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE learning. In 2019-20, the LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL department is comprised of a Teaching and Learning unit, the EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING Academic Success Centre (ASC), • Supported Learning Groups (SLG), • CECE joined TLC bringing Each unit moved effectively to • CECE was awarded $300,000 • Working with Multilingual • CECE hosted a Hiring Fair in together Careers, experiential support faculty and students from the Royal Bank of Learners – A new resource March to help students and Prior Learning Assessment and learning, co-op and as UFV went to remote Canada - $100,000 over was developed to provide network with employers Recognition (PLAR). In 2019, internship, and co-curricular learning. In March alone, staff three years. resources and practical who are actively hiring in and faculty in Teaching and Teaching and Learning welcomed a record into an academic • CECE partnered with the classroom strategies for the lower mainland region. Learning provided almost 500 department. Alumni Association and the teaching multilingual There were 515 students new unit to the department with individual training sessions • new School of Land Use and learners. The resource is who attended and Improved support with and consultations with faculty the addition of the Centre for Environmental Change to located at ufv.ca/tlc. The site employers who redevelopment of Learning members. Experiential and Career Education Designer role. host a networking event for includes information on represented 27 different • A guide for an alternative students in January. classroom practices, industries. (CECE). • UFV Launch, a new faculty assessment using Indigenous assessment and feedback, professional development • UFV’s Accessibility Advisory • Teaching and Learning provides concepts was developed for academic integrity, program supported 28 faculty Committee, chaired by the a variety of experiential learning TLC Vision faculty. intercultural communication, members. AVP Teaching and Learning, opportunities for students. In Teaching and Learning offers • In support of evolving launched a one-day etc. • CityStudio has expanded in the ASC, tutors can specialize in learning models, TLC campaign to have the UFV • transformational learning the Fraser Valley . BCTLC Learning Symposium in the disciplinary subjects, collaborated with several community participate in the Terrace, BC – UFV was well writing, or in targeted areas experiences that engage and courses to incorporate BG Government’s survey to • TLC prepared and delivered a represented at the Learning such as Academic Integrity provoke learners and educators in technologies such as virtual develop new accessibility variety of learning opportunities Symposium at Coast Mountain Mentors, programming for reality, video, and legislation. Almos 250 a reciprocal relationship of including technology workshops, College in Terrace, BC, in October. Baker house residents, athletics, use of our LMS, software such as engagement software. responses were gathered. learning. We nurture the Our Educational Developer theatre, and international Turnitin.com and polling, and • TLC continued to assist with • UFV participated in the presented on e-Portfolios, AVP students. The skills developed development of a university culture institutes such as Instructional the redesign of formal and National Survey of Student Teaching and Learning presented by working in the ASC include that values learning as a lifelong Skills workshops (ISW) and informal learning spaces on Engagement (NSSE) and the on the first year of UFV Launch, communication, teaching, Facilitating Learning Online (FLO), process, educating as a calling in campus. accompanying Faculty and a Business professor mentoring, questioning,

and Indigenization. Survey of Student AGENDA ITEM # 5.3.2. continuous development, and • The ASC participated in the 4th discussed the success of coaching, and more. Engagement (FSSE) in 2019. • SLG participated in a research International Day of Action international students. learners as diverse individuals TLC sponsored FSSE. • The SLG program supports study that looked at its impact on Against Contract Cheating in students in their development deserving of utmost respect. students attending the program October and Long Night Against • TLC continues to train and of teaching, coaching and over a two-year period. Results Procrastination in November. support faculty and students showed student gains in more on the requirements of e- academic skills by working • Punjabi-speaking leaders were than just grades. portfolio program. closely with students who are hired in SLG to support struggling in their classes. international students. Page 72 of 328 …... Update to the Education Plan

2020 Education Plan Update – UFV International

UFV International supports engaging learners, transforming lives, and building community by: PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE • Increasing access to and LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL participation in EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING international mobility experiences; and • • Examining means to • Focusing on increasing • Collaborating more • Exploring • Taking a more proactive Expanding the cultural increase access to and the quality and diversity deeply with Fraser Valley Internationalization approach to the diversity of the UFV participation in of the international India (FVI). @Home (I@H) practices. promotion of community; and international mobility student profile. • • Encouraging a wider international experiences experiences. Ensuring that including developing an • Focusing on student- international range of participants to • Designing and delivering • inventory of Creating a database of centric recruitment and partnerships are strategic take part in key opportunities and programs for a rapidly articulated course onboarding processes. in meeting the internationalization providing funding for all outlines for study abroad. Internationalization experiences. evolving global context; and • Collaborating with the types of international • Revising the study abroad Goals. • Supporting Queen mobility. • Advising Centre to ensure Providing services and an website for appropriate transparency and Elizabeth II (QE2) • Establishing a suite of co- environment that foster a placement of consistency of Scholarship program. /extracurricular sense of belonging; and international travel communication with programs that meet approval procedures. students; exchange of institutional learning • • Promoting use of the relevant outcomes. Support the development information/processes. Global Lounge as a space • of strategic partnerships. • Building upon existing of global learning. Advertising existing study programming that • Collaborating with other abroad opportunities and engage, support, and units for a coordinated responding to student help students with their and inclusive orientation interest. settlement at UFV and in for all new international • Collaborating with the the community. and domestic students. Office of the Registrar to • Developing a hybrid implement the new international tuition fee orientation model with AGENDA ITEM # 5.3.2. asynchronous and structure, aligning fee synchronous/face-to-face rules more closely with components. institutional practices. Page 73 of 328 Update to the Education Plan

2020 Education Plan Update – UFV Library

Vision At the intersection of discovery, collaboration, and empowerment, the Library is a leader in providing an PRIORITISE COMMIT TO COLLABORATE DEVELOP INTEGRATE inclusive, inspiring, and LEARNING FLEXIBILITY & ACROSS LOCAL & GLOBAL EXPERIENTIAL supportive environment. EVERYWHERE RESPONSIVENESS BOUNDARIES CITIZENSHIP LEARNING

Mission The UFV Library is pivotal in The AskAway chat reference The Library has changed the The Library is adding scholar The Chilliwack Métis HarvestIR, UFV’s digital supporting the teaching, platform has allowed UFV default search box for books profiles for interested faculty Association donated a Red repository, is now home to librarians to provide and films from the traditional to HarvestIR, UFV’s River cart, handmade by Métis award-winning student learning, and scholarship uninterrupted library research library catalogue to the Find It institutional repository. Scholar artist and carver Pat Calihou, research posters. UFV’s needs of the University’s support during the closures Discovery Service. While most profiles include a brief bio, to UFV. It was designed to be Research, Engagement and diverse community of necessitated by the COVID-19 users will not be aware of the contact information, research included in a display at the Graduate Studies learners and scholars, pandemic. change, the impact is interests, and can include links CEP Library on Louis Riel and department held a very significant. Search results are to presentations, articles, etc. the Métis. successful virtual Student through: The Library is digitizing selected more relevant and known Research day in March. • Searching the catalogue for delivery of programs and titles from the Newman titles are much easier to find. Collaboration between a material related to Stó:lō and Thirteen posters were services that are Western Canadian Cookbook librarian and faculty from UFV’s Halkomelem is easier now selected by judges as academically, culturally, Collection, and making them Two new tools make it easier Criminology & Criminal Justice because staff have added award winners, and are department resulted in a new eligible to be included in and socially relevant; publicly available through to discover open access these subject headings to a UFV’s institutional repository, versions of journal articles. COVID-19 and Criminal Justice the HarvestIR, where they • number of records previously curation of excellent HarvestIR. The Library has enabled the research guide. The guide missing the terms. We have will be permanently collections and resources; Unpaywall app in our explores the virus’s effect on also added suggestions for available. These posters • provision of welcoming The Library launched a new EBSCOhost databases and the prisons, courts, policing, crime, alternate spellings, which can join winners from previous human rights, vulnerable years, and students and learning spaces; and Demand Driven Acquisition Find It Discovery Service. Now help uncover additional (DDA) program on the a Full Text Open Access link populations and more. resources. graduates can provide links • instruction in the Proquest E-Book Central appears under relevant to them as they apply for The Library developed a platform. Over 16,000 new citations. The Open Access The Abbotsford library hosted jobs and graduate school lifelong skills of Welcome video and guide for academic titles are now Button provides a search box a book celebration for Dr. admission. AGENDA ITEM # 5.3.2. locating, accessing, new students, with particular searchable in our Books & that allows you to find free, Lenore Newman's latest focus on international and evaluating DVD's catalogue, and users can legal articles with just a click. publication, Lost Feast: students. information. triggers loans and purchases. Culinary Extinction and the Future of Food. Page 74 of 328 AGENDA ITEM # 5.3.2.

The UFV Education Plan 2020 Update Appendices

Appendix 3: Faculty & Division Detailed Updates

Update to the Education Plan Page 75 of 328 Update to the Education Plan

2016-20 EDUCATION PLAN – COLLEGE OF ARTS, HUMANITIES AND SOCIAL SCIENCES 2019-20 Progress Report

This report outlines progress made to date on achieving the College of Arts (COA) education plan goals. The goals reflect the overarching goals identified across the Faculty of the Humanities and the Faculty of the Social Sciences; these goals align with the more specific education plans adopted by departments within the College of Arts. To facilitate the creation of this annual report, we asked departments to update their own tables so as to highlight 2019-20 progress. From there, those responses were collated and organized against the overarching goals of the College. Finally, we categorized and summarized these submissions in order to arrive at a shorter, more cohesive report.

*Note: that this report includes new developments towards achieving our goals; it does not account for all of things the College does to achieve these goals or the things that departments or the College have historically done.

*College of Arts - Department Acronyms Faculty of Humanities Faculty of Social Sciences CMNS: Communications ECON: Economics BIS: Bachelor of Integrated Studies ENGL: English POSC: Political Science GDD: Graphic & Digital Design PSYC: Psychology HIST: History SCMS: Social, Cultural & Media Studies MOLA: Modern Languages Institute PACS: Peace and Conflict Studies PHIL: Philosophy GDS: Global Development Studies SoCA: School of Creative Arts CRIM: School of Criminology and Criminal Justice

We will… By… Evidenced by… Progress made on Arts-wide Goals, Progress made on Arts-wide Goals, Progress made on Arts-wide Goals, 2016-17/2017-18 2018-19 2019-20

Prioritize Using existing Creating regular learning Have used heads’ meeting and CAC Co-labs (collaborative learning The Arts Heads Orientation was learning meetings to foster opportunities at Arts meeting as learning opportunities – groups) have met four times this year launched in May 2019 with a one-day everywhere learning Heads and CAC based on topics have included conflict in place of regular council meetings to workshop and an additional module

needs of Heads and resolution, pedagogy, assessment, discuss three topics: Intercultural delivered at the Heads’ Retreat in AGENDA ITEM # 5.3.2. faculty dealing with challenging student (related to Indigenization and August 2019. The program is being behaviours, navigating difficult Internationalization), Experiential slightly revised for online delivery and conversations, truth and Learning, and Big Questions. will be offered in modules starting in reconciliation, and resiliency. May 2020. A team of five Heads, Topics for 2017-18 included Topics for learning sessions at heads’ program chairs, and Associate Deans communication protocols, running meetings have included mentoring, attended a workshop offered by Page 76 of 328 Update to the Education Plan

an effective meeting, transfer and intergenerational learners, and heads’ Academic Impressions on Leading articulation, quality curriculum, training. Across Silos in Higher Education. multi-lingual learners in the classroom, and managing faculty A new department heads’ training Co-labs (collaborative learning groups) leaves and departmental service. module is being developed and will be met three times this year and run for the first time in May. completed their assigned tasks. The Individual departments have Intercultural group adopted an online continued to follow this same Various departments have continued intercultural competency online model, working to use meetings to offer professional development and module designed by SFU that we are and retreats as opportunities for training sessions at department customizing for the UFV context. This faculty learning and development. meetings. module will be launched for use by students and faculty. The Experiential Leadership coaching has been offered Learning group drafted a definition of to heads where a specific need has experiential learning and is been identified. recommending its adoption across the College of Arts. The Big Questions Gaps: Attendance at Council continues group explored a variety of to be relatively low in spite of changes approaches to team teaching. to shorten the council meetings so as to focus on essential business and the COA held a two-day retreat with introduction of co-labs to allow for Department Heads and Program vibrant discussion on Arts’ direction. Chairs in fall 2019. One day was Engagement in co-labs is strong but devoted to mediation skills and numbers are not more than we see at another to faculty mentoring, building Council. department culture and meeting management. A final session focused on Distributed Innovation

Opportunities. AGENDA ITEM # 5.3.2.

COA’s Associate Deans and a small team of heads and chairs attended an Academic Impressions workshop entitled Leading Across Silos in Higher Education, in Washington DC (October Page 77 of 328 Update to the Education Plan

2019). The conference provided a wealth of strategies and resources for creating conditions and opportunities for all members of a university team to work productively together – especially in a time of change.

A series of workshops (e.g., Internationalization, Students from India, Effective Assessment Practices, Online Learning Strategies, Innovative Course design) called Talking about Teaching were led and facilitated by Arts faculty liasons with Teaching and Learning. A group of faculty that participated in these events was also selected to present lessons learned from engaging in faculty generated teaching and learning development at the BC Festival of Learning.

SoCA held PD at its meetings, which included Kyle Baillie and Lorna Andrews.

MOLA – Learning Branch training for all faculty/sessionals, and Blackboard

Collaborate training for a faculty, AGENDA ITEM # 5.3.2. sessionals, seminar assistants and staff through TLC at UFV.

CMNS provided PD sessions at department meetings on a variety of topics including visioning exercises, Page 78 of 328 Update to the Education Plan

Blackboard Learn, Indigenization vs. Decolonization, and supporting international students.

CMNS initiated a department mentoring committee to run group training sessions and established “teaching buddy” system for sessionals. Encouraging more Increased CCR CCR: Students have begun enrolling in BA On October 16, COA held its annual non-classroom, opportunities within Arts • VA has increased the number of non-course paths. Several have Arts Expo in the Envision Athletics non-credit learning Increased student and CCR possibilities for their completed experiences. Centre. “The event was an informal and education faculty participation in students in partnership with gathering, with representation from conferences The Reach, Kariton Gallery, We held a successful Arts Student each department. The atrium was full Increased participation of Abbotsford Arts Council, and Leadership conference in January. of students eager not only to grab faculty in public lectures S’eliyemetaxwtexw. some free pizza, but to learn about and panels • CCR has been linked to civic and Conferences: the various programs College of Arts intercultural engagement in the Faculty across the College have offers,” said Andrea Sadowski, a writer BA to increase opportunities for presented at and organized for the Cascade Newspaper and UFV students. conferences. Selected highlights: student. • BA and BGS allow students to • CRIM faculty presented to the use CCR to meet engagement UN and to the New York COA sent a team of faculty and two requirements/competencies. Council on their substance associate deans to an Academic abuse and gambling research. Impressions workshop on Working Conferences: • ENGL hosted a second Across Silos in Higher Education. • ENGL organized and hosted a Riverdale symposium and a Youth Authors Conference. Young Authors conference in Launched the Student Experience • GATE hosted the WDCAG partnership with Chilliwack Design (SXD) Lab to provide Work AGENDA ITEM # 5.3.2. conference. school district Integrated Learning opportunities, • Faculty across the College have • 15 GATE students participated such as Hack-a-thons, Mad Monday presented at conferences. in WDCAG with support from • GATE, SCMS, HIST, POSC, PSYC, faculty COA launched a pilot project to create and others have been actively • The dean’s office sent a team a Collegium space for students, engaging students in academic of four faculty members and faculty, staff and community. The Page 79 of 328 Update to the Education Plan

conferences, with faculty one associate dean to the purpose of this initiative was to support. AAC&U Conference on Global increase International student • ENGL hosted the Riverdale Engagement and Spaces of engagement with domestic students, symposium. Practice. faculty and staff, foster deeper • POSC faculty member community building, support wellness, Public Lectures and Panels: attended the Annual and provide a bridge between the • International Studies CMNS has offered a workshop College of Arts, Student Life and for Air Cadets on public Association as an invited panel International programming. speaking and organized the member Terry O’Reilly event at UFV. • 4 SCMS students presented at COA hosted a day long Student • Several Arts Departments have the Pacific Sociological Leadership Symposium around the participated in public lectures Association and there was theme of Empathy in Action. This and forums on topics such as strong attendance at the event included guest speakers and a Terrorism, Brexit, the Trump Pacific Sociological Association variety of breakout sessions. The Presidency, and Palestinian- conference. event had 55 attendees nominated by Israeli Relations. departments , with 40 student • CRIM MA students presented Public Lectures and Panels: attendees nominated by their their research to Elder College • HIST faculty initiated a history departments and 5 student panelists. students as “hot topics.” on film series with the theme Students gave positive reviews about • POSC has established “Politalk” “Rebels and Rulers.” the day and what they had learned. as a venue for interdisciplinary • HIST, MOLA, and POSC hosted discussion on topical political a multidisciplinary forum on Created the ARTS WORX initiative to issues, including speakers from Dr. Zhivago. foster greater non-classroom based HIST, SOC, and other units. • 6 HIST students attended the learning designed to promote the • POSC hosted a photo voice Qualicum History Conference value of a liberal arts education and to exhibition on gender and along with 2 faculty members. apply for external funding to provide multiculturalism. • THEA invited faculty guest paid internship and WIL opportunities • Returning UFV international lecturers from other and for Arts students. AGENDA ITEM # 5.3.2. interns have been presenting disciplines to open on their experiences in GATE, performances this year. COA sent a small team to the national GDS, POSC, and SCMS • VA, THEA, Creative Writing are career development conference classrooms, as well as at public offering the Interpret Creative CANNEXUS to engage in sessions on forums. and Performing Arts Festival portfolio learning and the integration Page 80 of 328 Update to the Education Plan

• THEA offered “Ignite” this year, Other initiatives: of curriculum and career development in collaboration with Teaching theory. and Learning, on performance PHIL has created the Centre for and pedagogy. Philosophical Inquiry with Children POSC Politalk Roundtable Series • ENGL has been active in hosting continues as the department’s panels on writing and flagship event to engage in publishing. interdisciplinary conversations on • Faculty continue to deliver topical political issues. The public lectures or lectures department organized the fifth series series at venues throughout the in February 2020. Fraser Valley. • HIST students presented on POSC 350 showcased their Photo their recent experiences Voice Exhibition at International abroad, hosting panel Women’s Day events March 2020. discussions and photo exhibits and giving talks related to their POSC 332 worked with City Studio to learning. showcase their Photo Voice project at City Hall. Performances and Exhibits: • ENGL, GD, THEA, and VA have PACS held a ‘Student Award been active in presenting and Opportunity’ in fall 2019. Three hosting plays, poetry readings, chosen students attended the “Peace portfolio nights, poster Summit of Emerging Leaders” displays, art shows, and conference in Bangkok, Thailand. exhibitions. • VA students and faculty have CRIM’s study tour was put on hold as been active in exhibiting their COVID prevented our Adjunct from art both on and off campus and visiting BC as planned. AGENDA ITEM # 5.3.2. are in the process of developing a new corridor gallery in C PHIL saw the return of its UFV building. philosophy student association, which had been dormant for several years. Other initiatives: The department has worked closely with the association and co-sponsored Page 81 of 328 Update to the Education Plan

ECON supported their student a visiting speaker. Faculty members association in putting together a also participated in student directed proposal for an ECON resource reading groups sponsored by the room. association. The department sees its relationship with the association as SCMS worked with Teaching and vital for increasing avenues for Learning to update their student student mentoring. space. PHIL held a faculty led forum on Honours Program/ Graduate school applications for philosophy students. With a focus on mentoring, the department organized a session in the fall semester to advise students on the honours program and to answer questions regarding applications for graduate school. The event was well attended and another one was planned for the winter semester but had to be cancelled due to the Covid- 19 shut down.

SoCA launch party included mini- classes open to the public. Ashland guest speaker was Rumble Theatre’s artistic director Jiv Parasram.

VA held a study tour to Prague in May AGENDA ITEM # 5.3.2. 2019.

In November of 2019, HIST’s Scott Sheffield was interviewed on the CBC radio program “Unreserved” on the Page 82 of 328 Update to the Education Plan

topic of Indigenous Veterans in World War II.

In summer and fall of 2019-2020, HIST’s Sharanjit Sandhra provided tours of the Sikh Heritage Museum to various groups from the community, including elementary and secondary school students from across the region.

The History on Film Series, created by Ian Rocksborough-Smith and Aleks Jovanovic in 2018, continued through the 2019-2020 academic year, with the theme of “Food, Culture and History.” These were highly successful, well-attended events.

On January 2020, a group of HIST majors attended the Qualicum Graduate Student History Conference where recent UFV graduates presented and current students observed. Kylie Wall presented “’Femmes, Fables, and Foibles in Sport': An Examination of the

Relationship Between the Second AGENDA ITEM # 5.3.2. World War and the Success of the 1944-1945 Vancouver Hedlunds Women's Basketball Team,” and Melissa Wing presented “Albania's Concrete Dictatorship: An Analysis of Page 83 of 328 Update to the Education Plan

Enver Hoxha and 'Project Bunkerization.’”

As in previous years, the HIST department participated in Arts Expo. In addition, both the fall Pizza event and our annual History Tea for prospective majors, held in early March, were very well attended.

Working with our Association of History Students, the HIST department held a successful “What to do with your history degree” event, where previous History majors returned to UFV to share their views on how their history degrees contributed to varied, sometimes unexpected career paths.

In Fall 2019, HIST’s Sebastian Huebel invited a German World War II veteran into his History 318 class.

HIST’s Ian Rocksborough-Smith welcomed guest lecturers from Western Washington University and the Chilliwack Museum and Archives

into his History 301 class. AGENDA ITEM # 5.3.2.

ENGL managed to have the Riverdale conference (on the Archie Comics TV series) right before everything shut down, on March 13. Page 84 of 328 Update to the Education Plan

ENGL offered a writing tips series in the Collegium space in Winter 2020. Presentations were made by Hilary Turner and Ceilidh Hart.

ENGL – The Fraser Valley Literary Festival was held on Sept 13 and 14, 2019, with keynote speakers Shazia Hafiz Ramji and Michael V. Smith. There was excellent attendance and engagement at the festival.

ENGL/ESA held coffee houses, movie series, collegial discussions, connections, community building.

MOLA - Academic Support offered free for French students through the Winter 2020 semester.

MOLA space (B158) is being used for language seminars, by Spanish & French clubs for meetings and events, by study groups, and for MOLA events such as HALQ Grad 2019.

MOLA’s HALQ Annual Translation Contest had 108 registered students AGENDA ITEM # 5.3.2. along with teachers, teacher assistants and judges. UFV’s Indigenous Centre to host for 2021.

MOLA - UBC holds singing contest in Mandarin and two UFV students were Page 85 of 328 Update to the Education Plan

in the top three finalists: Hanna Mlotkowska & Constance de Bruin.

SUS, MOLA and UFV French Club partnered to organize ‘A night in Paris’ scheduled Mar 28th (cancelled due to COVID).

MOLA’s African storytelling workshop for students, faculty and staff: FREN 415 (cancelled due to COVID).

MOLA - One French student, Hailey Berge, attended the Students’ Leadership Symposium held by COA.

GDD - Continued involvement in the UFV pARTicipate poster competition, which is also facilitated by SoCA. GDD sponsored a prize.

PSYC offers a number of opportunities for students to learn in more informal settings. One faculty member organizes a bi-weekly journal club where faculty and students meet to discuss a journal article. Several AGENDA ITEM # 5.3.2. faculty members have regular ‘lab’ meetings with students to discuss research plans and projects. In some upper level social psychology courses, students have the opportunity to earn bonus marks for volunteering with a community organization and applying Page 86 of 328 Update to the Education Plan

course materials to address social issues about which they are passionate. Encouraging prior Recognizing more prior CMNS and MOLA have been CRIM has established a new COA began work on revising the learning and learning and assessing particularly active in granting PLAR competency pathway for entry into portfolio courses to address student competency-based learning competencies credit for student prior learning. the CRIM MA. and employer feedback and evaluated assessment the effectiveness on the non-course The Deans’ office is participating in CMNS and MOLA continue to be pathway options for students to a sub-committee which is reviewing active in granting PLAR. demonstrate specific competencies in the PLAR policy and PLAR practices the BA degree. across the institution. Gaps: PLAR is inconsistent and not occurring in all areas. There is a MOLA - Several challenge permissions BGS revisions came into effect Fall recognized need for central were granted across languages. 2017. The degree is much more organization and Arts is supportive of focused on developing student and looking forward to the re- CMNS - Accepted various PLAR competencies and having students establishment of a PLAR office. requests. demonstrate these in their ePortfolios. Further, the degree In June 2019, UFV signed a transfer takes into consideration a large and articulation agreement with number of ways that students can Surrey Fire Services (SFS) to recognize meet and/or demonstrate their training towards the Bachelor of competencies, highlighting Integrated Studies and the General flexibility. Studies Diploma. This is a first of its kind in western Canada, and a small CRIM has undertaken competency- team (Martha Dow, Michelle Rhodes, based assessment workshops with and Linda Pardy) are designing a Teaching and Learning and has course to be delivered on the SFS submitted a proposal to Graduate training campus in winter 2020. Fire AGENDA ITEM # 5.3.2. Studies Committee for discussion. services personnel can now work towards the completion of their Bachelor of Integrated Studies or General Studies Diploma.

Page 87 of 328 Update to the Education Plan

BIS - UFV signed a transfer and articulation agreement with McDonald’s Canada. Under the agreement, McDonald’s management training courses are awarded transfer credit for use in any of four programs: two certificates (Hospitality and Event Management, Management Skills), the General Studies Diploma, and the Bachelor of Integrated Studies. This partnership will likely attract students from across Canada, and will also serve as a bridge for some of our students (including those international students completing 2-year credentials) to complete their education using workplace training.

Gaps: PLAR remains inconsistent and Arts remains supportive of re- establishing a coordinated approach to PLAR.

Focus on teaching Focusing on teaching (This item was not included in the This category was added to our goals Micro-credential pilot projects are quality and methods 2016-17/2017-18 updates.) for the 2018-19 update. being facilitated through the ARTS innovation Promoting promising WORX initiative. History and SOCA are practices in all forms of A faculty liaison role with Teaching the pilot areas.

teaching and learning and Learning has been established and AGENDA ITEM # 5.3.2. Using technology in the funded by Arts to establish stronger Faculty teamed up to support and classroom when ties between Teaching and Learning mentor each other to onboard online appropriate and Arts faculty. learning across all areas and all Scholarship of teaching courses in response to Covid-19. And a and learning HIST focused on technology through Faculty Exchange Blackboard learning various initiatives and provided space was created. Page 88 of 328 Update to the Education Plan

diversity of assignment structures for students. COA launched its new School of Creative Arts (SoCA. SoCA now houses CMNS focused on tech including VR, the Theatre, Visual Arts, Art History, and community projects were and Media Arts departments. incorporated into classes.

ENGL added online resources and BIS - The first students graduated with tools into some classes. the Bachelor of Integrated Studies in 2019-2020, replacing the Bachelor of MOLA re-instated seminar classes and General Studies. The BIS is so named added the new Learning Branch because of the integration of software. professional and experiential training and requirements. SCMS experimented with innovative assessment methods. POSC distributed graduate school and information on job recruitment to New Arts faculty participated in the students and writing of reference new Teaching and Learning Faculty letters for applicants. Development Workshop. POSC continues to implement the Gaps: Reflection on teaching methods recommendations of the program to include consideration of all teaching review external panel. A key practices is needed in some areas. Arts recommendation was the hiring of a will continue to sponsor the Teaching specialist in Comparative Politics. The and Learning faculty liaison role into department hired Dr. Jessica price to Fall 2019. We will also continue to fill this position in summer of 2019. register for and encourage attendance AGENDA ITEM # 5.3.2. at webinars and think of creative ways Pre-COVID, CRIM further increased to enhance the profile of effective online offerings with new online teachers on campus. sections of second-year required and elective courses (Summer 2020), and upper-level required courses (CRIM Page 89 of 328 Update to the Education Plan

321 in 2019/2020 academic year and CRIM 450 for Fall 2020).

PHIL’s Anastasia Anderson (in conjunction with the Dean’s Office) has overseen the creation of the UFV Centre for Philosophical Inquiry with Children (UCIP). Its mandate is to promote the teaching of thinking skills to children, which also are now part of the curriculum of BC schools (K to 12).

PHIL is offering the Development of Philosophy 365: Teaching Children Philosophy, which is a new course developed by Anastasia Anderson and Anna Cook. The course will be team taught and it was developed as a response to a recommendation made by the external advisory committee for the UCIP.

PHIL’s Honours Program – 2019/2020 was offered this past year. The program was developed to offer more opportunities for UFV philosophy students, and there has been

considerable interest in the program, AGENDA ITEM # 5.3.2. with a number of students enrolling in it this year.

VA 395 (forest bathing and the creative process) was offered as an Page 90 of 328 Update to the Education Plan

outdoors course in Summer 2019, and received a FIT grant to support it.

Two faculty members have worked as faculty liaison in Fall 2019 and Winter 2020, and organized a very successful series of faculty exchanges, “Talking about Teaching”. The focus for Summer 2020 is on online learning.

ECON maintained its ratios of sections offered in an online format at lower levels. As well, it is developing hybrid formats for courses at the upper-level.

Several of HIST’s faculty continue to pursue PD in the area of enhancing online teaching: Ian Rocksborough- Smith is progressing through UBC’s Educational Technology Master’s Certificate. In addition, Ian attended a “History and Online Teaching Workshop” in January of 2020. Adrianna Bakos is completing the capstone course in VCC’s Provincial Instructor Diploma Program, as well as an additional course in “Facilitating

Teaching Online.” Sebastian Huebel AGENDA ITEM # 5.3.2. participated in a course entitled “Designing your Online Course,” offered by QM.

HIST’s Adrianna Bakos attended a conference on Microcredentials and Page 91 of 328 Update to the Education Plan

Digital Badging in November of 2019. The information gained was very useful in preparing the proposed pilot project on microcredentials, which we believe will be appealing to a diverse set of learners both within and beyond UFV.

HIST - In the area of public history and open access resources: (a) Adrianna Bakos and Aleks Jovanovic continue to contribute to the new Open Educational Resource: “The Ancient and Medieval World.” (b)Robin Anderson is completing the construction of a website through the BC Open EdTech Collaborative, entitled “Fitz and the Great War,” which is an educational site for use by both high school and post-secondary students.

SCMS faculty have been involved in active research programs, written articles, submitted to journals, applied for grants, engaged in consulting work, and attended a variety of

conferences, both local and AGENDA ITEM # 5.3.2. international.

SCMS have done this in a number of routine ways in the classroom (e.g. Research Concentration courses in Sociology engage require students to Page 92 of 328 Update to the Education Plan

conduct their own primary research projects; MACS course assignments often involve creating a digital media product; SOC/GDS courses include intensive development simulation exercises) and out of the classroom (e.g. student RAships; LAS, in collaboration with GDS, has sent a number of students on internships to Mexico). SCMS is still looking for ways to expand upon these initiatives. For example, they are looking for ways to revive the Mexico Study Tour, which ran successfully every two years from 1996-2014. Unfortunately, the COVID- 19 pandemic has made the challenges around these initiatives more difficult.

ENGL’s Dylan Walsh recommended as a peer supporter to support (primarily) international students in ENGL 105 and 108.

ENGL - WIR Adele Barclay visited classes and mentored students one on one.

ENGL had nine papers presented, AGENDA ITEM # 5.3.2. three by faculty members and six by contributors to the collection of scholarly essays on the Archie universe that Melissa Walters is co- editing with Ron Sweeney and Jess Wind (forthcoming with McFarland). Page 93 of 328 Update to the Education Plan

Out-of-town presenters -- from places including Toronto, Ottawa, Florida, and North Dakota -- gave talks remotely via Blackboard Collaborate.

MOLA’s seminars have been maintained for all 101 and 102 languages (MOLA continues to advocate for seminars at 200 level for all languages).

MOLA - Acquisition of 15 laptops to access Learning Branch ‘MOLA-on- Wheels’.

MOLA - Information sessions and one- on-one mock exams with students preparing them for the DELF exam (international exam for French proficiency) are provided each term.

MOLA - PWG in HALQ – concept paper for Graduate certificate and diploma approved and working on course development with implementation date for Summer 2021. PWG in SPAN – Minor of SPAN approved for Fall 2020. AGENDA ITEM # 5.3.2.

MOLA’s Prabhsharanbir Singh, PUNJ sessional faculty, receives his PhD in Philosophy at UBC. Mary Stewart, Faculty HALQ, completes her MA in Page 94 of 328 Update to the Education Plan

Linguistics of a First Nations Language at SFU.

MOLA’s HALQ faculty introduces ‘AIM’ Accelerated Integrated Methodology to HALQ teaching.

MOLA represented or participated in various committees: At UFV: CACC, UEC, International Students Success task force, SSI, RAN, President task for on EDI, Intercultural Competence Co- Lab; In the community: Abbotsford Local Immigration Partnership (ALIP) The Fraser Valley Human Dignity Coalition.

CMNS - Updated its course delivery methods to include more offerings in online formats (before remote work restrictions, and continued after).

CMNS - Created concept papers for a CMNS major and a Journalism minor, both of which can be attained in a fully online format.

CMNS hired new tenure-track faculty AGENDA ITEM # 5.3.2. with specializations in learning theory, digital communication, and journalism. Page 95 of 328 Update to the Education Plan

CMNS created a special topics course on infographics to run this summer.

GDD - In Winter 2020, GDD started a new Diploma Cohort in Abbotsford. These courses ran with 10 additional seats for BFA, MEDA, and other elective students. GDD’s cohort courses had 25 GD sections.

GDD’s major was approved with a Fall 2020 start date.

The GDD Major in the BFA was approved by the ministry. GDD is preparing for a full launch in Fall 2020.

GDD’s upper-level courses have been created. GDD is ready to start delivering them in Fall 2020. First offerings of MEDA 222 and MEDA 469 have run successfully.

GDD participated in scholarship and design awards opportunities. AGENDA ITEM # 5.3.2. SCMS’ Chantelle Marlor and Sven van de Wetering (PSYC) hosted timely “Talking about Teaching” sessions for Arts faculty. Topics included: Collaborate Software, Canada as a destination for Indian International Page 96 of 328 Update to the Education Plan

Students, Assessments, Faculty Time Management Tips, International Students, Team Teaching and Online Teaching Symposium.

PSYC prioritizes the acquisition of skills that apply to most aspects of student lives inside and outside the classroom. For example, exposure in 101 to research on learning and memory and research methods includes examples and strategies for applying this information to developing successful study skills and critical thinking. In some courses, students learn presentation and group skills, in other courses they learn to decode published literature and discuss and write clearly about difficult topics. Faculty have made online research projects available for those students so all introductory students have the same opportunities.

Gaps: Reflection on teaching methods to include consideration of all teaching practices remains needed in some

areas. In addition, media design and AGENDA ITEM # 5.3.2. technical support for faculty to professionalize their online learning objects/artifacts is needed. Arts will continue to sponsor the Teaching and Learning faculty liaison role into Fall 2020, as well as create paid student Page 97 of 328 Update to the Education Plan

SXD Lab positions to support faculty with design work. We will also continue to register for and encourage attendance at webinars and think of creative ways to enhance the profile of effective teachers on campus.

Commit to Streamlining the A streamlined process BAPC and CACC merged October CACC reviewed the BA foundation CACC completed an alignment flexibility and Arts curriculum which focuses on 2016, creating a streamlined Arts course lists and vetting requirements. exercise between the BA and BIS that responsiveness process meaningful discussion and curriculum process. Members The committee consulted with Science compared and contrasted less bureaucracy reported an increase in meaningful on this issue as well. Several courses competencies and the use of language discussion and a debate, along with have been added to the BA foundation to describe requirements to students. more timely attention to curriculum course lists, and the vetting criteria Revisions are being made to provide work, as a result of the shift. have been added as an agenda item to more responsiveness to students an upcoming CACC retreat. wanting to switch between the two degree paths. Degree Audit implementation helped students understand their progress Additional options for minors within through their program(s). the BA have been added.

Gaps: Department heads have SoCA curriculum committee expressed a desire to receive more implemented. training on curriculum processes and the principles of curriculum quality. Curriculum mapping for VA took place These are future topics for heads’ during the winter 2020 semester. The meetings and training for CACC and revisioning of the VA Major is department-based curriculum currently underway. committees. AGENDA ITEM # 5.3.2. SoCA is revising its AH courses to include changes to prerequisites and streamline the curriculum.

SCMS - Anthropology is in the initial stages of assessing its focus and Page 98 of 328 Update to the Education Plan

redesigning its curriculum, in part in relation to hiring a new faculty member. Since an inter-disciplinary committee of this nature has not yet been established, it is not needed at this time. However, they expect that an Anth-Soc inter-disciplinary committee will be necessary during the year in which the Anth-Soc major is being reviewed.

CMNS revised courses and refined program delivery through department curriculum committee work.

Improving Streamlining The College of Arts hired a new We have continued to expand A College of Arts wide communication communication communication between person for our front desk vacancy department awareness and use of the strategy has been developed for the channels the Deans’ office and who will focus more on social ARTS_ALL drive for reporting, coming year. This includes specific faculty media and web presence. information, and forms. audience targets, and social media Revision of web pages and protocols for each department area. other communication Arts departments, such as HIST, The Communications Strategist mediums THEA, MOLA, and VA have been position is now permanent. The Communication Strategist is an updating and improving their active member of the university wide websites and increasing their social The Arts social media presence has Marketing Advisory Committee media presence. been improved, aided partly by two (MAG). work-study students in different CMNS has been increasing their use initiatives. SoCA developed a communication

of Kaltura video-conferencing. procedure document and a roles and AGENDA ITEM # 5.3.2. A new infographic for the BA responsibility document to outline VA developed an extensive art requirements has been created. how the communication within the database created online to feature new school will proceed. a visual archive of Key meetings with MarCom have S’eliyemetaxwtexw Gallery. helped launch the School of Creative SoCA website and branding are Arts and the School for Agriculture, launched and are being updated. Page 99 of 328 Update to the Education Plan

This was an area of considerable Geography and the Environment and focus for 2017-18. Highlights: create their new websites. HIST’s Departmental Online • Retained a work study Committee has been working this year student for the year to work All department and program websites to develop guidelines for online on websites and social media. have been updated. learning, including discussion around • Hired a Communications the means of content delivery and Manager on temporary Gaps: A possible next step for the assignments that work best in an contract who completed a full Communications Strategist is to online environment. They have also analysis of our discuss social media policies with all developed an infographic for students communication protocols and departments; currently, the social on what to expect in online courses in practices, resulting in a media presence of each department is history. They are also participating in Strategic Communication Plan up to the departments, with the result pilot programs highlighting new for the College of Arts. that some are very active and others software, such as WEVU, being tested • Re-design of the College of not at all. The Arts coordinator could by the Teaching and Learning Centre. Arts webpage provide some support to departments • Creation of landing pages for that need it along with advice and tips GDS - There is frequent all Arts programs to those that post regularly. communication among GDS students, • New Arts brochure, as well as graduates and individual faculty one focused on international members. GDS graduates participate audiences in events and mentor interns. GDS is • All Arts rack cards are under looking toward institutionalizing this revision by developing ongoing mechanisms • ARTS_ALL drive established through social media and regularly for reciprocal communication scheduled annual events like and document sharing with information sessions and graduation department heads and events. As well, developing an assistants

improved interactive web site will be AGENDA ITEM # 5.3.2. • Communication Protocol established for Arts Heads a top priority. and Program Coordinators • Supported some Arts MOLA - Articulation requests were Departments in establishing mostly positively answered. their own Communication Protocols Page 100 of 328 Update to the Education Plan

• Arts social media accounts MOLA - Consultation with OREG on launched and maintained on a how to optimize computer labs regular basis scheduling for MOLA: progress made General Studies also put with purchase of 15 laptops. considerable work into revising its online presence. MOLA department communicated with students re: Employment Opportunities, Language Study Tours, & Education Assistant jobs in France and Spain.

GDD has continued to develop its social media presence. A work study student was hired to help with this task. GDD also created a blog.

BIS - Increased social media presence and activity. Responding to Advertise at least one year Major maps were drafted and put Improvements have been made to the An Indigenous Academic Success student demands of upcoming courses on through consultation process. College of Arts website to make Cohort (IASC) successfully completed re: planning web sites program information easier to find. two semesters of academic study this Develop more FAQ pages Many departments increased their year. The students will now transition which make processes online and/or hybrid offerings, Several departments have increased to second year in a variety of different more transparent including CMNS, CRIM, ECON, the number of online offerings again program areas. Increase course delivery GATE, HIST, and SCMS. CMNS (CMNS, CRIM, ECON, GATE, HIST). options for students worked with Continuing Education Increased sections of UNIV 101 and Development of major and to convert the Public Relations A new timetabling initiative in CRIM ARTS 299, PORT 398, and PORT 399 degree maps within Arts Certificate program to an online ensures that every required course for were added in 2019-20. Based on AGENDA ITEM # 5.3.2. format. the degree is offered at least once a student feedback ARTS 299, PORT year, and a variety of electives are 398, and PORT 399 were redesigned. General Studies re-designed their available each semester. website and has been actively Student focus groups were held to reaching out to students to help SCMS has developed a new gather data on how to improve the them plan their studies. timetabling process in attempts to be international student experience and Page 101 of 328 Update to the Education Plan

more responsive to students’ program specifically UNIV 101 were held. General Studies developed a needs. Feedback from this research is being customized learning plan for implemented. students to help them plan their This summer, Arts is offering a degrees. Jumpstart program, which allows new Linkages between CSM 104 and UNIV students in Arts to get nine credits in 101 were explored and additional Faculty in CMNS, ENGL, and the late summer semester after academic skill building was added to Indigenous Studies delivered graduating from high school. The both courses. courses in Bella Coola in support of program includes an Interdisciplinary year 4 of the NVIT BGS cohort. Studies course and a weekend in A Collegium space, with a facilitator residence as well as various and student peer supporters, was CRIM significantly increased community-building activities. created to support student summer offerings to meet student community building, wellness and demand. The Program Evaluation graduate engagement with campus student certificate is being offered for the first services. Other departments have engaged time. This is a fully online program. students by developing new special The Practicum approval process was topics shells (ECON) or by offering Gaps: Online offerings are limited, streamlined to make it easier for courses which respond to stated especially at the third and fourth year. students to access. student interests (PSYC, SCMS). Our future goal is to have more credentials that can be attained Additional risk management protocols GDS and SCMS have been active in entirely online, as long as this were reviewed to better support study consulting with numerous areas in methodology works with the aboard options for students. order to decrease overall timetable curriculum. Support for developing conflicts. online courses or moving face-to-face Offered THEA 306 as a summer course classes to an online format may be based on student demand. All Many departments, such as HIST, required. upcoming course offerings are now

have started advertising annual listed on SoCA’s page. AGENDA ITEM # 5.3.2. course offerings on their websites. Course schedules are not posted on all department webpages; department Arts departments and programs are Many units, particularly CMNS, heads have committed to posting two actively exploring creative ways to CRIM, GD, and PSYC, have been years’ worth of course offerings by the offer courses as part of the CUBE proactive in responding to student end of this May. This initiative is scheduled for early Sept 2020. This Page 102 of 328 Update to the Education Plan

demand by offering additional, high particularly important for students in builds on the Arts CUBE pilot in demand sections on short notice. interdisciplinary programs. previous years.

GD developed a series of courses SCMS had hoped to work more which are offered through actively with the SCMS student Assoc. Continuing Education. However, the group was inactive this past year. MACS and LAS did undergo In 2017-18, the College of Arts a program review in 2019, during initiated a pilot “block scheduling” which time some data was collected in format for the summer, with four relation to general student Arts disciplines participating in this preferences. Likewise, Sociology will new-to-UFV model for course be preparing for a program review this delivery. coming year, and Anthropology will be doing so in the following year. MOLA has been experimenting with new technologies around language GDS completed the process of formal learning. program review. In addition to external scrutiny, this involved A subcommittee of the Indigenous considerable consultation with Studies Curriculum Committee students. Following through on the developed an Indigenous Studies review’s recommendations, GDS will Certificate aimed at youth workers. involve more student consultation, particularly as we plan program revisions.

The GDS student group has a position on the GDS Program Committee. AGENDA ITEM # 5.3.2. GDS began in 2013 as a largely unfunded program. Since then, the number of students registered in the BA-GDS has increased dramatically from 3 in 2012-13 to almost 50 in 2019-20. The number of students Page 103 of 328 Update to the Education Plan

taking GDS courses has also increased. For example, GDS 100 has increased from 1 section per year to 3-4 sections per year. From relying entirely on faculty appointed to other disciplines, GDS now has its first full-time faculty member and is awaiting the cross- appointment of two more faculty members. As GDS experiences more independent growth, it will develop the capacity to generate long-term, “in-house” solutions for degree completion.

MOLA’s French Program Review completed May 2020. Site visit and interviews completed virtually – awaiting final report.

MOLA - Trial stage for FREN Online Placement testing ongoing - four sections of FREN students completed tests in September and January. Data is being reviewed.

MOLA faculty accommodated waitlisted students in PUNJ, FREN, GERM and SPAN. AGENDA ITEM # 5.3.2.

MOLA’s IS courses were maintained across languages to allow students to complete their program on time. Page 104 of 328 Update to the Education Plan

CMNS - Offered Saturday sections and evening courses.

GDD - Interest continues to increase in High-Demand courses. 19 courses ran with strong enrollment in addition to the four new cohort sections.

PSYC is in the process of redesigning the Honours Seminar in response to student feedback.

Gaps: The ability to offer more or improve online delivery is still in need of disciplinary expertise to inform onboarding and design. Increasing program Attention to program and Several departments, particularly After the first full year of offering the Concept papers for a major in CMNS, a flexibility course pre-requisites and ENGL, HIST, and THEA, have new BA, curriculum changes to the minor in Backpack Journalism, an structures during program undertaken significant work to portfolio were needed to provide a Assoc. Certificate in Intercultural and curriculum review in streamline their pre-reqs so as to more streamlined approach for Competency have been approved. The order to remove allow increased access to their students. Four portfolio classes were revisions to the Assoc. Certificate in unnecessary or redundant courses and to remove barriers to reduced down to two, at the same Journalism was approved pre-requisites or student movement through number of total credits, to ensure requirements and other programs. student success in reflecting on their A minor in Spanish and a Graphic barriers to completion learning and to allow flexibility in their Design major in the BFA have been MOLA streamlined its 100-level programs and in scheduling. approved. FREN offerings.

Curriculum proposals at CACC have POSC scheduled four political science AGENDA ITEM # 5.3.2. ECON and ENGL undertook largely focused on identifying and courses after 3pm to diversify the considerable work to revise their discontinuing courses that are no structure of its timetable. curriculum, course pre-reqs, and longer offered, streamlining program requirements, making it curriculum by removing redundant SoCA’s Indigenous Arts Certificate has much more transfer friendly and options within programs, and been redesigned to allow potential easier to navigate. expanding opportunities for flexibility students to: (1) access funding more Page 105 of 328 Update to the Education Plan

with the creation of special topics easily, (2) ladder into a BFA, and (3) CRIM undertook a significant courses. provide more options in terms of revision of their program which artistic practices (through practicum streamlined and reduced overall ECON created more special topics with established artists). CRIM requirements, allowing more courses at the upper level to improve space for non-CRIM electives. program flexibility and increase ECON is currently developing “hybrid” experiential learning opportunities. courses for increased flexibility in Several programs were or are scheduling at the upper level where engaged in program review, which MOLA is planning to implement an online curriculum isn’t pedagogically examines the issue of program online placement exam in French to feasible. flexibility: ECON, GATE, POSC, HIST, ensure students are placed in courses GDS, LAS, GDD, etc. at the correct level. SCMS is offering triple the number of summer sections to what was offered PSYC has regularized special topics in Summer 2019. In timetabling all courses. these courses, they have made efforts to spread their on-campus course Gaps: MACS and ANTH responses to offerings across the various time slots program reviews are ongoing. available for teaching (including evening courses). They are continuing to expand their online course offerings (at an incredible rate during Winter and Summer 2020).

SCMS faculty continue to innovate in this area, including the use of learning contracts, exam options, selecting their assignments from several

options, etc. AGENDA ITEM # 5.3.2.

MOLA - PUNJ Intermediate Proficiency Certificate sent for approval process (at CACC stage). HALQ Advanced Proficiency Certificate has been Page 106 of 328 Update to the Education Plan

approved with two new courses HALQ 301 and 302.

BIS/ BGS’s program continued to see enrollment growth over the past year, with significant share of students transferring in with 60-90 credits earned in professional programs (Forest Tech; Envir Tech; Fashion Design; Engineering; ABT; Nursing; etc.).

PSYC has been hampered in this area by a number of retirements and long term sick leaves that have reduced its numbers and made meeting student needs and planning ahead quite difficult. Last year, they were able to hire a quantitative psychologist, and have just hired 3 more new faculty in health, developmental, social, and motivation so expect to have greatly improved flexibility in the coming year. Despite these setbacks, PSYCH has been able to make some positive course additions as mentioned last year: Psychology and Critical Thinking

(PSYC 429), Cultural psychology, the AGENDA ITEM # 5.3.2. group directed studies course. Increasing Develop a BA Advisory BA Advisory Group terms of HIST and GDD have formed advisory The SXD lab brought workplace community Group to help facilitate reference have been developed and committees. PHIL is discussing related projects to the Mad Monday engagement in BA discussion re: value of Arts some departments have submitted membership of a potential committee. student challenges. and other and of the revised BA names of potential members. programs Page 107 of 328 Update to the Education Plan

GDD developed an industry PACS continues to meet with its advisory committee that provides advisory group regularly. A variety of practicums were designed input, engages with the program, to support local businesses during and meets regularly. A joint advisory group for THEA, Covid-19. (e.g., Abbotsford Farm MEDA, and VA has been formed. Market and local growers food PACS has an active community cooperatives). advisory committee and is engaged Gaps: The BA Advisory Group has not in ongoing conversations with yet been formed. Formation of other CRIM’s MA methods course involved councillors, members of the School program advisory committees has also an applied community project. Board, donors, APD, ACS and other been slow and may need support. non-profits about the role of a The Peace and Reconciliation Centre Centre of Peace and Reconciliation. There is a need to revise the (PARC) has been approved as a procedures for appointment of research centre by Senate. CRIM members of external committees. Director (Dr. Amanda McCormick) and two sessional instructors (Michele Giordano and Simon Thomson) spoke at PARC’s February 13 event “When Your Partner Abuses You: Practice, Prevention, and Public Health Crisis of Intimate Partner Violence.”

Health and Innovation Hub SCMS has been very active in the development of this Health Hub.

The new SCMS student space is open to students and faculty and was actively used as a study and meeting AGENDA ITEM # 5.3.2. space prior to COVID-19. In addition to the student space, SCMS is closely linked to the Health Hub, an initiative that will involve students in various forms of community-based health research. Page 108 of 328 Update to the Education Plan

GDS - Public engagement is a vital part of the GDS program and of GDS courses. Community engaged projects are a central component of many GDS core and elective courses. GDS hosts events such as Ethics for Internships and City Lab events in Kenya, Tanzania and Abbotsford. Most GDS practicums and internships involve public engagement, either abroad or in the local community. It will be challenging to facilitate student completion of this program requirement during the pandemic. GDS is exploring alternatives.

CMNS continued community-based learning projects in its upper-level courses.

Offering Arts Establishing an interim GD has increased Abbotsford THEA and all Arts heads have The approved new multimedia programming in performance space for course offerings. undertaken active planning for a new performance lab in Abbotsford is Abbotsford that is Theatre in Abbotsford as multimedia performance lab in K currently paused due to Covid 19. currently restricted step towards the building In 2016-17, THEA increased Building. to Chilliwack and of the Digital Hub over the Abbotsford course offerings and in Mission longer term 2017-18 moved fully to Abbotsford, Further increases to GDD course Gaps: Space for THEA is still in

Offering more Graphic occupying renovated space in D offerings in Abbotsford have occurred. question, and hopefully will be AGENDA ITEM # 5.3.2. Design courses in building. resolved with the creation of a Abbotsford multimedia performance lab.

The GDD program review recommended the program be moved Page 109 of 328 Update to the Education Plan

to Abbotsford, so there will be a need for dedicated space. Exploring flexible Discussing and adopting in The College of Arts Reorganization The School of Creative Arts has been COA revised the Curriculum Assistant and responsive whole or in part the sub-committee completed its work formed. position to incorporate an additional administrative recommendations of the and made recommendations to focus on events, initiatives, and structures in Arts CAC subcommittee on Arts CAC. These recommendations were A School of Global Engagement and strategies to better support student Reorganization approved, and include a new “Co- Social Justice has been proposed to learning initiatives, as well as support Lab” structure of collaborative support interdisciplinary programs a wider variety of committees. meetings around themes. with a common theme. COA began working with Dr. Keith Creative Arts disciplines drafted a Arts facilitated the move of GATE to Carlson to create a student research structure for a new School of Science in the School of Agriculture, lab “Collaboratorium” that is designed Creative Arts with emphasis on Geography, and the Environment. to carry out research projects interdisciplinary and cross- identified by community partners. disciplinary collaboration. The deans’ office assistants were restructured to add an operations SoCA was launched, including the analyst position. theatre.

GDS - The GDS program committee has expanded significantly with the arrival of new hires with academic interests in global development. New administrative structures are being explored to assist with the program.

Advocating for Creating and designing Arts continues to advocate for Hybrid classes have been offered in COA joined the BC Open Education

more effective and more effective and flexible flexible space and to support the more areas, and several Arts programs Technology Collective (OPENETC) and AGENDA ITEM # 5.3.2. flexible classroom classroom learning investment of 1.5 million in are participating in Teaching and supporting History in piloting class- learning environments meeting such needs. Learning’s hybrid course pilot to wide use of WordPress. Additional environments examine the effects on classroom courses are being onboarded to GATE, MOLA, THEA, and VA utilization. OPENETC resources for 2020-21. benefited from re-designed learning spaces, many of which Page 110 of 328 Update to the Education Plan

include access to new technologies The FIT grant for an outdoor studio CRIM increased its hybrid course and equipment. course in VA was approved, and the offerings. course is full for summer. VA developed a proposal for an ECON has established annual outdoor studio. Arts collected expressions of interest recruitment protocol for its Student to pilot the new Pod classroom in the Learning Group (SLG) leaders. This has GATE engaged in discussions to Esposito Building. Courses from THEA, allowed for continuing support in secure outdoor classroom space as HIST (IDS), GATE, VA, CMNS, and ARTS larger 100-level sections of economic part of the initiatives related to (portfolio) will hopefully use this space principles courses. Stave West. in fall. Hybrid classes are obviously not a Various units benefited from the possibility for the 2020-2021 year, but installation of white boards. the HIST department is delivering its courses in what they see as a GATE has increased use of the necessary and meaningful balance of Paleoecology Lab as a space for synchronous and asynchronous undergraduate-based research as delivery. In the future, this approach linked to 4 courses. can readily be adapted to the hybrid model. SCMS students are making use of their new student space for study MOLA space B158 undergoing groups, tutoring, and mentoring. renovations – to be ready for Fall 2020 semester.

MOLA - Migration of data for HALQ from Can-8 to Learning Branch.

MOLA faculty, instructors and seminar AGENDA ITEM # 5.3.2. assistants moved quickly to online synchronous teaching under COVID rules as of Mar 2020. Page 111 of 328 Update to the Education Plan

GDD and SoCA are sharing Mac lab studios in C building

Theatre and VA continue to liaise regarding access to 3D workshop space

COA joined the BC Open Education Technology Collective (OPENETC) and supporting History in piloting class- wide use of WordPress. Additional courses are being onboarded to OPENETC resources for 2020-21.

CRIM increased its hybrid course offerings.

ECON has established annual recruitment protocol for its Student Learning Group (SLG) leaders. This has allowed for continuing support in larger 100-level sections of economic principles courses.

Hybrid classes are obviously not a possibility for the 2020-2021 year, but the HIST department is delivering its courses in what they see as a AGENDA ITEM # 5.3.2. necessary and meaningful balance of synchronous and asynchronous delivery. In the future, this approach can readily be adapted to the hybrid model. Page 112 of 328 Update to the Education Plan

MOLA space B158 undergoing renovations – to be ready for Fall 2020 semester.

MOLA - Migration of data for HALQ from Can-8 to Learning Branch.

MOLA faculty, instructors and seminar assistants moved quickly to online synchronous teaching under COVID rules as of Mar 2020.

GDD and SoCA are sharing Mac lab studios in C building

Theatre and VA continue to liaise regarding access to 3D workshop space

Gaps: The same gaps persist as were identified last year; these are institution-wide challenges. A major gap here is our institutional hesitance to use cloud technology; institutional policies’ stance on FIPPA regulations hinders programs’ ability to keep students current with social AGENDA ITEM # 5.3.2. media platforms, for example.

A multimedia performance lab needed. A survey of heads showed that 100 classes could use this space. Page 113 of 328 Update to the Education Plan

We need more support in facilities and tech support for labs and classroom space.

HIST has applied three years running, unsuccessfully, for reconfiguration of faculty and learning spaces.

Classroom size needs re-thinking. A typical classroom that seats 36 cannot do so in any configuration that promotes active engagement of learners.

Enhancing program Offering new programs in (This item has been added to the The Bachelor of Media Arts has been The Major in Graphic Design (GDD) reach and response to demand 2018-19 update.) implemented successfully and has a soft launch in January 2020 and effectiveness Re-envisioning programs enrolments for next fall are strong. will have a full intake for September to better use resources The program is considering moving to 2020. and/or meet student competitive entry in the near future. needs Halq’emeylem courses were delivered The Bachelor of Environmental Studies in partnership with Seabird Island has been approved and is ready for Learning Centre. fall implementation. Arts students participated in the The Migration and Citizenship Queen Elizabeth Scholarship program graduate certificate has been to engage in service learning in various approved and will be implemented countries in Africa and in India. AGENDA ITEM # 5.3.2. Fall 2020. POSC is piloting a new upper level The Bachelor of General Studies has course on Politics and Film in Fall been renamed the Bachelor of 2020. Integrated Studies.

Page 114 of 328 Update to the Education Plan

The Philosophy honours program has been approved. CRIM ran sections of restorative justice (CRIM 215) and conflict A Halq'emeylem graduate resolution (CRIM 410L) courses in the certificate/diploma concept paper is in Fall 2019 and Winter 2020 semesters. development. CRIM established a working group to A Spanish Minor concept paper is in develop a post-graduate certificate in development. Crime and Intelligence Analysis.

PACS, GDS, IS, and Migration and The Spanish Minor was approved by Citizenship will be members of the Senate and will be launched in same school, opening up greater September 2020. possibilities of cross-appointments, student association affinities and In face-to-face classes, HIST faculty possibilities of curriculum review for continue to explore new ways to core courses. engage students through creative assignments. In addition to the sorts of assignments noted in the previous year’s update, individual instructors are incorporating ludic learning in interesting ways: Christopher Leach has begun to use narrative building games in his military history classes. In addition to the museum curation assignment in History 119, Aleks Jovanovic has added a DIY project

where students make their own AGENDA ITEM # 5.3.2. version of ancient artefacts. In HIST 313 (War and Society in the Ancient and Medieval West) Chris Leach has a DIY project where students build their own shields and spears.

Page 115 of 328 Update to the Education Plan

In IDS 300E class, which HIST’s Adrianna Bakos taught with ENGL’s Tim Haner, students were asked to choose from a menu of assignments such as a “Create a Monster” short story, podcasts, animated whiteboards, blogs, etc in order to achieve the course LOs.

HIST 100D (10 Days that Changed the World) ran for the first time in winter 2020, with a range of foundational skills assignments based on primary and secondary readings. This course also offered students a unique opportunity to meet and learn from several department members who provided guest lectures.

In several sections of HIST 103 (Stó:lō History), students were offered the option to choose between a traditional research paper and a creative project showcasing an aspect of Stó:lō history or culture. These creative projects were exhibited at the Matsqui Band office in February of

2020. AGENDA ITEM # 5.3.2.

Many of HIST’s faculty supervise independent studies: Steven Schroeder taught 5 separate DIS courses over the 2019-2020 year. Because of COVID-19, History 440 Page 116 of 328 Update to the Education Plan

changed into 15 independent study projects remotely supervised by Scott Sheffield. Adrianna Bakos supervised one declared honours student this year.

HIST’s Ian Rocksborough-Smith has hired two students to conduct online research of historic newspapers during summer 2020.

With funding support from the College of Arts, HIST’s Robin Anderson and Scott Sheffield organized a work-study student, Gureena Saran, to help reconstruct three years of History 440 student research projects. Gureena worked in WordPress to rebuild all the written text and about half of the images for the 2017, 2018, and 2019 History 440 projects. The new website is still in construction, but can be visited: http://fraservalleyhistory.ca/w p/

SCMS – A caucus has been formed for discussing the possibility of a

Sociology/Media and Communication AGENDA ITEM # 5.3.2. Studies joint major. In addition, SCMS has an interdisciplinary working group housed to develop the Intercultural Studies Associate Certificate.

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GDS will revise program requirements and bring GDS core courses home to GDS.

MOLA – new faculty members hired in SPAN, HALQ, FREN AND PUNJ . New faculty member hired, HALQ – new faculty member (4/7) and new sessional instructor hired to co-teach courses at Seabird Island School. FREN – new LTA hired for F2020 to replace faculty on sabbatical, and PUNJ – new LTA hired for F2020.

MOLA’s Alan Cameron offered guest lecture to RLST 201 ‘Islam in Tolstoy’. Collaborate Increasing Increased offerings of IDS The Bachelor of Media Arts has Arts funded faculty interested in team POSC has one faculty member serving across interdisciplinary 400 been revised and will be offered teaching IDS courses to recognize the on a working group for the boundaries initiatives across Creating and offering a starting January 2018. The degree is additional work involved in team presidential task force on EDI. disciplines, 200-level interdisciplinary highly interdisciplinary and multi- teaching and remove the barrier of faculties, mediums, course disciplinary. increased workload. POSC has several political science programs, student Revising and offering ARTS courses required for CRIM, GDS, and research projects, 100 Various departments are engaged 5 IDS courses were offered in 2018-19: Indigenous Studies, as well as PACS’ faculty scholarship, Development of structures in discussions about supporting • IDS 100c: People’s Knowledge programs. etc. to better support interdisciplinary programs, such as Seminar interdisciplinarity and GDS, PACS, Indigenous Studies, and • IDS 100d: Metis History and multidisciplinary programs the new graduate certificate and Identity POSC is having informal discussions on Development of structures diploma in Migration and • IDS 100e: Culture and cross listing HIST 396Q with political AGENDA ITEM # 5.3.2. to support and foster Citizenship. The Deans’ office has Community science. team teaching increased administrative support • IDS 300c: Reconciliation and Facilitate greater cross- for BGS, PACS, and GDS. the Shakespeare Garden CRIM conducted a search for a CRIM- disciplinary and cross- • IDS 300d: Cities for Children PACS hire. institutional sharing via In 2016-17 Arts offered IDS 400: guest lectures, flash Youth Electoral Politics which was Page 118 of 328 Update to the Education Plan

forums, panel discussions, co-taught by faculty from 5 The School of Global Engagement and One of CRIM’s faculty is working with performances, exhibitions, different Arts disciplines. Three Social Justice has been proposed as GDS/LAS and discussing the potential etc. sections of IDS 400 were offered in one way to support interdisciplinary for an interdisciplinary course on Latin 2017-18. Contributing departments programs and ensure they have the American gangs. were: CMNS, EDUC, INST, POSC, faculty and institutional support and THEA, and VA. continuity they need. Planning is PHIL’s Anna Cook has developed a underway. Development of Philosophy 309: IDS 100, 200, and 300 approved by Feminist Philosophy course, which will UEC. IDS 100 replaces ARTS 100. THEA invited guest lecturers from run during the fall 2020 semester. other disciplines in advance of theatre PHIL anticipates it to be a popular ENGL and VA are collaborating in performances to allow audiences to course, attracting students from a offering a “Make Your Own hear a variety of perspectives on the variety of disciplines. Chapbook” workshop for students. topics presented in the performances. SoCA is developing three arts GATE has worked to develop strong Arts held a Politalk session on Kofi management courses to serve both ties with ECON, CRIM, GD, and BIO Annan’s legacy. theatre and visual arts students through a combination of cross- (professional practices for listing, program revision, course Arts led a flash forum in response to independent artists, project development, and field schools. the shootings in Christchurch, NZ. management for arts events, arts management). New interdisciplinary course shells There was cross-faculty attendance have been drafted and sent out for the Paul K. Chappelle two-day SoCA established in May 2019, five consultation. workshop on Peace Literacy Skills. interdisciplinary standing committees and area chairs (critical studies, A new 50% assistant is providing creative practice, external support to General Studies, Global engagement, digital media Development, and Peace and technologies, and equity, diversity,

Conflict Studies. inclusion). AGENDA ITEM # 5.3.2.

Standing SACs were created for the VA has revised and developed four following interdisciplinary film/video production courses to programs: Program Evaluation, create a stream that serves both BFA Media Arts, Peace and Conflict and BMA students (with a screen studies concentration). Page 119 of 328 Update to the Education Plan

Studies, and to hire for ARTS and PORT courses. HIST’s Adrianna Bakos and ENGL’s Tim Haner offered a very successful IDS ECON, ENGL, GATE, GD, THEA, and course, entitled “Monsters in the VA pursued cross-listing Western World,” which will be offered arrangements across disciplines. again in Fall of 2020. Another IDS course is in development between Ian CRIM has developed a course in Rocksborough-Smith and Fiona Conflict Management and McDonald (Political Science). Resolution to serve both CRIM and PACS students At the request of Peruvian and American colleagues, HIST’s Geoffrey Scholarly Sharing Initiative (co- Spurling conducted research in the sponsored by the Research Office UBC archives on the art historian, Alan and the College of Arts) continues Sawyer. Spurling explored the to provide monthly gatherings recently donated family collection, where members of the UFV with an eye to creating a catalogue of community discuss their current Sawyer’s work; he reproduced and scholarly work. shared over 500 copies of documents and images to scholars across Peru and the U.S.

HIST’s Adrianna Bakos had a successful trip to Hungary and is working with various academic units within UFV (notably CFS, Environmental Studies and the

Business School) to establish AGENDA ITEM # 5.3.2. partnerships.

In May of 2019, two HIST students: Alysha McGuinness and Haley Kloosterhof, were accepted to the Study Tour hosted by the Canadian Page 120 of 328 Update to the Education Plan

Battlefields Foundation. Christopher Leach’s planned participation in the 2020 Battlefield Study Tour as a faculty supervisor has been postponed until 2021, due to Covid-19.

HIST major Steven Prosser has been accepted for a semester abroad at Edge Hill University in the U.K.

HIST 100D and IDS 300 were both offered for the first time in Fall 2019. Geoffrey Spurling’s courses (HIST 161, 358 and 457, offered in Fall 2019) continue to provide global content, as do Steven Schroeder’s courses on the Arab-Israeli conflict and the Holocaust (in addition to his PACS courses).

HIST’s Robin Anderson is working on a new course in an emerging field of history - the History of Human- Animal Relations, which will be explicitly global in content and range across a significant swath of time. Another version of HIST 100 is planned for Winter 2021, which will be an

Introduction to Environmental History, AGENDA ITEM # 5.3.2. with a global perspective.

SCMS is currently exploring possibilities in terms of how to better integrate with multidisciplinary programs. At present, a program Page 121 of 328 Update to the Education Plan

working group that is largely housed within SCMS is also developing an interdisciplinary associate certificate, an Intercultural Studies Certificate, that will also open new opportunities for integration with other programs.

SCMS is currently exploring team teaching possibilities, including SCMS “sampler” courses that offer students introductory-level exposure to several SCMS disciplines. They will likely be piloting a team-taught Soc 101 online course this Fall, and are exploring the possibility of running a University: Social Sciences 101 course. Several individual SCMS faculty members are in discussion about how to conduct more team teaching.

ENGL’s Alex and Melissa continue to organize the Scholarly Sharing Initiative, with Rita Atake from CMNS and Molleen Shilliday from MOLA.

ENGL - Monsters in the Western AGENDA ITEM # 5.3.2. World, and IDS 300 class by Tim Haner and Adrianna Bakos ran with great success in Fall 2019.

ENGL is offering IDS 300F and IDS 100F with Alan Reid from Biology, and with Page 122 of 328 Update to the Education Plan

guidance from Shirley Hardman. As well, ENGL collaborated with Agriculture for Greenhouse tour, and with Facilities to plan and begin a garden build. Nancy Turner OC and OBC, renowned ethnobotanist, spoke at an event in Chilliwack.

ENGL - In June 2019, Michelle Superle was awarded a two-year SSHRC Insight Development grant to study how agriculture is portrayed in children's picture books, with the aim to develop a school program facilitating children's understanding of and engagement with a rights-based approach to food security and sovereignty.

GDS plans to renew discussions with MOLA about language assessment. GDS is also moving toward establishing its own minimum standards certifying language competence.

GDS - Designing regional studies AGENDA ITEM # 5.3.2. concentrations remains an important goal for GDS. Equipping graduates with this enhanced knowledge and skill will enhance their employability and help to achieve UFV’s internationalization goals for the Page 123 of 328 Update to the Education Plan

institution. Recent hiring of new faculty with Latin American specializations will facilitate this initiative. GDS hopes for new positions with specializations in other areas (e.g. Africa, South Asia), and is eager to collaborate with new faculty in the development of concentrations in various regions.

MOLA’s Ghizlane Laghzaoui offered guest lecture to ANTH 209 ‘Language identity and belonging in Morocco’.

MOLA - Liaised and coordinated with UFV Chandigarh French instructor and administration on course content, evaluation and class sizes.

MOLA faculty is Internal member of External Program Review for ELS.

MOLA - Faculty member participated in GDS SAC.

MOLA Faculty developed IDS course with POSC and ANTH: ‘Islam, Islamisms, and Islamophobia’. AGENDA ITEM # 5.3.2.

CMNS faculty taught MEDA courses (MEDA 350 and MEDA 469) and a GD course (GD 159) this past year.

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CMNS continued to team teach GEOG/CMNS 257.

CMNS started revisions to the CMNS minor to allow it to be included in the BFA as an option, and to allow GDD major students to complete it within 120 credits.

CMNS faculty taught for Indigenous Academic Success Cohort, collaborated with other instructors and support people.

CMNS supervised an ABT practicum student to gain experience in CMNS and strengthen ties with the program.

GDD - In Summer 2019, GDD ran a new ‘experimental’ course with Geography department.

GDD - Plans are in place to collaborate with SOCA on a European study tour for 2021.

Team taught GEOG/GD 464 was held

again. GDD students participated with AGENDA ITEM # 5.3.2. students from CMNS and HIST in a special project for GD 450, in which they collaborated on an interdisciplinary team to create signage for the Stave West Regional District. The student group won the Page 125 of 328 Update to the Education Plan

Industry Engagement Undergraduate Research Excellence Award.

Psychology Faculty member Kim Striebel is liaison with UFV India and spent time in Chandigarh to familiarise herself with the students and program needs.

BIS - The Integrated and General Studies Program Committee (IGSPC) has been restructured, so that faculty represent specific competency areas (e.g. quantitative, professional, etc.) in line with the BIS requirements.

PSYC faculty regularly collaborate with faculty in other departments on many types of projects and courses including:

• teaching cognitive aging to nurses, and a nursing faculty member in turn teaches death and dying to psychology students • collaborating with a faculty member in economics in developing a course

on global warming AGENDA ITEM # 5.3.2. • part of the Music Curriculum working group, along with faculty from English, Fine Arts, and Media Studies • supporting MUSC 199 (a choir ensemble) Page 126 of 328 Update to the Education Plan

• collaborating in the development of an ethnomusicology course • working with a student in Computer Science/Statistics to develop resources for psychology students in stats courses to learn to use programming software. • collaborating on research with a faculty member from CIS looking at computational models of language and intergenerational conversations • working on research with a faculty member from nursing looking at higher education ageism • conducting research in collaboration with members from Biology and Chemistry Departments to examine the effects of competition and exposure to nature on stress and hormone changes • working with colleagues in English and Geography to assess the effectiveness of picture books as tools to help children understand food sovereignty and to test the efficacy of an educational program using picture books about agriculture and inspire

them to participate in food AGENDA ITEM # 5.3.2. sovereignty initiatives.

The following Interdisciplinary Studies Courses were designed, approved and offered (some in a team-taught format) : Page 127 of 328 Update to the Education Plan

IDS 100E: Culture & Community IDS 100C: Peoples Knowledge Seminar IDS 300C: Reconciliation Shakespeare Garden IDS 300D: Children & Cities IDS 300E: Monsters in the Western World IDS 440G: Election Campaigns & Politics in Canada Bridging high Re-designing the Arts Expo ENGL, MOLA, GATE, and PSYC have Arts supported the Rick Hansen dual PHIL’s Anastasia Anderson coached school and Arts to focus on high school been actively engaged in high credit program with two sections of the first ever entry of a Fraser Valley and first-year students school outreach via classroom ENGL 105 for early summer. team for the BC High School Ethics Increase engagement with visits, hosting students on campus, Bowl at SFU in February 2020. The high schools re: program and information sharing. Arts supported dual-credit Community team of high school students from offerings, on-campus Support Worker and Health and Rick Hansen Secondary in Abbotsford events HIST hosted three events aimed at Human Services programs. acquitted themselves well, finishing in bridging high school and UFV Arts: the top three. the first Regional High School The new Jumpstart summer program Debating Tournament, the annual is running for summer 2019, allowing PHIL’s Wayne Henry continues his Heritage Fair, and the first History new high school graduates to get 9 regular visits to philosophy classes at Matters: School teacher PD event. credits and a university experience Sardis Secondary in Chilliwack. This before September. year he added a visit to Abbotsford PSYC is working in collaboration Secondary to his rotation. with the Chilliwack School District PHIL and ENGL have continued to to offer a human services academy present at local high schools. VA - High school student from St’Ailes for high school students at job shadowed in VA for one week. Chilliwack Secondary, and also PSYC continues to support Chilliwack

partnered with Chilliwack Senior Secondary’s human services ENGL - April 2019, Young Authors AGENDA ITEM # 5.3.2. Secondary to offer a workshop on academy. conference, 2nd annual, was again the brain to high school students. extremely successful. The Young PHIL continued the Think Fun camps Authors conference is in partnership Arts is played a key role in changing and is in the process of establishing a with the Chilliwack school district. New Student Orientation and Centre for Philosophical Inquiry with reviving an annual open house. Children. Page 128 of 328 Update to the Education Plan

ENGL’s dual-enrollment/cohort CRIM and PACS have been active in programs offer English 105 as part of supporting Abbotsford Police high school transitions (Rick Hansen, initiatives around programming and programs coordinated out of Carol mentoring for at-risk youth. Dickson’s office for Community Support and Health worker programs) A recent GDS student presented to continue. 4000 elementary and high school students on her community work. Five ENGL faculty visited local high schools to give classroom PHIL offered the Think Fun camps presentations and speak with English and visited Sardis High School teachers about common challenges. Philosophy classes on several Alex Wetmore worked extensively occasions. with faculty at Chilliwack Senior Secondary this past fall. This year’s ENGL faculty visited high school spring visits were cancelled due to classrooms and hosted an on- COVID-19. campus session for students from School District 33’s Education GDS is beginning to see the arrival of Centre. transfer students from other institutions even without formal laddering agreements. GDS hopes that more support staff will facilitate achievements in this area.

A CMNS faculty member is a UFV liaison on the Human Services Career

Enrichment Program, helping establish AGENDA ITEM # 5.3.2. a for-credit course for UFV students who are mentors for grade 10, 11, and 12 Chilliwack Secondary students.

PSYC faculty participate in a number of local community learning Page 129 of 328 Update to the Education Plan

opportunities, such as Eldercollege and high school psychology classes. For example, in the past few years, department members have given courses for Eldercollege that include gender and psychology, an intergenerational course to identify ways of improving relationships across the generations using learning/educational environments, and lectures on healthy aging for the ElderCollege/YMCA Aging Well educational series. Two faculty provide support to local high schools in Chilliwack. Bridging education Offering an annual career In the absence of an annual, Arts- The Arts Expo was well attended. It Arts successfully hired two tenure- and career session for all Arts wide event, was used as an opportunity to track positions, one to assist with students (to replace departments/disciplines, such as showcase our various programs and transition to university (UNIV 101), the individual departmental ECON, ENGL, and HIST, have career opportunities. other for delivery of portfolio and events) in conjunction offered career-focused events. career capstone courses. with the Career Centre and Alumni COA hosted challenges (hack-a-thons), entrepreneurship opportunities, and facilitated industry-based projects for students.

A variety of projects under the ARTS

WORX initiative were designed and AGENDA ITEM # 5.3.2. planned. Application for external funding to support WIL projects have been awarded.

GDD faculty have introduced students to a variety of industry digital Page 130 of 328 Update to the Education Plan

platforms through professional practices and upper-level portfolio courses.

GDD’s grad show has been rebranded. The Design Showcase is now an annual event to engage with industry and other institutions. This event will be organized and led by the students. This year’s showcase moved into a digital format.

ENGL - UFV alumni Mitch Huttema (BFA) and Martin Castro (English) were recipients of the 2019 Whistler Film Festival's BC Student ShortWork Award for their film New Washing Machine. Their success was featured in the Fraser Valley News and BC Local News. Huttema and Castro's film went up against student work from VFS, UBC, SFU, Emily Carr and Capilano U.

ENGL - Taylor Breckles, an English Honours student at UFV, had a book chapter published in Explorations in Humor Studies on January 1, 2020 by

Cambridge Scholars Publishing. She AGENDA ITEM # 5.3.2. also was a language editor for the book. Breckles chapter focuses on the sociolinguistic analysis of comedy in Disney's movie Mulan. Page 131 of 328 Update to the Education Plan

BIS - Revisions to PORT 398 and PORT 399 were approved; these increase the career learning focus of the courses.

Increase Increase opportunities for New or strengthened partnerships This year, City Studio initiatives CRIM ran Elder College lectures with connections to community-based learning with The Reach, Chilliwack Museum continued, supported primarily by contributions from faculty and a community Increase participation of and Archives, MSA Museum, Fraser Arts. graduate student. community partners in Valley Regional District, Run for Arts events, research, Water, City of Abbotsford, Fraser A Peace and Conflict Reconciliation ECON faculty are currently classrooms, etc. Valley Watershed Coalition, Mission Centre has been proposed in establishing international research Community Foundation, Mission Abbotsford by the Community connections and exchange Cultural Resources Commission, Advisory Committee. The initiative is opportunities with research The Stone Soup Initiative, District of pending Senate approval and will universities in South Korea (Dr. Albert Mission, school districts, Stó:lō include an 80% donor-funded Kim; Dr. Bosu Seo). Research and Resource community organizer position. Management Centre, and ENGL - Guest speakers visited ENGL Abbotsford Arts Council are We selected, communicated with, and 271, The Rhetoric of Stand-up providing more opportunities for coordinated two speakers for Comedy, who are local stand-up community-based learning International Women’s Day, Dr. Robyn comics who reflect on their craft. As opportunities for Arts students. Maynard and Dr. Gina Starblanket. well, guest speakers visited ENGL 228, These two speakers were included in 200, 366. GD has created an alumni database the President’s Leadership Lecture to aid in building community Series. ENGL - Rajneesh’s film on Massacre at connections and opportunities for Amritsar completed and screened. students. Kimberley Manning and her team were hosted to discuss the Feminist GDS - Returning interns continue to AGENDA ITEM # 5.3.2. Arts was the main partner for new University initiative. present to GDS classes and in public City Studio initiatives, offering 4 forums; students have organized classes engaged with CS projects Arts co-hosted a refugee event with public events on refugees, Winter 2018. Contributing the student WUSC association and international supply chains, etc.. In the disciplines were: CMNS, GATE, MAP (Multi-Agency Partnership) BC, Fall 2020 semester, our new GDS POSC, and VA. Students worked on which is a collaboration of over 40 professor will be teaching a special Page 132 of 328 Update to the Education Plan

projects for the District of government, NGO and organizations topics course on Humanitarian Abbotsford and presented their that work with refugee claimants. Emergencies and Aid. Members of the findings at a City Hall HUBBUB. GDS program committee are College of Arts membership on West discussing possibilities for new courses PACS sponsored an I-lead-Abby Abbotsford Youth of Advisory Group and outreach events. event aimed at youth in downtown with Abbotsford Police. Abbotsford. Two MOLA faculty members College of Arts membership on presented at the Scholarly Sharing Abbotsford Community Advisory Initiative. Alan Cameron ‘Zamyatin’s Committee. We, Dystopia in USSR’ Molleen Shilliday ‘The Language & Purpose of The College of Arts is taking a lead role Mourning in Canadian Dystopian in the Health Innovation Hub and Novels’. Community Data Mapping with Division of Family Practices. MOLA - HALQ revitalization: building on the success of MOU’s with Seabird Island, Stó:lō Nation (including 3 local bands) wants to partner with UFV, requesting the delivery of HALQ 101 community-based for Fall 2020 semester.

GDD has maintained connections with alumni and consulted for events like the GDD 2020 Visioning exercises.

GDD Invited an industry advisory group to participate in events, such as AGENDA ITEM # 5.3.2. its portfolio review (Dragon’s Den).

SCMS’s Sessional Instructor, Dr. David Christopher spoke on CBC's The Current with Laura Lynch on December 20, 2019. The topic was on Page 133 of 328 Update to the Education Plan

Star Wars. Christopher teaches a special topics course on the subject at UFV. Develop local Supporting the Establishing a clear vision The Indigenous Studies Curriculum Various courses with Indigenous PHIL’s Jeffrey Morgan continues to and global work of the of what indigenization Committee has revised IPK and content have been offered this year, work on a new upper level course on citizenship Indigenous Studies means to curriculum, FNST courses. including: philosophy of religion, and they are in Curriculum programs, and pedagogy • IDS 100 the first phases of developing a course Committee and and using that vision to The Indigenous Studies Curriculum • IDS 300C on indigenous philosophy. embracing the develop materials and Committee has revised the • HIST 396o recommendations inform discussions, Indigenous Studies Major and • Increased offerings of HIST SoCA’s curriculum committee includes of the TRC reviews, curriculum, and Minor and these will launch Fall 103 Lorna Andrews as a voting member. practices within Arts 2017. Increase PD opportunities Departments have used meeting time HIST has increased the number for faculty on Truth and Reconciliation has been a as an opportunity to receive some sections of HIST 103 from 2 to 4 indigenization topic of discussion at Arts Heads, training on Indigenization. sections annually. Unfortunately, they CAC, and various department were unable to offer HIST 396O (the meetings and retreats. The concept paper has been History of Residential Schools) as they developed for a Halq'emeylem Grad were unable to find a sessional Many Arts courses, across a range Certificate and Diploma replacement for Geoffrey Carr, who of disciplines, have been revised to was on sabbatical. They have include explicit attention to the A Garden of Reconciliation course was committed to the regularization of this goals of indigenization and the TRC. planned and delivered for relocation course and Geoffrey Carr, in of Shakespeare garden to CEP and consultation with Shirley Hardman, Faculty across the Arts have presented to the Senate will be developing the official course participated in “Indigenizing the Indigenization committee. outline and moving it through the Curriculum” workshops. approval process in 2020-2021. A decolonization workshop was ARTS 101, required for all BA offered to the PACS community There is significant Indigenous content AGENDA ITEM # 5.3.2. students, has been indigenized. advisory group. in several HIST courses, beyond those explicitly focused on Indigenous Many faculty have been adding Plans are underway to offer four issues, including Geof Spurling’s Latin indigenous texts, perspectives, and Halq'emeylem courses to a cohort of American courses, and Ian teachings to their courses. approximately 20 teachers at Seabird Rocksborough-Smith’s U.S. histories. Community School. Members of the department have Page 134 of 328 Update to the Education Plan

THEA will mount Grand Theft Terra consulted with Lorna Andrews from Firma, a devised performance Gaps: Further support for Teaching and Learning on ways to which draws directly on the issues Indigenization and decolonization are enrich both Indigenous content and raised by the TRC. needed. Faculty and heads express pedagogical practices within our their willingness to do more, but there classes. As of September 2017, the is uncertainty about how to proceed at Indigenous Studies major/minor times. Arts would like to use the In Fall 2019, IDS 300E was pleased to was made available. resources provided by the new welcome as a guest Naxaxalhts’i, Teaching and Learning Specialist in (Sonny McHalsie), who spoke to the CRIM revised CRIM 211 to ensure Indigenization. class about Indigenous myths and attention to the TRC and its monsters. In September of 2019, recommendations. Arts would like to develop an Arts Naxaxalhts’i also led a tour for Scott foundation program for Indigenous Sheffield’s HIST 426 class, visiting sites MOLA supported faculty and students building on the model in the Fraser Valley and Canyon sessional professional development supported by one-time funding offered related to Stó:lō military heritage and around Indigenization, Indigenous in 2018-19. culture. pedagogy, and Indigenous language revitalization. They have also HIST would also like to note the actively drew on UFV and appointment of Keith Carlsen who community Elders in supporting began his seven-year appointment as learning in HALQ. Canada Research Chair in Indigenous and Community-Engaged History. MOLA’s commitment to HALQ has seen 4 students move into teaching A number of SCMS courses/programs and/or support positions using enhance coverage of Indigenous HALQ. knowledge, environmental issues and resource use. To enhance this further,

The Indigenous Studies Curriculum the plan for the SCMS 2020 Retreat AGENDA ITEM # 5.3.2. Committee commenced work on was to go on the Sto:lo Place Names developing a UFV Indigenizing tour and discuss how to integrate Handbook. Indigenous, resource and Departments, including CMNS, environmental issues/concerns more ENGL, GATE, GD, and VA have fully into the curriculum. However, Page 135 of 328 Update to the Education Plan

included learning on indigenization COVID-19 has halted this initiative for as part of their retreats. now.

CMNS has been actively working to ENGL 170 has been approved to have Indigenize courses, with 4 courses letters in the timetable, making it in 2018-19 completing assignments possible to coordinate more related to the Witness Blanket and effectively with other programs. ENGL CMNS 125 re-designed to increase 170 courses offered in 2019-2020 emphasis on Indigenous ways of include: Contemporary Indigenous knowing. Issues in Canada, Extraction in Canadian Performance Cultures, Several departments, in addition to Literature of Global Development, and CMNS, embedded assignments Life: Tragedy, comedy, memory, craft. using the Witness Blanket in their (on memoir). courses, including ENGL, GATE, and HIST. ENGL has created a departmental google doc to share resources for Indigenization.

MOLA faculty participated in multiple indigenization exercises with: Archway Community Services- Kairos Blanket Exercise, College Educacentre- Reconciliation and Education.

The College of Arts has been leading the way with the establishment of the

Peace and Reconciliation Centre, AGENDA ITEM # 5.3.2. hosting panel presentations on intimate partner violence. CRC Chair Keith Carlson has stepped forward to lead the steering committee of the Centre and has planned a launch of seed-funding research opportunities Page 136 of 328 Update to the Education Plan

for students, faculty and local community on the theme of Peace and Reconciliation. Coordinating with More “global at home” Three study tours in 2016-17: Study tours for 2018-19: Four students from China completed a International options, as well as • Germany: History • Canmore: GATE semester as visiting students in Education to international options for • Venice: Visual Arts and Art • New York: GDD VA/Creative Arts in Fall 2019. increase options Arts students (study History • Kenya, Nairobi: GATE for students abroad, student exchange, • Amsterdam: Graphic Design • Prague: VA HIST’s David Milobar’s courses study tours, etc.) continue to attract large numbers of Study tours for 2017-18: Arts was the leading contributor to international students, and, in • China: VA the Task Force on International addition, this year HIST 101, 102, 205 • Paris: Chandigarh FREN Student Success. and 241 enrolled significant numbers students of international students. • Europe: GD The Queen Elizabeth Scholar program Developed a study abroad shell has been renewed for UFV for another CMNS continued to add courses to course to evaluate learning related year. their timetable to support the to study abroad increase in demand from Peer support positions were International. Established intercultural established in CMNS, ECON, ENGL, engagement opportunities through GATE, HIST, and SCMS with the goal of PSYC - One department member is the CCR to support the revised BA. supporting international students who liaison with UFV Chandigarh, and is need help in specific classes. working to facilitate access for MOLA expanded information Chandigarh students to psychology available to students wishing to An International Liaison Coordinator courses to enable the development of study at Laval, as well as was hired to oversee the Peer Support a psychology major/minor program streamlining application and positions and strategize how best to there. consultation processes. support international students. AGENDA ITEM # 5.3.2.

MOLA supported students applying Gap: There is a need for a revised for international experiences by international foundation program. aiding them with language prep, Arts, in consultation with FACE, would applications, etc. like to create an Arts foundation certificate program to help recruit and diversify the international student mix. Page 137 of 328 Update to the Education Plan

Increasing Increased options for CACC has approved several courses UNIV 101 was successfully revised to COA’s new Health and Social emphasis on students to meet new BA as meeting requirements from a provide a stronger focus on Innovation Hub is supporting the intercultural and Intercultural Engagement range of Arts disciplines. intercultural engagement. New health of individuals and communities civic engagement and Civic Engagement International students in Winter and in the Fraser Valley region through requirements Established process for those Summer have been placed into collaborative, multisectoral, choosing non-course options to sections of the course to help them interdisciplinary research and meet the requirements. adjust to university life in Canada at community engagement. Current the beginning of their studies. collaborative partnerships include: Established CCR framework for Fraser Health Authority, First Nations meeting the requirements. More courses have been vetted to Health Authority, Abbotsford Division meet Intercultural Engagement and of Family Practice, Chilliwack Division Launched a partnership with Civic Engagement skills in the BA, and of Family Practice and Mission Division Student Life to facilitate students the vetting criteria have been of Family Practice. using non-course options to meet reviewed by CACC. Intercultural and Civic Engagement CRIM’s Annette Vogt completed her requirements The first students have completed the work on the Human Service Career BA non-course options for Enrichment Program (HSCEP) Advisory The revised Bachelor of General Intercultural Engagement (12) and Committee. She also completed an Studies includes an intercultural Civic Engagement (11). evaluation report of the HSCEP with requirement. Dr. Zina Lee, Yvon Dandurand, and The Associate Dean of Students Naomi Dryden. brought a team of faculty members to the AAC&U Conference Global CRIM’s Dr. Kim Polowek is continuing Engagement and Spaces of Practice: her appointment on the Immigration Exploring Global Challenges across and Refugee Board (Vancouver Disciplinary Boundaries in October. Regional office).

PHIL has embarked on the creation of AGENDA ITEM # 5.3.2. an External Advisory Committee and has had its terms of reference approved. The plan is to invite members of the community and stakeholder groups to join the committee and help the department Page 138 of 328 Update to the Education Plan

with course and program development. The striking of the committee has been delayed by the Covid-19 situation.

VA’s Community Arts Practice course (held in the winter 2020 semester) collaborated with The Reach Gallery Museum and Stolo Research and Resource Management Centre, which resulted in a class publication.

This is a key discussion/reflection topic within many of SCMS courses. It is also reflected in course tie-ins to events such as RAN International Week for the Elimination of Racial Discrimination as well as in faculty research in these areas which provides students with experiential opportunities. These are a central focus of courses in several of our programs, including LAS, which also has some internships.

MOLA Faculty member Chair of RAN (Racism and Anti- Racism). AGENDA ITEM # 5.3.2. GDS does have more contact with local NGOs because its graduates are achieving employment success and there is a need to establish more local relationships for practicums. GDS 100 works each term with local NGOs to Page 139 of 328 Update to the Education Plan

develop and design funding and awareness campaigns.

A CMNS practicum student participated in a multi-disciplinary team to work on the Stave West Regional District signage project; the team won the Industry Engagement URE award.

CMNS 180 students produced blog postings on increasing intercultural competence (originally meant to be displayed during Week for Elimination of Racism).

The College of Arts Intercultural Competency CoLab made a decision to invest in the SFU Intercultural Competency Certificate and has permission to edit it for our needs.

Increasing active Building on existing New block transfer agreements An agreement with Manipal international partnerships and add new with: University’s Dubai campus was Through UFV international, POSC is partnerships ones • Columbia Bible College, General finalized to allow opportunities for developing MOU’s with University of Introducing the BA on the Studies Diploma to UFV’s students to transfer into our Bachelor Ghana, University of Cape Coast, Chandigarh campus Bachelor of General Studies of Media Arts. Kwame Nkrumah University of Science Designing an international • Catholic Pacific College, Liberal and Technology and Kofi Annan AGENDA ITEM # 5.3.2. dual degree Arts Diploma to UFV’s Bachelor The QES program has been extended International Peacekeeping Training of Arts or Bachelor of General and we have added new partners to Center, all in Ghana. Studies our list of placements. SCMS’s MOU with Oregon State Various departments are actively ECON has developed a block transfer continues to be a key initiative in this engaged in creating new agreement with Soochow university in area. LAS continues its relationship Page 140 of 328 Update to the Education Plan

partnerships and/or block transfer China. The agreement has been with NGOs in Mexico, including Ollin agreements, including ECON, GATE, approved. Tlahtoalli in Oaxaca which has MOLA, PACS, and SCMS. provided internship opportunities for The MOU was signed with the a number of our students. As soon as Launched the BA on the Chandigarh University of Silesia to support a it is feasible, considering the campus relationship between our institutions. pandemic, SCMS will explore the • Provided PD to faculty April development of internship 2017 Faculty exchanges from HIST and opportunities through the Tecnológico • CMNS instructor taught at ENGL with the University of Silesia de Monterrey (ITESM) with which UFV Chandigarh Fall 2016 and have occurred. already has an MOU, and through developed faculty guide to aid other organizations in other Latin others. Gaps: The BA in Chandigarh has been American and Caribbean countries. • ECON Department members difficult to manage in terms of served as external SAC providing course options for students GDS - Owing to the departure of key members in the hiring of UFV who switch programs or do not faculty, GDS’s international internship India’s first economics faculty transfer to Canada as expected. opportunities were mostly reduced to member. Mexico, Kenya and Tanzania for a few • ECON Established formal years. Just this year, GDS again channels ensuring curriculum succeeded in sending a couple of oversight and consistency students to India, but their internships between institutions were cut short by the pandemic. An increasing proportion of internships BA launched at Chandigarh campus, are local, because of the costs (in time Fall 2017, with an intake of 15 and money) of international students. internships, and because of (for several years) the reduced number of Erasmus+ funding was secured to faculty capable of developing overseas support relationship with the partnerships. GDS is experimenting AGENDA ITEM # 5.3.2. University of Silesia. with alternatives like “virtual internships”. GDS has launched two virtual internships with the Center for International Forestry Research (CIFOR) this summer: https://www.cifor.org It should be Page 141 of 328 Update to the Education Plan

noted that GDS also satisfies a demand for internships from non-GDS students.

MOLA - LAVAL French Exchange Program MOU renewed. Two new MOU’s with Seabird Island (SI) started in F2019 with 53 students completing programs: one MOU for SI teachers and one MOU for SI community members. Seabird Island MOU offers a new model of continuous learning. The four courses (101, 102, 201 and 202) are scheduled back to back for certificate completion in one year.

PSYCH is collaborating with other universities within (e.g., Nipissing University, Simon Fraser University) and outside of Canada (e.g., in the UK, Austria, Germany) on interdisciplinary projects investigating links between hormones, social behaviour, and economic decision-making. As well, PSYC is collaborating with SFU faculty on the analysis of reporting practices in meta-analytic studies in psychology, and several other small side projects AGENDA ITEM # 5.3.2. related to research methodology. Increasing diversity Hiring practices Arts Deans are participating in VA developed a summer program for A significant number of new tenure- of faculty and staff university-wide discussions about an international immersive art track faculty members hired in Arts in the College of this issue. experience at UFV. are from diverse backgrounds. Arts Page 142 of 328 Update to the Education Plan

Plans were made for a new PHIL 16 faculty hires are underway in Arts hire to focus on indigenization and and selection committees are PHIL. attempting to focus on diversity in hiring. A number of postings have specified a preference for an Indigenous focus.

Gaps: Unconscious bias training would be advantageous for hiring committees. Integrate Streamlining Revision to current New practicum/internship Arts has hired a practicum and The ARTS WORX initiatives were experiential processes for practicum and internship curriculum structure drafted and internship coordinator to facilitate specifically designed to increase and learning practicums and course shells through the out for consultation. processes around placements, to incorporate experiential learning that internships lens of cross-program investigate community partnerships, is scalable from first-to-fourth year collaboration Domestic and international to maintain relationships, and to and access for all students. ARTS 299 Revision to current internship and practicum processes support faculty. and PORT 399 has been revised to internship and practicum have been streamlined. capture the reflective learning processes Risk management procedures for required by experiential learning. Greater collaboration with Increased numbers of VA, GD, international internships have been the Career Centre for GATE, HIST, MOLA, and GDS streamlined. The first Mad Monday Challenge to domestic placements students are participating in come out of COA’s pilot project called Greater collaboration with domestic practicums or the Student Experience Design Lab International for international internships. (SXD Lab) was a success. On March 9, international placements two student teams were challenged to Increased access to CRIM worked on revising its existing conceptualize the branding of COA’s internships and practicum practicum framework to ensure Experiential Learning Project. The next across programs in the students have the skills and scheduled challenge will focus on the

Arts knowledge they need to be development of micro- AGENDA ITEM # 5.3.2. successful in their placements. credentialing/digital badging, with History as the early adopter. Practicum/internship structure and forms were approved and put in CRIM’s faculty members participated place – international forms were in the College of Arts Co-Lab on adopted UFV-wide. Page 143 of 328 Update to the Education Plan

Experiential Learning and one faculty New course shells were established member co-chaired this colab. for internships and practica: ARTS 280, ARTS 380, and ARTS 480. CRIM is discussing revisions to CRIM 479 (Professional Practice II).

SoCA’s external engagement committee is developing new practicum opportunities for students.

ECON’s 400-level “special topics” courses have allowed students to participate in more than one research- focused, experiential learning centered courses.

Increasing Increased number of CMNS, ECON, and GATE have The dean’s office hired two work opportunities for courses offering increased use of real-world data study students over the year, one to POSC 332 collaborated with City students within experiential learning as and scenarios across their courses. work on social media and one to work Studio in Winter 2020 and beyond the part of methods and on the website. classroom assessment GATE and HIST have increasing An undergraduate CRIM student Work with Career Centre numbers of students engaged in Arts supported a Student Leadership (Landon Kaetler), under the to increase co-op experiential learning through Conference on January 4. The focus supervision of Yvon Dandurand, opportunities and work community-based projects, such as was on mindfulness for leadership and contributed research and background study opportunities for exploring local history, contributing presenters included the Dalai Lama information for a United Nations Arts students to archive and database Centre, Steven Schroeder, and Expert Group Meeting on the development, undertaking field Christine Slavic. Student attendees are Integration of Sports in Crime studies and research, and collecting able to use their attendance to meet Prevention. AGENDA ITEM # 5.3.2. and analyzing data. part of the BA non-course path for Civic Engagement. SCMS’s new post-grad certificate in Various departments are increasing Program Evaluation has a decent-sized opportunities for students to apply A Peace Literacy workshop with Paul student cohort and a number of our their classroom skills. For example, K. Chappell was held on February 22. undergraduate students are involved GD has students apply their skills to Page 144 of 328 Update to the Education Plan

GD marketing events. GATE VA participated in the I-Lead Abby in primary research and research- students hosted a Geography Photo Voice projects, in which VA based courses. Awareness week. VA, GD, and GATE students worked with high school students have participated in students. In previous years, SCMS has had very community events where they are strong student-presenter attendance able to make use of their skills. Arts supported peer support positions at the Pacific Sociological Association, PSYC offers many opportunities – in five different departments in 2018- the Canadian Sociological Association, research, counseling, education – 19 and is hiring two auxiliary worker and the Canadian Society for the for students to apply their skills positions for summer to write up a Study of Religion conferences. This outside of the classroom. final report on the pilot. year, however, student presentations were not possible. The Deans’ office and Arts units such as CRIM and SCMS have CMNS developed a new special topics committed to hiring more students course on Communicating Through for co-op, research, and work study Pandemics to run this summer. on an annual basis. CMNS students developed a PR plan Various departments, including for the Race and Anti-Racism Network CMNS, GD, GATE, HIST, and VA are (RAN). establishing or strengthening ties with community groups so as to CMNS 280 students were scheduled to provide community-based learning do a collaborative teambuilding opportunities for students, as well activities demonstration event for as internships and practicums. Week for Elimination of Racism; they produced a digital compendium of the ECON and MOLA have provided SLG activities. opportunities for students this year.

GDD’s Grad Show was re-branded as a AGENDA ITEM # 5.3.2. MOLA has increased opportunities Design Showcase. The event was for students by working with the moved to a digital platform because of Academic Success Centre to remote work restrictions and was very provide language tutoring and successful. informal language groups. Page 145 of 328 Update to the Education Plan

GEOG/GD 464 was formalized as a GDD’s community projects were jointly-offered course, with faculty incorporated in various classes co-teaching in a problem-based • GD 317 - City of Chilliwack model which pairs students with a design challenges asked community partner. students to tackle one of two problems: single-use plastics CMNS revised its minor to focus on or illegal dumping. experiential learning. • GD316 worked with the Mission Community Skills Centre Society to develop better communication with their target audience of young adults looking to get training in the agri-food labour market. • GD202 - final group project solving a problem for World Wide Bees. A website was designed to promote bee education such as what types of local flowers to grow in a garden to help bees, the importance of bees in our ecosystem, and also to sell products such as starter beehive kits / authentic bee made products.

Two GDD students created a Design AGENDA ITEM # 5.3.2. Kit to use for promotional opportunities and to help students know how to complete their entrance portfolios. Page 146 of 328 Update to the Education Plan

GDD - Various courses incorporated field trip experiences.

GDD continues to sponsor the GDSA and its outreach efforts. Students and alumni were invited to participate in the open house and info night events.

PSYC students have a number of opportunities for experiential learning both in class and outside class. In class opportunities include Research Methods (202) which requires students to plan and carry out a simple research project using introductory students as subjects. The introductory psychology students gain valuable insights into the research process, the importance of data collection, the experience of subjects in research, as well as a preview of what type of research they might expect to do in second year.

At the upper level, both PSYC’s Directed Studies and Honours projects allow students to plan and carry out

more complex research with the aid of AGENDA ITEM # 5.3.2. their advisor. The upper level methodology course provides opportunities for students to analyze data provided by the instructor using statistical software. In both lower and upper level personality courses, Page 147 of 328 Update to the Education Plan

curricula includes personality testing. Students are able to self-report on a variety of measures, tapping traits such as introversion-extraversion, hostility, and temperament, and then evaluate their data relative to other college students' norms. In some upper-level classes, students can obtain extra credit for on-line self- reporting on The Big Five inventory, a well established and important measure of personality. These assessments can develop self-insight and self-awareness, an important outcome of experiential learning. Outside of class, many students take advantage of volunteer research assistant positions with faculty. The Psychology Journal Club is also a great opportunity to listen to and participate in collegial discussion of issues in psychology research. Several faculty members have regular ‘lab’ meetings with students to discuss research plans and projects. In some upper level social psychology courses, students have the opportunity to earn

bonus marks for volunteering with a AGENDA ITEM # 5.3.2. community organization and applying course materials to address social issues about which they are passionate. Ideally, PSYC would like to expand the experiential opportunities with labs for its statistics courses (110 Page 148 of 328 Update to the Education Plan

and 301) and a sheep brain dissection and human brain model lab for its second year Brain and Behaviour courses (280). They have made requests multiple times over the years, but as of yet have not been awarded any funding for these changes. The sheep brain dissection has been offered in some sections of 280 as part of the class time. Showcasing Host an annual Arts events In the absence of an Arts-wide Arts was a strong contributor once Arts specific practicum places experiential and at which students share event, departments/disciplines, again to the City Studio presentations occurred throughout the year. applied learning in their experiential learning particularly GDD, VA, and THEA, at HUBBUB. Arrangements have been made to for the Arts opportunities - Posters hosted events which showcased virtual/remote work placements for and presentations on student learning. Various Arts departments came students. research, internships, together to host Valley Fest, which practicums, study abroad, The College of Arts partnered with included open classrooms. October 25, COA held a successful Co- field trips, Student Life and with Recruitment Lab meeting on “Experiential social/community to showcase opportunities, The School of Creative Arts is holding Learning,” focused on defining and learning, etc. experiences, and forms of learning the Interpret event, a Creative and categorizing the wide range of at institutional-wide venues. Performing Arts Festival. experiential learning opportunities available to students, designing the CMNS, ENGL, THEA, and VA website and finalizing a promotion collaborated on developing a Gaps: Arts needs to provide an Arts- and resource sharing plan. performing art festival for spring wide forum for celebrating and 2018 which will showcase student showcasing experiential learning. In the fall 2019, Arts Internship and performances, art, writing, and Practicum Coordinator, Elise Goertz,

projects (ValleyFest). We also need to consider a held Swahili workshops on the AGENDA ITEM # 5.3.2. communication strategy and how best Abbotsford campus. Students learned to coordinate events that celebrate Swahili and were able to ask questions student success. about international internship opportunities. Page 149 of 328 Update to the Education Plan

Two MA CRIM graduate students presented at the Western Society of Criminology Conference in February 2020 on the topic of segregation in correctional institutions.

Procurement of software has allowed for ongoing integration into ECON students’ experiential learning curriculum. These include STATA (ECON 499 – Applied Econometrics) and Matlab (ECON 307- Managerial Economics, ECON 342 – International Finance, and ECON 398 – Development Economics.

Experiential learning is continuing to take place within HIST classrooms as instructors increasingly incorporate re-enactments and authentic assessments into their syllabi. (HIST 119, 120, 309, 311, 313).

The microcredentials pilot project is moving forward. HIST presented their ideas to an External Program Advisory

Committee in January 2019 and AGENDA ITEM # 5.3.2. received enthusiastic feedback. Although the current situation put the ‘breaks’ on the “Mad Monday Challenge” event planned with students from History and Media Studies, the project is still progressing. Page 150 of 328 Update to the Education Plan

HIST is currently in conversations with Heritage Abbotsford about creating a digital badge on Built Heritage and Restoration. The COA has received funding and the department will be working closely with Associate Dean of Students Linda Pardy to develop more microcredentials for UFV students and community members.

The next iteration of HIST 440 is planned as a student research project on the history of UFV. As UFV is approaching its 50th anniversary, students will create a diverse number of projects to celebrate this milestone.

SCMS currently offers credit for experiential learning through GDS 310/SOC 396/GEOG 396 Canada Internship and GDS 311/SOC 398/GEOG 398 International Internship. Other SCMS disciplines grant credit for experiential learning through Independent Studies sections. SCMS intends to develop more practicum opportunities for students

in the future. AGENDA ITEM # 5.3.2.

SCMS has a significant number of students acting as paid RA’s on community-based projects (including those through the Health Hub), and a LAS student completed an internship Page 151 of 328 Update to the Education Plan

with the MCC Indigenous Neighbours Program promoting truth and reconciliation. SCMS has a number of courses that engage students in that work as part of their learning objectives, and has had some involvement with CityStudio (e.g. Soc 475: Communities, Difference and Belonging, a course in which students conduct community-based research).

ENGL - FVLF Sept 2019 --IDS 300F, IDS 100F --Peer supporters.

ENGL - May 2020, two students were selected for practica related to local food and COVID-19 response (with Abbotsford Farmer’s Market and Fieldhouse Pub). Practica will be supervised by Michelle Superle.

GDS - Due to faculty dedication, GDS is having continued success in developing local and international practicum partnerships for UFV students in GDS and other

departments. GDS is being AGENDA ITEM # 5.3.2. encouraged by the Arts Practicum and Internship Coordinator, and is currently working to develop standard practices, and to cope with the challenges posed by the pandemic. Page 152 of 328 Update to the Education Plan

GDS has had one successful internship completed so far. GDS needs to consider this as a program requirement and promote it as a formative experience for students. GDS is continuing to work with the Arts Practicum and Internship Coordinator to facilitate and develop standard procedures for opportunities.

MOLA - Three UFV JAPN graduates were among 49 participants from BC for the 2019 Japan Exchange and Teaching Program (JET). Seven JAPN students studied abroad at Rikkyo University and Chuo University, both in Tokyo. Two SPAN students taught abroad as English Language Assistants with AC Internship Abroad: Vanessa Ferrera @ Tarragonna & Alyssa Formosa @ Barcelona.

CMNS supervised seven practicum students on community projects throughout the year.

GDD - Several students sought and AGENDA ITEM # 5.3.2. were granted CCR for their work.

CityStudio Abbotsford Hubbub, a show-and-tell community building event, featured the following UFV Arts projects: (1) Dr. Cherie Enns’ Page 153 of 328 Update to the Education Plan

geography “students took on the subject of climate adaptation and proposed a variety of innovative local solutions;” (2) Dr. Fiona MacDonald’s political science students were led “through a process of scientific inquiry in the field of and personal reflections on the subjects of diversity and multiculturalism;” and (3) Mariano Mapili and Paul Fontaine’s geography and communications students “tackled a long-standing local issue of European starling management, in relation to blueberry crop loss prevention.”

BIS – There has been a significant increase in the number of students demonstrating professional competency requirement through non-credit options (16 in Winter 2020 alone).

Gaps: The number of Humanities and Social Science students being offered formal co-op opportunities remains

very low. Students are not seeing AGENDA ITEM # 5.3.2. themselves represented in career fairs. CoA will continue to build a collaborative relationship with CECE and share research etc. to better support Arts students.

Page 154 of 328 Update to the Education Plan

2016-20 EDUCATION PLAN – FACULTY OF ACCESS AND CONTINUING EDUCATION (FACE) 2019-20 UPDATE The following summarizes the progress made by Applied Business Technology (ABT); Continuing Education (CE); English Language Studies (ELS); Upgrading and University Preparation (UUP) over the past three years.

Goal 1: Prioritize learning everywhere ABT Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Communicate PD . Every ABT instructor . ABT instructors attended PD events. . All ABT instructors attended the . None. Instructors will be opportunities to all ABT attends at least one . ABT instructors continued to attend PD events including UFV’s PD CE PD day in fall 2019 and would encouraged to attend PD events instructors. UFV-sponsored PD event day and CE’s Administrative Professional’s Conference. have attended the UFV-wide PD each year. per year. . ABT instructors regularly attend in-house PD, including UFV’s event in May 2020. Three annual PD day and CE instructor events. Sessional instructors instructors are attending the T&L have either completed VCC’s PID program or are in the process of MicroCourse series on online doing so. teaching. . Modify existing ABT . One ABT course . ABT is moving away from paper-based quizzes and is using the . All courses were using Blackboard . Online delivery in the longer term courses to include converted to Blackboard Blackboard platform; some student resources are available on before the changes due to COVID- will require further development learning management each year until all the Q-drive. 19, and all courses converted to of materials in addition to software (e.g. applicable courses have . ABT continued the move away from paper-based quizzes by online delivery in response to the teaching and cohort-development Blackboard Learn). been converted. adding electronic quizzes to Blackboard; student resources pandemic. strategies. As the program is likely continue to be available on the Q drive. to be online in the fall semester, . The majority of ABT courses now include a Blackboard this work will have to be component: lecture notes, PowerPoints, announcements, completed over the summer journals, assignment details, and submission portals are all during faculty vacation. available to students. CE Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Identify and advertise . Increased number of CE . More CE staff, instructors, and students are participating in . CE paired new instructors with . CE will continue to advertise learning events suitable staff, CE instructors, learning events. senior instructors to build a future learning events for CE staff, for CE staff, CE and/or CE students that . CE staff and instructors participated in CORE training to better learning community of instructors. CE instructors, and/or CE students. instructors, and/or CE are participating in respond to students in distress. students, providing learning events. . CE paired new instructors with senior instructors to build a support as needed. learning community of instructors. . Create a new learning . An in-service for all CE . CE held a successful PD event for its many contract instructors in . CE paired new instructors with . CE will continue this practice of event for CE instructors. instructors is conducted late January. senior instructors to build a hosting at least one training AGENDA ITEM # 5.3.2. once per year. . An instructor in-service was held in February. There were 34 learning community of instructors. initiative each year. participants. . Two in-service events were held during 2018-19. . Create a new learning . At least one new . CE will hold conference for assistants and alumni in May. . Many CE students attended the . CE is collaborating with the event for CE students. learning event is created . A conference for assistants and alumni was held in May. There KAIROS Blanket Exercise as part of Indigenous Student Centre to plan for CE students each were 96 participants. their classroom activities. some learning events for students year. . Hosted two information sessions for prospective students for in fall 2019. legal programming. Page 155 of 328

Update to the Education Plan

ELS Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Provide diverse learning . Multiple sections of . Provided courses across proficiency levels and skill areas in fall, . Integrated new ELS multimedia . Fully online courses would provide options and settings for ELS/EAP courses offered winter, and summer semesters for domestic and international resources with Blackboard additional delivery options. domestic and at different times students (ongoing). websites. . Explore ways ELS faculty can international students. throughout the year. . Provided multiple EAP 075/AFP sections in Chandigarh in . Moved all courses to fully online support undergraduate-level . Use of web-based summer. delivery in March 2020 in students with English as an educational technologies . Increased number of courses using Blackboard. response to COVID-19. additional language and UFV in course delivery. . Added additional hybrid-format courses and multi-media . Provided multiple sections of EAP faculty in other areas. resources in ELS Computer Lab. 075/AFP in Chandigarh in the . Need to streamline processes . Provided multiple sections of EAP 075/AFP in summer in summer and winter. associated with sending faculty to Chandigarh. teach in Chandigarh. . Added new web-based platforms (Learning Branch and My English Lab) to course delivery. . Provided multiple sections of EAP 075/AFP in winter and summer in Chandigarh.

. Support and share PD, . Participation in PD . Faculty and staff maintained various professional memberships . Kerry Johnson contributed a . Continued PD, service and service, and scholarship activities, service, and and reported on their attendance at conferences hosted by chapter to the book “Voices from scholarship contributes to the activities by faculty and scholarship by ELS associations such as TESL Canada, BC TEAL, TESOL and the Faraway Lands: From Divergent to department’s expertise and staff. faculty and staff. Canadian Society for the Study of Education. Convergent”. benefits UFV. . Sharing of . Changed department name and course titles to better reflect . Gilmour Jope began service as a accomplishments and current scholarship in English language education. member of the BCCAT ESL insights gained at . Gilmour Jope published an article in the journal Research in Articulation Committee. monthly department Education. . Courtney Boisvert began MEd meetings. . Maria Bos-Chan served as member of the BC Provincial ESL degree in Educational Technology Articulation Steering Committee to develop the 2018-2019 at Memorial University. Articulation Guide for English as a Second Language Programs in the British Columbia Post-Secondary Transfer System. . Kerry Johnson presented a paper at the BC TEAL Annual Conference. UUP Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Improve the design of . An increase in student . UUP continues to develop and offer more online and hybrid . The COVID-19 situation has . Some instructors have had to current online and success rates as courses. caused almost all courses to adapt with minimal or no previous hybrid options. indicated from . Continued improvement of hybrid/online delivery of existing become online. training. Institutional Research ENGL, MATH, IPK, and COMP courses. AGENDA ITEM # 5.3.2. data. . Ongoing improvements; reported improvement of student accessibility with online IPK 093. . Contact remote . An increase in . UUP is working to be more involved with community support . Currently working on additional . It is difficult to make plans for Fall communities (e.g., First established community areas and is offering courses that show the most interest from teaching at Gateway. 2020 due to the COVID-19 Nations groups) to partnerships. the public. uncertainty. arrange partnerships . Tried to establish fundamental/intermediate ENGL/MATH that allow for access to courses with the Mamele'awt Aboriginal Ed Center but could not course and/or program obtain enough enrollments. Page 156 of 328 completion. . No new progress. Update to the Education Plan

. Encourage and support . Dedication of time . No new progress. . Individuals have shared learning . Challenge of dedicating adequate faculty and staff to during department . Faculty and staff using professional development to attend and experience from recent time during department meetings. attend learner-related meeting for ad hoc various conferences and sharing with department. sabbaticals. professional sharing of innovative . Continued professional development by most faculty and staff. development methods. opportunities. . Create opportunities for . Faculty and staff reports . UUP faculty have shared innovative pedagogical practices . Faculty and staff have shared . Challenge of dedicating adequate faculty and staff to share from professional through colleague-to-colleague interactions, at department experiences during department time during department meetings. innovative methods for development activities. meetings, and participation at UFV learning events. meetings. enhancing teaching and . Presentations during department meetings. learning . Continued presentations and sharing during department and working group meetings.

Goal 2: Commit to flexibility and responsiveness ABT Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Rationalize course pre- . ABT 135 is removed . ABT 135 will be removed as a prerequisite for ABT 160 in the . The course change to the ABT 160 . The pre-requisite needs to be requisites to increase from ABT 160 as a pre- future. pre-requisite will be put to the removed. student flexibility. requisite. . An OReg waiver continues to be submitted to ensure students FACE Curriculum Committee in fall are able to register in ABT 160; ABT 135 will be removed as a 2020. prerequisite for ABT 160 in the future. . A memo was created and will be forwarded for review and implementation of the prerequisite removal. . Collaborate with CE to . Three workshops . ABT developed two workshops that will be offered through . ABT developed two courses for CE . None. develop additional developed and Continuing Education in 2017: Introduction to Blogging in (WordPress and Minute-taking). related programming implemented by 2020. WordPress, and Digital Minute-taking. The WordPress course did not run that respond to . ABT faculty developed and led two workshops to UFV employees due to lack of numbers, but the community needs. as well as external attendees. Minute-taking workshop materials . Although a third workshop has not been created, ABT faculty were passed on to CE and run have provided advice and feedback on additional CE through CE instructors. Mentoring programming in development. and materials were also provided to HR for development of employee training. AGENDA ITEM # 5.3.2. Page 157 of 328 Update to the Education Plan

CE Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Increase the number of . The number of online . CE is developing an online option for the Legal Administrative . The new Activity Assistant . CE will continue to increase the online and hybrid course and hybrid courses Assistant program; hybrid options for the Medical Office Assistant certificate program is offered number of online and hybrid options for students. together have increased and the Nursing Unit Clerk programs; and there is consideration online. course options for students. by 5%. of a full online Records Management course. . Course material for Nursing Unit . CE increased the number of courses it offers online, and its use of Clerk continues to be developed Blackboard. for F2F and online delivery, . CE instructors continue to take in-house training designed to help making the unexpected COVID-19 them teach courses online. transition seamless. . Most CE courses use a supplemental course shell. . The Legal Administrative Assistant certificate program and the Records Management certificate program are now fully online. . All courses use a supplemental course shell. . The Advanced Medical Office Assistant certificate program is now fully online. . CE is exploring online synchronous delivery options for student in the Paralegal and Bookkeeping for Small Business certificate programs. . Increase the number of . Negotiate at least one . CE has increased the number of block transfer and laddering . CE has created credit transfer . CE will continue to look for block transfer and new block transfer or agreements so far with the Paralegal diploma to Criminology. agreement with McDonald’s opportunities for new block laddering agreements laddering agreement . A block transfer agreement was created between City of Surrey’s Canada. The agreement offers transfer or laddering agreement. from CE to other each year. “Emerging Leaders” program with CE’s Management Skills for credit for the training that academic programs. Supervisors certificate program. McDonald’s managers completed. . CE is working with a national organization to provide block . Laddering agreements between CE transfer from their training program to CE’s Management Skills certificate programs and the for Supervisors certificate program and 3 additional UFV General Studies Diploma and programs. Integrated Studies Degree have been created. ELS Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Provide flexible and . Ensuring appropriate . Provided on-site placement testing throughout the year . Increased domestic student . Need to ensure equitable access responsive language proficiency (ongoing). enrollments. to programming for domestic programming. placement for new . Worked with UFV International to provide timetables that . Celeste-tina Hernandez taught students while responding to students across ELS/EAP accommodate international students’ schedules. multiple sections of EAP 075/AFP fluctuating international student course levels. . Scheduled evening courses for domestic students with in Chandigarh in the summer and enrollments. . Timetabling courses to family/work responsibilities (ongoing). winter semesters and mentored . Domestic enrollments increasing – AGENDA ITEM # 5.3.2. accommodate domestic . Worked with UFV India to provide flexible delivery of EAP sessional faculty teaching plan to continue course offerings and international 075/AFP in Chandigarh. additional sections. with evening classes. students’ schedules. . Developed and delivered a condensed, 11-week summer . Moved all courses to fully online semester schedule for international students. delivery in March 2020 in . Developed and delivered 6 sections of EAP 075/AFP Chandigarh response to the COVID-19 in a condensed, 4-week summer semester schedule. situation . Record enrollments in EAP 084 during summer . Bob McGregor taught a 2-week EAP 075/AFP course in

Page 158 of 328 Chandigarh in winter and mentored sessional employees who taught 6 sections there in the summer. Update to the Education Plan

. Provide diverse learning . Multiple sections of . Provided courses across proficiency levels and skill areas in fall, . Provided personal support to . A move to fully online courses options and settings for ELS/EAP courses offered winter, and summer semesters in Abbotsford (ongoing). domestic and international should include curriculum review domestic and at different times . Provided multiple sections of EAP 075/AFP in Chandigarh in students with transition to fully and course development. international students. throughout the year. summer. online course delivery. . Use of web-based . Increased number of courses using Blackboard (ongoing). . Created instructional videos for educational technologies . Added additional hybrid-format courses and multi-media department website to assist in course delivery. resources in ELS Computer Lab. students with navigating websites . Provided multiple sections of EAP 075/AFP in summer in and completing online course Chandigarh. assignments. . Added a new web-based resources Learning Branch and My English Lab in course delivery. . Provided multiple sections of EAP 075/AFP in winter and summer in Chandigarh. UUP Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Collect and use feedback . Timetables that reflect . UUP built its timetables based on student needs and feedback . Using student and past scheduling . Appears to have worked well. to adapt course learner availability. and scheduled courses for mornings, afternoon and evenings, history to make decisions schedules to meet including Fridays. student needs. . Extra sections of MATH 085 created to accommodate large influx of international students. . Continued offering extra sections of MATH 085 for international student access. . Create alternate course . Hybrid and online . UUP offers online, hybrid, and face-to-face courses based on the . Continued use of hybrid and . Not relevant after COVID-19 delivery options. options on the feedback from students. online options. changes. timetable. . Established hybrid and online options for ENGL 081/091, COMP 091/092, MATH 085, and IPK 093. . Online version of ECP 094 developed. . Identify community and . Memoranda of . UUP continues to provide community-based programming . Developing more relevant . May be 2021 before the renewed industry demands and understanding whenever feasible. The COMP 061 course was offered at Seabird Indigenous People’s Knowledge IPK courses can be delivered. develop programs that established with Island in the summer of 2016, and other requests for community- (IPK) courses. meet these demands if community and/or based programming are under consideration. found feasible. industry partners. . Instructional assistants at CEP, Abbotsford and Hope campuses meet with community (e.g. Literacy Matters) and government groups (e.g. WorkBC) to communicate about learner needs and the UUP department. .

Continued work with community and government groups. A new AGENDA ITEM # 5.3.2. focus is the Kinghaven Treatment Centre which has to do with individuals leaving incarceration and preparing to take possible UUP classes.

. Use data collected by . Appropriate changes . No progress. . Decision to not utilize MATH 093 . Due to little demand for the Institutional Research to have been made to . Looked at success rates of international students for MATH 085. and Reduced fundamental English. courses, few students were inform program and/or program and/or course . Discussed success rates with UFV International regarding MATH affected by these changes. course planning information based on 085 students. decisions. date. Page 159 of 328 Update to the Education Plan

. Improve communication . An increase in the . English and Math instructors used Facebook and other . A general move towards . Not all students check blackboard. with students by using number of methods technologies to improve communication with students. communication via Blackboard. current technologies. used to communicate . General movement towards courses utilizing Blackboard. with students. . Nearly all full semester courses using Blackboard. . Develop innovative . Course outlines that . A Physics instructor is using an online textbook, and BIO 093 . Digital textbook adopted for . A few students prefer hard copy approaches to include alternative students now use a condensed (and much less expensive) MATH 085. textbooks. textbooks, including the textbook options. textbook, thereby reducing costs. . Advanced textbook work for BC use of online textbook . To reduce costs for students, an online math textbook is under Campus. resources that are either development. externally sources or . No new progress. prepared in-house. . A MATH 085 digital textbook created and now in use. . Respond to learning . Teaching, advising, . Some UUP math instructors began holding office hours at the . Movement to ALEKS for Math . A small number of students have needs of students, program planning, etc. Math Centre, which is helping to bring together the UUP and courses as in class teaching difficulty with this technology. faculty, staff, and are adaptive to learning Math departments. traditional methods are not a community. needs of students, . A UUP Success Centre is still in the early stages of development. current option. faculty, staff, and . Some advanced and provincial Math instructors are using the community (e.g., UUP flipped classroom concept. Success Centre is . Continued work with flipped classrooms for some created). advanced/provincial Math classes.

Goal 3: Collaborate across boundaries ABT Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Encourage adoption of . WordPress working . ABT faculty have formed a successful UFV-wide bloggers’ working . ABT faculty have continued to ask . ABT will bring this to ITS again interactive tools (such as group has been created group to discuss social media opportunities and challenges. for this at the institutional level. once the current pandemic WordPress) across the so colleagues . The UFV Bloggers Group continued to meet to discuss social BCTech has recently adopted situation is less of a priority for institution. throughout UFV can media opportunities and challenges. WordPress so that servers are ITS. collaborate. . Progress on the adoption of WordPress as an institution-wide housed in Canada, so we are tool delayed due to staff changes in various departments. hopeful that UFV will now take this forward. . Continue developing . Project’s preliminary . Faculty continue to serve on various committees, develop and . ABT faculty have secured funding . None. research projects (based findings have been deliver programming offered through Continuing Education, and for a research assistant and will be on social media adoption presented at a Scholarly present at PD days. advertising for the position in the rates). Sharing event. . Faculty continue to explore research options. coming months. . . A longitudinal study of social media use in ABT students is Faculty are looking at developing a AGENDA ITEM # 5.3.2. currently underway. research project around building . The two ABT faculty continue a longitudinal study of social media online cohorts for fall 2020. use by ABT students. A research project on the value of cohort- model programs to student learning is under consideration. Page 160 of 328 Update to the Education Plan

CE Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Increase the . Development of at least . CE is currently collaborating with other UFV departments (e.g., . New relationships have been . CE plans to connect with collaboration with UFV one new working group Graphic Design; Communications; College of Arts, and reaching formed between CE and Student additional UFV departments for departments that have with a department that out to others such as Peace and Conflict Studies). Services. Joint programming has collaboration. had little collaboration CE has not collaborated . CE has collaborated with UFV’s HR to offer course skills training been created and new services are with CE in the past. with in the past. to UFV workers. now offered to CE students. . Collaborated with the UFV Card Office and OReg to create identification cards for CE students. . Increase partnerships . New programming . To outline its current and emerging projects, CE gave . New partnership between CE and . CE will begin discussions with with other post- developed and presentations to the Board and Senate. City of Surrey to provide Evidence other post-secondary institutions secondary institutions or implemented as a result . Partnered with the Delta Division of Family Practice to offer the Based Decision making training to to determine future opportunities community of at least one new AMOA program. cohorts of municipal workers. for partnership. organizations (e.g., to partnership with another . Partnered with the Chilliwack Division of Family Practice to offer share or develop post-secondary the AMOA program. programming). institution or community . CE has reached out to the College of New Caledonia to share organization. information about the Nursing Unit Clerk certificate curriculum. . In collaboration with the . Increased ability to . CE continues to meet with Faculty Councils to outline its . CE worked closely with the . A meeting between CE, Program Program Development respond promptly to programming and to identify ways to establish laddering between Program Development Office, Development Office, Office, Advancement, non-UFV partners while disciplines. Health Sciences, and Indigenous Advancement, Indigenous Affairs, Indigenous Affairs, and maintaining quality of . CE is increasing partnerships with other Continuing Education Affairs to create the new Activity and International Education will International Education, academic programming. divisions in BC and are coordinating a conference on curriculum Assistant certificate program. need to be scheduled. develop protocols for collaboration. prompt and effective . In partnership with businesses in the tech and coding industries, response to requests by CE has begun developing programming to meet their needs. community, industry, . CE has revised our business processes to improve our response ministry, and other time to training requests from the community. partners for new . No progress. programs, program expansion, or alternate delivery of existing programs. Protocols will be informed by current research and best practices. They will ensure respect for

academic units’ AGENDA ITEM # 5.3.2. responsibility for academic programming. Page 161 of 328 Update to the Education Plan

ELS Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Maintain and cultivate . Ongoing and new . Collaborated with UFV International to provide courses for . Worked with UFV International . Explore ways ELS faculty can partnerships and partnerships, international and visiting exchange students. and the Registrar’s Office to support undergraduate-level opportunities for collaborations, and . Collaborated with UFV India to provide EAP 075/AFP Chandigarh. recommend the temporary use of students with English as an collaborative and inter- interdisciplinary projects . Faculty worked in the ELS Help Centre to assist all UFV students Duolingo English Test (DET) scores additional language and UFV disciplinary projects at at UFV. whose first language is not English. to meet UFV’s English Language faculty in other areas UFV. . Partnered with Modern Languages to bring Learning Branch Proficiency requirement following (online multimedia platform) to UFV as a resource for the study the closure of IELTS and TOEFL of language in MOLA and ELS. test centres due to COVID-19. . Kerry Johnson was seconded to Teaching and Learning to offer 90-minute workshops on communication and teamwork skills for UFV faculty and their new international students. . Maintain and cultivate . Ongoing and new . Many ELS faculty and staff are long-time members of various . Consulted with other BC . Explore how newcomers to partnerships and partnerships, local community organizations (e.g., Abbotsford Community universities and the BCCAT ESL Canada with limited computer opportunities for collaborations, and Services, Abbotsford Literacy Matters, and Chilliwack Welcoming Articulation Committee to resources and skills can access collaborative and inter- interdisciplinary projects Communities Initiative) and attend meetings and events examine the use of DET scores for fully online courses. disciplinary projects in in the community and (ongoing). admission to UFV. . Cultivate partnerships with local the community and outside UFV. . ELS provides a welcome and orientation event twice-per-year for high schools to facilitate transition outside UFV. adult students completing the Language Instruction for to UFV for students with English as newcomers to Canada completing settlement programs at ACS an additional language. (ongoing). . Articulated ELS and EAP courses in the BC post-secondary system, arranged for transfer and letters of agreement for courses at private language schools and universities in Canada and abroad. . Established a practicum placement agreement with Trinity Western University, with UFV ELS faculty supervising TWU TESOL students. UUP Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Continue involvement . Most, if not all, UUP . Most UUP courses are articulated. . A strong connection with the . None. and participation with courses are articulated . UUP faculty are active on BC ABE articulation committees; all BC articulation process continues. the BC ABE Articulation with BC ABEASC ABE committees have a UFV representative. working groups. Articulation Working . UUP continues with strong representation. Groups. . Continued with involvement and representation. . Meet with faculty in . Advanced and . UUP used interactive course maps to articulate most of its . Process continues. . Process is going well. other departments to Provincial-level UUP Advanced and Provincial-level courses with other UFV courses. AGENDA ITEM # 5.3.2. ensure advanced and courses are articulated . Development of MATH 092/093 to replace outdated MATH provincial-level courses with other UFV courses 094/095. bridge as prerequisites through the use of . Implementation and delivery of MATH 092. to university level interactive course maps. courses. Page 162 of 328 Update to the Education Plan

. Encourage faculty and . Faculty and staff are . UUP faculty and staff members sit on Senate, University . Faculty being on other university- . Maintaining a balance with other staff to participate on members on other committees, and other Faculty Councils. wide councils continue. University commitments. university-wide Faculty Councils, Senate . Continued UUP representation on UFV committees. committees to make committees, and . Ongoing representation and participation. connections across University committees, disciplinary areas as well with their active as to participate in participation being governance. reflected in minutes. . Continue faculty and . Faculty and staff are . Faculty and staff continue to be active members of community . Community group participation . Recent adaptation to using remote staff involvement in members of community- groups such as Mission Service Providers and Abbotsford Literacy and involvement continues. meetings. community-based based groups (e.g., Matters. groups. Mission Service . Mostly staff (instructional assistants) involved with various Providers, Abbotsford community groups. Literacy Matters), with . Departmental assistant is preparing to participate in community their active participation groups as well. being reflected in minutes.

Goal 4: Develop local and global citizenship ABT Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Faculty regularly attend . ABT courses reflect . ABT faculty have attended Indigenization events to help inform . ABT students attended the Métis Day . Faculty will continue to events around Indigenization. the process of Indigenization. Awareness Event in October 2019 and explore more ways to infuse Indigenizing the . Stó:lō territory acknowledgement and discussions about wrote journal reflections before and Indigenous ways of knowing academy. Indigenous business opportunities, services, and ventures within after the event. and learning into the program. the Fraser Valley are included in the program. . All students made aware of the value UFV places on Indigenization, and students introduced to the Indigenous Student Centre. . ABT faculty continued to regularly attend Indigenization events to help inform the process of Indigenization. . Committed to taking ABT students on field trips with an Indigenous focus, faculty organized trips to the Witness Blanket exhibit, the Metis Day Awareness event, and The Reach Gallery Museum exhibits by Indigenous artists.

. Encourage students to . Students share their . Students asked to share their volunteer stories and to reflect on . Students discuss the benefits of . None. AGENDA ITEM # 5.3.2. volunteer within the volunteering stories at and how those experiences have shaped their career choices and volunteering and share their community and share least once per semester. decisions. experiences in ABT 135 (Business their stories and . Faculty continued to ask students to share their volunteer stories English and Communications) and the experiences. and to reflect on and how those experiences have shaped their lead-up to ABT 187 (Work career choices and decisions. Experience). . With faculty support, students shared their volunteer stories and . Fall 2019 students took part in the reflected on and how those experiences have shaped their career Web Comms Trade Show in February choices and decisions. 2020 that was open the public and Page 163 of 328 invited friends and families to attend. This brought the wider community to the Clearbrook Centre. Update to the Education Plan

CE Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Educate CE course . In consultation with . Food Bank campaign for the month of November for Clearbrook . The new Activity Assistant certificate . CE staff will continue to work developers and other UFV departments, Centre. and revised Nursing Unit Clerk with course developers and instructors about the develop and deliver . Dental Office Receptionist students attended Food Banks’ dental certificate includes indigenization and instructors to add content to importance of adding training and resources clinics with their instructor.to observe and assist where possible. citizenship outcomes in every course. courses that develop local and content to courses that for CE course developers . Initiated the sale of #Abbystrong t-shirts through Clearbrook global citizenship. develop local and global and instructors to help Centre to support recent victims at Abbotsford Senior Secondary. . CE invited a Visual Arts class to paint citizenship. them add content and . CE Staff considering a San Clemente project suggested by Linda three murals at the Clearbrook Centre activities to their courses Pardy (April 2017). campus to promote indigenization and that promote local and . Students from CE’s Dental Office Assistant certificate program community connectedness. global citizenship (e.g., assisted with the community dental day. inclusion of Indigenous . CE participated in the Be You Girl event which is designed to content). empower young girls and connect them with resources in our community. . Nursing Foot care course students worked with the Seniors Come Share Society, providing foot care services to people could otherwise not afford it. . A territorial acknowledgement has been added to all course syllabi and staff email signatures. ELS Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Provide a learning . Opportunities for . ELS classes typically include domestic and international students . Adopted the new textbook University . Proficiency levels and shifting environment that values students to share their from a range of socio-economic, cultural, and linguistic Success Writing Advanced Level to domestic and international diversity and respect for cultural backgrounds backgrounds and cross-cultural friendships between students explore topics related to diversity and student demographics and others. and to develop cross- develop each semester (ongoing). values across various academic enrollments impact classroom cultural knowledge and . ELS faculty typically conduct classes using a Communicative disciplines in an 080-level writing dynamics in this area. skills. Language Teaching (CLT) approach with an emphasis on course. . Emphasis on diversity collaborative learning and cross-cultural communication . Developed promotional materials with and respect in the (ongoing). photos of past and current ELS department’s . Course textbooks and materials are similarly grounded in CLT. students. promotional materials. . Adopted a new department slogan “Connecting people and . UFV’s new Multifaith Prayer Room will places through language” to capture the value of language and be located near the ELS Office and language study in people’s lives. Computer Lab in A Building . . Created a wall wrap outside department office in A building with new slogan and world map, now a popular site for student photos. . Adopted the new textbook University Success Reading Transition AGENDA ITEM # 5.3.2. Level to explore topics related to diversity and values in Sociology, Economics, Biology, Humanities, and Environmental Engineering in a 080-level reading course. . Kerry Johnson presented a paper at the BC TEAL Annual Conference entitled “From Surviving to Thriving: Practicing Sociocultural Competency Strategies with EAL Learners” Page 164 of 328 Update to the Education Plan

. Cultivate awareness of . Opportunities to develop . Used local print and digital resources (e.g. Abbotsford News, UFV . Several department members . Most ELS students are new to local and global issues. awareness of local and Cascade) in courses to develop knowledge of local issues and attended the annual BC TEAL Canada and benefit from these global issues through provide topics for assignments and projects (ongoing). conference with the theme of efforts as a key feature of course content and . Began using materials that reflect Indigenous history and world “Intersections in EAL: language study. assignments. views in courses. Interculturalization, Indigenization, . Need to further explore how . Infusion of indigenous . Department added Stó:lō territorial acknowledgement to all and Identity” and a workshop entitled Indigenous content, content in courses. course syllabi templates. “Dreaming in Red Pedagogies: perspectives, and ways of . Began incorporating Indigenous content from BC Campus and the Towards Decolonizing/Indigenizing knowing can inform ELS Ministry of Advanced Education, Skills and Training Indigenization EAL Curriculum in BC”. programming and teaching Guides and UFV Library in several courses. practices . Adopted the new Academic Inquiry 3: Essays and Integrating Sources textbook from OUP Canada to examine various contemporary Canadian and global issues in a 070-level writing course. UUP Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Encourage and support . UUP courses include . Staff and faculty make presentations on Indigenization to other . Most outlines include a territory . More aboriginal content could faculty to embed Indigenous and UFV areas and attend PD activities on Indigenization. acknowledgement. be included in courses. Indigenous and international content. . Faculty member’s article on best practices for Indigenizing the international content in classroom published in Groundwork. their teaching practices. . Faculty include Indigenous and international content and invite Indigenous speakers into the classroom. . Faculty have implemented “Thinking Classroom”, collaborative and group-learning strategies in-line with best practices of Indigenous learning. . Some faculty implement the acknowledgement of unceded First nation’s territory in course syllabi. . Dedication of time during department meetings to discuss Indigenization. . Faculty incorporate . UUP provides . Faculty member has published an article on discussing literature . Most courses continue to introduce . Some courses, such as English, problem-based learning opportunities for faculty, via character-based values chart. problem-based pedagogies in classes find it easier to do so than pedagogies into classes staff, and students to . Faculty built rubrics with students to emphasize citizenship and (such as climate change and others such as Math and to promote community, develop local and global communication skills. reconciliation). Science. citizenship skills, citizenship (e.g., . Faculty include problem-based activities that focus on global and empathy, and problems in classes are local issues. communication skills related to local and . In ECP classes, students go to groups and find resources from UFV among students. global issues). to solve scenarios. AGENDA ITEM # 5.3.2. . In English classes, students went in groups around UFV to observe environmental waste and then to communicate with different departments to express concerns about waste and practices. Page 165 of 328 Update to the Education Plan

. Encouraging faculty, . Increased . No new progress. . Recent movement towards MS Teams . COVID-19 has made rapid staff, and students to communication among . Use of discussion posts in COMP, ENGL, MATH, and ECP. and BlueJeans. changes that some adapt to connect with each other faculty, staff, and . Sharing resources and blogging posts. Not instructor led in COMP more rapidly than others in class and beyond students. and ECP classes. through the use of social . ENGL classes having online debates. media and other modes of communication.

Goal 5: Integrate experiential learning ABT Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Identify and recruit hosts . Increase number/type of . ABT built additional relationships with local businesses and . Several new organizations have been . None. to increase variety of practicum hosts by two organizations to increase practicum and employment recruited for inclusion as practicum student practicum per year. opportunities; ten (10) new organizations hosted ABT practicum hosts. opportunities. students. . Additional hosts continue to be added to the ABT practicum pool. Examples in 2017-18 include the Mission School District, BC SPCA Surrey Education and Adoption Centre, Boilermakers Lodge 359, and Heritage Abbotsford. . Additional hosts continue to be added to the ABT practicum pool. Examples in 2017-18 include the River Valley Millworks, Salvation Army-Maple Ridge, and several SD34 and SD75 schools that had not previously hosted a practicum student. . Identify and invite . Guest speakers will . Managers from local companies and organizations spoke to ABT . Guest speakers this year have . None. community attend once per students about career management, including the value of included Joan Wild, Senior Advisor, representatives to speak semester to discuss strategic volunteering in building one’s network, experience, and Human Capital for MNP; Rhea Attar, to students about strategic volunteering. sense of self-worth and confidence. Branch Manager for Robert strategic volunteering. . Managers from local companies and organizations spoke to ABT Half/OfficeTeam; and three ABT students about career management, including the value of graduates who all work for local strategic volunteering in building one’s network, experience, and organizations. sense of self-worth and confidence. . Managers from local companies and organizations spoke to ABT students about career management, including the value of strategic volunteering in building one’s network, experience, and sense of self-worth and confidence.

. Create opportunities for . An increased variety of . ABT students encouraged to attend local events (e.g., 10th . ABT students have taken field trips to . Faculty will explore how this AGENDA ITEM # 5.3.2. experiential learning places where students Annual Fraser Valley Chambers of Commerce Business Showcase, the Métis Day Awareness Event and can be done effectively online that connect students are connected to the President’s lecture series, and career fairs). the UFV Hiring Fair this year. The fall for fall 2020. with contexts outside of contexts outside of the . ABT students continue to attend local events both on and off 2019 cohort took part in the ABT the typical classroom. typical classroom within campus (e.g., UFV Career Fair, Chamber of Commerce Business Trade Show event in February 2019, various subject areas. Showcase). and the winter 2020 cohort will take . Student Life introduced events on Clearbrook Centre campus part in the Fraser Valley Online (e.g., cookie-decorating event, Blue Monday give-aways), which Promotion event in May 2020. were enthusiastically participated in by ABT and CE students. . Relevant networking and recruitment Page 166 of 328 events are posted in the ABT Alumni group and students and graduates are encouraged to attend. Update to the Education Plan

CE Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Increase experiential . The number of guest . Coding Bridging program link to industry; MOA Youth practicum; . Two on-site practicums were added to . CE plans to continue to learning for CE students speakers, field trips, and majority of CE certificate programs include practicum; field the new Activity Assistant certificate Increase experiential learning by inviting guest student use of experiences. to build the student’s workplace skills for CE students by inviting speakers into CE specialized equipment is . Instituted a simulated work environment for Nursing Unit Clerk and confidence. guest speakers into CE classrooms, scheduling increased. and Medical Office Assistant programs, by having students come classrooms, scheduling field field trips, and providing to class in professional medical scrub attire. . CE has invited alumni from the trips, and providing opportunities for CE . MOA students attended blood donation center to learn and give Bookkeeping for Small Business opportunities for CE students students to use blood. certificate to present to students and to use specialized equipment. specialized equipment. . AMOA students presented capstone projects to local physicians answer questions about real-world to shoe the skills and learned practices that will increase a application. doctor’s office efficiency. . Instructors in the Bookkeeping for Small Business certificate program created a project to simulate office bookkeeping activities. . Students in the Veterinary Administrative Assistant certificate program attended a day at the Mission Humane Society. . A number of CE programs invited guest speakers into their classroom to connect students with topics from the industry they represent including unionized environments, workplace communications, working with vulnerable populations, and ethics. . The Bookkeeping for Small Business certificate program now offers an optional practicum placement course. ELS Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Incorporate experiential . Opportunities for . Intermediate-level ELS speaking courses included extensive use of . Advanced-level EAP courses included . Prior and successful ELS learning inside the experiential learning role play and discussion activities (ongoing). authentic readings and video lectures students as guest speakers classroom. inside the classroom. . Advanced-level EAP courses incorporated multimedia resources from various disciplines to integrate would provide good role (e.g. authentic lectures from various disciplines in video format) language and content learning. models for current students. and included class presentation assignments using PowerPoint. . Guest speakers from other . Students developed computer and digital literacy skills while departments at UFV might be completing course assignments and in the ELS Computer Lab. of interest to students with . Students presented and shared cultural celebrations such as specific academic aspirations. Diwali and Lunar New Year with traditional clothing, food, and family pictures (ongoing). . 070 and 080-level EAP courses delivered in hybrid format using AGENDA ITEM # 5.3.2. Blackboard to prepare students for undergraduate studies at UFV. . New advanced-level EAP textbooks and digital resources provided contemporary topics and content drawn from a variety of academic disciplines to integrate advanced-level EAP skills and prepare students for undergraduate studies. Page 167 of 328 Update to the Education Plan

. Incorporate experiential . Opportunities for . Faculty organized orientation sessions and class visits to UFV . ELS courses incorporated news and . Students might benefit from learning outside the experiential learning Library. media about the COVID-19 outbreak off-campus field trips and classroom. outside the classroom. . Students completed contact assignments while attending various with course content to support and contact assignments related to artistic and educational events on campus. inform students. settlement. . Began using more web-based educational technologies in course . A Content and Language delivery to provide more opportunities for experiential learning Integrated Learning (CLIL) outside the classroom. model supports experiential . QS students taking EAP 084 applied academic writing and learning for undergraduate- grammar skills while taking concurrent undergraduate courses in level students with English as various disciplines. an additional language and . 070 and 080 level EAP students conducted interviews and surveys UFV faculty in other areas. for mini-ethnography projects on campus and in the community. . QS students taking the new EAP 080 course applied academic reading, critical thinking and vocabulary skills while taking concurrent undergraduate courses in various disciplines. UUP Strategy Indicator Progress in 2016-2019 Progress in 2019-20 Gaps/Future Plans . Create opportunities for . An increased variety of . Hope Centre has co-curricular opportunities available for UFV . Up to the recent COVID-19 situation, . The COVID-19 situation has experiential learning places where students students some courses would take classes to put a pause on these activities. that connect students are connected to . Hope computer class uses life applications like budgeting in Excel the library and UFV plays for outside with contexts outside of contexts outside of the instruction. experience. the typical classroom typical classroom within . English students attend drama productions. (e.g., TASK placements, various subject areas. . Guest speakers from the community speak to English classes on field trips for courses, issues related to the literature being studied (e.g. social justice guest speakers from the issues). field in classes, and . Efforts made to bring in guest instructors for English classes. applied science labs). . COMP classes continue hands-on learning emphasis. . Science classes increasing the number of lab related activities. . Encourage faculty to . Examples of experiential . Some Math classes try to use practical examples. . Some Science classes would bring in . The COVID-19 situation has devise activities during learning activities are . IPK class having students make objects (such as drums). extra materials for a more enhanced put a pause on these activities. classes that allow shared with the . Advanced BIO classes bringing in samples for labs. experience. students to experience Teaching and Learning . BIO 093 had students present topics related to human organ subject matter in a Centre. system disorders. hands-on manner.

AGENDA ITEM # 5.3.2. Page 168 of 328 AGENDA ITEM # 5.3.2.

Education Plan Update 2020: Faculty of Applied & Technical Studies (ATS)

The Faculty of Applied and Technical Studies (ATS) is made up of four components: The School of Trades, Technology Programs, Physics and Engineering, and Industry Services. The School of Trades mostly receives its funding from the Industry Training Authority (ITA) and functions under the specified learning outcomes, program definitions, and key performance indicators determined by the ITA. Technology Programs are typically one and two year diploma programs. The Science and Engineering programs are Science degrees, Science diplomas and transfer programs. Industry Services is an entrepreneurial enterprise that monetizes core programming and sells it on a business to business basis. Part time trades courses are part of Industry Services and offers trades courses on a fee-for-service basis.

Applied and Technical Studies Vision:

The Faculty of Applied and Technical Studies offers foundation and apprenticeship programs in the skilled trades, certificates and diplomas in applied technical disciplines, science and engineering programming and technical upgrading programming all intended to prepare students to enter the workplace or further study with a well-defined set of knowledge and skills. The Faculty of Applied and Technical Studies works with the Province’s Industry Training Authority and the trades training system to ensure there is an adequate and skilled labour supply to support the province’s economy.

Prioritize Learning Everywhere

• Applied & Technical Studies’ (ATS) most significant initiative has been to quantify the experiential learning elements of the apprenticeship experience so they can be combined with the formal in-class learning to meet the 60 credits necessary to award a UFV diploma. The project has progressed to the point of developing a model for quantifying experiential learning and is to be tested this coming year.

• We have broadened our experiential exposure opportunities to include a wider range of programs. For example, High School students can now spend a full working day in our Culinary Program and Cafeteria doing the real work of an operating enterprise.

• We grow and expand as the ITA sets the trades agenda. Harmonization of curriculum with other provinces has been mandated and ATS has been engaged in changing its curriculum to comply. Learners can complete components of their trades education in any participating province.

Commit to Flexibility and Responsiveness

• ATS Industry Services continues to grow in new areas supporting learning where and when they are needed. Targets were exceeded but remain challenged by space and faculty shortages.

• We are building capacity to take trades discovery programming to wherever it is needed. This is now focused on women and indigenous and other underrepresented groups so they can confidently choose a trade pathway. This year we will expand further by building outreach capability to allow us to get into the community.

Update to the Education Plan Page 169 of 328 AGENDA ITEM # 5.3.2.

• The new Digital Manufacturing Program is designed to accept students from nearly every discipline or background. The idea is that they will study how to apply the principles of digital manufacturing to their area of expertise or knowledge. The program is problem based learning based with the goals of supporting a student to learn what they need in real time.

Collaborate Across Boundaries

• ATS continues to integrate the trades and technical programming into non-traditional areas and vice versa. The Digital Manufacturing program allows for entry with virtually any non-electronics background so that learners can apply the principles and methods of digital manufacturing to their specific background.

• ATS has a strategic commitment to itself and its learners to embed elements of liberal education into the core trades and technical experience.

• The social issues, ethics, critical thinking, and reasoning are topics integrated with skills and technical capability development. What makes this effort unique is ATS is accomplishing this not with additional special coursework but contextualized into existing course work; the dominant pedagogical approach used in a trades and technical education.

• Students are encouraged to question the reasons for doing what they do, for seeking better ways and measuring the impact of their professional activities on others, society and the world.

Develop Local and Global Citizenship

• ATS continues to develop international opportunities to create exposure to faculty and students who traditionally and typically do not find themselves outside of domestic experiences. Whether that is breaking down the barriers to international students, creating international partnerships or teaching overseas, these experiences broaden perspective and global understanding.

• We would normally be expecting our first cohort of learners in Welding and Automation and Robotics from our partner technical high school KUMOH in Korea. Students were scheduled to complete the first year in Korea and join us for the second year. The COVID19 disruption has deferred this but the parties are committed to seeing this opportunity through when circumstances permit.

• Two faculty completed teaching experiences in Korea with more planned for the coming months. Faculty inform their domestic teaching from their international experiences.

Update to the Education Plan Page 170 of 328 AGENDA ITEM # 5.3.2.

Integrate Experiential Learning

• The Trades and Technical education experience is intrinsically experiential. While we are looking to further recognize experiential learning as mentioned under Prioritizing Learning Everywhere, ATS extensive experience in this regard can be a resource to other departments and programs looking to expand their experiential learning.

• ATS has significantly grown the apprenticeship Heavy Mechanical programming at the encouragement of local industry. Demand for an education in the skilled trades—a very high priority of the province and the region—exceed our base capacity. Space requirements for these provincial and regional priorities are dire and must become a priority for UFV.

• Local industry can begin to meet its experiential training needs because they have a regional technical training partner in UFV; while this is not directly UFV integrating experiential learning, we are indirectly enabling regional growth.

Update to the Education Plan Page 171 of 328 Update to the Education Plan

2016 – 20 EDUCATION PLAN – STRATEGIES

Department/Division/Faculty: Faculty of Health Sciences – All Programs

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress 1. PRIORITIZE (A1) Developing programming to • Engagement of alumni and industry professionals in • One of the most striking examples of prioritizing learning LEARNING anticipate and address future program development conceptualization. (FHS) everywhere has been the faculty members’ responses to EVERYWHERE health resource needs. • Development of new programming. (FHS) the COVID 19 pandemic challenge. As with all UFV (A2) Creating and delivering • Increased numbers of multi-disciplinary projects and programs, March 13th was the last day of regular face to stand-alone credentials and program outputs. (FHS) face learning for our programs. Faculty worked diligently certifications in health and • All programs reviewing and evaluating clinical and over the next two months to deliver learning and wellness. community-based learning. (FHS) assessment remotely, often in completely new formats. For (A3) Developing collaborative • Use of guests from alumni and industry to promote life-long example, faculty are using significant online resources – multi-disciplinary projects and learning opportunities. (FHS) such as break out rooms, group activities, and programming. • Yearly professional development for inclusive and presentations to help students complete course work.

innovative teaching strategies. (FHS) • During the 2019-20 academic year, the Department of (B1) Enhancing student • Establishment of annual “Faculty of Health Sciences – Kinesiology has offered courses in Chilliwack, online, hybrid, experiential learning with Professional Development” event for students to engage and in Abbotsford. Currently, there are four co-curricular opportunities validated by Kinesiology faculty. enriched clinical and with alumni and other speakers, highlighting professional community-based • The School of Health Studies utilizes a diversity of experiential

opportunities within the health sector. (FHS) AGENDA ITEM # 5.3.2. learning opportunities across various agencies/facilities and opportunities. • Engagement of alumni in life-long learning. (SHS) population groups in the community. For example, BSN (B2) Supporting and fostering • Establishment of an annual event for students to engage students continued to provide naloxone training for UFV student self-directed and with alumni and other speakers, highlighting professional students, staff, and community. BSN students also took a lead lifelong learning. opportunities within the health sector. (CDA) role in program development and needs assessment projects • Creating and delivering CE courses required by dental with various population groups in the community. professionals in the Fraser Valley. (CDA) Page 172 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress (B3) Delivering state-of-the-art • Formalized mentoring for “new” faculty and “sessional” • The School of Health Studies has incorporated online curricula utilizing inclusive and instructors. (SHS) learning, integrative teaching strategies, ‘flipped classroom’, innovative teaching strategies. • Increased service opportunities for faculty and staff. (SHS) group activities, skills practice, virtual and simulation learning • Development of new courses, programs and initiatives across nursing and dental programs. focused on the needs of health care practitioners. (SHS) • The Health and Wellness Strategist promoted FHS • New clinical placements established across Fraser Valley programming and events, and communicated the communities. (SHS) achievements of students, faculty, and staff to the UFV • Development of clinical placement opportunities within community through various forms of digital media. local aboriginal communities and populations served by • Faculty and students from the kinesiology department Chilliwack 5 Corners. (SHS) delivered health testing (typically hearing and lung • Development of peer mentoring programs (including SLG function) to the Abbotsford and Mission Fire Departments. program). (SHS) The program is a part of Healthy YOU-FV, a community • Support for student development through co-curricular engagement initiative designed to promote health and records. (SHS) wellness. Pending the progress of face to face opportunities, we intend to help the Chilliwack Fire • Expansion of Simulation learning to support clinical, Department with their pre-employment screening in fall classroom and inter-professional learning. (SHS) 2020. • Established formal mentoring processes between senior • In February 2020, Kinesiology department head, Dr. Jason faculty mentors and “new” and “sessional” faculty. (SHS) Brandenburg, gave a presentation on the Benefits of • Develop a clinical resource module for clinical teachers and Physical Activity for Older Adults as pat of Elder College’s expansion of new faculty mentorship program. (SHS)

speaker series. This presentation was held at the Chilliwack AGENDA ITEM # 5.3.2. • Development of revised BSN curriculum. (SHS) YMCA. • Practicum opportunities expanded and embedded in Kinesiology curriculum. (KIN)

• Establishment of Internship program. (KIN)

• Annual KIN day event created by and for students. (KIN) GAPS Page 173 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • Integration of KIN sub-disciplines and professional practice • Additional support is needed (in the form of a staff employee philosophy – possibly a capstone course. (KIN) or a partially released faculty member) to take a lead on • Faculty participation in professional development related to expediting and carrying out the Healthy YOU-FV program on a implementation of innovative teaching strategies. (KIN) regular basis. The program is equipped to move to a revenue- • Creation of opportunities for all students to be engaged in generating model, but continues to suffer from being staffed community focused and student-engaged research and by faculty members “off the side of their desk”. Dedicated scholarship opportunities. (KIN) staffing is a gap that has limited growth of the program to • Faculty supported in research and scholarly activities. (KIN) date. • • Annual UFV Health Sciences and Fraser Valley Health Continued technology limitations in general at UFV (in the Conference. (KIN) classroom and elsewhere) restrict faculty abilities to move learning “everywhere”.

2. COMMIT TO (A1) Enhancing student • Curricular reviews to enhance flexibility for students. (FHS) • In response to the last program review, the KIN department is FLEXIBILITY AND experiential learning with • Program completion statistics. (FHS) planning course offerings further ahead, and the recent RESPONSIVENESS enriched clinical and • Delivery of community events. (FHS) curriculum changes seem to be effective in providing students community-based • Increased university-community partnerships. (FHS) more pathways to graduation. opportunities. • Increased student research project opportunities across all • Faculty from health sciences were featured in the media, programs. (FHS) providing comments on topical issues related to the health • Increased opportunities for face-to-face communication and of Canadians, including recent segments on physical (B1) Engaging our community in collaborative projects. (FHS) activity during the COVID 19 pandemic. • partnerships as an integral part • Establishment of annual “Faculty of Health Sciences – Prior to transitioning online, the CDA program had began AGENDA ITEM # 5.3.2. in course and service delivery, Professional Development” event for students to engage creating instructional video demonstrations to assist and as a means to create with alumni and other speakers, highlighting professional students with pre-clinical preparation. These were helpful healthier communities. opportunities within the health sector. (FHS) during remote learning this spring. • (B2) Increasing and supporting • Development of hybrid CDA learning opportunities utilizing In the BSN program, Semester 6 students have created community-focused and current online learning and dental technology. (CDA) advanced skills videos for students to review prior to coming to labs. The purpose is to assist students in Page 174 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress student-engaged research and • Creating and delivering CE courses required by dental preparations ahead of class time. Semester 3 had also scholarship opportunities. professionals in the Fraser Valley. (CDA) created a surgical wound care video for students, and • Increased opportunities for students to explore areas of Semester 4 is currently working on a proficiency video on (C1) Ensuring the channels of clinical interest through clinical placements and Directed mixed insulin. communication and Studies courses. (SHS) opportunities for collaboration • Collaboration with Fraser Health and other stakeholders to GAPS: within and between FHS identify future requirements in health and wellness departments are nurtured and programming. (SHS) • Institutionally, there is a critical need to streamline the supported. • Development of bridging programs to assist health care faculty hiring processes. There is often a four to six-month providers trained outside of Canada or from one area of delay from decision to post a position to the point of specialization to another. (SHS) selection. • Established opportunities for conversation/communication • Responsiveness and flexibility of ITS continues to be a within and across nursing programs. (SHS) challenge, resulting in faculty flexibility in achieving • Revitalization of exercise science and pedagogy majors learning outcomes being hampered. In addition, curricula. (KIN) technology to support virtual work (meetings, remote • Faculty participation in professional development related to learning) is lacking on the CEP campus. implementation of innovative teaching strategies. (KIN) • Classroom technology continues to be relatively • Creation of an ad-hoc committee to investigate and provide antiquated. We have made some recent investments data relative to future kinesiology labour market demands. within FHS (e.g. smart screens), but the average classroom (KIN) is outdated. • Development of new programming (e.g. post-graduate AGENDA ITEM # 5.3.2. certificates, diplomas or speciality courses). (KIN)

3. COLLABORATE (A1) Enhancing student • New official partnerships within community and clinical • The Kinesiology department continues to collaborate and see ACROSS experiential learning with organizations, and across the university. (FHS) partnerships in research and scholarship with community BOUNDARIES enriched clinical and organizations, post-secondary institutions across Canada and Page 175 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress community-based • Collaborative partnerships with community organizations internationally, local fitness companies and school districts, opportunities. for research and knowledge transfer. (FHS) provincial health authorities and private and public funding • New courses and programming. (FHS) bodies. • 5 Corners Community Outreach events. (FHS) • An Indigenization Committee was formed for the Faculty (B1) Developing collaborative • Healthy You-FV projects (FHS) Council to explore ways to support faculty, staff, and students multi-disciplinary projects and • New collaborative opportunities for aboriginal education, in Indigenization. programming. international exchange, and local at-risk populations. (FHS) • THE CDA program is now using 3D imaging technology in their • New promotion of collaborative opportunities via internal dental labs to enhance student learning. e-communication and brown bag lunch events. (FHS) • The BSN has recently purchased virtual reality technology and • Annual “FHS – Professional Development” event for will be integrating this into the learning when we resume students to engage with alumni, highlighting professional face-to-face operations. opportunities within the health sector. (FHS) • All 3 nursing programs (BSN, PN, & HCA) are participating in • Expansion of inter-disciplinary learning opportunities within inter-professional simulations. This brings small groups of Health Sciences (e.g. simulation). (SHS) students from the 3 programs together to discuss their individual scopes of practice, the overlaps in scope of (C1) Developing programming to • Mobilization of a CDA Student Association. (CDA) anticipate and address future practice, and how to work together effectively. • Engagement of alumni to offer perspectives on life-long health resource needs. • BSN and PN students continue to work with Trades to deliver learning. (CDA) (C2) Creating and delivering information and training regarding Naloxone. • Creation of a working group to explore collaborative stand-alone credentials and • The BSN programs has initiated and developed relationships opportunities for new clinic initiatives. (CDA) certifications in health and with a variety of community partners. Semester 7 students • Creating and delivering CE courses required by dental

wellness. are out in the community working with vulnerable AGENDA ITEM # 5.3.2. professionals in the Fraser Valley. (CDA) (C3) Developing collaborative populations and engaging in program planning. Some • Expansion of dental health services to at-risk populations. multi-disciplinary projects and examples include My House (youth shelter), Youth Clinic in (CDA) programming. Mission, Warm Zone (women’s shelter), Ruth and Naomis • Engagement of faculty and students in an annual FHS (new this year), The Foundry, Cyrus Centre, MSA Society, professional sharing conference. (CDA) Oreole lodge (youth mental health facility), two alternative Page 176 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress (D1) Creating and supporting • New clinical placements established across Fraser Valley high schools, In Phase (addictions recovery), & Utilized professional events that bring communities. (SHS) assisted living facilities. FHS faculty and staff together to • New interdisciplinary partnerships. (SHS) • 4th year BSN students engaged in work with the CDA students, foster mutual understanding • Provision of multi-disciplinary learning opportunities within teaching them about vital signs. and respect. nursing programs that enhance collaboration and promote • BSN and PN students participated in a poverty simulation to (D2) Ensuring the channels of health and wellness within local health systems. (SHS) learn about the impact that poverty has on a community. communication within and • Opportunities to explore professional roles related to the • Kinesiology students connected with Elder College in between FHS departments are promotion of health and wellness. (SHS) December 2019 and conducted fitness testing on some of nurtured and supported. • Collaboration with Fraser Health and other stakeholders to their members. understand future requirements in health and wellness • We were excited to have a Kinesiology professor travel to programming. (SHS) Sierra Leone with the BSN study tour to explore opportunities • Creation of community advisory committees to explore for a collaborative study tour for KIN students in that country. collaborative multidisciplinary service and scholarship Unfortunately, this did not occur due to COVID 19. opportunities. (SHS) GAPS: • Maintenance of current partnerships with community stakeholders. (SHS) • We are looking at how BSN, PN, & CDA students can • Maintenance and support of annual professional collaborate further in future. development days focusing on collaborative curriculum, • There is the potential to combine education across pedagogy, and research development. (SHS) programs, where there is overlap in learning objectives. • Development of a monthly departmental e-newsletter for information updates, addressing issues, and identifying AGENDA ITEM # 5.3.2. faculty and student accomplishments. (SHS) • Established opportunities for conversations/communications within and across nursing programs. (SHS) Page 177 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • Creation of an inter-disciplinary Health Sciences course (for example, global health, healthy aging, nutrition or aboriginal health). (KIN) • Partnerships with community organizations as an integral part in course and service delivery. (KIN) • International student and faculty exchange and study tour opportunities. (KIN) • Working with UFV International Education to increase enrollment of international students. (KIN) • Bi-term newsletter that promotes and supports collaborative initiatives. (KIN)

4. DEVELOP LOCAL (A1) Supporting and fostering • New FHS professional development event for students • The Kinesiology department planned the continued AND GLOBAL student self-directed and hosted annually highlighting professional opportunities. participation of the Champions for Health Promoting CITIZENSHIP lifelong learning. (FHS) Schools: a student-funded program dedicated to improving • Increase in health elective courses. (FHS) the life of children and their families within • Increased numbers of exchanges. (FHS) Antigua/Barbuda and the West Indies through health and • Expansion of dental health services to at-risk populations. physical education. Unfortunately, the Study Tour portion (B1) Expand student research (CDA) of this program was not possible due to COVID 19. opportunities through directed • Implementation of one special event in the Dental Clinic or • Similarly, we planned to run the second annual BSN study studies and increased electives. at Chilliwack 5 Corners each year. (CDA) tour to Sierra Leone in conjunction with the global health AGENDA ITEM # 5.3.2. • Clinical opportunities within local aboriginal communities. course. However, this study tour was also canceled due to (SHS) the pandemic. • Development of collaborative multi-disciplinary projects • The Kinesiology department continues to plan the process of (C1) Communicate opportunities and programming (i.e. Chilliwack 5 Corners Outreach an Exercise is Medicine® Canada on Campus (EIM-OC) chapter and provide logistical support. initiative). (SHS) at UFV. EIM-OC is a student-led initiative (in collaboration with faculty) “to promote physical activity as a vital sign of Page 178 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • Global and indigenized health focus embedded across health. EIM-OC encourages faculty, staff and students to work curricula. (SHS) together toward improving the health and well-being of the • Development of bridging programs for health care campus community by making movement a part of the daily professionals trained outside of Canada. (SHS) campus culture. • Maintenance of current partnerships with community • In October 2019, nursing students organized and hosted stakeholders. (SHS) the Canadian Nursing Students Association western region • Support for community engagement and building annual general meeting in Abbotsford. community capacity. (SHS) • In the fall of 2019, the School of Health Studies engaged • Designated nursing program seats for students who identify with the UFV community to offer a flu vaccination clinic on as having Aboriginal ancestry. (SHS) campus for students, staff, and faculty. • Maintenance and expansion of student study tours and • A BSN faculty member planned a sabbatical to develop global student exchange programs. (SHS) health education for the program. However, this will be • Creation of a visiting scholar program. (SHS) delayed due to COVID 19. • • Delivery of nationally recognized certification offerings In the fall of 2019, the kinesiology department hosted the Get embedded within the degree structure. (KIN) first edition of a new research speaker series called Kinnected. Faculty members gave presentations with the aim • Creation of an inter-disciplinary Health Sciences course (for to build relations with the Fraser Valley community. example, global health, healthy aging, nutrition or • The BSN, PN, & CDA programs integrated the Blanket Exercise aboriginal health). (KIN) into their curriculums. Further exploration is being done to • Partnerships with community organizations as an integral include the HCA program, as well. part in course and service delivery. (KIN)

• Local indigenous elders come in to the PN program classroom AGENDA ITEM # 5.3.2. • International student and faculty exchange and study tour and engage in teaching. opportunities. (KIN) • Truth and Reconciliation booklets were order for all FHS • Working with UFV International Education to increase faculty members. These will help with understanding and enrollment of international students. (KIN) implementing ideas for indigenous content. • BKin degree program seats designated to students who • In response to the COVID-19 pandemic, BSN students started identify as aboriginal. (KIN) an initiative they called “Student Nurses for Nurses”. This was Page 179 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • Annual UFV Health Sciences and Fraser Valley Health a voluntary initiative where UFV student nurses would run Conference that represents a range of health and wellness errands for nurses working on the front lines. This story was areas of expertise. (KIN) picked up by multiple news agencies. GAPS:

• There is a lack of Indigenous content within HCA provincial curriculum. We continue to explore a course on Indigenous health issues for all nursing programs.

5. INTEGRATE (A1) Enhancing student • Tracking evidence of student experiential learning. (FHS) • The Faculty of Health Sciences is extremely engaged in EXPERIENTIAL experiential learning with • Tracking evidence of student opportunities for self-directed experiential learning. Kinesiology offers approximately 35 LEARNING enriched clinical and community and life-long learning development. (FHS) courses per year with extensive laboratory content and every based opportunities. • New partnership event delivery. (FHS) Kinesiology student engages in either a practicum or research (A2) Supporting and fostering • Increased student numbers engaged in research projects. experience prior to graduation. Health Studies programs are student self-directed and (FHS) highly experiential. Nursing students regularly engage in lifelong learning. • Establishment of annual “Faculty of Health Sciences – extensive clinical learning at healthcare sites throughout the Professional Development” event for students to engage Fraser Valley, as well as traditional and simulation labs on with alumni and other speakers, highlighting professional campus. CDA students engage in significant hours of lab (B1) Engaging our community in opportunities within the health sector. (FHS) learning at our CEP dental clinic, as well as on site training in community dental offices. partnerships as an integral part • Development of hybrid CDA learning opportunities utilizing • (CDA) students planned to continue offering a public dental in course and service delivery, current online learning and dental technology. (CDA) AGENDA ITEM # 5.3.2. clinic in the spring semester, targeted to providing oral health and as a means to create • Expansion of inter-disciplinary learning opportunities within education and services to low-income populations. However, healthier communities. Health Sciences (e.g. simulation). (CDA) this was put on hold due to COVID 19. (B2) Increasing and supporting • Creation of additional opportunities for fee-generating • Students from nursing and kinesiology worked closely with community-focused and utilization of the dental clinic. (CDA) faculty on multiple research projects. Students were given the student-engaged research and • Implementation of one special event in the Dental Clinic or opportunity to aid in developing a research plan, applying for scholarship opportunities. at Chilliwack 5 Corners each year. (CDA) Page 180 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • New clinical placements established across the Fraser research ethics, recruiting participants, and collection and Valley. (SHS) analysing data. Students continue to showcase their work at • Opportunities within local aboriginal communities. (SHS) conferences and UFV micro-lectures. • Creation of an interdisciplinary experiential learning course. • Nursing students attended a two-day Aboriginal Family Forum (SHS) hosted by the Fraser Valley Aboriginal Children and Family • Increased opportunities for students to explore areas of Services Society, Xyolhemeylh. Students engaged with the clinical interest through clinical placements and Directed public by presenting health information. Studies courses. (SHS) • Peer mentoring opportunities including involvement in Student Learning Groups. (SHS) • Students supported in the development of their co- curricular records. (SHS) • Expanded use of Simulation learning to support clinical, classroom and inter-professional learning opportunities. (SHS) • Opportunities for students to engage in action research. (SHS) • Collaboration with our clinical placement partners in nursing research and knowledge translation. (SHS) • Practicum opportunities expanded and embedded in Kinesiology curriculum. (KIN) AGENDA ITEM # 5.3.2. • Establishment of Internship program. (KIN) • Annual KIN day event created by and for students. (KIN) • Creation of opportunities for students to be engaged in community focused and student engaged research and scholarship opportunities. (KIN) Page 181 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT

We will… By… Evidenced by… 2019-2020 Progress • Annual UFV Health Sciences & Fraser Valley Health Conference to promote FHS initiatives; key note speakers and guest presenters represent a range of health and wellness areas of expertise. (KIN)

AGENDA ITEM # 5.3.2. Page 182 of 328 Update to the Education Plan

2016-20 EDUCATION PLAN – FACULTY OF PROFESSIONAL STUDIES (FPS) STRATEGIES 2019 UPDATE

The following reflects an update to education plan strategies using anecdotal stories where applicable, as identified by the following FPS Departments and Schools: Adult Education (Department), Business (School), Child Youth & Family Studies (Department), Computer Information Systems (Department), Library & Information Technology (Department), Social Work & Human Services (School) and Teacher Education (Department).

ADULT EDUCATION

We will… By… Evidenced by… Progress made 2016-17 / 2018-2019 2018-2019 2019-2020 1. Prioritize expanding pathways 1. Increased student Nothing to report at this time. What we have done: What we have done: learning in, through, and out participation in PLAR everywhere of our program to 2. Investigation of a PLAR PLAR. We introduced and continue to enhance the Practitioner certificate offer ADED 305 every fall term to support Self-Studies in Higher relevance and program with staff and students to prepare a PLAR portfolio. We Education (SSHE) - portability of faculty investigating the have continued to process at least five We initiated the second of an student learning and potential of using PLAR block PLAR applications a year, enabling annual, themed series of to prepare students themselves to receive students to have access to higher study groups aimed at for lifelong learning. recognition as PLAR education with the prospect of broadening and deepening practitioners with BC-PLAN completing in a timely manner. In our reflective practices and or another PLAR certification addition, we are collaborating with the collegial relations as body. School of Business to share our block teachers, educators, and 3. Documents, rubrics, and PLAR approach for use in their newly administrators in higher procedures to support proposed BAM program. education. In the fall students and placements for semester there were 3 2- ADED 473. Students using e-Portfolios. We have hour sessions: Project Based 4. The number of students increased the number of students - Learning, Community registering and completing significantly, to all BA and TESL program Engagement, and Academic ADED 473. graduates - using e-Portfolios through 5. The number of students their use in the ADED 472 capstone Freedom. AGENDA ITEM # 5.3.2. using and maintaining an e- course and TESL 433 SLE Practicum. portfolio. ADED/ITS Collaboration – Self-Studies in Higher Education (SSHE). Blended Delivery Support We implemented this faculty Project - development initiative in the FPS to The responsibility for the Page 183 of 328 Update to the Education Plan

encourage inquiry into our own practices real-time support for the hi- in higher education. This 2018-2019 year, tech D225 room shifted we focused on teaching in higher away from ETS/TLC in early education. ADED faculty each facilitated 2019, which posed a a 2-hour session once a month on topics challenge for ADED. The that included curriculum design, major concern was the assessment, 21st century learning, nature and extend of project-based learning, trauma-informed support available for practice, and mindfulness-based teaching running our unique blended and learning. We have about six to ten online- F2F delivery model, faculty at each session. The purpose was which if left unaddressed, to encourage knowledge sharing among would jeopardize the our own faculty in the department, first department. ADED and foremost, but in the process, partnered with a supportive reaching out to faculty in other areas to ITS this academic year to improve our cross-pollination with other collect data on ADED D225 disciplines and professions. support needs over the fall GAPS: 2019 and winter 2020 PLAR expansion. We have yet to have semesters. ITS continues to clarifications on how we might recoup provide real-time support more of the tuition and FTEs to support for the interim but only this significant activity; this had until May. ADED is currently constrained our willingness or ability to looking for ways to promote our block PLAR more vigorously operationalize the UFV among our students or the field. Still, we mandate of Learning do make this option clear to our students Everywhere with the and encourage those to apply who will appropriate delivery model, benefit. blend of technology, and

educational/technical AGENDA ITEM # 5.3.2. PLAR practitioner certificate. We have support, and institutional suspended our inquiries in the resources. development and introduction of this Page 184 of 328 Update to the Education Plan

certificate through an apparent lack of demand.

ADED 473. We have not fulfilled this through an apparent lack of demand on the part of students, most of whom work in the field already, and through a lack of viable placement sites - e.g, one International BGS students wanted to do this course via a placement at ACS, but they don't accept international students into their practicum or volunteer programs.

2. Commit to enhancing access to 1. Increased # of enrolments ADED is currently engaged in the proposal What we have done: What we have done: flexibility and pathways through through enhanced # of approval process for the Mindfulness Based responsiveness PLAR, articulation pathways and students in, Teaching and Learning graduate certificate, PLAR. (See above). Increasing credential agreements, and and graduates of, the BA- which will serve professionals in a range of options: increasing options ADED program. fields and geographic regions. Articulation agreements. We • Integrated Learning for more students to 2. # of students who receive implemented an articulation agreement Design Associate study and benefit credentials for bundles of with the Werklund School of Education Certificate: from Adult coursework in the form of for transfer of our new MBTL grad • ADED Minor: A minor in Education training certificates and minors. certificate into their M.Ed. in Education. Adult Education and credentials. 3. Increased # of distance We have continued and renewed approved for students participating in the agreements with SaskPolytech and Red implementation in fall hybrid delivery of adult and River College to recognize their in-house 2020, making our area of higher education (online and instructor certificate programs. professional educational face-to-face (F2F) w/video) Currently, we have recruited about five practice available to 4. Annual survey for students students from Calgary School Division as students in a wide on their experiences, ideas, a consequence, as well some here in the AGENDA ITEM # 5.3.2. learning, etc. Fraser Valley who are interested in the variety of degree 5. Annual retreat or de- advanced degree pathway. Also, in 2018, programs such as Arts, briefing for staff and faculty we collaborated with the Adult Education Integrated Studies (BIS), to review our growth as a Articulation Committee of BC CAT in a Computer Information Page 185 of 328 Update to the Education Plan

unit and our supports and cross-sector report on articulation and Systems (CIS), and workload. transfer among adult education Kinesiology. providers in BC and beyond - which we are presenting in 2019 at Congress and at Orientation to New the annual national conference of CAUCE Program Students created (Continuing Education Assn). to address student classroom needs around Increasing enrolments. Our enrolments Blackboard and Collaborate have increased significantly (by about tools. 120% in this period). Our five-year departmental databook for 2018 and the This year we have started to data collected for our Program Review undertake new marketing 2017 indicated the following trends to initiatives, starting with a explain this increase: redesign of department • increased enrolments of non- website to increase major elective students (CIS, GS, responsiveness to student Kinesiology). and market new programs, • increased enrolments of as well as presenting as BC international students (in the above category) TEAL conferences (TESL) and Adult Basic Education • increased enrolments from distant students in BC, Association OF BC Saskatchewan, and Manitoba, conference (PLAR). largely through articulation agreements (see above) participating in our hybrid delivery model. • significant improvements to our hybrid/online delivery model.

AGENDA ITEM # 5.3.2. Increasing credential options. We are increasing enrolments as well through the introduction of the following new credentials and programs: Page 186 of 328 Update to the Education Plan

• TESL Standard 2 Certificate (2017-2018) • Workplace Education Associate Certificate (continuing from 2012 but renamed) • Integrated Learning Design Associate Certificate (2019-2020) • Mindfulness-Based Teaching and Learning graduate certificate (2019-2020) • Adult Education Minor (due for implementation 2020-2021)

Annual retreat or de-briefing - We have continued to hold an annual retreat in late August to onboard new faculty and staff. In addition, we had a significant updating departmental meeting in early December 2019 to review our performance to date and plan our growth moving forward. Some areas that we identified at that meeting include: • New directions: Introducing courses on autobiographical inquiry in ADED; project-based learning in ADED; Indigenous ways of knowing; and trauma- informed practice in ADED. One of our faculty members, Dr. Chris Campbell, is leading a UFV team AGENDA ITEM # 5.3.2. to attend a special program offered by AUCC in Cambridge, MA on project-based learning and teaching in the spring. Page 187 of 328 Update to the Education Plan

• Revising our learning outcomes and some course outlines in 2019/2020. GAPS: Annual survey of students. We haven't done this due to lack of resources and staff. With the new staff-person assigned to our area, we may find more resources and time to do this moving forward - e.g, 2019-2020. Also, because we had our Program Review in 2017, we have spent the resources instead on implementing those recommendations, which were based in part on significant survey outreach to students and alumni.

3. Collaborate building 1. Our active participation in ADED is working with staff of UFV counselling What we have done: What we have done: across relationships and the formation of a new third services ADED has introduced to the UFV boundaries learning school in Professional community (internal/external) MBTL. MBTL grad certificate. Introduced and MBTL grad certificate first opportunities with Studies with CYFS and TED. Initiatives include course adaptation, preparing to implement first cohort in cohort is underway with a other faculty 2. Design a grad certificate in workshops for CE faculty, and presentations 2019-2020. diverse group of 20 members and other Mindfulness Based Teaching on the Mindful Community initiative in students. Fields experiences units in the (MBTL) and Learning to Chilliwack with the Chilliwack Healthier Transfer of TESL certificate program include Children’s Hospital university, as well as enhance our capacity to Communities and with Abbotsford Healthier from Cont Ed. Completed in 2017 and and the new UFV SWHS in the community deliver leading-edge Communities – Collective Impact Study. first cohort introduced 2017-2018. Now Teaching Centre. and the field. interdisciplinary research, Includes cooperation with the Divisions of in its second year, our enrollments have Committee meet twice in teaching, and university Family Practice in each region, Fraser Regional increased from about 8-12 in Cont Ed to fall semester to provide collaborations. 3. Health, School Division #33, and the LAT between 20-36 students per class this input into program and how Collaborations with the (Chilliwack Action Team on youth health and year. to better prepare students Centre for Teaching and addiction) and CHC's mental health and AGENDA ITEM # 5.3.2. for workforce after TESL Learning to improve and addictions task team and working closely with External advisory committees. We are grad. As a result, the develop best practices in our the Centre for Mindfulness Studies in Toronto forming an external advisory committee program updated the unique hybrid delivery Ontario to certify our faculty and organize for the BA in Adult Education program course outlines to better MBSR certification training in Chilliwack at this year, which we plan to convene in Page 188 of 328 Update to the Education Plan

model (online and CEP in 2018 - only the second time it would Jun 2019. We will form one for TESL next align learning outcomes, F2F/video). have been offered in Canada. year. We formed a very strong advisory including the addition of 20 4. Collaborations with TESL has been revised and is currently going committee for the MBTL grad certificate volunteer hours required Continuing Education to shift through UFV internal processes for Fall start- as part of its development, and we will for TESL 433 practicum TESL program into ADED and up. re-form and reconvene an advisory once students. establish a process to Ongoing articulation agreements are being we have implemented the program for a support students to combine negotiated with existing partner for fall 2017 year, successfully. The department continues TESL and ADED programs. cohorts. to establish a relationship 5. Establishment of an New articulation agreements. We have with BC TEAL Board with external Advisory Committee continued to renew and expand one faculty on the board as for ADED articulation agreements with a range of chair for higher education. 6. Creation of new partners, including UVic-CACE,

articulation agreements with SaskPolytech, Red River College, VCC- ADED is part of a PWG other post-secondary PIDP, and the University of Calgary's organized by Continuing in partners – e.g., UBC and U. Werklund School of Education's MEd conjunction with the City of of Calgary. Interdisciplinary (for the MBTL grad Abbotsford to develop a certificate). Certificate in Civic Innovation

Partnership with Abbotsford and Governance. This Community Services. We have forged a certificate would meet both formal partnership with ACS to explore a local and regional needs for a range of practice and research-oriented program in civic capacity partnerships aimed at improving our building through unique programming together. We are preparing program learning outcomes a SSHRC partnership engagement grant of organizational, political, proposal as part of this initiative. systems, innovation, network, and data literacy. Self-Studies in Higher Education. See We are currently completing above #1.3 a concept paper and ADED

will pursue a full proposal. AGENDA ITEM # 5.3.2. GAPS: This work by ADED also New School. This is out of our control. relates to the ED PLAN goal We remain open to this initiative and Develop local and global continue to collaborate with other units citizenship and Integrate Page 189 of 328 Update to the Education Plan

in the Faculty. We have a lot of new experiential learning programs and higher enrolments, so perhaps there is less need for this. Teacher Education and ADED are co-developing and co- Advisory Boards. We will form ADED this teaching a new course in year (see above) and TESL and MBTL Project Based Learning. next. See Technology, Innovation & Society Credential w/ School of Business (PWG) in item #4 below.

4. Develop improving links 1. Integration of Indigenous ADED 365 is in high demand and will be What we have done: What we have done: local and between ways of knowing in our offering additional sections in 2017. global coursework, curriculum. Indigenous Ways of Knowing. Lorna TESL students are continued citizenship community 2. Annual review of our Currently engaged in the proposal approval Andrews approached us to teach in our to be placed in community development implementation of the Truth process for the Mindfulness Based Teaching program and we invited her, in turn, to organizations and recent initiatives, and and Reconciliation and Learning graduate certificate, which will serve as a kind of Indigenous advisor in grads have gone on to work community outreach recommendations. serve professionals in a range of fields and the process. That is still in-the-works. with Archway services or and experiences for 3. Offering ADED 365 – Adult geographic regions. Meanwhile, Amea Wilbur taught the enter the TED program at faculty, staff, and Education in Canada: ADED 365 course in Fall 2018 very UFV. students alike. Indigenous Peoples at least successfully, which included a number of twice in a five-year period Indigenous speakers from the ADED is now on the PWG for with the participation of community. a new credential in Indigenous instructors. Technology, Innovation & 4. Development of a new Partnership with ACS. See above. In Society along with CIS and practicum course to increase addition, as part of this initiative, we are Business. This project is at opportunities for students to expanding the TESL certificate program the very early concept stage. AGENDA ITEM # 5.3.2. gain experiences in the to include a required 30-hour volunteer This work by ADED also community. 5. Design and experience as part of the requirements relates to the ED PLAN goal implementation of the grad prior to the practicum (based on our certificate in MBTL with consultations and dialogue). Collaborate across boundaries. Page 190 of 328 Update to the Education Plan

maximal student input in the design process. TESL program / TESL practicum. Our 6. # of students completing TESL program has exposed about 20 service-learning credits students a year through the practicum to through PLAR. settlement education and newcomers in Canada learning English. In addition, many have used this credential to travel overseas to work as ESL or EFL instructors.

GAPS: Annual review of implementation of TRC recommendations. We haven't done this formally but rather informally as part of our regular meetings. We have included Lorna Andrews from the Gathering Place in some of these discussions.

5. Integrate designing our 1.# of students completing The Integrated Learning Design Certificate What we have done: What we have done: experiential program to embody the practicum course ADED (formerly the Instructional Design Certificate) learning the best of 473. is currently moving through UFV internal TESL 433 SLE Practicum. (See above.) We have continued to offer experiential 2. # of students including processes for approval. 1 undergraduate education, including experiential or applied ADED 370/470. Dozens of students have mindfulness course each a praxis-orientation, components in ADED 370 Successful FIT applications have been completed ADED 370 and/or 470 and semester with a high fill teaching how to and 470 capstone courses, awarded to both faculty in ADED. included significant self-directed and rate, along with 2 5-day learn from supported by the experiential learning components in silent retreats in 2020. experience, and development of a self- these independent studies, capstone providing ample assessment planning rubric. courses. See Certificate in Civic applied learning 3. # of new assignments or Innovation & Governance experiences. parts of existing courses that AGENDA ITEM # 5.3.2. New experiential learning assignments (PWG) w/ Continuing expose students to or courses. We have introduced three Education & Abbotsford City experiential learning undergraduate mindfulness courses in item #4 above. theories and practices. (ADED 421, 422, and 423), all of which integrate significant experiential learning Page 191 of 328 Update to the Education Plan

4. Design and activities. In addition, we integrated implementation of an significant experiential and reflective Instructional Design learning components to the ADED 405 certificate focused on Diversity course. In addition, in TESL 400 cultivating teaching and and 410, significant teaching mini-lesson learning skills in adult assignments and teacher interviews have education through praxis been added in those courses. In TESL (i.e., applying theories in 420, we included a project-based practice). assignment for module design and 5. Design and assessment and materials toolkits that implementation of MBTL are presented in a professional e- Certificate. portfolio at the end of the course. We are continuing with a number of project- based assessments in ADED 425 (a curriculum); ADED 408 (assessment toolkit); and ADED 407 (consultants manual).

Integrated Learning Design Associate Certificate. Passed and to be implemented in 2019-2020.

MBTL Grad Certificate. To be implemented in 2019-2020.

GAPS: There are no gaps here.

BUSINESS

AGENDA ITEM # 5.3.2. We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize improving the quality 1. Consistently achieve a The 3rd annual Finance Career Networking Breakfast What we have done: What we have done: learning of teaching and rating of at least 90% was successful with recruitment managers from everywhere advising, recognizing satisfied learners. Page 192 of 328 Update to the Education Plan

and rewarding 2. Each faculty member RBC, Scotiabank, CIBC, Envision, Sun Life Financial, Based on statistics from the 2015 Based on statistics from the collective and to attend at least one and TD in attendance. Baccalaureate Grad Survey Report: 2015 Baccalaureate Grad individual efforts to teaching skills workshop Survey Report: improve learners’ per year. The School hosted a book seminar with Dave Harder 1. 98% of UFV graduates say the success and 3. Have at least one ISW from RBC Dominion Securities in Abbotsford, quality of instruction they 1. 98% of UFV graduates satisfaction, facilitator within the speaking about “Mind, Money, & Markets”. received was good to very say the quality of providing proactive School of Business. good. instruction they service and support, Chamber of Commerce events – ongoing 2. 97% of UFV BBA graduates received was good to providing access to were satisfied or very satisfied very good. appropriate learning with their program. 2. 97% of UFV BBA facilities, promoting graduates were the importance of The School of Business hosted an Ivey satisfied or very student participation Case Method workshop for faculty in satisfied with their in educational and May 2018. program. community activities, understanding Chamber of Commerce Business Chamber of Commerce learners’ after Business Mixer in March 2018. Business after Business expectations, and Mixer in February 2019. encouraging faculty Advisors visited BUS 100 sections to to participate in create awareness of advising Hosted 4th Annual learning services and establish a relationship Welcome Back BBQ for opportunities. with new students. students, faculty, and staff. This is an opportunity for What we plan to do (gaps): both new and returning students to learn about the The School of Business is currently School and what it has to reviewing alternative methods to offer. connect students with future employers. We ran our first Business Field School May 2019. AGENDA ITEM # 5.3.2. What we are no longer doing: BUS 390M Business in Europe had 6 students join. Students went to partner Page 193 of 328 Update to the Education Plan

The School of Business has temporarily institutions in St. Gallen, suspended its EEP / Biz Tours due to Switzerland & Rotterdam, low student participation. Netherlands.

Participated in New Student Orientation in Sept 2019.

Attended Girls Fly Too event, to promote UFV Aviation degree/diploma in Oct 2019. Also highlighted Dr. Brcic’s research within NASA.

Hosted 8th annual Lucerne Seminar week in Sept 2019.

In conjunction with the Lucerne Seminar week, we hosted the School of Business International Business Alumni Mixer. The keynote speaker was Chairperson of the UFV Board of Governors, Justin P. Goodrich

AGENDA ITEM # 5.3.2. Guest speakers from industry are invited to speak to several upper level business courses Page 194 of 328 Update to the Education Plan

We are in the midst of planning the May 2020 Business Field School. This year promises to have more students attend. The group will return to the partner school in St. Gallen, Switzerland, but will visit a new partner in Burgundy, France. 2. Commit to creating consensus in 1. Implementation of Both the Bachelor of Applied Management and What we have done: What we have done: flexibility and the UFV School of three to five new Master of Finance program proposals are currently responsiveness Business as to the programs. moving through the internal UFV approval process. The Bachelor of Applied The Bachelor of Applied nature of the 2. Implementation of one Management is currently being Management is being programs, securing new improvement 300-level OCOs reviewed in 2016/17 reworked before being resubmitted repackaged within the senior administration opportunity (process to the internal UFV approval Bachelor of Integrated and stakeholder related) each year. process. Studies. support for the 3. Continual course initiatives, acquiring outline revisions on a 400-level OCO’s reviewed in The Master of Finance resources to support rotating basis. 2017/18. program proposal is being program re-worked based on development and Developed a peer-mentor program feedback from the delivery, recognizing to support large intake of Ministry. and awarding international students in BUS 100. collective and 2019/20 100 level OCO’s individual efforts to are being reviewed. improve What we plan to do (gaps): organizational processes, Develop an International Business The International Business AGENDA ITEM # 5.3.2. conducting major and minor. major and minor proposal workshops on has passed institutional identifying Revisit the idea of starting a Centre review and is awaiting continuous for Aviation Studies when funding is Ministry approval. Page 195 of 328 Update to the Education Plan

improvement available. opportunities, ensuring we are responsive to the needs of the communities we serve, by continuously assessing the need for new, and changes to existing, programs. 3. Collaborate promoting 1. Increase number of A total of 24 publications (journals, conference, etc.) What we have done: What we have done: across interdisciplinary publication submissions by School of Business faculty published in 2016 boundaries research and developed by (compared to 8 in 2015). A total of 20 scholarly works A total of 17 publications teaching, engaging in collaborative research (journals, conference, etc.) by (journals, conference, etc.) collaborative teams. School of Business faculty in 2017 by School of Business research, attending 2. Increase number of (compared to 24 in 2016). Some of faculty published in 2019 conferences, and faculty and student them in collaboration with (compared to 24 in 2018). increase international exchanges. researchers outside UFV, which collaboration. 3. Increase number of shows cross-institutional The School of Business applied research and collaboration. continues to recognize service in the community. teaching, scholarship, and The School of Business continued a service excellence, pilot to recognize teaching, incentivizing increased scholarship, and service excellence, research output. incentivizing increased research output.

The School of Business is currently AGENDA ITEM # 5.3.2. working with the Agriculture Center of Excellence to create agribusiness-related teaching case.

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What we plan to do (gaps):

Formalize the pilot to recognize teaching, scholarship, and service excellence

With the creation of a new International Business major and minor, it is envisioned that the number of students and faculty participating in exchange opportunities will increase

Seek more opportunities to engage in research and service in the community.

4. Develop promoting PRME, 1. Conduct at least two PRME activities in 2016-2017 include the following: What we have done: What we have done: local and reviewing all courses PRME (Principles of global and programs to Responsible Management 1. Essay competition: PRME activities in 2017-2018 include PRME activities in 2019-2020 citizenship ensure academic Education) related http://ufv.ca/business/essay-competition/ the following: include the following: rigor and relevance, activities per year. 2. Sustainability Mornings: Conversations including integration 2. Number of course around the UN’s Global Goals, What 1. UFV Sustainability Case 1. UFV Sustainability of CSR topics and outlines revisions on a Sustainability means to you. Next event: Feb Competition, March 2018. Case Competition, inclusion of cross- rotating basis. 23. 2. Ran the Sustainability Case March 2019. cultural and 3. At least two members 3. PRME brownbag seminars in which we Competition for visiting 2. Ran the Sustainability Indigenous content, serving on the Business discuss scholarly articles about PRME and students from Rotterdam in Case Competition for curriculum, and ways Advisory Council to how they might impact on the School of May 2018. visiting students from AGENDA ITEM # 5.3.2. of knowing, ensuring represent an Business. Next event: Feb 10. 3. PRME Brownbag Seminars, Rotterdam in May that we have both international or One new advisory committee member represents an April 2017, April 2018, and 2019. international and indigenous perspective. international organization with operations in November 2018. 3. PRME Brownbag indigenous Canada, the US, and France. Seminars Page 197 of 328 Update to the Education Plan

representation on the 4. PRME Report Committee is approximately School of Business conducting a 2017-2019 goal monthly throughout Advisory Council review and visioning process the year. for 2019-2021 goals. 4. Submitted PRME Sharing Information A new full-time faculty position has on Progress Report in been posted to develop and teach ERS March 2019. courses.

What we plan to do (gaps):

Update composition of Business Advisory Council to represent more of an international or indigenous perspective.

Continue course outlines revisions on a rotating basis.

What we are no longer doing:

Suspended the Sustainability Morning events as it was determined to be an ineffective method of engaging students with PRME.

5. Integrate periodically reviewing 1. 10% of BBA students Business has been working in collaboration with the What we have done: What we have done: experiential all courses to ensure engaged in co-op, at least co-op office on strategies to improve student learning the integration of ten work study students involvement in co-op. 7 work-study student positions in Awarded work-study student

experiential learning in the School of Business 2017/18 positions in 2019/20. AGENDA ITEM # 5.3.2. that is both rigorous per year. and relevant, 2. Increase number of Organized and ran a BUS course in Continued with client-based promoting co-op courses with integrated collaboration with CityStudio which projects in many upper-level opportunities, experiential learning. business courses Page 198 of 328 Update to the Education Plan

networking with 3. 20% of upper-level gave students an opportunity to potential employers business courses include engage in a real world design project. We have a group of students and co-op providers, a primary research who are part of ENACTUS. applying internally for component. Continued with client-based projects in work study and RA many upper-level business courses grants. Unconfirmed number of students in co-op. Commented [FU1]: Career Centre was not able to provide exact data within reasonable response time. What we plan to do (gaps):

Establish a reporting mechanism to measure progress on reaching goals and presenting evidence.

CHILD, YOUTH AND FAMILY STUDIES

We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize supporting students 1. Offer community- Elective courses offered in: Expressive Therapies What we have done: What we have done: learning to plan individualized based projects. (ET); Trauma Informed Practices (TIP); Mindfulness Continue to innovate the way everywhere learning pathways 2. New faculty hires (M) and taught in varying delivery models. For Capstone course in 4th year CYC we deliver courses, timetable through regular and with diverse example, ET is taught on 5 full-day consecutive created which facilitates off the grid and across independent studies background of Fridays of spring semester to immerse students in students to achieve CYC-P semesters to meet the learning (self-assessment education and each therapy, and uses 5 different expert therapists designation from the North needs of students including: planning template, experience. to teach it including the use of the outdoor American Certification Board. mentoring), adjusting 3. All students to environment on campus, and both ET and M have Students are creating a portfolio • Outdoor education and delivery of the develop and maintain been taught at schools and other agencies of learning that reflects their Study Tour to Scotland revised ECE program an e-portfolio to throughout the Fraser Valley. experiences throughout the Summer 2019. to meet the needs of chronically and reflect degree • Selfcare Rest Retreat held AGENDA ITEM # 5.3.2. the greatest number on their learning across for CYC students Continued of students (i.e. day the duration of their Practicum innovations being Community Projects that vs evening, hybrid), studies at UFV. recognized regionally (school students complete in and attracting a CYC402, and legacy Page 199 of 328 Update to the Education Plan

greater diversity of 4. Innovative use of grief counselling through Delta projects for CYC410 faculty PLAR in the form of Hospice) and nationally practicum. challenges, online (inclusion & LGBTQ concerns • One student’s directed options, Directed taken up by Big Brothers and Big study in Victoria exploring Studies, portfolio Sisters). the needs of youth in care learning etc. who are transitioning into 5. More international Formally submitted proposal to university, hybrid learning partnerships, campus planning committee for in all courses. exchanges and study campus labyrinth & outdoor • Child Life Internship in tours. teaching space development other provinces & countries which has been approved in Expand outside utilizing the principle. outdoor space at UFV for learning, Walk and talks, Continue to innovate the way Reflections students do at home, home practices we deliver courses, timetable off

the grid and across semesters to meet the learning needs of students.

2. Commit to giving feedback on 1. Fast track process to Our instructor for our CYC 302 Mental Health What we have done: What we have done: flexibility and current challenges, add/change content in course, suspended the planned curriculum on the responsiveness increasing incentives existing programs to evening of the Abbotsford High School stabbing Working with our CYC Education Half visual graphic and half written for faculty to submit address user group and helped the class deal with the anxiety many Consortium partners to continue assignments– ECE 125 proposals to do needs. were feeling. This practical responsiveness to explore decolonizing the research, and build 2. Community research demonstrated the skills and spirit of support taught curriculum. CYC202 oral/art means of upon alternate requests quickly in the course. assessment eg: Cultural box assessment options addressed. Approved a student for course presented by a student of Dutch 3. Greater time and challenge to inform faculty of heritage support for faculty to her knowledge and experience AGENDA ITEM # 5.3.2. do research. utilizing an “oral tradition” to CYC330 Annotated, Art describe her previous work in journals/Oral journals community development.

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Approved a current CYC student Universal Design pilot course and to attend an International implementing ways to make our conference with Dr. Martin classrooms Universal Design Brokenleg and explored how to friendly translate that knowledge into CQI – student focus group planning current course credits through a directed independent study.

Establishing a process and framework to meet with alumni working in the field to provide networking and support as they begin their practice.

Responded to ECE Expansion proposal and were successful in adding funded seats to our Infant/Toddler diploma program.

3. Collaborate dialoguing with 1. More CYFS offered a workshop called Mental Health First What we have done: What we have done: across administration and interdisciplinary and Aid to the UFV and Abbotsford community. Many boundaries departments to inter-faculty course students attended from our program and 3 others, Continue to serve the UFV Development opportunities for support working development and and faculty from 2 other UFV departments and an community through offering cross disciplinary work – joint together and building delivery. Abbotsford Police member. Mindfulness-Based Practices course being developed as between trust with colleagues, 2. Work with the A version of our Mindfulness-Based Stress and education across disciplines. Child & Youth Care, Social Work nurturing contacts at Provincial CYC Reduction program was used at Chilliwack Students from Social Work, and Criminology. UVic or McMaster to Associations. Secondary school. UFV students were there to Criminology, Philosophy, BGS,

support exchanges, 3. Successful model the program that was taught to high school and Kinesiology have joined the Faculty have served as guest AGENDA ITEM # 5.3.2. pursuing partnerships with other students. Those students then practiced and took mindfulness course on campus. speakers to other departments and Accreditation with Universities. their learning on stress reduction to elementary we have utilized/invited members National Governance schools. Increasingly have been asked to from other programs in to our body and CYABC deliver mindfulness-based stress classes. Page 201 of 328 Update to the Education Plan

certification and 4. Education reduction sessions to other program visibility Accreditation of the disciplines (Criminology Partnership with Abbotsford with MCFD, seek BACYC. practicum student seminar). Hospice to deliver workshops on National Council on 5. Work with National Worked with the Student Union mindfulness, children’s yoga and Family Relations North American to set up labyrinth walks in the labyrinth walks. Certification and Certification Project to student union building during establishing an ECE provide certification exam week(s). Associate Degree embedded in the CYC degree Grad Certificate: Led labyrinth workshops with example Child Life school-aged children every Working with Friday at the end of each Articulation summer camp being held at UFV committees to establish this past year. an ECE Associate

Degree. Continue to contribute to learning partnership of high school students through the Human Service Career Enrichment Program. Three faculty involved teaching trauma informed practice, mindfulness- based stress reduction and UN Rights to high school students in Chilliwack.

4. Develop developing further 1. Development of a CYFS has developed an Indigenous Perspectives What we have done: What we have done: local and global and local course in what course, taught by an Indigenous person who is a global needs based “citizenry” is for all grad of our program. She takes students on a tour Continue to build upon Indigenization of our curriculum a

citizenship curriculum including students. of St Mary’s in Mission to expose them to the opportunities for International priority, CYC485 - Diverse AGENDA ITEM # 5.3.2. the UN conventions 2. Implement the stories and experience of Residential Schools. experiences for our students. populations course, CYC402 on rights, recommendations of Have now successfully Community Development, CYC499 strengthening our the TRC including Sto:lo CYFS sponsors an annual “Sleep-Out” event where completed a Child Life Capstone. relationship with the events onsite for people both within and outside of the UFV placement in Nottingham, UK. Page 202 of 328 Update to the Education Plan

Aboriginal Children’s students and community are asked to spend one night sleeping The student was subsequently Practicum students from CYC410 in Network, engaging community garden outside on the UFV campus. (March 31st). This hired as a Hospital Play Mullingar, Ireland. with RAN and participation. event is to raise awareness first of the hardship of Specialist in London, UK, and Scotland Study Tour moving indigenizing groups living as a homeless person (developing their local passed the North American forward for April/May 2020. and experts on awareness), and secondly to raise money for Child Life Certification Exam. campus and working Covenant House which is a shelter for homeless with Community youth (investing in their external citizenship) Two CYC students have traveled Partners to utilize located near the Downtown East Side of to Ireland to complete a 4th year outdoor spaces as Vancouver. practicum experience with places to learn and Youth Work Midlands, in grow together Mullingar, Ireland. We are through gardening exploring an ongoing research projects with children partnership with the and youth and other organization related to utilization of outdoor competencies in youth work campus spaces. across countries.

Continue to work with regional organizations in the development of community need projects for the CYC402 course.

5. Integrate working with the 1. Active Field Students in ECE 124, Music in Early Childhood, What we have done: What we have done: experiential UFV-wide field Education Committee coordinated, planned, and implemented all aspects learning education to address needs of creating an outdoor music centre, from After a successful pilot last year, This remains an integral part of all community, before and during advertising the event, to planning for weather we have extended the Animal our programs and we are increasing encouraging more Experiential Learning. contingencies, to welcoming the children and Assisted Therapy and Equine opportunities for unique learning

students to be 2. Resources available community. The students were required to Wellness course to 3credits this such as the directed study that AGENDA ITEM # 5.3.2. involved in active in campus spaces for integrate their knowledge into experience and academic year. Makayla is completing with the research and simulations, role plays, practice. Ministry in Victoria. presenting at micro workshops. Piloting another course, Urban lectures and The students put into practice the learning Adventure Practices course Page 203 of 328 Update to the Education Plan

conferences, creating 3. streamlined process principles outlined in the BC Early Learning building upon our success with an orientation and/or incentives for Framework to support children's exploratory play utilizing the environment and experience for student research. through music. The students experienced play first- milieu as a place for growth and students that teaches hand as they explored the instruments alongside learning to flourish. Will include them how to be a both peers and children. a walking pilgrimage on one of CYC student and the class evenings. having a learning experience other than classroom or practicum, i.e. a labyrinths walk

COMPUTER INFORMATION SYSTEMS

We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize continuing to foster 1. Staying up to date Faculty members from CIS have been engaged in Nothing to update: ongoing. What we have done: learning articulation and working with exchanges with Hunan University and UFV India in everywhere agreements from a various partners. the summer of 2016 and 2017. Faculty from CIS continues to work with Fraser range of sources to 2. Transforming in- Hunan and UFV India have/will be coming to UFV Valley India including teaching support learner house instructional and faculty from CIS have travelled/will be faculty exchanges, and pathways from less skills diplomas from travelling to both Hunan and UFV India. curriculum/delivery mentorship. orthodox credit colleges - into degree CIS will continue to welcome students from programs. program. Mumbai University and Punjab University this Department participation in UFV’s coming fall. Internationalization Committee and India Academic Advisory Committee.

Implementation of coding skills Coding Skills Certificate.

Official member of Information AGENDA ITEM # 5.3.2. Systems Audit and Control Association (ISACA) providing student opportunities.

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CIS participates in the prestigious IEEE Vancouver AGM and has initiated a UFV chapter. We are also now official sponsors of the IEEE AGM. Our students have taken first prize in IEEE poster competitions.

CIS students have won first place in the 2017/18/19 Vancouver B|Sides security event.

We have now fully implemented a BSc. Major in Computer science.

Program Working Group has been formed and is studying feasibility of the development of a Master's program.

2. Commit to encouraging 1. Increased In the summer of 2016, recognizing the need to What we have done: What we have done: flexibility and communication engagement of ensure priority in being responsive, the CIS responsiveness between all affected students and faculty in Department embarked on an extensive renovation The Computer Information CIS continues to work collaboratively actors. curriculum activities. of hardware, software, cabling and physical space Systems Department (CIS) with partners such as International, of their computer labs. The renovations have continues to adapt the learning OReg, and Advising to find assisted not only the Department but also the environment (evenings, increasingly flexible and responsive university in providing up-to-date computer labs weekends) and work solutions to growing student need as with the capacity to deliver the technology based collaboratively with Registrars and international numbers tend to programming that is moving at a rapid pace. In International to ensure the needs fluctuate widely. doing so we are meeting the needs as identified by of our International students are our employers and the priorities of our region in being met. We have instigated various talking AGENDA ITEM # 5.3.2. the field of technology, software security and points around International coding. enrollment issues and challenges.

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3. Collaborate Increasing 1. Development of CIS, together with Science and Continuing Nothing to update: ongoing. See goal What we have done: across collaboration around new technologies. Education were pleased to host a Coding project 5. boundaries research, (announcement) along with the Ministry. CE Cross listed courses with Business, programming, together with CIS faculty are delivering a training Mechatronics, Physics. learning, and program for local company SRC Tech. community Participation with Business in development to Graduate Certificate. deliver an expanded array of quality Collaboration with Math delivering vectors. the Data Analysis Certificate.

CIS continues to work collaboratively with partners such as International, OReg, and Advising to find timetabling and scheduling solutions.

4. Develop the creative 1. Through the Nothing to report at this time. Nothing to update: ongoing. What we have done: local and application of diverse inclusion of global partnerships. indigenous and other CIS faculty have spearheaded the citizenship diverse groups we will Update on Computer Recycling Day uniquely evolve where old computing and electronic distinctive value equipment can be safely disposed of within our program. and recycled in an environmentally friendly fashion.

5. Integrate student inclusion in 1. The development of Both CIS faculty and students continue to attend, What we have done: What we have done: experiential various industry industry and academic present and compete at regional and provincial AGENDA ITEM # 5.3.2. learning partnerships, field partnerships. competitions. Just recently, one of our graduates, CIS is developing an Associate CIS students have participated in trips, guest speakers, along with his employer competed in and won the Certificate in Coding with the events such as BC Aware where our and other experiential prestigious BSides Vancouver Security Conferences support of UFV Tech Expansion students competed against solutions. funding and will serve the needs of students representing six British Page 206 of 328 Update to the Education Plan

to which over 16 of our students were in our region for skilled Computer Columbia (BC) post-secondary attendance. programmers. institutions including UFV, KPU, UBC, SFU, NYIT, and BCIT.

UFV Computer Information Systems students won the first prize and were selected to participate in the Canadian Hacking Challenge to represent BC.

CIS has implemented the first intake of the new Provincially funded (Tech Expansion Fund) Associate Certificate in Coding to serve the needs of our region for skilled Computer programmers.

A CIS student presented in the poster presentation at the Workshop for Women in Machine Learning (WiML).

LIBRARY & INFORMATION TECHNOLOGY

We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize offering BC’s only 1. Maintain Nothing to report at this time. What we have done: What we have done: learning two-year online Percentage of Diploma everywhere Diploma in Library & and Certificate courses In response to student demand, Continued offering of both online Information offered in both the Dept. has increased the and on-campus courses. One AGENDA ITEM # 5.3.2. Technology, asynchronous online number of courses offered online, course is offered in a hybrid continuing to offer and face-to-face and it continues to monitor fashion during the summer term the Post-diploma formats. demand closely. (online with two full day sessions Certificate entirely Page 207 of 328 Update to the Education Plan

online and developing 2. Maintain Distance ed. enrollments were on campus in a video-ready E- a concept paper for percentage of distance stable between 2016/17 and room). an online or blending ed. students enrolled 2017/18. learning in LibIT programs. The Dept. continues to place Distance enrollments remain undergraduate 3. Completion of a distance ed. students in practicums consistent and stable since degree in information concept paper for a outside the Lower Mainland and 2017/18. management or a degree in information beyond. closely related field management or a Program Advisory Meeting closely related field. The Dept. uses an extensive November 2019 to seek input on network of institutional invigilators potential curricular changes, to ensure that distance ed. experiential learning needs, and students can write exams in department renaming. appropriate settings.

What we plan to do (gaps):

The minimum academic requirement for Library Technicians in Canada remains the two-year Dip. Lib. Tech. In this context, the Dept. will discuss the viability of an online undergraduate degree during the retreat in May, 2019. Per the Program & Unit Reviews, now that the Dept. has a full faculty complement, LibIT will establish the Diploma Renewal Committee, which will work to AGENDA ITEM # 5.3.2. revise program outcomes, course content, and assessments in relation to technological and library industry-related changes. Page 208 of 328 Update to the Education Plan

2. Commit to maintaining its 1. Maintain LibIT has taken a lead role in facilitating a Faculty of What we have done: What we have done: flexibility and excellent completion completion rates and Professional Studies wide scheduling initiative to responsiveness rate for the two-year positive student respond to recent space concerns on campus. Time-to-completion rates are Time-to-completion rates are Diploma program satisfaction with wait stable in the Dip. Lib. Tech. stable in the Dip. Lib. Tech. (2.79 years) by lists. program. program. continuing to provide The number of waitlisted students effective timetabling Program had a notable increase in on the first day of classes and course selection decreased between 2016/17 and international enrollments (2.6% assistance, continuing 2017/18. from 2017/18 to 8.9% 2018/19). to manage wait lists in a timely way and to The Dept. is working co-operatively Outcome of a May 2019 enforce an effective with the Registrar and Associate department retreat included time-to-completion Dean of PS to help ensure that course outline updates to be policy international students have the completed by March 31, 2020. necessary academic prerequisites to be successful in the Dip. Lib. Tech. program. The Dep. is working co-operatively with Facilities to help ensure that there is minimal disruption to lab offerings during the remediation of two buildings on the Abbotsford campus. What we plan to do (gaps):

To better support Capstone Project Students, the Dept. plans to split LIBT 266 (Practicum/Capstone AGENDA ITEM # 5.3.2. Project) into two courses: LIBT 267 (Practicum) and LIBT 268 (Capstone Project).

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3. Collaborate continuing to place 1. Maintain diversity Ongoing. Nothing further to report at this time. What we have done: What we have done: across students in a diverse of Diploma Program boundaries range of practicum practicum placements. The Dept. re-established the Practicum placements continue to settings, such as 2. Maintain External Program Advisory follow 2017/18 patterns of largely public, academic, interdisciplinary, Committee in 2017/18. Members academic, school, and public school, and special multi-disciplinary, and include representatives from two libraries. libraries, records cross-disciplinary major employers (Heather Scoular, management teaching, scholarship Fraser Valley Regional Library & Fall 2019 began discussions with departments, and service. April Cox, and Surrey Libraries) and Integrated Studies to explore a LIT archives, and Dip. Lib. Tech. alumni (Sheila concentration and address cross- museums and by Penner). disciplinary concerns around cultivating an “essential literacies”. environment where The Dept. participated in an collaboration across Moving Continuing Education interdisciplinary health fair for at- boundaries is program (Post-Diploma Certificate risk youth in downtown Chilliwack, encouraged and for Library Technicians) into LIBIT in which Diploma students facilitated among the participated in health information department. domains of teaching, sharing. scholarship, and Supporting student association in service. hosting an interview skills and What we plan to do (gaps): mentorship workshop for March 2020. In 2020, LibIT will celebrate the 40th anniversary of the Dip. Lib. Tech. program with a library community/alumni event.

4. Develop ensuring course-level 1. Demonstrate LibIT hosted a CryptoParty for the greater UFV What we have done: What we have done: local and goals are aligned with alignment of program- community to help educate everyone on global educational level goals with the protecting themselves in the digital space including Enrollments of self-declared Fall 2019 first-year students AGENDA ITEM # 5.3.2. citizenship guidelines and Canadian Library encrypted communication, preventing being Aboriginal students in the Dip. Lib. introduced to a mentorship professional values, Association’s tracked while browsing the web and general Tech. program were stable in program as a program pilot. as well as with the Guidelines for the security advice. 2017/18. ILOs, maintaining Education of Library Page 210 of 328 Update to the Education Plan

ratings in terms of Technicians and the LibIT continues to participate along with students Working with the Western Chapter Positive response has resulted in a programs’ core values of from across multiple disciplines, in an outreach of the Special Libraries Association continuation of this assignment in contributions to librarianship event for at-risk youth at Five Corners in (SLA), the Dept. has nominated a winter 2020. students’ ability to (American Library downtown Chilliwack. student representative to the SLA meet ILOs, and Association), with UFV executive. Department retreat in Spring 2019 reviewing current ILOs, especially as to discuss indigenizing LIT courses with a view to these relate to curriculum. What we plan to do (gaps): indigenizing content “contributing

and supporting First regionally and Students and program alumni The Diploma Renewal Committee Nations students. globally” and the participated in a panel discussion will work to better Indigenize and ability of students to at the BC Library Conference, to Internationalize Dip. Lib. Tech. meet ILOs related to discuss career progression and curricula and the overall student local and global transformation. experience. citizenship. 2. Demonstrate an Enrollments of self-declared increase in Aboriginal Aboriginal students in the Dip. Lib. enrollment share from Tech. program are about 5% of 4.6% to the proportion total students. of the Aboriginal population in the Department retreat established a region, which is 5.7% way forward in responsibly together with addressing indigenizing the indigenization of LibIT program that centres on changing curricula. course requirements so students must take IKP courses or equivalents. 5. Integrate continuing to place 1. Demonstrate Ongoing – nothing to report at this time. What we have done: What we have done: experiential practicum students in diversity of Diploma learning a diverse range of Program practicum The Dept. expanded practicum Ongoing development of a

settings, such as placements. offerings in 2017/18 (e.g., program capstone project for AGENDA ITEM # 5.3.2. public, academic, 2. Provision of co-op University of Victoria Libraries, students seeking recognition for school, and special opportunities within Kwantlen Polytechnic University prior learning and other, co- libraries, records the Diploma Program. Library, CIVL Radio). curricular experience in LIBT 266. management Several students presented a Page 211 of 328 Update to the Education Plan

departments, 3. Diversity of site session at the 2018 British Practicum offering continued to archives, and visits. Columbia Library Association reflect diverse workplaces, student museums and in Conference in metro Vancouver. interests, and field opportunities. offering a co-op option within the Site visits continue to reflect a What we plan to do (gaps): Diploma Program. range of locations that are

academic, special, public, The Dept. will attempt to negotiate government, corporate, museum, renewals to five-year practicum records management, and archival agreements that will expire in in nature. 2018/19.

The Dept. will continue to With the stewardship of our encourage students to complete instructional assistant, 34 students practicums in Indigenous have participated in this year’s BC information centres. Reading Link Challenge with a range of responsibilities. This program would not be possible without student support.

SOCIAL WORK & HUMAN SERVICES

We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize completing 1. Successful SWHS continues to work with their Advisory By completing consultation What we have done: learning consultation process accreditation with Council and in offering several Community Forums process with local and everywhere with local and regulatory body. to maintain currency of the program. international community, By completing consultation process international Social Work Advisory Council, with local and international In preparation for the licensure examination of the community, Social and student alumni to ensure community, Social Work Advisory Work Advisory BC College of Social Workers, the School along with ongoing quality assessment. Council, and student alumni to Council, and student the BCASW-Fraser River Branch hosted 'Preparing ensure ongoing quality assessment. AGENDA ITEM # 5.3.2. alumni to ensure for Practice' lunch for the BSW graduates on April : th What we have done ongoing quality 7 . The 4th year BSW students were provided a Maintained a School of Social Work assessment. preparation session of the RSW licensure exam The Advisory Council new and Human Services (SWHS) facilitated by Curtis Magnuson. In addition, the members are more Advisory Council that reflects our Page 212 of 328 Update to the Education Plan

School hosted a structured 'mix and mingle' of representative of our student student population. The council students and social workers from the community. population and programs. reviews all School programs. The professionals from various backgrounds shared • their professional experiences with the students in The Advisory Council now The SWHS Advisory Council small roundtable discussions. This event helped reviews all School programs recommended a mark the important transition from 'student social including Human Services. pedagogical emphasis on worker' to 'professional social worker'. • The Advisory Council leadership, clinical, and recommended a direct service skills and pedagogical emphasis on that the School respond to clinical and direct service the current needs of the skills, and leadership community. throughout the programs • The Advisory Council to address community endorsed the School’s plan needs. to revitalize the Substance • The Council Misuse Certificate. The recommended and School added a new course supported revisions and called Interdisciplinary updates the SWHS Collaborative Practice: programs. Working with Families, and • The School hosted a one- updated fourth year BSW day session for fourth Family Counselling course. year BSW students to • The Advisory Council prepare for practice. We supported revisions and administered and updates to the SWHS reviewed the BC College programs, revised courses, of Social Workers practice and program name exam. Fortunately, our changes that more graduates have had a high

success rate of passing the accurately reflect the work AGENDA ITEM # 5.3.2. exam. Also, during this i.e., Social Services Worker one-day event, diploma and the School community social workers were invited to participate Page 213 of 328 Update to the Education Plan

in roundtable discussions and Community Support with the students. The Worker certificate. social workers answered student questions and Facilitated the fourth annual one- shared their professional day session for our graduating BSW journeys. We received students. Faculty provided an positive feedback from overview of the BC College of the students and the Social Workers practice exam. Our community providers. BSW graduates have a high rate of passing the RSW exam. Also, What we plan to do (gaps): community social workers participated in a roundtable with The School is revising course the students answering questions outlines and assuring and shared professional journeys. programs are The forum received positive contemporaneous. This work feedback from the students and will support the School’s Self the professionals from the Study report which is due community. November 2020 to our accrediting body, CAWSE-COA, Established a community-based and to the university for the counselling service located at the internal Program Review. Sweeney Neighborhood Centre in Abbottsford. The School of SWHS, The Advisory Council’s with the support of the university, recommended that the School advisory council, community increase experiential and stakeholders, and the Abbotsford course offerings that focus on School District 34 is operating UFV clinical and direct service skills, in the Community: Counselling,

leadership, and to revitalize Advocacy, Learning, and Leading AGENDA ITEM # 5.3.2. the Substance Misuse (CALL) Service. The agency provides Certificate. free services to the community and senior high school students. Eight Page 214 of 328 Update to the Education Plan

SWHS practicum students are in their field placements at CALL and receive supervision from faculty, professional staff, and the clinical lead, Dr. Leah Douglas, RCSW.

What we plan to do (gaps): • The School will continue to revise course outlines to assure programs are contemporaneous. This work will support the School’s Program Review of the Human Services programs. The Program Review Self Study is due March, 2020 and the pending Self-study for the accrediting body, Canadian Association of Social Work Education, Coalition on Accreditation (CAWSE- COA) in November, 2020. • The CALL agency will increase the number of student field placement in 2020-2021.

AGENDA ITEM # 5.3.2. 2. Commit to implementing a MSW 1. Enrolment of non- SWHS’s flexibility and responsiveness to student By…implementing a MSW What we have done: flexibility and Foundational Year for BSW students in the course enrolment and delivery include many Foundational Year for non- responsiveness non-BSW Degree MSW Program. examples, such as students who are now members BSW Degree students, Engaged students and faculty to students, engaging of each of the school committees, Curriculum, engaging with students and develop student-focused Page 215 of 328 Update to the Education Plan

with students and 2. Increase in the MSW, BSW, and Human Service committee. The faculty to develop student- timetabling of courses, so the faculty to develop provision of year- students’ feedback, through the committee work focused timetabling and course offerings reflect the needs student-focused round delivery of and high survey responses has increased ensuring faculty resources are of the community and the students timetabling and course offerings. confidence that the recent course schedules allocated efficiently, including ensuring faculty 3. Increase in the address students’ requests and needs. We believe filling existing faculty vacancies Filled faculty and staff vacancies resources are delivery of online, students’ input regarding calendar changes and and allocated resources more allocated efficiently, hybrid and weekend course revisions have enhanced the quality of What we have done: efficiently. including filling courses. course learning outcomes. existing faculty School enrolled our first non- Hired a Human Services Field vacancies BSW students into the MSW Coordinator for the Diploma and Program. Certificate students. The coordinator assesses students’ A School faculty point person readiness for practice, prepares supported the CSW Métis CSW students for placement, organizes program. orientations, matches students

with an appropriate agency and A School faculty point person tracks student progress. The provided support to the new coordinator increased and High School Dual cohort CSW improved communications with program. our community partners including A School faculty point person the School Districts provided support for the two Eliminated three Human Services cohort of High School Dual field preparatory courses that Credit of the Health and received negative student reviews. Human Services program The students now have (second cohort added).. individualized placement services

from the Field Coordinator. Partner with NVIT to offer an AGENDA ITEM # 5.3.2. MSW, Indigenous Focused Developed a strong field team that Program in Merritt. is committed to improving community relations and Sought student input regarding developing new field opportunities Page 216 of 328 Update to the Education Plan

course outlines, delivery for students. The Human Services models, and timetabling Coordinator, the Social Work Field through student membership Coordinator, and the Field on the Human Services, BSW, Assistant have frequently and MSW committees, group scheduled meetings and work discussions, and a student closely with the program chairs. survey. School is enrolling Foundational The School increased the MSW (non-BSW) students into the provision of year-round course MSW Program every other year. deliveries, e.g. more split The School has increased classes, summer field admissions for the MSW program placements, and seminars. and the program’s admission

Increased delivery options of process occurred two months online, hybrid, and weekend earlier in 2020, then previous courses, e.g. MSW, Indigenous years. The School’s MSW Focus business model of admissions timelines are now weekend and weeklong aligned with other universities. classes, CSW Métis The partnership and programming preparation block courses, between the School, the BC Métis CSW Dual Credit early summer Nation, and the Métis CSW practicums. certificate has concluded. The

Métis students will graduate in Provided funding to students June, 2020. to attend the Congress, CASWE conference in Regina. The MSW, Indigenous Focus Program in partnership with the The School established Nicola Valley Institute of AGENDA ITEM # 5.3.2. multiple media sites that Technology (NVIT) is near highlight school and program completion. The students are information, and community completing their practicums and and university events and Page 217 of 328 Update to the Education Plan

activities, and active lists of researching their final paper. A recent employment public presentation of their papers opportunities. is scheduled for April, 2020, and the students will graduate in June, What we plan to do (gaps): 2020.

To increase the experiential Students are voting members of and course offerings with a the MSW, BSW, Human Service focus on clinical and direct program committees, the School’s service skills, leadership, and monthly meeting, and the revitalization of the Substance quarterly SWHS Advisory Council. Misuse Certificate. Students provide input on course outlines, delivery models, and Continue admissions into the timetabling, and disseminate MSW foundational year and information to the student body. High School Dual Credit CSW program. Administered a student survey to solicit feedback about course Explore ways to market and delivery and timetabling. make our programs more Increased the provision of year- accessible and competitive round course deliveries, e.g. more with other universities and split classes, summer field colleges. placements, directed studies, and

seminars. The School is currently hiring three B-faculty and a Limited Increased online, hybrid, and Term Appointment Instructor weekend courses, e.g. MSW, to fill current vacancies. Indigenous Focus business model of weekend and weeklong classes, AGENDA ITEM # 5.3.2. In addition, in the spring, we CSW Métis preparation block will hire a full-time courses, CSW Dual Credit early Coordinator, Practicum, and summer practicums. Internship (SWHS) staff Page 218 of 328 Update to the Education Plan

position for the Human The BSW program increased the Services Programs. The types of electives and discretionary Coordinator will be dedicated courses for admission to the to the Human Services program. students and will offer continuity to students, The BSW program removed the stakeholders, and help required groups of electives establish stronger (categories A & B) to allow more relationships within the course choices. community and manage and Encouraged participation and seek new practicums. provided funding to students to

attend the Congress, CASWE What we are no longer doing: conference at UBC in Vancouver

BSW applicants will no longer and the BC Association of Social require a statistical analysis Workers conference in Calgary. course in 2020. Maintained and improved the School’s media sites that highlight MSW students our programs, community and

university events, activities, and employment opportunities.

What we plan to do (gaps): • To increase the experiential and course offerings with a focus on clinical and direct service

skills, leadership, and AGENDA ITEM # 5.3.2. revitalization of the Substance Misuse Certificate. Page 219 of 328 Update to the Education Plan

• Continue to decrease admission barriers and improve online admission processes for students. • Explore ways to market our programs and align our admissions with other universities and colleges. • The School is hiring two B- faculty and a Limited Term Appointment Instructor to fill current vacancies.

3. Collaborate completing review of 1. Increase The School and SWHS Advisory Council hosted a By completing review of What we have done: across programs with membership in Community Forum on April 20th. Representatives programs with Community, boundaries Community, Social Community Advisory from various organizations, schools, alumni, and Social Work Advisory Council, By completing review of programs Work Advisory Council. students participated in a roundtable disunion, and and Alumni, continuing to with Community, Social Work Council and Alumni, 2. Increase in provided input regarding community educational collaborate with partnering Advisory Council, and Alumni. continuing to interdisciplinary needs and current challenges in the workforce. disciplines (e.g. Indigenous Continue to collaborate with collaborate with collaboration projects. Many of the attendees currently supervise SWHS Studies Certificate), furthering partnering disciplines (e.g. partnering disciplines 3. Increase student practicums and shared what skills and participation with community Indigenous Studies Certificate), (e.g. Indigenous participation in competencies they are seeking in their future initiatives. (Safe Relations/Safe furthering participation with Studies Certificate), community Children’s Provincial Initiative, employees. community initiatives. (Abbotsford furthering research/projects. Chilliwack Mental Health) HUB, Sweeney Centre, Safe participation with The School‘s community collaborations and Relations/Safe Children’s Provincial community initiatives. projects have continued to flourish with expansion What we have done: Initiative, Chilliwack Mental Health, (Safe Relations/Safe of practicum sites and community involvement. and the Council on Quality Children’s Provincial Student field placements have expanded; there are The School and SWHS students Assurance, MCFD and Mental Initiative, Chilliwack now both diploma and BSW students completing hosted an evening event for Health Chilliwack Mental Health) AGENDA ITEM # 5.3.2. Mental Health practicums in Langley, Mission, and Surrey School community first responders. Project, Abbotsford Districts Many SWHS faculty have collaborated The event included a Community Services For the third year, the School with local grass roots organizations, mental health presentation of the Family Education partnered with Nursing organizations, and homeless youth, through documentary, The Other Side of Page 220 of 328 Update to the Education Plan

Programs, Youth research projects and efforts to sustain services. the Hero. This was followed by Department to provide a one-day Transitioning Project, Several faculty are active on community a panel discussion of faculty and training on Poverty Awareness for Five Corners Health committees such the Ministry Community Quality community providers with an the SWHS and Nursing students. and Wellness project, Initiative, Safe Relations and Safe Children and expertise in trauma services. and School based community Lunch N’ Learns. Partnered with Ministry of Children Social projects. For the second year, the School and Family Development, and Child partnered with Nursing and Youth Mental Health to host a Department to provide a one- workshop for providers and day training on Poverty students with Dr. Scott Miller, Awareness for the SWHS and International Centre for Clinical is Nursing students. Excellence, on What Works, measuring outcomes. Forty-eight Student services and the School students and five SWHS faculty partnered with the Safe attended the event in October, Relationships and Safe Children 2019. Dr. Miller presented to offer a one- day forum to community providers on the research, client feedback Effects of Child Trauma on the strategies, and case studies to Developing Brain and shared support counselors, social workers, experiences from Indigenous and other helping professionals in service users and others. their work through an Informed Practice approach. Faculty continue to participate with community initiatives such Faculty continue to participate in as Safe Relations/Safe community initiatives such as Safe Children’s Provincial Initiative, Relations/Safe Children’s Provincial Chilliwack Mental Health, and Initiative, Chilliwack Mental Health, Council on Quality Assurance and the Council on Quality MCFD and Mental Health. Assurance, MCFD and Mental

Health and the Early Years AGENDA ITEM # 5.3.2. Continue to collaborate with Leadership Committee. Global Development and Peace and Conflict on shared courses. The School continues to share and reserve seats for Global Page 221 of 328 Update to the Education Plan

What we plan to do (gaps): Development and Peace and Conflict program student. Increase interdisciplinary collaboration projects. The Fraser River Branch of the BC Association of Social Workers and Increase participation in the School cohosted a seminar community research /projects. called “Inspired Professionalism: The Soul in the Workplace” by The School to partner with Brett Malletic, MSW, and is a UFV Ministry of Children and Family alumni. The event was open to Development, and Child and students and community providers. Youth Mental Health to host a workshop for providers and What we plan to do (gaps): students with Scott Miller on • Increase interdisciplinary What Works, measuring collaboration projects. outcomes. • Increase participation in community research /projects.

4. Develop working with UFV 1. Instructor teaching The school’s mission emphasizes social justice, By developing further global What we have done: local and International to foundational courses equality, and respect for diverse populations and and local needs based global develop MOU’s with at Xian Fanyi this is aligned with the goal to engage in global and curriculum including the UN By developing further global and citizenship partnering University in the fall local citizenship. Faculty are achieving this by conventions on rights, local based curriculum including institutions, hiring of semester. serving marginalized populations in the community strengthening our relationship the UN conventions on rights, First Nations 2. Increase in and striving to increase diversity within the school. with the Aboriginal Children’s strengthening our relationship with instructors, reviewing international field Several examples included faculty teaching outside Network, engaging with RAN the Aboriginal Children’s Network, of curriculum to education practica for the traditional parameters of the school, such as and indigenizing groups and engaging with RAN and ensure indigenization, Diploma, Certificate, Glen Paddock’s journey to Xian Fanyi University in experts on campus and working indigenizing groups and experts on continuing to work and Degree students. with Community Partners to campus and working with AGENDA ITEM # 5.3.2. fall of 2016, where he taught BSW foundational with partnering First 3. Increase in the utilize outdoor spaces as places Community Partners to utilize courses. Whereas, Robert Harding community Nations communities, number of Aboriginal to learn and grow together outdoor spaces as places to learn research has focused on indigenous inequities and implementing students across all through gardening projects with and grow together through the negative portrayal of Indigenous people in the recommendations programs. children and youth and other gardening projects with children Page 222 of 328 Update to the Education Plan

from Truth and 4. Increase Aboriginal media, and Robert Harding is currently teaching utilization of outdoor campus and youth and other utilization of Reconciliation content in course indigenous students in Bella Coola, Partnering for spaces. outdoor campus spaces. Commission and delivery. Success: UFV, School of Social Work and Human What we have done: What we have done: ensuring First Nations 5. Increase in Faculty Services, Nuxalk Nation, and Nicola Valley Institute participation in Social awareness of First of Technology The School has increased the Work Advisory Nations issues. number of international field Dr. Amanda LaVallee, a new faculty Council. 6. Increase in Field To support the school’s diverse student population education practica for degree has a SSHR grant titled, “We know Placements with First the BSW committee implemented an option to students. who we are: Intergenerational Nations communities. applicants who can now voluntary self-identify as Understanding of Metis Identity an equity candidate for 2017 admissions. Another The School has increased and Well-being” is using digital facet of supporting a diverse population is to Indigenous content in revised storytelling. Dr. LaVallee attended acknowledge past and present inequities and the course outlines. a digital storytelling training at SWHS committees continue to revise curriculum to Berkeley University of California in address francophone issues, indigenize the Most programs provided applicants December, 2019 and has agreed to curriculum, and so forth. the ability to self-identify as an share the digital storytelling equity candidate and receive techniques with students. additional points for program admission. Dr. LaVallee also is a Peer Reviewer for CIHR for the Network Throughout the year, Elders and Environments for Indigenous Indigenous knowledge keepers Health Research. The purpose of were guest speakers and hosted the Network Environments for experiential training in the Indigenous Health Research community and faculty (NEIHR) Program is to establish a participated in the many trainings national network of centres such as the Blanket exercise. focused on capacity development, Our faculty partnered with the research and knowledge Program Coordinator for the Métis translation centred on Indigenous

Community Support Worker Peoples (i.e., First Nations, Inuit, AGENDA ITEM # 5.3.2. Program and several faculty and Métis). attended the Métis Learner Series The School continues to increase sponsored by Métis Nation British Columbia. Indigenous content in course Page 223 of 328 Update to the Education Plan

outlines. Plus, the BSW degree Indigenous faculty taught and added a second Indigenous focus supported the indigenizing of course, SOWK 482, and the Human course outlines in the MSW, Services Diploma has their first Indigenous Focus program, Métis required Indigenous focus course, CSW program, First Nations, HSER 140. diploma and others courses. Applicants of the degree programs The School has developed new can self-identify as an equity courses to address the needs of the candidate and receive additional community; Introduction to Mental points towards their program Health and Substance Use, application. Introduction to Human Services with Indigenous Peoples, and Faculty continue to partner with Interdisciplinary Collaborative and attended the 2019 BC Human Practice (working with families Services Articulation conference at experiencing mental health issues, North Island College. interpersonal violence, and substance misuse) Community Development students organized a free community Elder What we plan to do (gaps): Abuse Awareness Seminar at UFV in November, 2019. Seniors First Implement the recommendations BC and a SWHS instructor, Jeff of the TRC including Sto:lo events Wood, RSW, were the main guest onsite for students and community speakers. Also, the students held a garden participation petition signing, seeking support

for mandatory reporting of Elder Increase in Faculty awareness of Abuse in Canada. Elders experience Indigenous issues.

many different forms of abuse and AGENDA ITEM # 5.3.2.

Increase in the number of approximately 79% of elder abuse Indigenous students across all cases go unreported. programs. Development of a course in what Page 224 of 328 Update to the Education Plan

“citizenry” is for all students. A second group of Community Development students organized and hosted a free community Multicultural Family Fun Night in November 2019 at the Abbotsford Canadian Reformed Church. The students partnered with Archway, Inasmuch services, the church, and several merchants donated gifts. Although the event was open to everyone, the target population was local immigrant and refugee families. Eighty-six children and family members attended the event it was an evening of games, socializing, and connecting with neighbors, as well as providing families with the resources.

Financially supported five social work students to attended the Vancouver CASWE Congress in June, 2019. Two instructors presented at the conference, Dr. Vaillancourt presentation was titled "Addressing false reconciliation in Social Work: Dismantling the colonial AGENDA ITEM # 5.3.2. relationships within the Social Work profession through relational accountability", and Dr. Huntingford and several degree Page 225 of 328 Update to the Education Plan

students presented "Social Workers Against Social Work: exploring methods for being accountable as a profession."

Throughout the year, Elders and Indigenous knowledge keepers were guest speakers and hosted experiential training in the community. Faculty, Melanie Scott and Janit Doyle facilitated a Blanket exercise training with diploma students.

School faculty partnered with the BC Métis Nation Program Coordinator to support the Métis Community Support Worker certificate students. Faculty and students attended the Métis Nation British Columbia student celebration in Fort Langley.

Indigenous faculty taught and supported the indigenizing of course outlines in the MSW, Indigenous Focus program, Métis CSW program, First Nations,

diploma, and others courses. AGENDA ITEM # 5.3.2.

Developed courses in response to community needs; Introduction to Mental Health and Substance Use, Page 226 of 328 Update to the Education Plan

Introduction to Human Services with Indigenous Peoples, and Interdisciplinary Collaborative Practice with Families (families experiencing mental health issues, interpersonal violence, and substance misuse).

What we plan to do (gaps): • Implement the calls to action of the Truth and Reconciliation, Missing and Murdered Women and Girls, and more t Sto:lo events onsite for students and community. • Increase faculty awareness of Indigenous issues. • Increase the number of Indigenous students across all programs. • Development of a course in what “citizenry” is for all students.

5. Integrate offering workshop, 1. Increase in number SWHS continues to offer annual training and By offering workshop, online What we have done:

experiential online and Webinar of ongoing mentorship to all Field instructors. A and Webinar presentations for AGENDA ITEM # 5.3.2. learning presentations for training/professional number of new practicum opportunities have Field Instructors and working By offering workshop, online and Field Instructors and development presented themselves in the local School Districts. with Advisory Council and Webinar presentations for Field working with Advisory opportunities for Field SWHS students are now assisting Schools with the other community partners to Instructors and working with Council and other Instructors. Advisory Council and other Page 227 of 328 Update to the Education Plan

community partners 2. Increase in the lack of social work assistance by providing this expand practicum community partners to expand to expand practicum number and breadth much-needed service to the K-12 field. opportunities. practicum opportunities. opportunities of practicum opportunities across What we have done: Human Services and Established an active Field Degree programs. SWHS continues to offer Education team that meet several annual training and ongoing times a month to plan appreciation mentorship to all Field activities for agency field instructors. supervisors, promote school activities, improve community Established new practicums awareness of our programs and with the City of Abbotsford address needs before and during and the Foundry. Experiential Learning.

What we plan to do (gaps): The School had 68 community partners participate in the online Increase the number and CASWE-ACFTS training for field breadth of practicum instructors. The extensive number opportunities across Human of participants and arrangements Services and Degree programs. were the result of the tireless

efforts of our new Social Work Seek new collaborative Field Coordinator, Tamika Schilbe. opportunities to increase field placements and learning, e.g. SWHS continues to offer annual HUB, Teaching Counselling training and ongoing mentorship to Clinic, and so forth. all Field instructors.

Offer available CASWE Created new collaborative social training/professional work field placements

development opportunities for opportunities and learning, e.g. AGENDA ITEM # 5.3.2. Field Instructors. HUB, City of Abbotsford, Ann Davis Transition Society and UFV in the Active Field Education Committee to address needs Page 228 of 328 Update to the Education Plan

before and during Experiential Community: Counselling Advocacy, Learning. Learning, and Leading Services.

Resources available on campus SWHS students have access to the for simulations, role-plays, and Business Project Room (EPIC room) workshops. on campus for project development, simulations, role- Develop social justice student plays, and workshop. practicums.

Chilliwack Youth Mental What we plan to do (gaps): Health Centre (CYMH) to • Increase the number and partner to provide services to breadth of practicum youth and young adults in the opportunities across South Sardis area. To locate Human Services and (portable) services on the UFV Degree programs. Chilliwack campus that could • Resources room now be serviced by multiple available on campus for practicum students from simulations, role-plays, and various disciplines, including workshops, Business social work, CYC, nursing, Project Room. kinesiology, ABT etc.

• Develop social justice What we are no longer doing: student practicums. • To locate services on the The BSW and MSW School UFV Chilliwack campus Districts pilot project was that could be serviced by discontinued due to a lack of multiple practicum funds and support from the students from various Districts. BSW students disciplines, including social AGENDA ITEM # 5.3.2. continue to complete work, CYC, nursing, practicums at one private kinesiology, ABT etc. school. Also, many Human Services students continue to Page 229 of 328 Update to the Education Plan

have field placements within • Invite sessional instructors the School Districts. to more trainings and events.

AGENDA ITEM # 5.3.2. Page 230 of 328 Update to the Education Plan

TEACHER EDUCATION

We will… By… Evidenced by… Progress made 2016-17 2018-2019 2019-2020 1. Prioritize creating an online 1. Development of an Our relationship with our partner school districts is What we have done: What we have done: learning option for an EDUC EDUC 200 online essential. The Teacher Education Department everywhere prerequisite course, option. (TED) continues to work with all school districts in Our relationship with our Partner SD relationships remain developing additional 2. Creation of a the Fraser Valley and beyond to deliver curriculum partner school districts is essential to our department pathways into the teacher education and assessment workshops in support of the essential. The Teacher success. New workshops have been professional year, thematic option for Ministry of Education’s newly envisioned K-12 Education Department (TED) developed and implemented by creating a graduate BGS students. curriculum. This is an important way in which the continues to work with all TED faculty to support the option for students 3. Creation of an EDUC TED supports community learning. Karen Nelson school districts in the Fraser professional development of and increasing 100 course. (Superintendent, Fraser-Cascade) learned about Valley and beyond to deliver practicing teachers in the Fraser recognition through 4. Development of a faculty member Sheryl MacMath’s curriculum curriculum and assessment Valley. varied learning Med. workshops for teachers while at our TED Advisory workshops in support of the opportunities. 5. Implementation of a and subsequently put the word out, resulting in Ministry of Education’s newly In response to TRC Call to Action 10-year anniversary invitations from administrators of elementary and envisioned K-12 curriculum. 62, Resource Kits on Residential celebration. secondary schools from school districts across the Schools and Decolonization & Valley and beyond (including the Okanagan, Hope, Successfully developed a Reconciliation have been Chilliwack and various schools in Fraser-Cascade). blended EDUC 200 course. developed. These will be shared As a result, we are collaboratively helping our Feedback on the course was not with our students, with UFV school districts, educators of our future student- positive. Consultation faculty/students through the base, to work though the implementation of the determined that a fully on-line library, and with practicing newly revised curriculum in all its shapes and version is not welcomed by teachers in and around the Fraser forms. students; they would rather it Valley. be a face-to-face or blended We have successfully developed a blended EDUC course. Implementation of EDUC 100 200 course this year, with half of the classes occurred in Fall 2019. The course running online. Consultation is occurring to A thematic option in Teacher enrollment was full. evaluate the success of this venture and determine Education is available as of

whether a fully on-line version is possible or if it November 2017 as part of the The first cohort of MEd students AGENDA ITEM # 5.3.2. would be preferable to remain with a blended Bachelor of General Studies. began their coursework in July option. https://www.ufv.ca/general- 2019. studies/plan-your- studies/thematic-option/ Page 231 of 328 Update to the Education Plan

Work towards a Teacher Education thematic option for the BGS is ongoing. Master of Education will run its first cohort in July 2019 with a The Master of Education in Educational Leadership full complement of students. and Mentorship proposal has been completed and is making its way through the various levels of An Education 100 course is governance. Interest is strong in our local school currently making its way districts. through the UFV channels.

What we plan to do (gaps): Implement EDUC 100 in Fall 2019.

2. Commit to Creating more 1. Creation of an The TED continues to be flexible and responsive by What we have done: What we have done: flexibility and flexibility in the evening class for the adapting its program based on feedback from responsiveness scheduling of the professional year. students and school districts with which we are Have held both evening (2016- We continue to hold evening and professional year, and 2. Creation of a hybrid placed. Feedback from students has included a 18) and Saturday (2018-2019) Saturday classes to accommodate creating different course within the request to learn more about Indigenous Youth and classes for some courses in the working students. modules for the professional year. Schooling (EDUC 447) prior to their certifying Bachelor of Education (first professional year to 3. Development of a practicum; therefore, the timing of this course has and second semester). To better meet the needs of our meet the needs of part-time professional been moved from the Summer semester to the Secondary teacher candidates, different students. program. Winter semester. *Update: students now want this Based on student feedback, in we shifted the timing of EDUC even earlier; therefore, for 2017-18 we will run 2018 we moved EDUC 447 447 Indigenous Youth to earlier EDUC 447 in Fall semester. (Indigenous Youth & School) to in the BEd program year. the Fall semester for the We successfully ran two evening courses for the Elementary/middle BEd Humanities stream of the Secondary module this teacher candidates. year. Reaction was mixed from students – we are reviewing this for next year. For the 2018 admissions

process, we implemented a AGENDA ITEM # 5.3.2. For 2017-2018 we are examining our TED new admissions protocol that Admissions process. With the support of Mark includes Multiple Mini- Pearson, we are considering ways to adapt our Interviews. We continue this process this year and have Page 232 of 328 Update to the Education Plan

interview process to more accurately measure begun a research study into its dispositional suitability. validity as a reliable measure for teacher candidate success in the BEd.

What we plan to do (gaps):

Develop at least one hybrid course for the Bachelor of Education (third semester).

Develop alternate pathways (ie. A part-time professional program) for the BEd or a Bachelor of Education as a five year degree.

3. Collaborate increasing research 1. Completion of a 3- Partnership between Teacher Education and Rick What we have done: What we have done: across activities with local year study on project Hansen Secondary includes research into Project- boundaries school districts and based learning with based Learning and is in the beginning of the In Fall 2018 a faculty member In situ work was organized for both increasing Rick Hansen second year of the three year study. provided in-situ teaching Elementary and Secondary TCs professional secondary. opportunities for TED students through their English Language Arts development projects 2. Creation of Partnership between Teacher Education and through a collaboration with a high courses. with local school professional learning Indigenous Studies conducting research into school teacher in Mission SD. districts. communities with Indigenization and the effectiveness of the UFV Secondary Humanities teacher Due to the success of the pods of teacher initiative to Indigenize the Academy. This is a 10 candidates joined an English First collaboration with Chilliwack SD to candidates, teacher year longitudinal study that examines the TED’s Peoples 10 class where they support our Elementary TCs with mentors, and faculty success in Indigenizing and, as well, studies our facilitated small groups while the developing their literacy practices,

mentors at field graduates as they move into their teaching careers teacher led the class. we implemented a similar AGENDA ITEM # 5.3.2. experience schools. and work to Indigenize curriculum in their collaboration centered around 3. Creation of a classrooms. In 2017, we implemented a numeracy. strategy to support collaboration between Chilliwack mentorship training SD and TED where all Elementary- Page 233 of 328 Update to the Education Plan

programs in local Successful implementation of POP (Particulars of focused teacher candidates Research with Rick Hansen districts. Practice) this year. Pods of teacher candidates undertake in-school professional Secondary begins again as we meet with faculty mentors (and teacher mentors, if development with expert teachers study the stories of UFV TED they are interested) to engage in discussion about in Chilliwack SD. Alumni. curriculum and teaching practice three times throughout their practica. Because of the desire to New partnerships continue to be solidify the perceived gap developed. The Indigenous Student District administration is very excited about the between knowledge and Centre has arranged for the TED to proposed MEd and the prospective support it will practice, in 2017 we instigated have a Resident Elder who will provide to them with teacher mentorship. a practice we call “Particulars work with the BEd students while of Practice” where our teacher they are on campus. As well, a candidates engage in situated working relationship has been learning (in a school site) established with Keith Thor Carlson within a community of such that the TED faculty can learners that includes fellow support his work to develop students and their faculty resources for the local SDs. mentor. As part of our Admissions process Because of our commitment to our to the BEd, we arranged for district partner districts and our mandate administrators to be part of our to only have certified teachers candidate interviews. instruct in the BEd, we have hired a number of sessional instructors For our MEd, we have engaged and regularly host guest speakers Graduate Supervisors from across from our partner districts in order UFV, as well as from other post- to support our students’ learning. secondary institutions, in order to best support our MEd students. Research partnerships across departments, faculties, institutions One of our faculty members is co-

and local communities continues in teaching a course for another UFV AGENDA ITEM # 5.3.2. the TED – one being a collaboration department. with UBC’s Faculty of Education on Indigenous Storybooks (www.indienousstorybooks.ca) Page 234 of 328 Update to the Education Plan

where the open access stories currently written/recorded in English are being translated into Halq’emeylem and other Indigenous languages (audio/text); another with UFV Social Work examining the role of Elders in post-secondary institutions and how best to support them.

What we plan to do (gaps):

Beginning in 2019, we will continue our collaboration with Rick Hansen Secondary, moving from research on Project Based Learning into research on the readiness of our alumni who now work at this school.

Supporting mentorship initiatives in local SDs continues to be a priority. We currently have faculty sitting on local mentorship advisory groups. It is hoped that the MEd, with its focus in Educational Leadership and

Mentorship, will support this AGENDA ITEM # 5.3.2. initiative.

4. Develop increasing 1. Creation of a Our TED students continue to demonstrate global What we have done: What we have done: local and opportunities for Developmental citizenship. This includes their continued Page 235 of 328 Update to the Education Plan

global Aboriginal students, Standard Term involvement and participation in the STAMP Since 2007, a minimum of 10% In Summer 2019, we began to citizenship increasing the Certificate (DSTC) for initiative and the ongoing activities offered by the of seats in the BEd are explore a learning experience for Indigenization of the Aboriginal Language Teacher Education Student Association (TESA). designated for Indigenous our BEd students that would see teacher education teachers in Next year TED has plans to implement a LENZ students who meet the them working with students in SD program, and collaboration with the (Learning Exchange in New Zealand) as another admission requirements for 92 (Nisga’a). Our first group of increasing the Stó:lō Nation. international option available to students. entry into the program. We students will visit Nisga’a for two internationalization of 2. Creation of a began to advertise this on our weeks in May 2020. teacher education at strategy for increasing Local citizenship initiatives by students include website as of 2017. UFV. the number of different TESA (Teacher Education Student Aboriginal students Association) initiatives. Most notably, a film/panel In May 2018, we implemented entering teacher presentation on November 10th about treaties and a learning opportunity in New education. challenges related to First Nations’ education on Zealand as another 3. Development of a reserves. Sakej Ward (Mi’kmaw First Nation) was international augment. We series of place based the keynote. Other panelists included a student, continue to offer the pedagogy learning Vikki-Lynn Point, Melanie Scott and Anita opportunity to go to Antigua. opportunities within Vaillancourt (Social Work faculty), Eddie Gardner the professional year. (Elder in Residence) and Larry Commodore As part of a successful FIT 4. Creation of a (Soowahlie First Nation). proposal grant and as a response to action component of our response to items #62 and #63 of The TED has been working diligently to respond, in Calls to Action # 62 & #63 from the Truth and particular, to item #63 of the TRC Calls to Action by the TRC, this year we Reconciliation supporting teacher candidates as they develop and embarked on a program-wide Commission. implement Indigenized K-12 curriculum and bolster initiative. Using Project Based 5. Development of their knowledge about Aboriginal worldviews and Learning, we have undertaken a candidate placement history. Feedback has been very positive. year-long exploration to answer opportunities in the following question: What Chandigarh. 10% of seats in the BEd have been allocated for does it mean to be a socially Aboriginal students. While this is a start, we need just educator in the Fraser to ‘catch’ Aboriginal students earlier; therefore, we Valley in 2019? This has

are beginning to examine options to develop a 5 included, among other things: AGENDA ITEM # 5.3.2. year Bachelor of Education. site visits to St. Mary’s Indian Residential school (Mission), the Heritage Gur Sikh temple (Abbotsford), Coqualeetza Page 236 of 328 Update to the Education Plan

(Chilliwack), and virtual schools (Abbotsford & Langley); place- based learning at CEP; a Punjabi language lesson; presentations by Q-munity (LGBTQ+ outreach), non-verbal students with autism and an expert in FASD; and participation in the KAIROS Blanket Exercise. TED teacher candidates continue to be actively involved in the Teacher Education Student Association and numerous extra-curricular initiatives in their practicum school sites.

What we plan to do (gaps):

Similar to the BEd, the MEd will also have 10% designated seats for Indigenous students who meet the admission requirements

What we are no longer doing: Due to lack of time we are not pursuing the Creation of a Developmental Standard Term

Certificate (DSTC) for Aboriginal AGENDA ITEM # 5.3.2. Language teachers in collaboration with the Stó:lō Nation nor placement opportunities in Chandigarh. Page 237 of 328 Update to the Education Plan

5. Integrate increasing the caliber 1. Development of The theme and focus of the TED this year has been What we have done: What we have done: experiential of experiential mentorship training upon Indigenization and Reconciliation. To this learning learning for for faculty and teacher end, the Orientation at the beginning of the Experiential learning continues Experiential learning remains to candidates in their mentors. program in September was focused on Place-based to be a key component of the core to the BEd philosophy. professional year, and 2. Creation of a Learning. Teacher Candidates (TCs) learned about BEd. Students complete a 3 Besides the field experiences creating a personalized learning the land on which the Abbotsford campus is day Orienting to Schools already in place (3 days in Sept; 5 personalized learning capstone project for situated using PBL (discussing the Sxwōxwiyám of project in September, a 5 week weeks in Oct/Nov; and 12 weeks in experience for teacher candidates. the local land masses). Later in the semester, in school experience in Oct/Nov, Feb-May in Fraser Valley teacher candidates. November, students and faculty went for a site and a 12 week certifying classrooms), we have also included visit of the St. Mary’s Residential school in Mission. practicum from Feb-May. numerous place-based learning In January, students attended the Mamele’awt experiences for our TCs such as site Community Aboriginal Centre where they spent Embedded pedagogy is the visits to the Reach Gallery the day participating in a role drama/simulation teaching practice within the (Abbotsford), the Gur Sikh heritage that took them from pre-contact to post- BEd. That is, instructors utilize temple (Abbotsford), St. Mary’s residential school time. They also visited the instructional strategies with Indian Residential School (Mission), Qw'oqw'elith'a/Coqualeetza Cultural Education the teacher candidates that we and the Coqualeetza Residential Centre to learn some Halq'emeylem language and would expect them to use with school site (Chilliwack). participate in cultural activities organized by the their K-12 students. Things are Sto:lo Resource and Management Centre. Students ‘hands-on’ wherever is As part of EDUC 460 (School will engage in a final PBL experience upon possible. Governance), the BEd students returning from their certifying practicum. Teacher Candidates continue implement a professional to demonstrate their learning development conference (this Experiential learning, as a general rule, is an through the BEd by creating an includes calling for workshops, integral part of the BEd. TCs participate in a 3 day e-portfolio that is shared with creating a schedule, participating, Helping in/Orienting to Schools experience in faculty and district partners etc.). September; they participate in a 5 week School near the end of the BEd Experience in October/November; and, they program. MEd students will be engaging complete a certifying practicum (12 weeks) in in fieldwork in local school AGENDA ITEM # 5.3.2. schools from February to May. What we plan to do (gaps): districts as a major component of their research for their All TCs will complete an e-portfolio, demonstrating District Mentorship programs program. their growth throughout the BEd. This is shared will, we hope, be supported Page 238 of 328 Update to the Education Plan

with faculty and there is an option to share with through the MEd. local HR folk in our partner school districts as well. There is still a desire to create a personalized learning capstone project option for the BEd.

AGENDA ITEM # 5.3.2. Page 239 of 328 Update to the Education Plan

2019-2020 Faculty of Science Update to the 2016-2020 EDUCATION PLAN

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 PRIORITIZE • Increase outreach • Increased number • Popularity of BIO 105, an online course that is oversubscribed and • Enrolments in the online course, BIO 105 increased and in 2019/20, events and student of student has been offered not only during fall and winter terms in multiple over 250 students enrolled in the various sections offered in each of LEARNING involvement participants, sections, but also in the summer term. summer, fall and winter semesters. EVERYWHERE • Increase “citizen student • Field trip to Iceland, London and Paris this past summer was highly • Field trips to Clayoquot Biosphere in Tofino, BC have been ongoing for science” by liaising presentations, successful with a full cohort of 36 students participating in this several years and this past June, 23 students participated in the two UFV values the learning with local civic publications, culturally enriching event. See link. We will also be sending a full week trip. Unfortunately, the planned trip for this summer had to be of faculty, students, groups science “blogs”, cohort of 24 students this year to Clayoquot Biosphere in Tofino, BC. cancelled due to COVID-19. staff, and community no • Promote practicum conference The latter was highly popular in 2017 where 48 students • Chemistry faculty took 9 students to the Canadian Chemical Conference matter when, where, placements with presentations at participated in two cohorts of 24 each. in Quebec City where they presented the results of their research. and how it occurs. local industry local, national and • Several researchers within Biology and Chemistry supervised over Three of these students returned with awards on-hand. Courses, schedules, • Promote international 80 students combined, in various directed studies courses that https://blogs.ufv.ca/science/2019/06/13/ufv-students-shine-at-the- programs, and development of levels provided students with hands on research experience under lab and 102nd-canadian-chemistry-conference-and-exhibition/ administration put the online accessible • Increased number field components as well as with placements in industry, • Dr. Alan Reid continued teaching plant identification and uses, to journey of the learner modules for of students government and other academic institutions. students and community members either in courses or through special first. UFV recognizes that various science graduating within • Dr. Golfam Ghafourifar from the Chemistry department, took walking tours. Dr. Reid was recognized with the “Unsung Hero Award” our learners are diverse; courses the time-frame of students to SFU and UBC to utilize equipment not available at UFV. for similar work he volunteered at the Vancouver and Vandusen this necessitates diverse • Increase the degree or diploma Students had the opportunity to run experiments that would not Gardens and the Bloedel Conservatory, and received the award from learning options and participation of programs have been possible at UFV. MP Jody Wilson-Raybould. settings. UFV works to students in • Increase number • Dr. Alan Reid has taken many opportunities to teach in the open air https://blogs.ufv.ca/science/2019/08/07/biology-professor-dr-alan- create learning conferences. of online classes and has provided several campus walking tours to educate about reid-receives-the-2019-unsung-hero-award-from-the-honourable-jody- opportunities in • Increase the use of • Increased number the flora on campus. See link and link wilson-raybould/ communities both inside social media of field activities • Dr. Noham Weinberg continues to excel in research and training • NSERC Grant holders, Drs. Noham Weinberg, Olav Lian and Linus and outside of UFV • Promote peer in courses. students either at UFV (undergrads), and SFU where he has an Chiang have been very productive with their research producing instruction among • Increase the use adjunct appointment and trains graduate students. This past year, several peer reviewed manuscripts, presenting at conferences and students. of the SLG two former UFV students (Jake Spooner and Heather Wiebe) who training many students. AGENDA ITEM # 5.3.2. program were supervised by Dr. Weinberg at SFU obtained their PhD’s. Many • Dr. Lucy Lee took three Biology students (Arianne Qanberry, Brenna undergrads from UFV also benefitted from Dr. Weinberg’s Hay and Petra Lee) to Tampa, Florida for an international conference connections across the country travelling to national and hosted by the Society for In Vitro Biology. Each of them presented international conferences. posters and Arianne won the Society’s Morgan Award. Arianne and • Dr. Lucy Lee took two biology students (Tessa Webb and Taylor Brenna also won travel awards from the Society that assisted in their Boyd) to the Canadian Society of Zoologists annual meeting in Saint participation at this conference. John’s Newfoundland in May 2018. Both students indicated that the https://blogs.ufv.ca/science/2019/06/17/biology-students-return-

Page 240 of 328 opportunity to interact with other students and faculty from across from-the-2019-in-vitro-biology-meeting-with-awards-in-hand/ the country was invaluable. Another student (Brenna Hay) Update to the Education Plan

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 participated in the Canadian Ecotoxicity Workshop held in • NSERC USRA student Eryn Braley participated in the Canadian Vancouver in October 2018 and won second place in the student Ecotoxicity Workshop held in Quebec City. She presented a talk and competition. was able to meet various renowned scientists. • Jessica Barclay, a 4th year Biology student, worked outdoors this https://blogs.ufv.ca/science/2019/10/09/2019-canadian-ecotoxicity- past summer researching amphibians and reptiles on campus and workshop/ her work supervised by lab instructor Christine Dalton, was featured • Under the expert guidance of Dr. Cherie Enns from SLUEC, 12 QES in the Vancouver Sun. students participated in international internships (9 went to Kenya, • Nikola Trotzuk, a Physics major, truly enjoyed the opportunity to Tanzania or India, and 3 came to Abbotsford from reciprocal countries) travel to London for the International Youth Science Forum (LIYSF) for a variety of projects that included mapping, identifying land and blogged his “once in a life-time” learning opportunity. This year, opportunities and challenges, researching local agriculture related we are pleased to send Isabelle St-Martin, a biology student, to the issues and risks, and creating various projects. Some of these had to be 61st annual LIYSF to Imperial College, London, UK. terminated due to COVID-19 issues but all returned safely. Here is a • Science Rocks, a summer outreach camp, employed several of our blog of some of the student’s experiences: science students, who deployed their knowledge and teaching skills https://ufveastafricainternships.com/2020/05/02/life-back-in-canada- to pass their love for science to the next generation of students. our-unconventional-experience-abroad/ • Math faculty developed a Math Matters/Stats Counts pedagogy • Isabelle St. Martin was our lucky winner for the all expense paid trip to discussion group that meets informally to share and discuss London, UK, to participate in the London International Youth Science pedagogical strategies for effective instruction and learning in Math Forum. She blogged her experience in our science news webpages and and Stats. was thrilled to meet various youth of the world interested in the • Math Mania also provides many of our students, opportunities to sciences, as well as the many personalities that presented at the teach elementary and middle school kids as volunteers, to Forum. https://blogs.ufv.ca/science/page/6/ and understand and love mathematics through the use of puzzles and https://blogs.ufv.ca/science/page/7/ games. Several sessions of Math Mania were held across the valley over the past year attracting hundreds of kids and parents.

AGENDA ITEM # 5.3.2.

Page 241 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 COMMIT TO • Broadening • Expanded pool of • We employ our students to produce unique instructional materials • Researchers within the Sciences supervised 88 students combined in resources used to Adjunct Faculty to enhance teaching. For instance, this past summer Dr. Alan Reid, various directed and independent studies projects compared to 82 last FLEXIBILITY AND provide and • Use of open employed a biology student to prepare specimens in acrylic blocks year. These provide individualized projects that respond to individual RESPONSIVENESS support instruction source textbooks that can be used for teaching introductory biology material. interests and learning styles. • Better student and software. • Two summer students were employed by Dr. Sandra Gillespie to • Taking into account the learning styles of our millennial students, we UFV recognizes the placement and • Validated research the state of bumblebees in the Fraser Valley by simple hired Dr. Carin Boldar as our Science Communicator and she has been importance of agility advising. placement and dissection and looking at pathogens. active in Social Media, posting events, facts, news, routinely in our • • blogs as well as in Twitter https://twitter.com/UFVscience, and in its programs and Better assessment skills advisory Several other Science faculty and their students tackle many of incoming testing regionally relevant issues including statistical analysis of ridership in Facebook https://www.facebook.com/UFVscience/, supplementing the administrative units to student skills • Careful design of public transportation, providing applied research to solve regular postings done by our efficient Admin Assistant Caroline Majeau enable us to adapt • Opening access to programs and agricultural pest problems, technical solutions to harvesting honey, • Math professor Anna Kuczynska published an Open Source Textbook in and respond to the vital and valuable courses to ensure assisting in calibrating machines in hospitals, participating in various “Intermediate Algebra and Trigonometry” that is available through the diverse learning needs skill sets to they are citizen science projects, etc. BC Campus website: https://open.bccampus.ca/browse-our- of our students, students from accessible and • We offer interdisciplinary programs that cross specialty boundaries. collection/find-open-textbooks/?uuid=76dc2b51-6695-4914-8d39- faculty, staff, and across the possible, no not For instance, the newly approved Bachelor of Environmental Studies 6118efd321b7&contributor=&keyword=&subject= community. We will University. contain major in Natural Sciences, which will begin to be offered Winter • Several expert speakers provided interesting talks to our community. streamline unnecessary 2020 covers various disciplines including Geography, Biology, These included Dr. Adam Ruben on the Public Perception of Science organizational prerequisites Agriculture. Similarly, the Bachelor of Agricultural Science which https://blogs.ufv.ca/science/2020/02/12/public-perception-of-science- procedures and began to be offered two years ago, covers Agriculture, Biology, with-dr-adam-ruben/, Dr. Shannon Bard delving on ecotoxicology Chemistry and Geography, while the newly approved Bachelor of https://blogs.ufv.ca/science/2020/02/03/greenspeak-series-shannon- practices that limit Science majors in Computer Science encompasses Mathematics, bard/, Dr. James Inkster from Boston’s Children Hospital on developing creative problem Computer Information Systems, and Physics; and our newest novel probes for medical imaging solving. program in the Biochemistry major, which is targeted to begin https://blogs.ufv.ca/science/2019/05/29/deans-seminar-series- offerings in the Winter of 2020, crosses Biology and Chemistry presents-dr-james-inkster/ disciplines. Additionally, we are awaiting approval for our first • A new program in Urban Planning and Policy is being proposed and a graduate program, a Masters of Science in Integrated Science and working group has been formed chaired by Dr. Cherie Enns. Technology (MIST) which will be strongly cross-disciplinary. • The Applied Bioinformatics Certificate program was developed in AGENDA ITEM # 5.3.2. • In response to regional demand, we have also proposed a new response to Provincial technical demands and it received recent certificate program in Bioinformatics which will require approvals approval. The certificate will begin to be offered in the Fall of 2020. through the various levels within and outside the University. • This year more than ever we were tested on our ability to be flexible • We bring many expert speakers from within our institution or from and respond quickly to the COVID-19 pandemic. Our faculty and staff other institutions to provide us with broad overviews on the state of met this uncertain challenge and completed the winter semester the sciences across the country and the world. For example, Kori without many glitches and offered many courses for the summer Czuy, a metis PhD candidate from the University of Calgary, semester. experienced in math education and Indigenous ways of knowing, Page 242 of 328 provided an interesting talk entitled "Re(weaving) frayed Update to the Education Plan

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 connections: the depth of science and mathematics knowings within • Plans are in place for a flexible fall term with mostly online courses but Indigenous stories" in early Fall. Green Speak seminar series also some face to face labs taking into consideration all safety included presentations by Drs. Tim Cooper, Lucy Lee, Alan Reid, precautions and distancing regulations. Dieter Geesing as well as community invited guests. There were many other speakers in various departmental events held throughout the year. • We respond eagerly to requests from the community to showcase our activities either by inviting school kids to learn from us or by sending our faculty, students and staff to give lectures, seminars or workshops to many schools and community associations in the valley, or by hosting them as well in our laboratories either in Chilliwack or Abbotsford. Several schools from Abbotsford, Chilliwack and Langley were hosted at UFV within the past year.

AGENDA ITEM # 5.3.2.

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We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 COLLABORATE • Bringing together • Creation, • The department of Mathematics and Statistics held its first Fraser • The second annual Math Sq’ep organized by Drs. Kseniya Garaschuk, Stan interest groups approval and Valley Mathematics Education Sq'ep on Feb 22, 2019, attracting Manu and Vanessa Radzimski attracted close to 100 participants and a ACROSS • Collaborate across offering of joint mathematics educators from the area. The event attracted roughly full day of activities took place for Math Educators. BOUNDARIES departments and programs 70 educators and many activities were planned for the day. https://www.ufv.ca/math/fraser-valley-mathematics-education-sqep/ faculties • Research projects • We also actively engage in cross cultural exchange of ideas and have • Math Challengers Competition held at UFV brought close to 200 students UFV supports and • Offering more involving UFV ongoing collaborations with indigenous and international from grades 8 to 10 for a chance to advance to the Provincial Finals. develops interdisciplinary faculty and communities. These include Nuxalk College in Bella Coola, BC, https://blogs.ufv.ca/science/2020/02/21/ufv-hosts-the-2020-math- students Tzeachten First Nation, and Sto:lo communities in the Fraser Valley. challengers/ opportunities for programs • More outreach to • Dual credit • Drs. Noham Weinberg and Linus Chiang have adjunct appointments • Rick Hansen Secondary School students took dual credit courses at UFV collaborative and area schools programs with nearby research intensive universities and collaborate with including STAT 106. interdisciplinary work. • Partnering with • In-school colleagues at those institutions. • Dr. Lenore Newman of SLUEC, was involved in a Provincial Task Force on This involves community outreach • Dr. Lucy Lee also has adjunct appointments with UBC, Laurier, Food Security, and was directly involved in producing a report on the collaboration around business and programs, or on Guelph and Waterloo and has co-supervised undergraduate and Future of Food in BC research, national campus events graduate students, as well as participating in other universities as an https://engage.gov.bc.ca/app/uploads/sites/121/2020/01/FSTF-Report- programming, organizations external examiner for graduate students. She has connected with 2020-The-Future-of-Food.pdf. She also published a new book on “ Lost learning, and towards STEM several universities not only in Canada and USA but also in Feast – Culinary Extinction and the Future of Food” that brings awareness community outreach Denmark, Norway, New Zealand and Chile for research exchange to human activities in the search for food sources and our impact on development. It also opportunities. nature. involves collaboration • Aileen Ablog, a technician in chemistry, is also active extra- • Dr. Greg Schmaltz, from Biology, started a collaboration with the with other educational curricularly and published a cookbook. Abbotsford airport authority to study birds on site with UFV students. • Many of our faculty are active publishing scientific articles and • Let's Talk Science supports outreach volunteers by developing, testing institutions, collaborate across a wide range of boundaries. One recent and maintaining curriculum aligned STEM based workshops delivered to community publication is by Dr. David Chu (published March 2019) that deals classrooms in the Lower Mainland. This year, Let’s Talk Science reached organizations, and with sports analytics in baseball. to over 500 youths in Abbotsford and Chilliwack area to bring awareness industry, both locally • Students and faculty from the Physics and Chemistry department into the Sciences https://blogs.ufv.ca/science/2019/12/13/lets-talk- and globally. participated in BCTECH along with other UFV personnel science-is-full-steam-ahead/ demonstrating various aspects of research ongoing at UFV. • Aileen Ablog’s cookbook on the Ketogenic Pressure Cooker was such a AGENDA ITEM # 5.3.2. success that she was commissioned to write a second cookbook, which will be available in November. https://ulyssespress.com/books/keto-bbq- sauces-rubs-and-marinades/

Page 244 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 DEVELOP LOCAL • Incorporate • Increased • Locally, our students volunteer in many outreach activities, • Dr. Greg Schmaltz led K-12 classes from SD33 (Chilliwack) on talking tours Indigenous indigenous coordinating events, participating in science and math competitions, about avian ecology at the Great Blue Heron Reserve. He also leads AND GLOBAL knowledge into content in science gathering data, sharing knowledge and being excellent ambassadors regular tours to local seniors as he volunteers at the Reserve. CITIZENSHIP courses and curriculum for UFV. https://blogs.ufv.ca/science/2019/09/25/when-we-love-our-food-so- learning • Increased • Regionally and nationally, our students participate in specialized much-that-it-goes-extinct-dr-lenore-newman/ At UFV, we develop and opportunities indigenous and conferences, gaining confidence making presentations and engaging • A new student group formed this year: UFV WEST (Women in Science and model civic engagement • Collaborate with international in activities that advance their knowledge as well as in leadership Technology) to bring more awareness to women in the sciences and held and social responsibility. local institutions of participation skills. various events including a career panel. Our students, faculty, government on • Enhanced student • Many of them also participate in international events including the https://blogs.ufv.ca/science/2019/12/02/ufv-west-hosts-a-career-panel- and staff recognize the projects and/or faculty London International Youth Science Forum (LIYSF), and attending evening-to-full-house/ importance of nurturing • Research projects exchange international field trips such as the recent trip to Iceland, London • 44 science students participated in the annual UFV Research Day which a global awareness that around issues of programs with and Paris. was held virtually. In total, 34 Science poster entries were viewed and supports the health and local concern international • We have also hosted various international students and visiting several won various awards. safety of citizens around partners scientists, and in the upcoming year, we will be hosting several https://blogs.ufv.ca/science/2020/04/22/science-students-shine-at-ufvs- the world. Part of being research scientists in the Biology and Chemistry labs, including Dr. 2020-ufv-student-research-day/ a UFV citizen also Georgina Dowd and her research assistant Gavril Chong, from Plant • Once again BIOL 310 students as wells as students in GEOG 360 and BIOL involves responsibility to & Food, Nelson, New Zealand, a team of researchers from the 410 students participated in City Studio Projects, winning accolades for our communities and University of Sherbrooke, and several others. several projects. https://blogs.ufv.ca/science/2019/12/05/ufv-citystudio- environment. Locally we • Our students are also trained in sustainability and conservation projects-knock-it-out-of-the-park-again/ work on the unceded measures and several biology courses have short field trips to local • A recent Biology alumnus, Eryn Braley won an NSERC Indigenous Student territory of the Stó:lō conservation areas, museums, farms, etc. Ambassador award and visited various schools in the BC interior to bring people and the • Bio 310 under the supervision of Dr. Sharon Gillies won first place in science awareness to indigenous youth. Indigenization of UFV is the second hubbub awards held in Fall 2018 for the City Studio https://blogs.ufv.ca/science/2019/10/30/eryn-braley-2019-bsc-graduate- a priority. Indigenization Abbotsford program (a partnership project with City of Abbotsford) and-nserc-indigenous-student-ambassador/ informs everything we that tackles civic issues. Projects included “Increasing wetland • Dr. Carin Bondar, adjunct professor in Biology and contracted Science do at the university in biodiversity at Mill Lake Park through Habitat restoration and Communicator produced a video on Climate Change with UFV student every program, community stewardship” by students Cheyanne Schwabb, Anne and staff involvement. https://blogs.ufv.ca/science/2020/04/22/climate- AGENDA ITEM # 5.3.2. department, and service Fernando, Jaleen MacKay and Kaitlin James, and Sukmanprit Dhillon change-the-song/ . She was also responsible for producing our first area, through the and Kajal Dhalwal for “Improvements for Mill Lake Park: In depth Faculty of Science Magazine that provides further glimpse into the inclusion of indigenous restoration of biodiversity.” activities of our faculty. See https://indd.adobe.com/view/b0f6e0ab- content, perspectives, • Also, Bio 421 students Kirpal Brar and Dilpreet Gill won Honourable acc9-4e4f-83fe-e85131e6a4da and ways of knowing. mention for their project to eradicate invasive plant species clogging • SLUEC hosted the Pacific Regional Society of Soil Science and the BC dykes, entitled: “The effect of drying and cutting on Parrot Feather Institute of Agrologists joint annual meeting on March 7, 2020. growth.” https://blogs.ufv.ca/science/2020/02/11/2020-spring-workshop-agm- soils-in-the-field/ Page 245 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made in 2018-19 Progress made in 2019-20 INTEGRATE • Increase co-op • Improved student • Biology and Chemistry offer many courses with laboratory • Jenny Hamilton, a Biology lab technician supervised an internship participation enrolment in co- components from first to upper level courses. Many also involve placement from local high school Rick Hansen Secondary as part of their EXPERIENTIAL • Increase applied op field trips and visits from outside personnel that bring a rich "School of Science" program. This internship placement was a 6 week, LEARNING research • Increased repertoire of experiential learning. full time placement providing a high school student with direct, placements offerings of field • Physics, Math and Stats courses offer problem solving applied experiential and career driven learning experiences in Biology. This was a UFV will ensure • Increase student schools and field aspects that have direct impact to community. These include many highly successful pilot internship that was not only beneficial to student opportunities to participation in trips citizen science projects with local organizations. understanding of Biology subject matter, job ready skills and career • • mentoring but also promoted UFV to the community we serve and incorporate faculty research Provide Work study positions, co-op placements and other community projects disciplinary placements provide students with enriching opportunities to provided valuable assistance in the lab area. experiential learning • Increase paid or focused volunteer enhance learning. • Biology continues with their first year experiential learning model which both inside and volunteer and paid • Experiential learning provides students with volunteer opportunities allows student to complete a 6 week independent research project. outside of the opportunities in opportunities for and community participants to learn about what we do at UFV. See About 200 first year students completed project based learning which university classroom. outreach events UFV students for example the recent events held for the Regional Fraser Valley emphasizes critical thinking, writing, presentation skills, as well as This may involve Science Fair. practical experience in lab techniques. assignments and • We had a record number of participants in the first UFV Virtual Research assessment activities, day with 44 students participating in 34 projects, and four of them field experiences, winning major prizes. See community https://blogs.ufv.ca/science/2020/04/22/science-students-shine-at-ufvs- placements, 2020-ufv-student-research-day/ laboratory experience, research, and co- operative learning.

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IINSTITUTIONAL RESEARCH AND PLANNING: EDUCATION PLAN UPDATE

Date: May 2020

The department:

Institutional Research and Planning is the official reporting and information gathering arm of the university. Our mission is to ensure the integrity of data, report to external agencies, and provide university administration, faculty, and staff with accurate and easy to read data analysis, forecasts, and other decision-support information.

The office conducts forecasting, statistical analyses, and research initiatives encompassing all forms of university operations. IRP has seven stated principles that guide our work:

• We are leaders in data quality, integrity and analysis • Our service meets the needs of the end-user. Our work enhances decision making and supports planning • We are welcoming and collegial and work together as a team. We promote a respectful, positive and healthy work environment • We are proactive and communicate with the university, its stakeholders and the post-secondary education community • We are open and transparent

When discuss these principles with new hires, we usually shorten them to just two: we are nice to one another and work together as a team, and we produce great work.

Introduction to IRP and the Education Plan

Last year, our department identified issues that, if addressed, would help the university achieve its Education Plan goals. These issues include the difficulty students sometimes have in enrolling in the courses they need to graduate; other impediments to student graduation; enrolment planning and scheduling across campuses, particularly at CEP; space planning and the lack of space in Abbotsford; Indigenizing the academy; and improving data presentation and availability. We have also examined the large increase in international student applications and enrolments along with the associated increase in demand for student services and faculty resources.

The Five Education Plan Goals

1. PRIORITISE LEARNING EVERYWHERE

1.1 Course Bottlenecks: In several surveys, graduating students identified the availability of required courses as the most important reason why they had experienced a delay in completing their programs. This project investigated how course bottlenecks impede students from progressing through their programs, and what we can do to improve this situation. We identified bottleneck courses by the features of student demand, access, and outcomes; we found 168 courses had at least one bottleneck feature, 65 with two, and 25 had all three.

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There are other reasons, student roadblocks, that may cause a student to delay or interrupt their studies. To assess this, IRP administered an internal survey where UFV staff indicated financial issues, stress and anxiety, balancing studies with family obligations, and the need for academic support as items that affected student progress. The report made several recommendations including better planning for students for their finances and for their future course scheduling, and support for students transitioning to UFV from outside the Fraser Valley. The reports were presented in 2019 and the university is evaluating what can be done to reduce the course bottlenecks and student roadblocks.

1.2 Scheduling IRP is involved in scheduling and enrolment planning at CEP to ensure that the first year of several popular bachelor’s degree programs are available in Chilliwack. These programs include the Bachelor of Arts, the Bachelor of Arts (Criminal Justice), the Bachelor of Business Administration, and the Bachelor of Science.

We provided scheduling recommendations following the coronavirus outbreak based on utilization, waitlists and seat demand.

1.3 Internal reporting IRP provides self-serve data to the university community in a several locations and formats:

1.3.1 The Business Intelligence tool Our department creates and maintains the Business Intelligence dashboards that provide live student data to the university community. Examples of new dashboards include (i) a forecast for how applications convert to new students, (ii) a forecast for returning student numbers for the next two terms based on the rate at which existing students persist, and (iii) cross-walk tables translate across departmental FTEs and program headcounts. All three dashboards provide this data by program as well as by student fee type.

In addition to the dashboards, we also produced custom term-by-term analysis of applications and enrolments for the most popular programs for international students, CIS and Business.

1.3.2 The Factbook and Department Databooks This annual report provides over 50 tables of data on all types of student activity and student demographics, as well as information on research, student services, and university administration.

Our department produces an annual databook for each department. The databooks provide some 50 pages of department specific data to deans and area heads and are used extensively in program reviews. We have also created databooks by campus to assist with space and campus planning.

1.3.3 IRP Website Our website provides a variety of information about the university that includes up-to-date versions of all university plans, annual reports such as the Factbook and the Accountability Report, survey results, and university org charts.

1.4 Surveys IRP administers several surveys each year. We also analyze and distribute survey results. For example, we presented on the results of the Canadian University Survey Consortium survey and made

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recommendations based on the survey results to senior administration. IRP administers UFV’s Survey Monkey software and provides advice and feedback to people creating surveys at the university.

1.5 Strategic Enrolment Management (SEM) Plan update IRP provides an annual update on how UFV is doing relative to the goals set in the SEM Plan (2019 was the final year).

1.6 Data quality IRP is committed to leading data quality at the university. One project towards this goal is the semi- annual data quality meeting we organize that includes Finance, OReg, and HR. Through this committee, UFV has made large strides in removing errors, standardizing definitions, and generally improving data quality.

2. COMMIT TO FLEXIBILITY & RESPONSIVENESS

2.1 Enrolment Plan IRP administers enrolment planning at UFV— we presented targets for the 2020/21 plan in September 2019. The Enrolment Plan offers the academic side of the house a voice on the allocation of resources across academic areas and provides direction to the university regarding enrolments across departments and faculties.

2.2 Campus snapshot This project addressed issues on our physical campus and initiated a discussion about a long-term vision for UFV’s campuses. Students took photos around campus of what they thought was good, bad, or interesting. Based on their submissions and an associated survey of administrators, we produced a report on how our students feel about their environment. Students are interested in sustainability, concerned about the limited hours they are able access services, and appreciative of our beautiful natural surroundings and artwork on campus. This project was presented to the campus planning committee, where it generated a lively discussion, and more recently, to a broader audience at a fall 2019 admin-co meeting.

2.3 Class size at UFV Using 2017/18 data, we updated a report on class size at UFV that details the distribution of class sizes by official class maximums as well as actual class sizes.

2.4 Academic performance Senior administration raised the issue of grade distribution at UFV and grade policy. To address this topic, we prepared a presentation in summer 2019 on the distribution of grades and grade policy. The report provided grade distributions at UFV by year, and by department, as well as a survey of student grade policies at other universities.

Over the last couple of years UFV has seen an unprecedented increase in the number of international students. IRP analyzed how grades of international students vary by country of origin, by program, and how they have changed over time. Understanding international student performance will help ensure academic excellence and enhance student success.

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3. COLLABORATE ACROSS BOUNDARIES

3.1 Ministry reports IRP produces the annual Accountability report. The Ministry sent commendations on UFV’s report stating that our report was exemplary, well organized, and professionally written. The Ministry also noted that we well addressed how we met Ministry priorities and that we demonstrated the importance of reconciliation and understood the context and need for action.

In collaboration with the Facilities department, IRP updates the Facilities Inventory System and makes an annual submission to the Ministry. This process involves an audit of physical spaces and data quality checking. The IRP department also submits the annual Contact Hour Activity Report. These two submissions make up our Space Utilization report which aligns our data with the Ministry Space Standards. We also provide internal reporting using this information. For example, we gave a presentation on campus utilization to the Campus Planning Advisory Committee.

3.2 Ad hoc requests Each month IRP fulfils a wide variety of ad-hoc requests for data and analysis such as projecting practicum enrolments, analyzing enrolment patterns across campuses, and providing course utilization rates.

4. DEVELOP LOCAL & GLOBAL CITIZENSHIP

4.1 Indigenization In the annual Accountability Report to the Ministry, UFV reports on a target for Aboriginal student spaces. The Indigenous population in Canada, British Columbia, and the Fraser Valley Regional District is younger, and growing at a much faster rate than the non-Indigenous population. To address this issue, we wrote a paper looking at student demographics, and together with the Indigenous Affairs office and the provost, we determined a suitable Aboriginal student spaces target for UFV. More important than any analysis or target is how UFV can provide the best access and educational experience to Indigenous learners in the community.

4.2 Strategic planning IRP is involved in UFV’s strategic planning project. To inform this process, we produced an environmental scan using a variety of sources: demographic data, survey results, the labour market, and activity at other B.C. post-secondary institutions.

4.3 Participation in communities outside of UFV IRP staff members are involved in a variety of committees outside of UFV. These include Peer Review, Performance Measures Working Group, and Data Definitions, all groups seeking to optimize reporting and align the Ministry’s goals with post-secondary institution performance. Members of our office are encouraged to participate in the IRP community, the university community, and in the broader post- secondary community. Vlada sits as the system liaison for economics in B.C. and acted as a mentor for the CFA Institute Research Challenge.

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5. INTEGRATE EXPERIENTIAL LEARNING

5.1 Labour market outlooks for program development We provide a labour market outlook for every proposed new program going through the program development process; we also typically provide a custom data report. This year we produced some half- a-dozen such reports including for the Halq’méylem graduate certificate and the Concentration in Applied Management.

5.2 BC Student Outcomes We facilitate the B.C. Student Outcomes surveys which provide information about what students found valuable in their studies, the relevance of their education, and their job market outcomes.

5.3 Campus snapshot Our Campus Snapshot project informed UFV leadership about how students and administrators felt about the UFV campus.

5.4 Co-op We have had a co-op student, Kabir, in our office for three terms. Kabir has been involved in the development of a new BI dashboard, and he has fulfilled a variety of data requests. During his time in IRP Kabir has gained valuable experience while bringing a unique student perspective to our work.

Future goals

Our objective is to make data and analysis as public as it can be. Data should be easy to find, easy to understand, and presented in a clear and concise manner.

Our office will continue to develop serve-serve data for the university community. We have moved some static reports, such as the application report, to Business Intelligence dashboards that provide live data. We are in the process of doing this for additional reports.

Our focus is moving from presenting historical data to analysis and forecasting. We are working on dashboards that provide forecasts further into the future than the current two terms.

Outreach is one of the stated principles of our department. We want to find a way to show students the work we do so they can better understand the functioning of a university and also see the career opportunities in IR. We are also interested in working with students on areas of mutual interest.

Along with other B.C. universities, UFV is a part of a tax-linkage project where we will look at tax data, as opposed to the usual survey data, to assess how our graduates are performing in the labour market.

IRP wants to take a role in helping UFV indigenize. Our department is always reflecting on how we present our data, particularly when it relates to Indigenous students. We would like to spend more time meeting with representatives of the Indigenous community to find what our office could provide that would assist Indigenous learners and community members in participating at the university.

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Office of the Vice Provost 2016-2020 Education Plan Strategies

Updated – May 07, 2020

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2016-20 EDUCATION PLAN – STRATEGIES Department/Division/Faculty: Indigenous Affairs

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… 1. PRIORITIZE Indigenize classroom, curriculum, Provide supports to curriculum Increase in Indigenized spaces at • The creation of a gathering space for self- LEARNING aesthetics, and events. developers. Acquire Coast Salish Abbotsford and CEP campuses both in identified Indigenous faculty and staff EVERYWHERE designed art/names. UFV building and on campus green members to meet casually with each other or space, evidenced by Stó:lō art, with UFV Elders-in-Residence. artefacts, and Halq'eméylem • Classroom requests for Senior Advisor of language. Indigenous Affairs from Education, Political Science, Sociology, Geography, Peace and Conflict Studies, History, Communications, Anthropology, Indigenous Studies, Social Work, Art History, English, Theatre and Visual Arts • Indigenization is found in the aesthetics of the institution (both interior and exterior of UFV campuses) as well as on the web • Redesign of Indigenization pages of UFV website (www.ufv.ca/indigenous/) AGENDA ITEM # 5.3.2. Page 253 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… UFV faculty, staff and students are Welcomes/Territory • More than 40 faculty and staff took advantage aware and understand the implications Acknowledgements by all of the opportunity to learn conversational of living and working in S’olh temexw, administrators, heads and faculty at Halq'eméylem and Stó:lō protocols in a the traditional Stó:lō territory. all UFV gatherings, meetings and brown-bag lunch workshop environment at events. both the Abbotsford and Chilliwack campuses during the Fall semester. • Territorial Acknowledgement is a regularized practice on campus for on-going departmental and area wide meetings, provincial gatherings on campus and all larger events.

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GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… 2. COMMIT TO Deliver culturally responsive, respectful, Partner with Indigenous communities / Partnerships with Indigenous • Métis-specific Community Support Worker FLEXIBILITY AND relevant programs and services for organizations / institutions to meet the communities (First Nations/Bands), (MCSW) program in Partnership with Metis RESPONSIVENESS Indigenous students and Indigenous needs of Indigenous learners. This organizations and institutions. Nation British Columbia (supported by communities. includes alternative delivery methods Aboriginal Community-Based Training and places. Partnerships Program which is jointly funded by the BC provincial government and the federal government) completed with 9students graduating with a credential. • UFV partners with Nicola Valley Institute of Technology to deliver Master of Social Work: Indigenous Focus cohort at NVIT’s Merritt campus (funded by Post-Secondary Partnership Program, Indigenous Services Canada). This program is in its final stages with students graduating this year. • Community-based delivery of Halq'eméylem to teachers and staff of the Seabird Island School in the Seabird Island community. • Indigenous Academic Success Cohort (iASC) provides improved academic success for Indigenous students entering the first year of university programming. This program includes personalized and academic support components. AGENDA ITEM # 5.3.2. Page 255 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… Deliver curriculum that creates insights, From these partnerships gain insights Through advisory bodies • The Indigenization Committee of Senate has understanding, and respect for into what would benefit Indigenous (Indigenization Committee of Senate, on-going meetings with following highlights: Aboriginal history in Canada and how communities for non-indigenous Aboriginal Community Council, o Consultation on UFV Vision, Mission and this history impacts on the learners to learn (ie authentic Indigenous Studies Curriculum Values with President Joanne MacLean contemporary reality. Indigenous/non-Indigenous relations/ Committee, and the UFV Stó:lō o Consultation on Strategic Goals with reconciliation). Culture Committee), collaborative Provost James Mandigo meetings, and attendance of UFV o Discussion and recommendation on faculty and staff at local Stó:lō Territorial Acknowledgement for Senate gatherings. and Senate Committees AGENDA ITEM # 5.3.2. Page 256 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… 3. COLLABORATE Maintain working relationships with Work with BC institutions (including Partnership programs and agreements • The Senior Advisor on Indigenous Affairs, the ACROSS Indigenous post-secondary and other NVIT, VIU, and SFU), international with external organizations. Special Advisor to the President and the Vice BOUNDARIES Indigenous education organizations Indigenous universities (including the Provost & AVP, Academic participated in the sharing ideas and practices. University of Silesia), the FN Language 5th annual Building Reconciliation conference consortium, First Nations Summit, hosted by Algoma University and Algoma, Seabird College, Stó:lō Aboriginal Skills Shingwauk Kinoomaage Gamig, presenting & Employment Training (SASET) and on the topic of developing deep and Stó:lō Nation and others on language, meaningful engagement between Indigenous Indigenous Rights, and Indigenizing communities. knowledge. https://www.universityaffairs.ca/news/news- article/collaboration-and-community-key-to- universities-reconciliation-efforts-say- conference-speakers/ • The Senior Advisor on Indigenous Affairs and the Special Advisor to the President attended a summer institute on Perspectives on Reconciliation, where higher education presidents and Indigenous leads “built on each other’s ideas, surfacing bold recommendations to meaningfully advance systemic change in support of reconciliation.” • Langley Churches Walk for Reconciliation • Ongoing collaboration with Nicola Valley Institute of Technology AGENDA ITEM # 5.3.2. Page 257 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… 4. DEVELOP LOCAL Create awareness of the Truth and Work with teaching units, service units All students graduate from UFV with • Traditional Sto:lo ceremonies were held for AND GLOBAL Reconciliation Commission of Canada and administrative units to identify the knowledge of Indian Residential cedar trees on two campuses that needed to CITIZENSHIP (TRC) recommendations role of education in achieving these Schools and recognize the impacts of be removed for safety reasons. The branches recommendations. this history on the contemporary of the fallen trees were processed into reality in which we live and work. ground cedar by student volunteers and the finished product gifted to Elders in the community. • Specific courses include HIST 396 (0): History of Indian Residential Schools and IDS 300: Reconciliation and Redesigning the Chilliwack Shakespeare Garden on CEP Campus. Understand the TRC recommendations All faculty and staff have undertaken • Growing response to the Calls to Action of the and identify how, as individuals, we can professional development TRC through the Blanket Exercise, on-going achieve reconciliation. opportunities in inter-cultural ReconciliACTION gatherings, and the awareness. responses to community invitations to engage and deliver courses and programs. • Indigenization Committee of Senate hosts Talhimelh ó xwechém:est ‘Together We Can’ Indigenous education forum (May 2019), bringing together senior administration, faculty, staff, community members and community organizations. This gathering created a space for dialogue and to highlight opportunities for partnership, as well as to

find ways for UFV to better meet the needs of AGENDA ITEM # 5.3.2. Indigenous learners and Indigenous communities. Page 258 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made 2019-2020 We will… Currently, we… By… Evidenced by… Recruitment and retention of Increase in number of Indigenous • Indigenous faculty and staff hired in Teacher Indigenous faculty, staff and faculty, staff and administrators Education, Social Work and Human Services, administrators Halq'eméylem Language, Child Youth and Family Studies, Culinary Arts, and Facilities. • New positions created: Indigenous Transitions Coordinator (Indigenous Students Centre) and Teaching and Learning Specialist - Indigenization (Teaching and Learning Centre). 5. INTEGRATE Share Indigenous ways of knowing, Provide students, across the disciplines, UFV students, faculty and staff • UFV students participated in a special topic EXPERIENTIAL learning and being in the world. with classroom experiences and participate in opportunities to Reconciliation and Redesigning the Chilliwack LEARNING extracurricular activities in partnership experience the Stó:lō worldview in Shakespeare Garden project-based course with communities, e.g. Place Name S’ólh Téméxw. with the goal of redesigning the Shakespeare Tours, longhouse visits, and garden on UFV’s CEP campus in a spirit of participation in Community events reconciliation. The goal was to design a (canoe races, Powwows, cultural garden that will be answerable to this ceremonies). historical, legal, botanical, emotional, spiritual, and aesthetic situation. The student- designed Reconciliation Shakespeare Garden is currently under construction. The design of the course and the work undertaken by the students represents reconciliation in action. Provide professional development • Vice-Provost’s Office created and presented activities in partnership with Territorial Acknowledgement workshop in communities, e.g. Place Name Tours, collaboration with the Director of the

longhouse visits, and participation in Indigenous Student Centre. AGENDA ITEM # 5.3.2. Community events (canoe races, Powwows, cultural ceremonies).

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2016-20 EDUCATION PLAN – STRATEGIES

Department/Division/Faculty: Program Development and Quality Assurance

GOAL STRATEGIES MEASUREMENT KEY EXAMPLES OF PROGRESS We will… Currently, we… By… Evidenced by… made 2019-20 1. PRIORITIZE LEARNING Encourage developers to align new Pay special attention to how New and existing programs are • Designed and implemented revised process for EVERYWHERE programs with institutional goals and programs incorporate UFV’s Quality assessed on how well they reflect program development that ensures program priorities. Curriculum principles. the Quality Curriculum principles. proposals are thoroughly reviewed for Quality Encourage program developers to Program development and review Curriculum principles by the relevant Senate consider contextual criteria related to are informed by substantive, standing committees at both the concept paper and student demand and outcomes, evidence-based research related to full proposal stages. social and economic benefit contextual criteria. • Developed more targeted research methods for (including labour market specific criteria, such as student enrolment data opportunities), system-wide and regional labour market demand, particularly for coordination, and institutional program proposals that require more detailed and capacity. granular evidence. 2. COMMIT TO Utilize guidelines and templates for Review guidelines, templates and Material produced is easier to use • Completed revision of the process for program FLEXIBILITY AND new programs and concept papers other material used for program and critically assess. development and approval, including approval of RESPONSIVENESS developed incrementally over time. development to increase efficiency Policies and procedures revised the revised process by Senate standing committees Ensure policies and procedures for program developers and review and/or utilized to ensure flexibility and Senate. related to program development and committees, while integrating new and responsiveness. • Revised Concept Paper template to align more

quality assurance facilitate flexible requirements introduced by Ministry effectively with the Ministry’s Stage 1 template. AGENDA ITEM # 5.3.2. and responsive opportunities for of Advanced Education (e.g. Stage 1 • Revised Concept Paper Assessment rubric to students. review) and generally improving the facilitate committee review of new program quality of submissions. Will be based concepts. on consultation with Quality • Completed revision, and approval by Senate, of the Assurance counterparts at other BC Credentials policy (64) to make the regulations institutions and take into account

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more flexible and responsive in supporting student’s learning goals. • Developed plans and organized orientation meetings for the Quality Assurance Process Audit, which will provide informed commentary on UFV’s current policies and procedures for program development, program review, and quality assurance.

GOAL STRATEGIES MEASUREMENT KEY EXAMPLES OF PROGRESS We will… Currently, we… By… Evidenced by… made 2019-20 3. COLLABORATE Respond to external and internal In collaboration with Advancement, Increased ability to respond • Facilitated implementation of two new programs ACROSS BOUNDARIES requests for programming on a case- Continuing Education, Indigenous promptly to partners while (Coding Skills and Digital Manufacturing), and by-case basis without a pre-agreed Affairs and International Education, maintaining quality of academic timely development of a third, Bioinformatics, in protocol. develop protocols for prompt and programming. response to Tech Expansion funding from the effective response to requests by provincial government. community, industry, ministry and • Facilitating university-wide understandings of other partners for new programs, Micro-credentials and Digital Badging through: program expansion, or alternate o Support of initial planning for a digital badging delivery of existing programs. pilot project in the College of Arts. Protocols will be informed by current o Developing a strategy and guidelines that research and best practices. They includes knowledge of the strategies and best will ensure respect for academic practices for designing and implementing these units’ responsibility for academic emerging forms of program delivery. programming. Assist with cross-faculty discussions In collaboration with Deans and Clearer institutional plans for three •

Supported the development of new programs and AGENDA ITEM # 5.3.2. related to Strategic Enrollment committees responsible for these SEM areas of program growth. concept papers that promote cross- and Management (SEM) areas of program initiatives, draw blueprints for interdisciplinary learning opportunities, including growth (Health & Wellness, Digital program development, expansion the Bioinformatics certificate, Indigenous Studies Media Technologies, and Agriculture and revision in these areas. certificate, Intercultural Studies associate and the Environmentally Responsible certificate, and Civic Innovation & Governance Development of the Fraser Valley). certificate.

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GOAL STRATEGIES MEASUREMENT KEY EXAMPLES OF PROGRESS We will… Currently, we… By… Evidenced by… made 2018-19 4. DEVELOP LOCAL AND Encourage developers to align new Pay special attention to how New and existing programs are • Focus on increasing intentional engagement of GLOBAL CITIZENSHIP programs with institutional goals and programs incorporate UFV’s Quality assessed on how well they reflect students’ perspectives in program development and priorities. Curriculum principles. the Quality Curriculum principles. review at UFV, including attendance at national conference on Student Voices in Quality Assurance. • Created job positions and received work study funding for two Student Voices Coordinators who will conduct interviews and hold focus groups with students to gather information on students’ perspectives on the quality and effectiveness of curriculum in providing valuable learning experiences and meeting educational goals. 5. INTEGRATE Encourage developers to align new Pay special attention to how New and existing programs are • Created job positions and received work study EXPERIENTIAL programs with institutional goals and programs incorporate UFV’s Quality assessed on how well they reflect funding for two Student Voices Coordinators, which LEARNING priorities. Curriculum principles. the Quality Curriculum principles. will provide valuable feedback on experiential learning from a student perspective. • Continued to encourage the integration of experiential learning opportunities in the development of new programs, such as: o a study-abroad option as part of the Spanish minor o a semester devoted to community projects in language revitalization as part of the graduate diploma in Halq’eméylem o workplace field practicums and co-op opportunities as part of the Communications AGENDA ITEM # 5.3.2. major, Journalism minor, and graduate certificate in Technology, Innovation and Society.

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2016-20 EDUCATION PLAN – STRATEGIES

Department/Division/Faculty: Research, Engagement, & Graduate Studies – updated May 7, 2020

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

1. PRIORITIZE • Support student and faculty research • Seeking additional research • Numbers and breadth of • Increased number of student RA’s hired LEARNING in every department on campus and opportunities, internally and opportunities, grants, contracts, and through Career Centre and REGS with outside organizations. externally through grants and amount of external funding. projects & grants (also for Goal 5) EVERYWHERE. • Engage with departments across UFV contracts. • Number of successful student Stats: Total REGS and Career Centre RAs to provide educational resources to • Delivering training for the HREB, research ethics applications; up from 218 to 253 – increase of 16% enhance research. Research Advisory Council and visit student research posters; and from 2018-19. • Support student research by Faculty Councils. student awareness of research • Supported 30 students presenting at providing opportunities and financial • Engaging with faculty who supervise ethics. conferences using REGS travel grants in aid to attend conferences to present student research – encouraging • The number of students presenting 2019-20. their research outside UFV. those students to share their their research at conferences – • Student post activity reports • Provide research assistant positions research outside UFV. illustrating that learning is occurring demonstrate that students value AGENDA ITEM # 5.3.2. (funded by Grants, ROSA, contracts, • Working with faculty and students on in other spaces. research and presentations as it adds to and Work Study). various applications for funding. • Positive post activity reports and their education and career options. • Support applied graduate programs • Seeking additional ways to fund student experiences. Without exception, student reports state • Organize events such as Student learning-research activities that • Number, breadth, and level of the experience was an outstanding Research Day, Student microlectures, enhance student educational experiences provided (may be addition to their education and resume. Faculty microlectures. These experiences. testimonials). • The total number of research students engagement activities enable others • Participation in cross listed courses. funded by the office has increased from Page 263 of 328 453 to 503 (11%) in the past year. Update to the Education Plan

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

to learn about ongoing activities and • Providing resources to organize • Attendance at workshops and • The number of research courses showing the research of their colleagues. learning events such as the Student events. an increase over several years. Currently • Deliver training on Research Option, Research Day and Microlectures. there are over 100 active courses that Scholarly Activity, and Sabbatical • Promoting training events. involve research projects. applications, and Tenure and • Currently there are 7 Graduate Studies Promotion. Masters, Diplomas and Certificates and • Provide funding for student led there are 3 new programs in research. development. • Include student members on Senate • Training for Research Option and Committees and Animal Care Sabbatical workshops are well attended Committee. and the rigour of applications is increasing. • Participation in research faculty mixers, micro-lectures and public lectures is increasing. 2. COMMIT TO • Work with faculty and students at • Creating a targeted approach to • Number of scheduled times for • The HREB continues to make an extra any time to accommodate their promoting upcoming grant meetings, reviews, and discussions. effort to get student protocols approval FLEXIBILITY AND AGENDA ITEM # 5.3.2. schedules to meet grant and contract deadlines. within two weeks; dependent on student RESPONSIVENESS deadlines. • Encouraging faculty to apply at any • Tracking of expense claims, invoices, response time. • Advise faculty and students in time with full support of the contracts, and response times to • Addition of Communications and Events advance of upcoming deadlines. Research Office. The office changes faculty and student requests. Coordinator has expanded capacity in all • Prioritize financial and human its schedule to accommodate Research Office areas as these activities resource tasks, including expense requests. • Increased number of successful were previously shared by all staff claims, contracts, invoices and applications. members. Page 264 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

timesheets – demonstrating • Streamlining how tasks are handled • ROMEO research management system responsiveness to students and between staff members by • Increased number of projects enables faculty to submit ROSA and faculty. categorizing task types. supported. grant applications and ethics • Provide research ethics information • Refining protocols and consider applications online making tracking and online and respond quickly to exceptions that enhance student and • Number of times the website is support more efficient and accurate. inquiries. faculty learning. updated, within a specified time • Currently 55 research contracts and • Develop protocols that act as guides • Implementing ROMEO management period. grants are being overseen. for funding requests, but consider all system for grants, contracts and • Website updated weekly and created a research related requests, and either ethics applications. monthly newsletter to better find or suggest other sources of • Collaborating with Finance to communicate funding opportunities and support. prioritize and streamline Research research activities to university • Provide flexible access to applications Chairs’ expenses and purchases to community. and information online or by avoid delays in time-sensitive • Timesheet and expense claim processing responding to inquiries. research. is completed and forwarded to Finance • Post grant information and links to • Monitoring time to process within one working day. opportunities in funding on the timesheets, claim forms, and • Streamlined Deans’ role in sabbatical Research website. requests for information, meetings, approval process. AGENDA ITEM # 5.3.2. and appointments. • Streamlined graduate student supervisor approvals for GSC and programs. 3. COLLABORATE • Promote, encourage, advertise, and • Encouraging and assisting research • Number and variety of contacts • Increased number of contacts and grant ACROSS work with all faculty in all disciplines. through centres, institutes, and the within UFV, and externally. partners. • Promote and encourage Research Chairs • Number and variety of faculty • Centres – New projects: BOUNDARIES interdisciplinary and multidisciplinary • Fostering connections between conducting research together. Public Safety – 15; different departments (i.e., meet, • Research activities of centres. SASI – 6; Page 265 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

projects generally and through discuss, share, train). For example, • Number of student projects Food & Agriculture Institute - 4; Research Centres/Institutes. many research grants require involved in microlectures and poster Health & Social Innovation – 2; • Support interdisciplinary work partnerships between multiple presentations, and by activity Luminescence Dating Lab – 2; between faculty members and disciplines (CIHR). centres, and multiple faculty Molecular Modeling Lab – 2. departments. • Encouraging international and involved in grants. Collaboration • 92 student research posters and • Assist and organize the Research interdisciplinary projects that include across boundaries is also evidenced counting in 2020, with 189 students Advisory Council for engagement students from different by research lecture series, where involved in individual and group posters. events such as microlectures, departments. individuals from all disciplines are This event was moved online due to research speakers, and information • Searching for more Graduate invited to engage in research COVID-19, and participation is still higher workshops. These are open to all, Certificate possibilities that are outside of their focus. than last year. including students. interdisciplinary and international. • Increased interdisciplinary projects • Increased number of external research • Support the Senate Graduate Studies • Promoting and organize the duties and opportunities for students. funding partners, excluding Tri-Council, Committee. for two Senate Committees, and • Increased participation by students to 24. • Host Research Encounters with both Research Advisory Council. and faculty. • Created 3 new interdisciplinary centres – external and UFV Researchers. • Exploring international graduate Peace and Reconciliation Centre, • Explore how to increase International student needs with OREG, Esposito Family Centre of Innovation and enrollments in Graduate Programs. International, and program chairs. Entrepreneurship, and the Health and AGENDA ITEM # 5.3.2. Social Innovation Hub. 4. DEVELOP LOCAL • Support research locally and globally. • Seeking and disseminating research • Number of successful research, • Number of research events open to AND GLOBAL • Support research focus that includes opportunities to general faculty research events and strong research community has doubled with the newly the theme of citizenship (e.g. culture, population and to specific faculty connections between UFV and created Communications and Events CITIZENSHIP human rights). and Centres. community. Coordinator position. • Support centres and institutes such • Number of research proposals as the South Asian Studies Institute or submitted. Page 266 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

the Centre for Social Research or • Supporting research grant • Number of faculty participating, and • Supported 103 students to attend Public Safety and others – linking UFV applications that theme local and targeted funders. conferences in Canada and abroad in to the local and global. global situations/ issues. • Number of successful grants past three years. • Encourage international projects that • Assisting with events and scholarly • Number of students conducting • All 3 SSHRC Small Institution Grants include students. activity; funding opportunities for international research supported student researchers to work • Support students presenting at research and providing support • Improved quality of grant on projects concerning transnational professional conferences in Canada, through the entire research process. applications measured by feedback social issues – Kenya, Tanzania and India. and at international conferences. • Providing students with financial from reviewers; ratio of grant • Supported research focussed speakers • Occasionally support international support to attend conferences – up funding received; level of from Holland, USA, and Switzerland on travel for students to work on to $1,500. competition topics of sustainability and food security. research in another country, with a • Supporting students doing researcher. international research with up to • Support panels and lectures that $5,000. feature international experts or that • Engaging Research Chairs in address international issues. international projects that include students. • Increasing student opportunities that AGENDA ITEM # 5.3.2. engage them in international and intercultural research. 5. INTEGRATE • Seek and support opportunities for • Finding and organizing research • Number of students participating in • Tracking of student participation in EXPERIENTIAL students to conduct research with opportunities through grants, research. research shows increase of 16% faculty and on their own, with contracts, and the work study • Evidenced by the success of work participation over the past 2 years. LEARNING supervision. program for research assistantships. study applicant pool; feedback from • 75 work study positions offered. students and faculty doing research. Page 267 of 328 Update to the Education Plan

GOAL STRATEGY MEASUREMENT PROGRESS 2019-20

We will… Currently, we support research, By… Evidenced by… engagement and graduate programs across the institution on multiple scales, so our actions, strategies, and measures are unique.

• Create opportunities for student • Providing valuable experience • Increased and improved • Courses in research have increased research experience under direction through work study positions, where participation in RA positions, to over 100 active classes and 56 of faculty members, or on their own. student research assistants learn engagement events. more students registered in them • Support and encourage research practical research skills including • Increase the number of work study over last year. assistant positions for research data analysis, interviewing, RAs. • Tri-Council grants – 11 applications option and scholarly activity. transcribing and writing. • Increase the number of grants • All grants require student learning • Host Student Research Day – • Ensuring research assistant positions applied for. and mentoring (called training of microlectures and poster are utilized and research focused. • Number of graduate programs that HQPs = Highly Qualified presentations. • Raising awareness with new faculty use competency-based assessment. Professionals) • Administer Undergraduate Research when the call for research assistants • Worked with FATS and City Studio Excellence Awards is posted. to deliver applied learning • Support opportunities to work with • Holding workshops to assist in opportunities for 172 students in post-docs and graduate students creating student research posters, multiple disciplines with one-time from other institutions. and students presentations. Ministry funding of $100,000. • Encourage Mid-Career persons to • Developing Competency-Based upgrade education with graduate Assessment for Graduate Programs. studies by recognizing their work AGENDA ITEM # 5.3.2. experience.

Page 268 of 328 AGENDA ITEM # 5.3.2.

Education Plan Update 2019-20: Teaching and Learning

To: Dr. James Mandigo, Provost and Vice President, Academic By: Dr. Maureen Wideman, Associate Vice President, Teaching and Learning Date: May 8, 2020

Update to the Education Plan Page 269 of 328 AGENDA ITEM # 5.3.2.

Teaching and Learning is comprised of several units who collaborate with faculty members and departments with the ultimate goal of supporting student learning. In 2019-20, the department is comprised of a Teaching and Learning unit, the Academic Success Centre (ASC), Supported Learning Groups (SLG), and Prior Learning Assessment and Recognition (PLAR). In 2019, Teaching and Learning welcomed a new unit to the department with the addition of the Centre for Experiential and Career Education (CECE).

TLC Vision: Teaching and Learning offers transformational learning experiences that engage and provoke learners and educators in a reciprocal relationship of learning. We nurture the development of a university culture that values learning as a lifelong process, educating as a calling in continuous development, and learners as diverse individuals deserving of utmost respect.

Prioritize Learning Everywhere

• Teaching and Learning improved its support model in 2019, moving away from a help-desk style of response, to one where our experts spend more time with faculty assisting them in the development of the courses and skills. Our Educational Technologists became Learning Designers, acknowledging their level of expertise and quality of support they provide our faculty. This change also enabled the department to quickly respond to the COVID-19 emergency and the required shift for all courses to remote learning. • UFV Launch, a faculty professional development program designed for new faculty members, began its second year. With 28 faculty members participating, it necessitated dividing the group into two classes – an early morning and late afternoon class. Experts from a variety of disciplines and community organizations collaborated with TLC faculty to engage our new instructors in knowledge and skills development such as active learning, assessment methods, rubrics, experiential learning, digital pedagogy, intercultural practices, Indigenization and the pedagogy of hope. • Centre for Experiential and Career Education (CECE) was developed to bring together various services, such as Careers, experiential learning, co-op and internship, and co-curricular record together and move them into an academic unit to better align with UFV’s academic programming. The goal is to integrate academic knowledge with career skills and development. o Teaching and Learning was thrilled to welcome Liana Thompson as the inaugural Director of the CECE. Liana is an educational leader, strategist, and researcher with an interest in values-based community and organizational leadership. She has been with UFV since 2009 in both administrative and faculty roles. • New Faculty Kickstart was held on August 22. This one-day, pre-semester professional development event focused on the needs of sessional faculty and introduced them to the teaching requirements for UFV. Thirty-two people registered and from the evaluations, it was very successful. • Faculty development is a key priority in the TLC as we support our faculty in their pursuit

Update to the Education Plan Page 270 of 328 AGENDA ITEM # 5.3.2.

of new methods, innovative or technologically-enhanced learning. The TLC prepared and delivered a variety of learning opportunities including technology workshops, use of our learning management system, software such as Turnitin.com, polling, Instructional Skills workshops (ISW), Facilitator Development workshops (FDW), and Facilitating Learning Online (FLO). • The Teaching and Learning Specialist in Indigenization, Lorna Andrews, held numerous one-on-one consultations, delivered presentations to department meetings, met with community members and has developed numerous resources to assist with the Indigenization process; for example, an interactive tool for students to develop and understand the territorial acknowledgement. • The TLC plays a significant role in organizing and supporting UFV’s Professional Development Day. In 2019, PD Day focused on innovation. Disney Innovator Duncan Wardle led a one-day workshop for more than 300 participants, which included members from the cities of Abbotsford, Mission and Chilliwack. The good work of the organizing committee was formally recognized by being awarded the UFV Team Service and Excellence award. • Supported Learning Groups (SLG) unit participated in a research study that looked at its impact on students attending the program. From Winter 2017 to Winter 2019, the study collected data on enrolment, attendance records, start of term survey results, and questionnaires. The overarching finding of this study found that, beyond the positive impact on grades, the sense of community and social connection were indirect yet significant benefits of SLG participation.

Commit to Flexibility and Responsiveness Covid-19 Response • In March 2020, staff and faculty in Teaching and Learning provided almost 500 individual Blackboard training sessions and consultations with faculty members in a variety of delivery methods that included in-person, online, phone and email. To help faculty transition their face-to-face classes into the online environment, the TLC team developed the Contingency Road Map, which was accessed heavily during March including access from around the world. • In response to UFV transitioning to an online format, final assessments were identified as a possible challenge. In order to provide an alternative form of assessment for final exams, a guide for an alternative assessment using Indigenous concepts was developed for faculty to consider. • This TLC team worked many hours, days and weekends to ensure UFV faculty and students were supported in this emergency shift to remote learning. • More than 70 webcams were purchased and distributed to faculty for remote teaching. • ASC tutoring sessions and SLG leaders’ sessions went directly online. • Career Coaching appointments (CECE) shifted to being offered digitally with no cancelled or interrupted appointments.

Update to the Education Plan Page 271 of 328 AGENDA ITEM # 5.3.2.

• Co-op Coordinators (CECE) developed resources for students working in the field. Daily answering questions and providing support to students navigating workplace changes, possible layoffs, and remote working transitions. Many students reported that disruption of Covid-19 provided them a unique opportunity to build their communication skills, resiliency, and problems solving. • City Studio Hubbub (CECE) was transformed to a digital event that resulted in significantly more participation from the community (easy to access student presentations).

• In support of our faculty and evolving learning models, the TLC continued to champion and support faculty through hybrid, classroom or online learning environments. Several courses have incorporated technologies such as virtual reality, video, and engagement software. For example, CMS 104 has students creating virtual reality videos that are posted online. • Teaching and Learning collaborated with other departments including academic faculties, Facilities, and Information Technology, to continue the redesign of formal and informal learning spaces on campus. • Both the ASC and SLG increased and/or focused their student support in response to the changing needs on campus. For example, the ASC offered more online tutoring sessions, kept the offices opened longer and offered weekend support. • The ASC participated in the 4th International Day of Action Against Contract Cheating on October 16. (Contract cheating occurs when students pay others to write or complete their work.) An information table set up on Abbotsford and CEP campuses and staffed by our student peer Academic Integrity Mentors. The social media campaign encouraging students, faculty, and staff to make a “Whiteboard Pledge” to take action against contract cheating. In response to classes that have high numbers of international students, particularly from India, SLG hired Punjabi speaking leaders to assist those students. The leader permits the students to use their language in small groups and she offers helps in Punjabi when students are unclear. This has resulted in an increase in attendance of international students coming out for extra help.

Collaborate Across Boundaries

• May 29, 2019 we welcomed Royal Bank to campus. The Centre for Experiential and Career Education (CECE) was awarded $300,000 from the bank - $100,000 over three years. • CECE partnered with the Alumni Association and the new School of Land Use and Environmental Change to host a networking event for students on Wednesday, January 29th, 2020. The event brought together successful UFV alumni and aspiring professionals pursuing careers in environmental studies, planning, sustainability, and energy management. Students from Environmental Studies, Physical Geography, Global Development Studies, Integrated Studies, and Physics attended the event. Faculty, staff, and instructors who were integral in pulling this

Update to the Education Plan Page 272 of 328 AGENDA ITEM # 5.3.2.

event together include: Michelle Rhodes, Jonathan Hughes, Steve Marsh, Pat Harrison, Blair McFarlane, and So Jeon. • On December 3, 75 students from BIO 310 and BIO 410 and GEOG 360 classes presented 18 innovative solutions to the City of Abbotsford to address local civic challenges. Student projects resulted in a substantive contribution to the analysis of eradicating invasive Japanese Knotweed. • UFV’s Accessibility Advisory Committee, chaired by the AVP Teaching and Learning, launched a one-day campaign to have the UFV community participate in the BC government’s survey to develop new accessibility legislation. Almost 250 responses were gathered and sent in to the government. The purpose of the new accessibility legislation is to help identify, remove, and prevent barriers experienced by persons with disabilities. • UFV participated in the National Survey of Student Engagement (NSSE) and the accompanying Faculty Survey of Student Engagement (FSSE) in 2019. Teaching and Learning sponsored FSSE. The purpose is to identify gaps in perceptions of engagement at UFV. • With the expansion of the e-portfolio program, more than half the students at UFV are creating portfolios. TLC continues to train and support faculty and students on the requirements of e-portfolio program. • The SLG program expanded its reach by initiating a program at UFV India. The SLG Coordinator visited the Chandigarh campus to train the staff, faculty and students. UFV India hired four SLG leaders to support two courses. • Members of the TLC department are active in their local and Canadian organizations including the British Columbia Teaching and Learning Council, the Educational Developers Caucus, the Society for Teaching and Learning in Higher Education, the International Society for the Scholarship of Teaching and Learning as well as the Learning Strategists Association of Canada. Members of the TLC team participated in conferences and research with colleagues at UFV and across Canada.

Develop Local and Global Citizenship

• Working with Multilingual Learners – A new web resource was developed to provide resources and practical classroom strategies for teaching multilingual learners. The resource was compiled by Associate Professor Kerry Jonson and is located at ufv.ca/tlc. The site includes information on classroom practices, assessment and feedback, academic integrity, intercultural communication, etc. • BCTLC Learning Symposium in Terrace, BC – UFV was well represented at the Learning Symposium at Coast Mountain College in Terrace, BC on October 25, 2019. Educational Developer Michelle Johnson presented on e-Portfolios, AVP Teaching and Learning, Maureen Wideman presented on the first year of UFV Launch, and Assistant Professor Masud Khawaja from Business discussed the success of international students.

Integrate Experiential Learning

Update to the Education Plan Page 273 of 328 AGENDA ITEM # 5.3.2.

• CityStudio continued to work with the City of Abbotsford, providing our students the opportunity to develop solutions on real community projects. The total number of students for 2019 calendar year was 229. In winter 2020, 105 students participated. • In Fall 2019, the City of Chilliwack partnered with the University of the Fraser Valley in launching a collaborative pilot project in challenge-based Experiential Education. The initiative is focused on prototyping innovative solutions for civic challenges facing the community, delivering hands- on learning experiences to UFV students, and strengthening ties between the City and the University. The pilot serves to become a precursor for the expansion of a CityStudio model across the Fraser Valley. • CECE hosted a Hiring Fair on March 3, 2020 to help students network with employers who are actively hiring in the lower mainland region. There were 515 students who attended and employers who represent 27 different industries. • Teaching and Learning provides a variety of experiential learning opportunities for students. In the ASC, tutors can specialize in the disciplinary subjects, writing, or in targeted areas such as Academic Integrity Mentors, programming for Baker House residents, athletics, theatre, and international students. The skills developed by working in the ASC include communication, teaching, mentoring, questioning, coaching, and more.

Update to the Education Plan Page 274 of 328 Update to the Education Plan

2016-20 EDUCATION PLAN – STRATEGIES

Department/Division/Faculty: UFV International Note: In June of 2017, UFV approved goals for a UFV-wide Internationalization Strategic Plan. This group was recently reconvened as the Internationalization Advisory Committee (IAC) and is monitoring progress toward the Internationalization Goals.

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made We will… Currently, we are… By… Evidenced by… in 2019

1. Examining means to increase Expanding study abroad opportunities for The number of students participating - Some partners identified as being virtual access to and participation in students and promoting the organization of in international mobility experiences. exchange or COIL (“Collaborative Online PRIORITIZE International Learning”) hosts for UFV international mobility experiences. faculty-led study tours. students LEARNING The number of articulated courses

Creating a database of articulated Strategically selecting key partners and available in the database for outbound - Approval for new staff position to promote EVERYWHERE outbound mobility and international course outlines for study abroad. common subject areas chosen by UFV mobility advising. experiential learning Abroad students. - Identification of key partners and Revising the study abroad website Feedback from faculty and staff on associated courses for course transfer for appropriate placement of Updating content on the website to reflect implementing the international travel articulation international travel approval the approved changes. approval process. - Development of International Travel procedures. Approval Procedures for International Travel Policy Promoting use of the Global Developing appropriate programming aimed An increase in the number of activities - STEP Café; TIMEOUT; Friends Without Lounge as a space of global at transition and retention along with taking place in the Global Lounge. Borders (FWB); Immigration Sessions learning. programming that aligns with - Community Workshops: Renting it Right, Internationalization Goals. A wide range of programming, both CRA; Language Exchange AGENDA ITEM # 5.3.2. organized within UFV International and - Student Clubs: WUSC, Amnesty, Japanese Promoting use of the Global Lounge for from other departments. Culture Club, Global Development Studies internationally-focused activities organized - Orientation check-in; photo exhibits by students, faculty, and staff. Collaborating with other units for Actively participating in the Orientation Efficient intakes, pooled resources, - Successfully running our largest intake a coordinated and inclusive Strategic Plan; coordinating dates, integration of orientation orientations Page 275 of 328 Update to the Education Plan

orientation for all new programming, and events with specific units programming/integrated student - Incorporating new programming in international and domestic that deliver orientation. participation; retention and orientation to adapt to the changing needs of students students. engagement during orientation

Reviewing our current orientation curriculum activities; pre-arrival communication - Developed and recorded a synchronous and determining appropriate delivery of feedback and associated online online orientation for new international Developing a hybrid orientation students using Blackboard Collaborate. The model with asynchronous and information (video, presentation, written, engagement. goal was to connect and engage with new synchronous/face-to-face etc.) for each component; researching best students taking online classes from abroad and in Canada components. practices for online orientation delivery. Participation and engagement in online orientation. GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS MADE Currently, we are… We will… By… Evidenced by… IN 2019 2. Focusing on increasing the quality Increasing and/or initiating marketing and Better qualified applicants in terms of - Launched Internationalization Advisory and diversity of the international recruitment activities in new regions through meeting program requirements. Committee (IAC) COMMIT TO student profile. a variety of channels. - Task Force on International Student Success FLEXIBILITY AND Diversity of the applicants in terms of (TFISS) concluded its work; high priority Introducing ‘International Excellence country of citizenship. recommendations became the RESPONSIVENESS responsibility of the IAC Regional Scholarships’ to attract diverse talent. Better retention rates and improved - Hired a new Associate Director of Marketing & Applicant Relations. Created a student success outcomes. Digital Marketing & Engagement Strategist role Increased traffic to the UFV - Reached over 98 million people (ad International website, engagement on impressions) in 27 countries and increased social media platforms, email traffic to UFV Int’l website by over 3 million inquiries, and student applications. people (clicks)

- Increased Facebook “followers” from 3,677 AGENDA ITEM # 5.3.2. in Sept ‘19 to more than 203,000 in May ‘20 - Launched new scholarships totalling nearly CAD $140,000 Focusing on student-centric Working with OReg to streamline admission Timely processing of applications to - Created new Applicant Relations Manager recruitment and onboarding and registration processes; establishing remain competitive in recruiting position processes. transparent guidelines on requirements and qualified students. timelines. Page 276 of 328 Update to the Education Plan

Better web experience for students, - Aligned many of the fee payment/refund Working with the UFV web team to identify agents, and partners to find rules with those already in place for domestic students areas of the website that could be improved information. Less inquiries to staff and address them. about information and an overall - Initiated the ‘UFV International Website’ better web user experience. project to improve website layout, content and introduce a virtual assistant (Chatbot) to help guide students Collaborating with the Advising Regular communication between Student access to timely and - International Advisors have been Centre to ensure transparency and departments. appropriate advising services. transitioned to the Advising Centre consistency of communication with students; exchange of relevant information/processes. Advertising existing study abroad Giving presentations to students, Students going on international - Began meeting with OReg team and opportunities and responding to departments (i.e. Advising), and faculties experiences being granted more advisors to enable them to better inform students of opportunities student interest. about mobility opportunities and processes. meaningful credit for courses taken abroad. Students having timely and - Approved changes to international student Collaborating with the Office of Providing detailed implementation accurate access to information about tuition model from 5-course flat fee to per credit model with a minimum fee of 12 the Registrar to implement the recommendations; communicating with international opportunities through a credits new international tuition fee students via web and email re: new tuition variety of platforms (i.e. advisors, structure, aligning fee rules more fee structure, withdrawal/payment expo, website, etc.) prior to meeting closely with institutional practices. dates/penalties. with the Study Abroad Coordinator.

Students understanding the new fee structure, dates, deadlines, penalties; OReg implementing the necessary changes to ensure a smooth transition

during the registration period. AGENDA ITEM # 5.3.2.

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS made Currently, we are… WE WILL… By… Evidenced by… in 2019 Page 277 of 328 Update to the Education Plan

3. Collaborating more deeply with Expanding opportunities for visits to FVI Higher quality applications from - Joint agent training and partnership Fraser Valley India (FVI). campus to a wider audience. FVI/UIGE (better conversion, less initiatives continue COLLABORATE upgrading, etc.). - In early stages of discussions to have FVI ACROSS staff “triage” queries from in-country BOUNDARIES students taking online UFV courses Ensuring that international Establishing “deeper” relationships with An increased number of institution- - Began process to prepare for requalification partnerships are strategic in select number of current partners. wide in-depth relationships. of QS Stars Rating meeting the Internationalization - Using “deeper” strategy with new partners Goals. Leveraging relationships for more mobility Using popular ranking systems to in Asia and collaboration. assess the quality of partners initially - Continued success of Queen Elizabeth II and continuing to seek out partners Scholarship Program Developing frameworks to address the that elevate our profile. - Creating and filling the position of Associate “why?” in our partnership development. Director, International Partnerships, More faculty, staff, and admin taking Projects, and Protocol Diversifying the types of international part in callouts for the - Established partnerships with organizations partnerships at UFV. Internationalization Fund and such as Can-Cham Vietnam, University International Visitor Fund. Mobility Program in Asia (UMAP), and the Center for International Forestry Research (CIFOR) GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS MADE Currently, we are… WE WILL… By… Evidenced by… IN 2019 4. Exploring Enabling all students – not just those who Both a higher number and broader - Exploring exchange via e-learning channels Internationalization@Home (I@H) embark on international mobility experiences range of I@H opportunities available with partner universities DEVELOP LOCAL practices. – to be equipped with the necessary global on campus. - Piloted a Global Challenge program AND GLOBAL competencies to succeed in today’s society. between the Canadian Chamber of Commerce, Ho Chi Min City Vietnam (Can- The diversity of participants creating AGENDA ITEM # 5.3.2. CITIZENSHIP Cham, Vietnam) and the School of Business and taking part in I@H initiatives.

Constructive feedback from students, Can-Cham, and UFV staff/faculty involved in the project. Page 278 of 328 Update to the Education Plan

Encouraging a wider range of A revamped Internationalization Fund An increased number of proposals for - Actively promoted Internationalization participants to take part in key application that specifically encourages this. both the Internationalization Fund and Fund opportunities to a wider audience and required those who received funding to internationalization experiences. the International Visitor Fund. inform their respective groups

A wider range of proposals (i.e. conferences, internationalization of the curriculum, partner visits, etc.). Supporting Queen Elizabeth II Providing outgoing QE2 scholars with QE2 alumni consistently being - QE2 scholars continue to provide very (QE2) Scholarship program. funding, pre-departure assistance, and other accepted to other competitive post- positive feedback on their experiences and their acceptance into graduate logistical support. graduate programs and international programming employment as a result of their Providing incoming scholars with funding, involvement in the QE2 program; registration, and other on-the- ground student feedback has been support. consistently positive.

GOAL STRATEGY MEASUREMENT KEY EXAMPLES OF PROGRESS MADE Currently, we are… WE WILL… By… Evidenced by… IN 2019 5. Taking a more proactive approach Working collaboratively to ensure that new A wider range of internal departments - Creation of one FTE position to promote to the promotion of international programs and reviews of current programs reaching out to UFV Int’l for support in outbound mobility and experiential learning INTEGRATE experiences including developing are structured to provide more participation international initiatives and - Establishment of TRAC (Travel and Risk EXPERIENTIAL an inventory of opportunities and in international experiences. experiences. These include the Advisory Committee) LEARNING providing funding for all types of development of international elements international mobility. Promoting intentional intercultural to be included into academic experiences. programming. AGENDA ITEM # 5.3.2. Establishing a suite of co-/extra- Developing a Global Engagement Volunteer The number of students who complete - En Route continues to be one of the most curricular programs that meet (GEV) pathway program open to both the GEV pathway program that popular programs for engaging students off-campus and with a diverse range of institutional learning outcomes. international and domestic students. includes requirements for engagement participants and leadership.

Building upon existing - Implementation of new programming: STEP Café, an informal, drop-in café to programming that engage, share experiences, ask questions, and learn Page 279 of 328 Update to the Education Plan

support, and help students with Developing a Global Citizenship Committee Global Citizenship Grant applications; about key issues; TIMEOUT, a two- week their settlement at UFV and in the (GCC) to compliment the Global Citizenship the diversity of the GCC, GCC campus- program aimed at building connections and supporting the transition of new community. Grant (GCG). wide engagement, promotion, and international students at UFV advocacy of global citizenship. Hiring and training student mentors/Social Work practicum students to develop Participation, engagement, and programming and co-facilitating student feedback. programming.

AGENDA ITEM # 5.3.2. Page 280 of 328 Update to the Education Plan

Education Plan – UFV Library Update 2019-20

Many of the Library’s ongoing activities support the Education Plan goals. The statements and strategies noted here describe featured activities from the 2019-2020 academic year.

We will… By… Evidenced by… Progress made 2019-20

1. PRIORITIZE Expanding digital Increased number of digital The Library committed more of its collections budget to user-driven models of selecting individual LEARNING collections. resources – monographs, electronic titles. As part of this initiative, we launched a new Demand Driven Acquisition (DDA) program on streaming media, journals, the Proquest E-Book Central platform. Records for over 16,000 new titles are now showing up in our Books EVERYWHERE etc. - supporting all UFV & DVD's catalogue. The library will pay a short term loan fee for titles that are viewed once or twice, with programs. titles being purchased on the third use. Publishers represented include ABC-CLIO, American Chemical Society, Brill, Canadian Science Publishing, Cornell University Press, Elsevier, Guildford, Jessica Kingsley, John Wiley, Palgrave MacMillan, Purdue University Press, Royal Society of Chemistry, Stanford University Press, and the University of Montreal Press. Digitizing UFV’s unique Increased number of UFV’s The UFV library has begun digitizing selected titles from the Newman Western Canadian Cookbook collections. unique physical resources are Collection. The titles are available in the UFV institutional repository, HarvestIR. All titles are searchable available online. using optical character recognition software (OCR). Digitized titles are now available to the UFV community, but also to any researcher with access to the internet. Providing library services Services provided face-to- AskAway provides real time chat reference support to the province’s students, faculty and researchers. online. face are also available online. While UFV librarians contribute 8 hours per week, during the fall and winter semesters the service is available 73 hours per week, including some hours when the UFV library is closed. 2019 marked big changes to the service with the adoption and implementation of a new chat software platform, LibraryH3lp, currently in use by three Canadian collaborative chat reference services, and UFV librarians AGENDA ITEM # 5.3.2. learned the new software. The AskAway platform has allowed uninterrupted library research support services during the closures necessitated by the COVID-19 pandemic. Providing accessible and Increased number and use of Librarians provide information competency instruction sessions to most face-to-face sections of key first relevant online tutorials. online tutorials. year courses. We are working to offer this instruction online, and new or revised tutorials are under development for English 105, Communications 125, Biology 111, Business 100, and Psychology 101.

Page 281 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made 2019-20

Librarians support face-to-face sections of Business 100 by providing an introduction to the information resources students can access for their semester-long group project. This year, we created a video so that online students and those taking the course in Chandigarh can benefit from this instruction. The Business 100 LibGuide is the key resource for this project: https://libguides.ufv.ca/bus100. The video is available from the guide, and also here: https://www.youtube.com/watch?v=S6nXrel7k9w. Offering flexible learning Increased number and type A CEP library renovation is underway at the time of writing and is on track to be completed during summer spaces. of study spaces. 2020. The reference collection was significantly downsized, with the remaining titles relocated. This reduced collection footprint opened up space which will now be used for group study as well as events and activities. 2. COMMIT TO Responding to user Addition of new and The Library has changed the default search box for books and films from the traditional library catalogue to FLEXIBILITY AND needs. expansion of existing the EBSCO Discovery Service. While most users will not be aware of the change, the impact is significant. services. Search results are much more relevant and known titles are much easier to find. Results include all the RESPONSIVENESS holdings in our UFV Library classic catalogue, as well as 180,000 subscription e-books from EBSCO and selected open access book collections. Fans of the classic catalogue can still access it using the links provided. https://library.ufv.ca/books-dvds/ Adopting innovations in Introducing new services. Two new tools make it easier to discover open access versions of journal articles. The Library has enabled library services and the Unpaywall app in our EBSCOhost databases and the Find It Discovery Service. Now a Full Text Open adapting them to the Access link appears under relevant citations. Individuals can also download the free Unpaywall browser UFV context. extension for Firefox or Chrome. When you search for articles in databases or in Google Scholar, click on the article title. When an Open Access version of an article is available from a publisher, repository or other legitimate source, a green padlock icon appears on the right side. The Open Access Button provides a search box that allows you to find free, legal articles with just a click. You can search by article title, URL, AGENDA ITEM # 5.3.2. DOI or citation to locate an open access version of a known article you are trying to locate. Page 282 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made 2019-20

3. COLLABORATE Collaborating with other Programs and events held in Book Celebration for Lost Feast: The Abbotsford library hosted a book celebration for Dr. Lenore ACROSS UFV departments to libraries. Newman's latest publication, Lost Feast: Culinary Extinction and the Future of Food on January 21st. Lenore support UFV’s goals. spoke about the genesis of the book and gave a reading from it. Attendees enjoyed delicious food BOUNDARIES prepared by UFV’s Culinary Arts students and by library staff. https://events.ufv.ca/events/book-launch- for-lost-feast-by-dr-lenore-newman/

LNAP (Long Night Against Procrastination): In November and March, the Abbotsford and Chilliwack once again joined colleagues in the Academic Success Centre to offer this event. The libraries extended their evening hours and hosted various activities that students could choose to participate in, such as makerspace activities, therapy dog visits, free printing (provided by ITS), and Ask a Librarian assistance.

The Abbotsford library hosted an event with English instructor Dr Carl Peters on the Great Agitator: Charlie Chaplin in Modern Times. Dr. Peters used a form of dialogue with significant and divergent thinkers such as Kierkegaard and Oliver Stone to explore Charlie Chaplin and how he composed and explored pathos in his films. Creation of learning New COVID-19 research guide: The criminal justice system has been immensely impacted by COVID- resources. 19. Developed by librarian Patti Wilson in partnership with UFV faculty Hayli Millar and Yvon Dandurand, this new LibGuide explores the effect on prisons, courts, policing, crime, human rights, vulnerable populations and more. It’s fascinating reading for everyone, not just students of criminology: https://libguides.ufv.ca/covidcrim

Library displays that support Chilliwack library staff members worked with UFV's senior advisor on Indigenous affairs, the Indigenous

UFV goals. Student Centre, and the Chilliwack Métis Association to create a display in support of Métis awareness. AGENDA ITEM # 5.3.2. Promotion of UFV faculty and The Library is trying to encourage UFV faculty to have a scholar profile developed for them within student research. HarvestIR, UFV’s institutional repository. Scholar profiles include a brief biography, contact information, research interests, and can—where copyright permits—include links to presentations, articles, etc. https://ufv.arcabc.ca/islandora/object/ufv%3Ascholars Page 283 of 328 Update to the Education Plan

We will… By… Evidenced by… Progress made 2019-20

4. DEVELOP Indigenizing and Increasing the number of In October, President Joanne MacLean accepted the gift of a small-scale Red River cart from the Chilliwack LOCAL AND decolonizing library programs and events with Métis Association. The cart, handmade by Métis artist and carver Pat Calihou, was designed to be included services, collections and Indigenous themes. in a display at the CEP Library on Louis Riel and the Métis. Once it is no longer needed for the display, it will GLOBAL spaces. be a learning object for the UFV community. CITIZENSHIP Indigenize the library’s We are improving the ability to search for material related to Stó:lō and Halkomelem by adding these catalogue and finding aids. subject headings to a number of records previously missing these terms. We have also created a “placard” to guide users in their searching. The placard offers suggestions for alternate spellings which can be either clicked on or typed in to broaden a search. Supporting the success of Developing targeted The library undertook a number of initiatives to welcome new students, both international and domestic, international students. programs and services. and introduce them to our services in a friendly, entertaining, and accessible way:  Abbotsford Library welcome video: https://www.youtube.com/watch?v=3AAgVWK6J7A  LibGuide for International students, including a multilingual guide to services: https://libguides.ufv.ca/InternationalStudents  Although the guide can be used by anyone, it was specifically designed for new international students 5. INTEGRATE Supporting and Increasing the number of HarvestIR, UFV’s digital repository, is now home to award-winning student research posters. Our EXPERIENTIAL promoting experiential student research projects in colleagues in the Research, Engagement and Graduate Studies department held a very successful virtual learning at UFV. HarvestIR. Student Research day in March, with 92 research posters submitted. The 13 award winning posters are all LEARNING eligible to be included in the HarvestIR digital intuitional repository, where they will be permanently available, and many of them have been submitted. You can find this year’s winners, along with those of other years, here: https://ufv.arcabc.ca/islandora/object/ufv%3Astudentworkposters

AGENDA ITEM # 5.3.2. Page 284 of 328 AGENDA ITEM # 5.4.1.

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. 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).

POLICY

The UFV Honorary Degree Selection Committee reviews nominations annually and makes recommendations to Senate. With the approval of Senate and the Board of Governors, the Chancellor confers the honorary doctorate at convocation. Normally, no more than one honorary doctorate will be awarded at each convocation ceremony. Recipients are expected to be present to receive the award, and are invited to give a brief address to the convocation. They will also be invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students.

Awards will not normally be made posthumously.

REGULATIONS

Nominations

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, 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 welcome but the nominee should not be informed of the nomination. The Committee may seek additional information.

Confidentiality and Communication

All nominations and supporting materials will be treated in strictest confidence by the Honorary Degree Selection Committee, the Senate, and the Board of Governors. Only the Chair (normally the President) will speak on behalf of the Committee and communicate with award recipients. Selection Criteria

Honorary Doctorate Degrees (221) Page 1 of 2

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Honorary doctorates will be awarded to those well recognized for distinguished and visionary leadership and achievements consistent with UFV’s core values, mission, and goals. They will 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. It will be evident that their contributions have enriched society and the quality of life.

Although 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, awardees will not have received honorary doctorates from other institutions.

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

Timelines

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 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.

Honorary Doctorate Degrees (221) Page 2 of 2

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Senate Report – September 25, 2020

Dear Senators: It is my pleasure to provide the following report, to receive your input and answer your questions:

1. UFV Response to a Pandemic

We have all participated in an extraordinary “pivot” in order to adapt to a changed world due to Covid-19. The challenges are unprecedented in our lifetime, requiring all areas of the university to engage a new normal. It has been terribly difficult for employees and students, impacting all that we do. Yet, through the courage and hard work and dedication of the faculty and staff and administrators of the university, we adjust through uncertainty and with rapidly evolving information.

UFV faculty, department heads and school directors, and deans and associate deans have worked tirelessly to transition our learning environment. I acknowledge the hard work and ingenuity of UFV’s academy, and offer sincere thanks to everyone for caring deeply about the student learning environment and experience.

The members of the Academic Continuity Committee and Operational Continuity Committee, along with our colleagues in ITS, teaching and learning, facilities and janitorial services and health & safety, and many more departments, have made considerable and important contributions to UFV’s ability to keep moving forward. I am confident and proud of our efforts to prioritize the health, safety and well-being of our employees and students, ensure the prioritization of continued quality learning for student success and access to student supports, and to plan and prepare in an ever-shifting health and safety environment.

At an optimal time in our future, we will reflect and assess our emergency response and learn from all that has gone well and areas where we need to make change. In a process that has yet to be fully determined, I confirm that Senate will have a role to play in such a review.

President's Report to Senate Page 287 of 328 AGENDA ITEM # 6.1.1.

Page | 2

2. EDI Action Plan

The President’s EDI Task Force completed work on an Action Plan for EDI in early September. Shortly after the writing of this report, the Action Plan was released to the community and posted on our web site (also attached here). A virtual Town Hall has been scheduled for October 8th (date to be confirmed) at which time co-chairs of the committee, Drs. Adrienne Chan and Joanna Sheppard, will join me in explaining the work and answering questions from the community. I invite all members of Senate to join us for the meeting to participate in discussion of UFV’s response to equity, diversity and inclusion, and anti-racism. 3. Other Updates . CIO, Darin Lee, has announced his intention to leave UFV to assume a Vice President position at Conestoga College in Ontario. I wish to acknowledge Darin’s tremendous contribution to UFV’s learning environment and his tireless and exceptional contribution to our pandemic response in which technology has played an essential role. Best wishes for much future success Darin! . Renovations to the external envelopes of Building A and D are progressing on schedule and on budget. . Student head counts and registration numbers for summer and fall are generally as predicted in our amended Covid targets. International student numbers are down, and domestic student numbers are strong. Registrations for summer 2020 were overall increased by 14% over 2019. . The current year budget, as amended for decreased enrollments, is generally on target. . Planning for the 2021-22 Annual Consolidated Budget is now underway. I take this opportunity to thank everyone, our faculty and staff, students and members of Senate for their dedication to supporting the adaptation required in this time of pandemic.

I would be pleased to respond to any questions related to this report or to any other topics of interest.

Thank you.

Joanne MacLean President & Vice-Chancellor

President's Report to Senate Page 288 of 328 AGENDA ITEM # 6.1.1.

EQUITY, DIVERSITY, & INCLUSION ACTION PLAN 2020/21

As a post-secondary institution in the lower mainland of British Columbia, UFV recognizes the diversity of its population, the importance of creating and implementing equity, and exploring the ways in which inclusion can and should take place. Our efforts require concrete goals and actions if we are to achieve meaningful change.

When the President’s Task Force on Equity, Diversity, and Inclusion (EDI) was formed in 2019, seven working groups were created and tasked with collecting information on the current state at EDI at UFV and effective EDI practices. This information has been used to develop the four overarching goals of UFV’s EDI Action Plan:

GOAL 1 GOAL 2 GOAL 3 GOAL 4

Integrate EDI into Integrate inclusive Embed the Develop data our institutional excellence principles of collection culture so that all throughout EDI within the and reporting members of the UFV in teaching, policies and mechanisms UFV community research, service processes at UFV to measure can thrive in their and community initiatives and education, career, engagement progress, maintain and leadership transparency and roles at UFV accountability, and acknowledge success

The purpose of the Action Plan is to identify and address barriers to equity of access and opportunity for students, faculty, and staff. Many initiatives to advance EDI have taken place across the university; this plan is not intended to replace those initiatives. Instead, this Action Plan aims to provide a framework to embed equity, diversity, and inclusion into UFV’s institutional practices and support individual units. The Action Plan will be reviewed each year, and an annual assessment reporting on deliverables for each action item will be created and shared with the UFV community.

ufv.ca/EDI

President's Report to Senate Page 289 of 328 AGENDA ITEM # 6.1.1.

EQUITY, DIVERSITY, AND INCLUSION ACTION PLAN UFV recognizes the diversity of its population, the importance of creating and implementing equity, and exploring the ways in which inclusion can and should take place. Our efforts require concrete goals and actions if we are to achieve meaningful change.

Integrate EDI into our institutional culture so that all members of the UFV community can thrive in their education, career, and leadership roles at UFV

1. Develop overarching statement of UFV’s commitment to EDI. 8. Increase the representation of UFV’s commitment to EDI 2. Develop an EDI lens to be used as a tool for UFV’s policies, programs, on campuses, physical and virtual, helping to create a welcoming and practices. and safe environment for students and employees. 3. Incorporate EDI goals into strategic planning and review processes 9. Develop EDI “Beyond Awareness” campaign. of every unit, with each unit developing its own statement of 10. Establish Employee Excellence Award recognizing outstanding commitment to EDI. contributions to EDI. 4. Develop EDI Champion program to create a greater EDI knowledge 11. Develop Inclusive Community Fund to support student and employee base, foster awareness, and to encourage those who wish to take led EDI initiatives. a lead at the grassroots level of EDI. 12. Measure and identify gaps in diversity of UFV’s senior leadership. 5. Develop an EDI Learning Outcome. 13. Increase the diversity of UFV’s senior leadership. 6. Expand opportunities for employees and students to engage in dialogue 14. Measure and identify gaps in diversity of UFV’s Board of Governors and action around EDI. and Senate. 7. Hold gatherings that have the purpose of building awareness and a deeper knowledge around diversity.

Integrate inclusive excellence throughout UFV in teaching, research, service and community engagement

15. Develop a statement regarding pronouns to be used in all courses. 18. The Task Force to engage with diverse groups on campus to identify 16. Develop an inclusion and non-discrimination statement to be used challenges, build understanding, and create solutions. in all courses. 19. Develop training for students, faculty, and staff regarding UFV’s 17. Develop guide for faculty on how to incorporate EDI into commitment to EDI and how it extends to off-campus and out-of- the classroom. country activities.

Embed the principles of EDI within the policies and processes at UFV

20. Hire a Director of Equity, Diversity, and Inclusion. 28. Conduct a review of salary placement practices to identify potential 21. Conduct a review of all policies examining with an EDI lens. bias and inequity. 22. Conduct a review of UFV Policy 18 (Discrimination, Bullying, and 29. Conduct a review of faculty workload: teaching, service and scholarly Harassment Protection). activity to identify inequitable workload conditions or patterns. 23. Develop and implement mandatory training for selection advisory 30. Develop and implement supports so that members of the UFV committees. community can report and/or address behaviour when a concern 24. Conduct a review of employee recruitment and retention tools and or complaint is identified. methods examining with an EDI lens. 31. Develop plan for incorporating EDI into the new faculty and staff 25. Conduct a review of international student recruitment and retention orientation process. tools and methods examining with an EDI lens. 32. Develop guiding principles and an annual EDI professional 26. Conduct a review of domestic student recruitment and retention tools development plan for employees. and methods examining with an EDI lens. 33. Develop and implement a mandatory learning series for 27. Conduct an EDI-informed review of student financial awards criteria excluded leaders. and awarding processes. 34. Develop and implement a mandatory learning series for UFV’s Board of Governors and Senate.

Develop data collection and reporting mechanisms to measure initiatives and progress, maintain transparency and accountability, and acknowledge success

35. Develop and implement an EDI data collection plan. 37. Recognize EDI achievements. 36. Develop a two-way open channel EDI communications plan. 38. Conduct an annual review of the action plan and develop an annual report that assesses deliverables for each action item.

ufv.ca/EDI

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MEMO FROM: Dr. James Mandigo, Provost and VP Academic DATE: September 15, 2020 SUBJECT: Senate Provost’s Report – September 2020

As we start a new academic year like none other in the history of UFV (and for most post-secondary institutions around the world for that matter), I wanted to take this opportunity to welcome both new and returning senators. Senate plays a vital role in the collegial governance of the university. As the academic stewards for the University, senators play a vital role in identifying our short-term and long- term academic response and recovery to the global pandemic. Perhaps never before has the role of senators to help guide the academic mission of the University been more important. And while we are all awaiting the day in which the pandemic has been officially lifted, the academic landscape that awaits us will be quite different. There are very few who believe that we will ever return back to where we were prior to the pandemic. That is why is it critical that senators play an active role in helping not only guide our academic programming during the pandemic, but also to look ahead to how we respond to the rapidly changing world of post-secondary education and the needs of our society.

COVID-19 Updates

The summer has been a very busy time as we continue to respond to various health directives provided by both the Federal and Provincial Governments.

At the Provincial level, the Go Forward Guidelines for the Post Secondary Sector were released in July. These Go Forward Guidelines are hosted on the WorkSafe BC COVID-19 Page along with other sectors’ Go Forward Guidelines. Every post-secondary institution in the Province has been required to develop their own COVID-19 Safety Plan that are consistent with the Go Forward Guidelines and to post these guidelines on our webpage. UFV has dedicated the following webpage to providing the most up-to-date information to help keep you informed and safe. You can access this website at https://www.ufv.ca/coronavirus/.

I would like to draw Senators’ attention to some specific sites.

 UFV’s COVID-19 Institutional Safety Plan: https://www.ufv.ca/media/assets/risk-and-safety/covid-19- safety-response/UFV-COVID-19-Institutional-Safety-Plan.pdf. This plan is in direct response to the Go Forward Guidelines for Post-Secondary Institutions.  UFV’s Safe Return to Campus Plan: https://www.ufv.ca/media/assets/risk-and-safety/covid-19-safety- response/Safe-Return-to-Campus-Plan.pdf. This is a requirement of WorkSafe BC.  UFV’s Exposure Control Plan: https://www.ufv.ca/media/assets/risk-and-safety/covid-19-safety- response/COVID-19-Exposure-Control-Plan.pdf. UFV’s plan to mitigate the risk of exposure to the coronavirus.

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 291 of 328 AGENDA ITEM # 6.2.1.

 UFV’s International COVID-19 Support Plan for International Students: https://www.ufv.ca/media/assets/international-education/International-Support-COVID-19-Plan.pdf. This is a requirement from the Federal Government.

In my last report to Senate, I wrote that the World Health Organization had reported 5.6 million global cases of COVID-19 and 350,000 deaths and that BC had flattened the curve. Fast forward 4 months and those global numbers have reached 30 million confirmed cases and closing in on a grim milestone of 1 million deaths. BC’s confirmed cases have increased from the tens per day to the hundreds per day in what appears to be the start of the anticipated “second wave”. While many of us hoped that these numbers could be avoided and that we could start to anticipate a return to “normal”, the current situation suggests that we need to continue to be diligent in our actions to mitigate exposure to the SARS-Cov-2 virus as best we can.

At the September Senate meeting, Senators will consider a motion to continue with the same delivery format of academic programming for the Winter, 2021 semester. For BC to move into Phase 4 in response to the pandemic, a widely available vaccine needs to be available and administered to the majority of the population. While significant progress has been made around the development of a vaccine and our understanding of the coronavirus, we are still many months away from knowing the results of various Stage 3 clinical vaccine trials currently underway. As a result, we are not in a position to alter our current response to academic programming and increase our face-to-face delivery of courses for the Winter, 2021 term. Rather the motion for senators to consider is to continue to deliver the majority of our courses and methods of assessment in an online/ remote form of delivery and only consider face-to-face instruction when it is deemed absolutely essential to achieving the learning outcomes and online instruction is not feasible. The motion prioritizes the health and safety of not only our UFV community, but the broader community in which we interact on a daily basis. I feel we have been able to mitigate the risk of exposure as much as we can while also maintaining the integrity of our academic programming since the start of the pandemic. Everyone has worked very hard to find a balance between these two priorities and I suggest that the current path we have found for the delivery of our academic programming has been the most viable path possible given the difficult circumstances we are all facing.

This is not to suggest that the path has been easy or tireless. Quite the opposite. Faculty have worked long hours to transition many of their courses or teach smaller groups of students to help them complete their course requirements. Staff have had to juggle the many responsibilities and duties of their jobs while working from home or on campus while attending to their increased personal responsibilities. Students, many of whom chose UFV because of its reputation for personable face-to-face instruction, have had to transition to achieving their learning outcomes in a mainly digital format. Everyone has made sacrifices to try and make “lemonade out of lemons”. It is also important to recognize that the COVID-19 pandemic has impacted individuals in a number of different ways and it is critical that we continue to show kindness and compassion to one another and those who are facing significant personal challenges and barriers. We will need to stay the course that has been given to us for a while longer and urge everyone to remember that we are all in this together and to continue to look for ways to support one another through this pandemic.

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

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Integrated Strategic Plan

Over the summer months, UFV moved into its next round of consultations in the development of a new Integrated Strategic Plan. Members of the University community were provided with an opportunity from August 6th to September 25th to respond to a set of draft strategic imperatives generated by various stakeholders across the University. At the conclusion of this round of consultations, a series of additional consultations with various groups across the University will take place to finalize the draft strategic imperatives that align with our three institutional goals. It is anticipated that a draft of the integrated strategic plan in its entirety will be ready for comment and review later this semester. Senate will play a critical role in its review and ultimate approval. You can view updates and the latest developments on the Integrated Strategic Plan at: https://www.ufv.ca/strategic-planning/

Equity, Diversity and Inclusion

Over the summer months, the continued violence of authorities towards black Americans has angered and frustrated many of us. While the world has focused on the horrific images and videos originating from the United States, systemic racism towards members of the BIPOC community in Canada, and yes at UFV, continues to occur. Some of it is overt and intentional; some of it is a result of ignorance and privilege. However, it is no less hurtful and painful for the victims who experience racism and discrimination on an almost daily basis. Many of are asking what can we do to end the systemic racism and discrimination?

In a guest blog by Dr. Satwinder Bains, Director of the South Asian Studies Institute, she challenged us that “You start with YOU!” Her blog had a very profound impact upon me personally and I took up her challenge to learn more about how I can be part of the solution. Two very impactful books that I read over the summer that were recommended by the Race Antiracism Network were: So you want to talk about race (Ijeoma Oluo) and White fragility (Robin Diangelo). I’m currently working my way through How to be an antiracist (Ibram X. Kendi). I had always thought that I was an enlightened white person who was “in tune” with what racism was, what it looked like, what it sounded like and how it impacted people. However, over the past few months as I’ve listened, really tried to listen, to those whose are the victims of systemic racism every day, I’ve realized that I have much more to learn and understand. Even though I’ve spent the better part of my academic career as a self-proclaimed humanistic on a quest to examine ways in which we can create environments (primarily for young people) that foster the development of key life skills such as conflict resolution, critical thinking, problem solving, respect, and tolerance, these past few months have taught me that the issues that prevent equity, diversity, and inclusion run deep and that I, both as a global citizen and as a Provost and Vice-President Academic need to do better.

Mahatma Gandhi is famous for his quote “Be the change you want to see in the world”. I was reminded of this when Dr. Bains reminded us that “You start with YOU”. While the issues can seem overwhelming and so systemic that it can cause us to ask ourselves “what difference can I make”, I would challenge you to ask yourself “what CAN I do?” and start there. We are all at different points on our journey and so there is not one answer that is the right one for each person other than to commit to being better tomorrow than you are today.

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 293 of 328 AGENDA ITEM # 6.2.1.

Universities are uniquely positioned to be agents of change. We are experts in education. We are experts in research and scholarly activity. We have an opportunity to ask tough and difficult questions, pursue them through rigorous scientific methods, and then share those results not only with our students in our classes, but also with society at large. Real change can happen through awareness and acted upon through evidence-based decision making.

Over the next year, we will be looking at ways in which we can embed the guiding principles of the President’s Equity, Diversity and Inclusion Task Force into UFV’s new Integrated Strategic Plan and the Senior Academic Leadership Team. For example: a) the EDI Guiding Principles will be a standing item at all SALT meetings this year; b) I will be looking to develop membership on search committees for Senior Academic Positions that are representative of equity, diversity and inclusion; c) I will be bringing forward a recommendation to the Senate Academic Planning and Priorities Committee to examine UFV’s Learning Outcomes to ensure they are reflective of UFV’s EDI principles; d) and commit to implementing the action plan currently in development by the EDI Task Force.

The Provost Office will also be organizing monthly Virtual Brown Bag Lunches to address important topics. The first one will be hosted on September 30th by former Provost, Dr. Eric Davis, entitled: The Urgency of Anti- Racism. Participants can join via Zoom and are asked to email [email protected] for the link and passcode to attend.

Despite these actions and initiatives, making real and sustainable change is not simply checking off a “to do” list. It will require an ongoing commitment by all of us to listen, learn, and act.

The following are a number of highlights identified by leaders across our Academic Units of the important work that continued to take place during the summer months.

Our Faculty & Staff  The Continuing Education (CE) department secured Senate Approval for “Certificate in Civic Governance and Innovation” (to be developed in partnership with City of Abbotsford)  ELS is launching its Online Help Centre in September 2020. This new service will provide free, 45-minute, one-to-one ELS support sessions between UFV students and ELS faculty via Blackboard Collaborate throughout the Fall 2020 semester.  The 2020-21 academic year marks the 30th anniversary of ELS at UFV. The celebrations begin with a slideshow of past and present students, staff, and faculty on the department’s website.  Dr. Judy Larsen of UFV’s Upgrading and University Preparation (UUP) department has been recognized for her creative approach to teaching mathematics with an award from the Society for Teaching and Learning in Higher Education (STLHE Awards), in partnership with D2L (formerly Desire2Learn).  New faculty orientation was hosted in a virtual manner due to COVID 19. Over 40 participants attended from 6 different countries. A box of UFV gifts were provided to each new employee. Welcome presentations from President MacLean and Provost Mandigo were warmly received. Shirley Hardman made a powerful presentation on Indigenization to close the session.  SOCA will be offering an IDS 300: Race, Place and Space: Tools for Navigating Turbulent Times course this fall 2020. The course will be led by SOCA Assistant Professor Dr. Anna Griffith and English Associate

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 294 of 328 AGENDA ITEM # 6.2.1.

Professor Dr. Michelle La Flamme. This class will help students understand issues of decolonization, whiteness, racialization, privilege and power, with the aim of promoting anti-racism.  The FoS officially launched its first issue of the Faculty of Science magazine. Our annual magazine highlights the amazing science that takes place here at UFV and the people who are doing it. https://issuu.com/goufv/docs/fos_2019-2020/1?ff  Dr. Lucy Lee received the 2020 Fellow Award at the 2020 World Congress on In Vitro Biology which was held virtually in San Diego, California in June. This award recognizes Society for In Vitro Biology members who have outstanding contributions in their area of specialization. Dr. Lee also had 3 of her students present posters virtually at this conference (see list of presentations/publications below).  UFV’s Climate Change music video which was directed by Dr. Carin Bondar (Science Communicator and Adjunct Professor of Biology), and showcased many of UFV’s talented faculty and students has been accepted into the Chilliwack Film Festival and is now shortlisted for the Imagine Science Film Festival in New York http://imaginesciencefilms.org/. The Facebook version of the video already has 135,000 views. Watch the video: https://www.youtube.com/watch?v=Dr1tglWEJeA  Biology Sessional Instructor and Biology Adjunct Professor, Dr. Carin Bondar is a featured expert on two new shows, one on the Science Channel in the US called ‘Strange Evidence’ which just premiered and one for Discovery UK called ‘I Got Lucky’ which is still in post-production. She is also booked for a documentary shoot for The Nature of Things which will begin shooting in November. She took part in the Chilliwack Mural Festival in August and created an 8’ x 3’ inverted rainbow glass mural to represent alternative viewpoints and inclusivity. You can view her work in progress here https://bit.ly/3l3YStT.  12 Indigenous faculty and staff are taking part in a 10 basket Indigenous Tools for Living workshop, which includes ‘train the trainer' sessions, with the goal of offering future workshops in-house.  The Program Review office conducted external site visits for two program reviews using video conferencing: Modern Languages (College of Arts) on May 11-13, and English Language Studies (Faculty of Access and Continuing Education) on May 26-29. Both site visits proceeded well, with some valuable insights gained into best practices for running these sessions remotely.  Course Resources Service for faculty: Working from a course reading list and/or syllabus, the Library can provide you with copyright-compliant, stable, persistent links to digital resources available from the library's licensed databases and journals, or from the open web. We'll advise you on the use of print materials and media content, too, and will digitize those if appropriate.  Select & Collect: Library Pickup Service: in August, the Library launched Select and Collect, a curbside-like pickup service to our primary users (students and employees) and to UFV alumni. The service will be provided 4 days per week (Monday through Thursday, 12 noon to 4 pm, excluding holidays). Please note that as of the end of August, the service is only be available at the Abbotsford Library. Once renovations are finished at the CEP library, the service will be offered there as well.  Library Instruction: We have developed research guides, tutorials and quizzes over the summer semester to deliver instruction on library research and information competency. Faculty are encouraged to request instructional support either through the web form, or by contacting their liaison librarian.  As of September 1, 2020, the Department of Kinesiology will officially transition to being the new School of Kinesiology. Dr. Jason Brandenburg has been selected as the Director for this new school. Jason was previously the Department Head of Kinesiology.

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 295 of 328 AGENDA ITEM # 6.2.1.

 Two kinesiology professors, Dr. Iris Lesser and Carl Neinhuis, have researched the connection between activity and anxiety levels during the pandemic. Their results from June show that those who were more active had lower levels of anxiety, and those who were less active reported less enjoyment of life.  On July 15, Dr. Iris Lesser invited people living with cancer and their supporters to an online webinar and Q&A session about the benefits of exercise. Read the story at: https://www.abbynews.com/community/exercise-and-cancer-to-be-explored-via-webinar/  TLC’s annual New Faculty Kick Start was a great success with a record 33 permanent, LTA and sessional faculty taking part in the fully online program held August 17-21, 2020. With Claire Hay as the lead, the whole TLC team helped to make this event successful by building Blackboard course shells, developing new videos and workshop content, creating marketing, and mailing out welcome packages.  Exciting new learning technologies are now available for UFV courses. In addition to the Micro Courses that were held spring, summer and fall, the TLC has created the following new workshops: o PeerScholar http://events.ufv.ca/tlc/events/peerscholar-training/ o Zoom http://events.ufv.ca/tlc/events/zoom-workshop-2/ o Padlet http://events.ufv.ca/tlc/events/padlet-workshop-2/ o WeVu http://events.ufv.ca/tlc/events/wevu-workshop-2/ o BB Ally http://events.ufv.ca/tlc/events/blackboard-ally-workshop/ o Camtasia http://events.ufv.ca/tlc/events/camtasia-workshop/  TLC’s Indigenization Specialist, Lorna Andrews, offered the following workshops in August: o Educators Journey Towards Reconciliation http://events.ufv.ca/tlc/events/educators-journey- towards-reconciliation/ o Weaving Knowledge Systems http://events.ufv.ca/tlc/events/weaving-knowledge-systems-2/  CECE has been piloting our new career education modules (Transferrable Skills and Careers Start Here) in virtual classrooms throughout the summer. Each module includes instructor lesson plans, student assignments, supporting resources (media, literature, videos), student assessments with answer keys, and instructor tips. Feedback from instructors has been positive, “impressive package of resources”, “learning outcomes were clear with good supporting activities”, and “looking forward to using this with future classes”. CECE plans to continue piloting these modules in the fall semester.

Our Students  GDS students took part in a pavement mural project this past summer with CityStudio. The students tackled issues of diversity, inclusivity and access in urban planning to respond to the COVID-19 crisis. The students prototyped innovative and equitable solutions to build post-pandemic resiliency, including through public art. As a result of these grassroots initiatives, a two-phase project has been envisioned under the CityStudio umbrella for Fall 2020  Daily 15-minutes drop-in sessions are available for international students to offer support related to registration, fees, refunds, medical, per-credit transfers, and study permit and PGWP issues. In addition, specific “Travel to Canada” info sessions are now being offered every Tuesday and Thursday for the next few weeks.  We are likely going to formally suspend all outbound mobility until Summer 2021. At that point, we will reassess. However, over the summer, our team has been compiling promotional videos from partner institutions and creating a series of PowerPoint presentations covering pre-departure information, culture shock, and risk abroad. Furthermore, we will be putting our International SOS membership in partial “hibernation” to save costs during this period.

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 296 of 328 AGENDA ITEM # 6.2.1.

 International Fall Enrolments: o There are 1660 international students registered and/or waitlisted (253 new / 1407 continuing). o The students are registered in 20,696 credits for a 12.47 credit average; 690 FTEs. o Waitlists are down 43% as compared to the same time last fall. o International students represent 51 different countries. o 85.3% of students with credit GPAs (excludes new and developmental students) are above 2.0. This is an improvement over the last couple of years.  The Theatre Department’s production of Antigone is moving online for fall 2020. Antigone is adapted and directed by Shelley Liebembuk and will be held on November 25-27, 2020 at 7 pm and November 28, 2020 at 2 pm. Performances will be live, via a virtual platform. For more info visit: ufv.ca/plays.  Students can receive reference assistance from the Library using our email or chat reference services. We are working on setting up a student reference appointment process using the Zoom video conferencing platform. This service should be available at the end of September or the beginning of October. This service will allow students to meet remotely with a UFV librarian to discuss their research assignments and information needs.  Fourth course (Intensive format) for Master of Education in Educational Leadership and Mentorship successful run in July. Now, students move to working with their supervisors on their research  Within Health Sciences, continuing with our steps towards antiracism, a group of students within the faculty have created a BIPOC student-led group. This group is intended as a safe space for Black, Indigenous, and People of Colour students withing the Faculty of Health Sciences. They are currently in the process of recruiting participants for this group.

Our Community  The Centre for Public Safety and Criminal Justice Research was successful in securing research contracts with the Office of Crime Reduction and Gang Outreach in the areas of youth imitation firearms, intimate partner violence, low priority calls for service, and school liaison officer models.  The Hope Centre will provide computer access and assessment services to UFV students and community members during the Fall. Michelle Vandepol, Hope Centre Coordinator, will be offering pre-booked access to computer workspace for students as well as invigilation, CPT, and upgrading assessment appointments. The dates and times available for booking with be published on the Hope Centre website.  Peace and Reconciliation Centre (PARC) is hosting its public launch on Thurs., September 24 from 12- 2pm on Zoom. Register at bit.ly/PARC-launch. o Keynote by Hon. Bob Rae, Ambassador and Permanent Rep. of Canada to the UN o Remarks by Hon. Grand Chief Steven Point, UBC Chancellor and former BC Lt. Gov.  Signed MOU with Bioenterprise’s Food and Agri-tech Engine to establish an agritech accelerator at UFV (article)  Signed MOU with Cubic Farms and Nutriva to conduct climate change research in fodder production using the Hydrogreen system  Ongoing discussions with Abbotsford Tech District developer and UFV collaboration (article)  Dr. Lenore Newman will be joining three other Canadian Research Chairs from UFV this fall presenting at the Virtual Science Café, Abbotsford. Dr. Newman will be speaking on October 6, 2020. The Virtual Science Café is a series of online informal talks, where anyone can come to explore the latest ideas in science, research and technology. https://www.sciencetalks.ca/

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 297 of 328 AGENDA ITEM # 6.2.1.

 In June, employees from Abbotsford’s Parks, Recreation, & Culture team reached out to the School of Health Studies about creating a video for the city to show proper hand washing techniques. The city reached out to us specifically after seeing many inaccurate tutorials online and wanted to hear from the health experts. The video can be watched at: https://www.facebook.com/watch/?v=683757468847880&extid=QRLYvWx5FoE12scy

Thank you to all those who contributed to providing these updates from the Faculties and Academic Units and thank you to all those at UFV how have persevered in the face of adversity over the past several months and in the months ahead of us.

Ey Si:yam Dr. James Mandigo Provost & VP Academic

33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-864-4642 • Fax: 604-853-7341 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca

Provost's Report to Senate Page 298 of 328 AGENDA ITEM # 6.3.1.

MEMO

To: Joanne MacLean, Chair, Senate From: Secretariat office Date: September 17, 2020 Re: Remaining Vacancies on Standing Committees of Senate for Terms Beginning 2020-21

Expressions of interest continue to be sought from faculty and students for the standing committees of Senate. Positions are being filled on a first-come, first-serve basis, as applications are received. Below are the remaining vacancies.

STANDING SENATOR VACANCIES NON-SENATOR VACANCIES COMMITTEE Faculty Standards 1 Professional studies faculty 1 Applied & Technical studies faculty Governance 3 faculty

Graduate Studies 1 graduate student 1 faculty Budget 1 faculty

Student Appeals 1 faculty

Remaining vacancies on Senate Standing Committee Page 299 of 328 AGENDA ITEM # 6.3.2.

UNIVERSITY OF THE FRASER VALLEY

TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF FACULTY COUNCILS

FACULTY OF PROFESSIONAL STUDIES

Approved by Faculty Council on March 13, 2020. Approved by Senate on April 17, 2020.

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. Each Council shall be responsible for its Faculty’s respective governance and the management of its academic affairs.

3. MANDATE

Faculty Councils 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, the development of new programs, program changes, new courses, and the discontinuation of courses; c. vote on recommendations as related to the above; d. delegate such authority to Ad Hoc or Standing Committees of the Faculty Council as the Faculty Council may from time to time deem appropriate; e. transmit recommendations to Senate; f. pass policies related to the functioning of the Faculty Council; and g. deal with matters assigned by the Board or Senate.

Professional Studies Faculty Council Terms of Reference Page 1 of 3

Professional Studies Faculty Council - Senator Vacancy Page 300 of 328 AGENDA ITEM # 6.3.2.

4. MEMBERSHIP

4.1. Voting Membership

Voting membership of the Professional Studies Faculty Council (PSFC) shall be comprised of the following.

a. Faculty members b. Two student representatives elected by students in the Faculty, normally for a one-year term c. Advisors employed within the Faculty d. Two support staff representatives employed within the Faculty, elected by support staff for a two-year term e. A maximum of two sessional instructor representatives, elected by sessional instructors in the Faculty for a one-year term f. Departments/Schools that offer a major(s) which 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 g. Dean of the Faculty h. Associate Dean of the Faculty i. President

4.2. Ex-Officio and Non-voting Members

Non-voting membership:

a. Registrar; b. University Secretary; c. Provost and Vice-President Academic; d. One member of Senate; e. One representative each from other Faculty Councils; f. Those invited by the Dean in consultation with the Faculty Council; g. University Librarian or designate h. Support staff from the Professional Studies Dean’s Office

Professional Studies Faculty Council Terms of Reference Page 2 of 3

Professional Studies Faculty Council - Senator Vacancy Page 301 of 328 AGENDA ITEM # 6.3.2.

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 (or designate) will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.

a. 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, with the requirement that the majority of the committee members must be faculty 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. b. Ad Hoc Committees may be struck by the Faculty Council for specific purposes. c. The Dean is Chair of the Faculty; however, Council will elect a Chair and Vice-chair for the conduct of Faculty Council meetings. The Chair and Vice-chair will serve two-year terms, staggered when possible. Cancellation of meetings will be at the majority decision of the Chair, Vice-chair, and Dean. The proposed meeting agenda should be approved prior to distribution by the Chair, in consultation with the Dean or designate. d. Business will be conducted in accordance with Senate Rules of Order.

6. QUORUM

A quorum will consist of at least twenty-five percent (25%) of the voting members of Council.

7. AGENDA AND MINUTES

a. Minutes will be kept by the Committees Assistant of the Faculty. b. 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.

8. MEETING TIMES

Meetings will be held during the months of September, October, November, December, January, February, March, April, and May unless cancelled. Notwithstanding, a majority of the Chair, Vice-chair, and 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.

9. 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.

Professional Studies Faculty Council Terms of Reference Page 3 of 3

Professional Studies Faculty Council - Senator Vacancy Page 302 of 328 AGENDA ITEM # 6.4.1.

MEMO

To: Joanne MacLean, Senate Chair From: Jackie Hogan, Senate Budget Committee Chair Date: 2020-06-05 Re: Annual Report to Senate – Senate Budget Committee

Meetings To-date, the Senate Budget Committee has met three times, with one remaining meetings (June) for the 2019/20 academic year. Five meetings (September, December, January, April, May) were cancelled as no business items were received. Due to the COVID-19 Pandemic, some program proposals were stalled as the University focused its efforts on creating quality educational delivery while maintaining a safe learning environment for our students. An email discussion and vote was held in place of the March meeting as there was only one program proposal presented for approval.

Governance and Terms of Reference • One two-year staff representative term was filled and approved by Senate. • 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. • Three two-year faculty representative terms were filled and approved by Senate

Annual Budget Plan The 2020/21 Draft Consolidated Budget Plan was reviewed and discussed at the February 2020 meeting, with the committee’s comments and recommendation put forward to Senate in March 2020.

Program Proposals The following Program Proposals were reviewed for consideration of budgetary impact and advice: • Adult Education Minor • Chemistry Honours • International Business Major and Minor • Certificate in Applied Bioinformatics Certificate • Spanish Minor

Program Changes The following Program Changes were reviewed for consideration of budgetary impact and advice: • Electronic Technician Certificate • Automation & Robotics Diploma

New Program Development The following changes for new program development were reviewed for consideration of budgetary impact and advice: • Revision to process and procedures for new program development

Senate Budget Committee Annual Report Page 303 of 328 AGENDA ITEM # 7.1.

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: September 3, 2020

RE: Mathematics and Statistics Program Review Update – May 2020

At its June 17, 2020 meeting, the Academic Planning and Priorities Committee accepted the Mathematics and Statistics Program Review update as an Information Item. APPC requests that Senate add the Mathematics and Statistics Program Review Update to the next agenda as an Information Item. Attachments: • Mathematics and Statistics Program Review Update – May 2020

Math and Stats Program Review Update Page 304 of 328 AGENDA ITEM # 7.1.

MEMO

To: Lucy Lee, Dean of Science From: Ian Affleck, Math & Stats Department Head CC: Date: 2020-05-21 Re: Program Review 2018 – Update on external panel recommendations

The Department of Mathematics and Statistics underwent a program review in 2018, and the external review panel made 14 recommendations. Below is an itemized summary of our progress towards addressing each of those recommendations, two years later.

1. The department should undergo a review of its pedagogical practices and where necessary revise approaches to teaching and learning to align with contemporary evidence‐based, student‐centred pedagogy and the institution’s stated goals. A committee to draft a teaching survey was struck. A draft of this survey was presented to the department in December 2019, and circulated in January 2020. A summary of the responses is forthcoming. The same survey will be used periodically in the future to assess how our approaches to teaching and learning evolve over time. In March 2020, face-to-face meetings of all UFV classes running in the Winter 2020 semester were suspended due to the threat of COVID-19, and instructors were tasked with developing plans to complete instruction and assessment online. Online delivery of all courses is mandatory in Summer 2019, and this is anticipated to continue for Fall 2020 as well. As a result, there has been a great deal of communication and collaboration between department mernbers regarding techniques for effective online delivery of course material and support of students. Many of these pedagogical practices, such as sharing of video tutorials and other resources, and live screen sharing of virtual whiteboards, will continue to be used effectively even after face-to-face classes resume.

2. To better support student learning and the implementation of evidence‐based, student‐ centred pedagogy, the department should create detailed learning outcomes for each course. This recommendation has generally not been implemented, for a few reasons. First, we have some concern that attempting to provide students with an exhaustive list of precise learning outcomes could lead to students expecting that they need to know how to answer only a fixed list of question types. This could lead to pressure on instructors to cater to this expectation, limiting their creativity in designing assessments. Second, first-year courses at UFV do not have a designated “course coordinator”, as many first-year courses have at some other institutions. Faculty members have agreed on the general learning

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outcomes that are included in each course’s official course outline, but this agreement does not necessarily extend to an agreement on precise, detailed learning outcomes that most effectively lead to satisfactory completion of the general ones. An attempt to create a shared list of detailed learning outcomes for any course, accepted by all department members who have taught the course, or may do so in the future, would be challenging at best, perhaps impossible. That said, some instructors have recently assembled detailed lists of learning outcomes for certain courses, to share with their own students.

3. Monitor data that are accessible on MATH/STAT 1xx courses with the aims of measuring student engagement and identifying what measures, if any, can predict non‐completion. This recommendation has not been implemented broadly across all first-year Math and Stats courses, although some instructors make use of class surveys to monitor student engagement. Most first-year courses in Math and Stats use online homework systems to motivate students to complete practice problem sets. It is widely accepted that students who can and do complete these assessments on time are generally much more likely to successfully complete the course than are those who neglect them. One advantage of online homework systems is that an assignment that assesses the learning outcomes of one class meeting can be due before the next meeting, helping to ensure that engaged students are prepared to build upon those learning outcomes at the next meeting. Another advantage is that instructors can very quickly find out which students have been keeping up with the material, and which ones could use more encouragement to do so. One instructor received a research release and hired a work-study student, to conduct a project comparing STAT104 students who use online homework with STAT104 students who use traditional homework, in terms of performance, attitude towards statistics, and study habits. The results of this project will help us determine whether written homework or online homework is more effective in predicting student success.

4. The Data Analysis Certificate should be continued to be supported, though ways to increase enrolment and to improve the attractiveness of the courses should be explored. The DAC has been well supported by the Faculty of Science, the Faculty of Professional Studies, and the University overall. Our department has had two full-time Statistics instructor positions approved for posting in the past two years. One of these resulted in a full-time hire, which began in Fall 2019, and the other led to a completed selection process, but the offer of employment to the recommended candidate has been deferred by one year (until Spring 2021) due to budgetary uncertainty resulting from the COVID-19 pandemic. It has been more challenging than was initially anticipated to connect DAC Co-op students with Summer Co-op job placements. The Faculty of Science has been very supportive in helping to arrange and fund Co-op positions at UFV, as research students and assistants in the Math & Stats Centres. Meanwhile, a new course has been developed (STAT 307), which will better prepare DAC students for industry positions by providing them with data visualization skills using Tableau software. STAT 307 will be offered each Winter semester, beginning in 2021.

5. The department is encouraged to liaise with other departments at UFV to explore possible collaborations and synergies. Beginning in Fall 2018, our department has been working with the Indigenous Affairs Office, faculty in the Teacher Education Program, and the Teaching and Learning Centre to organize and host the first

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and second Fraser Valley Math Education Sq’ep conferences – held in February 2019 and February 2020. We have also discussed the possibility of developing a Math Education minor with instructors in the Teacher Education Program. Meanwhile, Statistics faculty members have connected with staff in the Athletics regarding statistical analysis of team and athletic performance, with an instructor in Trades regarding the development of a Statistics for Electronics course for students in the Automation & Robotics program, and with an instructor in Kinesiology regarding statistical consulting for a project completed by student in their Honours program.

6. Faculty in the department should attempt to raise their visibility outside of the university by, for example, further involvement with professional bodies, conferences, and other institutions. Several department members took leadership roles in organizing and hosting the first and second annual Fraser Valley Math Education Sq’ep conferences, which attracted roughly 60 and 90 attendees respectively, from elementary, secondary, and post-secondary institutions throughout the Lower Mainland and the Fraser Valley. One faculty member from our department ran a section of MATH 105 for students of the Nuxalk Nation in Bella Coola, in Fall 2018. One faculty member from our department took on the role of Chair of the BC Committee on the Undergraduate Program in Mathematics and Statistics, and another has recently joined that committee as the Statistics representative from UFV. In 2019, our department began sponsoring two annual awards (one in Math, one in Stats) at the Fraser Valley Regional Science Fair. In May 2019, one faculty member from our department attended the MacMillan Teaching & Learning event and the 9th Indigenous Math K-12 Symposium at UBC.

7. Where possible, the department should seek professional and external accreditation for its courses and programs. One faculty member from our department has reviewed our Statistics courses to determine which are appropriate for advancement toward actuarial accreditation.

8. Revisions to minor programs should be considered with a view to reducing the lower level requirements. The Math minor for BSc students and the Math minor for BA and BIS students were merged into one single Math minor program in 2020, and the lower level requirements of each were reduced in the process. The Department of Computer Information Systems has indicated that it will discontinue the Math minor for BCIS students, and encourage those students seeking a Math credential to pursue the new Math minor instead. This will result in a reduction of lower level requirements for those students as well. The department plans to propose changes to the Math minor (Stats Option) program, including changing its name to Statistics minor. We are still discussing if and how the lower level requirements for this program should be updated.

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Math and Stats Program Review Update Page 307 of 328 AGENDA ITEM # 7.1.

9. The department should be supported in its work in staffing the Math and Stats Centres; the staffing of these centres should be reviewed by the department within the general framework of supporting students on MATH/STAT courses at the university. Budgetary support from the Faculty of Science for the Math and Stats Centre has continued, with an increase in the budgeted amount for the hiring of student monitors. We still hope to find a way to hire a part-time Math and Stats Centre Statistics Coordinator. Until that is possible, we are fortunate to have 2.5 sections worth of annual funding for Statistics faculty or sessional instructors to work in the Centres, 1.5 sections of annual funding for Math faculty or sessional instructors, along with funding for 10-12 80-minute blocks per week of work by student monitors. 10- 15 80-minute blocks per week of work are volunteered by faculty members and sessional instructors. While the Centres have been closed since March 16, 2020, due to the COVID-19 threat, support for students has continued online, via online platforms set up by the Math and Stats Centre Coordinator.

10. The department should expand and refine its use of technology in its teaching, where possible making use of resources that come at little or no cost to students Beginning in Fall 2019, MATH 265 began including LaTeX proficiency as a learning outcome. (LaTeX is a free, open source scientific document preparation system.) STAT 307 is a new course, to run for the first time in Winter 2021, which will teach proficiency with Tableau data visualization software. Many more expansions and refinements of our use of technology in teaching are underway at present, as instructors experiment with and share ideas about effective methods and platforms for online instruction and assessment. Because the use of technology in teaching is now mandatory, at least until the end of 2020, and is thus part of every student’s learning environment, we are all looking for resources that not only come at little or no cost to the students, but also are easy for students to acquire and become familiar with, and are effective for multiple courses.

11. The university should continue to provide teaching spaces that are conducive to student‐ centred learning, and be responsive to requests from the department relating to inexpensive modifications to rooms and their fittings In Fall 2019 and Winter 2020, several instructors in our department took advantage of the opportunity to schedule their classes in a pod-style classroom in the new K Building. The Faculty of Science has been responsive to our requests for capital purchases of resources that improve effectiveness of classroom instruction, such as whiteboards, computers, 3D printers, and other non-consumable teaching supplies.

12. The university should explore ways in which the faculty in the department can be accommodated in offices that are in closer proximity than at present. No office locations have changed in the past two years. While renovations are done on D Building in the coming year, it may be possible to accommodate some office changes that bring our department’s offices closer together.

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Math and Stats Program Review Update Page 308 of 328 AGENDA ITEM # 7.1.

13. The department should explore consulting and collaborative research opportunities, both within the university and beyond. There have been a significant number of research and consulting opportunities in the past two years. Department members have worked with the following parties:  Viking Aviation, regarding an optimization problem;  A resident physician at UBC, who was looking for some statistical analysis;  A newspaper reporter, who was seeking a statistician’s viewpoint;  A faculty member in Electronics, who is seeking to build a Statistics for Electricians course;  A staff member in Athletics, who is looking for statistical expertise on sports data analytics for UFV teams and athletes;  Employees of the BC Cancer Agency at Abbotsford Regional Hospital, looking for some help with data analysis;  A faculty member in Kinesiology, who was seeking statistical advice for a student completing an Honours project.

14. Faculty in the department should be encouraged to achieve their career goals and progress through the academic ranks. We expect two faculty members to apply for Associate Professor status in the 2020/2021 academic year. So far, no faculty members have applied for Professor status.

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Math and Stats Program Review Update Page 309 of 328 AGENDA ITEM # 7.2.

Graduand Approvals Page 310 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300125991Al-Abduljabar, Esra 202005 ATTEND Secondary option-Math/Science

300125494Alcira, Chelsea 202005 ATTEND Elementary option

300113965Aust, Carlee 202005 ATTEND Secondary option-Humanities

300083508Bell, Christine 202005 ATTEND Secondary option-Humanities

300133004Bird, Shayla 202005 ATTEND Elementary option

300121102Blaschek, Megan 202005 ATTEND Secondary option-Humanities

300165368Brown, Nicole 202005 ATTEND Elementary option

300146638Brown, Robert 202005 ATTEND Elementary option

300113799Bruce, Chantal 202005 ATTEND Secondary option-Humanities

300108378Buhler, Michael 202005 ATTEND Secondary option-Math/Science

300035393Calizaya, Shona 202005 ATTEND Elementary option

300068981Casha, Nicole 202005 ATTEND Elementary option

300033746Charpentier, Korina 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 1 of 8

Graduand Approvals Page 311 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300113341Collins, Leigh 202005 ATTEND Elementary option

300140682Coupland, Jocelyn 202005 ATTEND Secondary option-Humanities

300094090de Brouwer, Niek 202005 ATTEND Secondary option-Math/Science

300039580de Jong, Dustin 202005 ATTEND Elementary option

300109546Dhaliwal, Arshpreet 202005 ATTEND Secondary option-Math/Science

300117016Dhaliwal, Manmeet 202005 ATTEND Elementary option

300122484Dirksen, Hannah 202005 ATTEND Elementary option

300135978Driesen, Brooke 202005 ATTEND Elementary option

300095129Duffy, Tessa 202005 ATTEND Elementary option

300125681Dyck, Krista 202005 ATTEND Elementary option

300072206Engel, Jordana 202005 ATTEND Secondary option-Humanities

300171770Espitia, Tara-Lynn 202005 ATTEND Elementary option

102136124Fadden, Chantell 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 2 of 8

Graduand Approvals Page 312 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300129958Fawcett, Maria 202005 ATTEND Secondary option-Humanities

107087653Feniak, Laura 202005 NOTATTEND Elementary option

300068232Fennerty, Katryna 202005 ATTEND Elementary option

300108602Gibson, Sebastian 202005 ATTEND Secondary option-Math/Science

300117956Gill, Harmandeep 202005 ATTEND Elementary option

300033835Graham, Dawn 202005 ATTEND Elementary option

300060551Graham, Roxanne 202005 ATTEND Elementary option

300075771Hart, Emma 202005 ATTEND Elementary option

300117929Hesketh, Naomi 202005 ATTEND Secondary option-Humanities

300125062Hewitt, Dylan 202005 ATTEND Secondary option-Math/Science

102168078Hornby, Catherine 202005 ATTEND Elementary option

300042972Hutton, Jaimy 202005 ATTEND Elementary option

107086823Jordan, Muryn 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 3 of 8

Graduand Approvals Page 313 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300132940Kamagianis, Kristiana 202005 ATTEND Elementary option

300109349Keely, Zachary 202005 ATTEND Secondary option-Humanities

102166997Kemp, Chelsea 202005 ATTEND Elementary option

300110471Kempers, Robyn 202005 ATTEND Secondary option-Humanities

300127502Klettke, Carlin 202005 ATTEND Elementary option

300136310Kloosterhof, Haley 202005 ATTEND Elementary option

300123050Klop, Nellicia 202005 ATTEND Elementary option

300063485Koehn, Drew 202005 NOTATTEND Secondary option-Humanities

300053746Koski, Erin 202005 ATTEND Secondary option-Math/Science

300082631Lawson, Shawna 202005 ATTEND Elementary option

300158095Lazarowich, Sarah 202005 NOTATTEND Elementary option

300099280Lee, Kirsten 202005 ATTEND Elementary option

300159819Lohrasbe, Zaryn 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 4 of 8

Graduand Approvals Page 314 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 107082201Lucas, Dean 202005 ATTEND Elementary option

300129712Matson, Rylie 202005 ATTEND Secondary option-Humanities

300168636McCabe, Kathleen 202005 ATTEND Elementary option

300048609McDonald, Clare 202005 ATTEND Secondary option-Humanities

300017960McNeil, Sonya 202005 ATTEND Elementary option

300067549Monds, Carissa 202005 ATTEND Secondary option-Humanities

300101814Morden, Sean 202005 ATTEND Elementary option

300080198Newman, Aron 202005 ATTEND Secondary option-Humanities

300091923Nicholl, Colin 202005 ATTEND Secondary option-Humanities

300082833Nicolson, Leah 202005 ATTEND Elementary option

300109884O'Connor, Kit 202005 ATTEND Secondary option-Humanities

300125197O'Shea, Cassandra-Mae 202005 ATTEND Elementary option

300055122Palmer, Georgia 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 5 of 8

Graduand Approvals Page 315 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300083564Patterson, Megan 202005 ATTEND Elementary option

300108634Paul, James 202005 ATTEND Secondary option-Humanities

300037775Petkau, Erich 202005 ATTEND Elementary option

300067349Phibbs, Jody 202005 ATTEND Elementary option

300136204Piers, Amber 202005 ATTEND Elementary option

300163069Poh, Alison 202005 ATTEND Elementary option

300156058Prai, Linda 202005 ATTEND Secondary option-Humanities

300097410Rasmussen, Jeffrey 202005 ATTEND Elementary option

300118264Revel, Adam 202005 ATTEND Secondary option-Humanities

300152432Rose, Victoria 202005 ATTEND Elementary option

300055829Sallstrom, Sydney 202005 ATTEND Elementary option

300125687Schober, Sarah 202005 ATTEND Elementary option

107087372Spring, Nicole 202005 ATTEND Elementary option

Thursday, July 02, 2020 Page 6 of 8

Graduand Approvals Page 316 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 102168230Swift, Carlin 202005 ATTEND Elementary option

300091613Szczur, Izabela 202005 ATTEND Elementary option

300103255Tench, Leah 202005 ATTEND Secondary option-Humanities

102147009Theriault Hull, Yvonne 202005 ATTEND Elementary option

107095394Thorburn, Lisa 202005 ATTEND Elementary option

300120987Timmermans, Nathan 202005 NOTATTEND Secondary option-Math/Science

300096134van Rensburg, Anina 202005 ATTEND Secondary option-Math/Science

300142568Van Ry, Tsandlia 202005 ATTEND Elementary option

300166545Vanderleek, Caleb 202005 ATTEND Secondary option-Humanities

300100372VanHulsen, Madison 202005 ATTEND Elementary option

300118845Venuto, Risa 202005 ATTEND Elementary option

300118395Verhoven, Andrew 202005 ATTEND Elementary option

300062381Waine, Katalyn 202005 ATTEND Secondary option-Math/Science

Thursday, July 02, 2020 Page 7 of 8

Graduand Approvals Page 317 of 328 AGENDA ITEM # 7.2.

Bachelor of Education (BED) Grad Applications For 202005

Status as at 02-Jul-2020 13:20

Dept/Program approval (DAP)

IDSTUDENT COMPLETION TERM CEREMONY 300139571Waite, Chantel 202005 NOTATTEND Elementary option

300022851Wallington, Krista 202005 ATTEND Elementary option

300129251Warwick, Emily 202005 ATTEND Secondary option-Humanities

300110706Werner, Jessica 202005 ATTEND Elementary option

300111000Winkel, Kelly 202005 ATTEND Elementary option

300083616Zurowski, Karilyne 202005 ATTEND Secondary option-Math/Science

Sub-Total - "Dept/Program approval": 97

TOTAL - "Bachelor of Education": 97

Thursday, July 02, 2020 Page 8 of 8

Graduand Approvals Page 318 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Masters Degree Bachelor Degree

Master of Social Work Bachelor of Education Cathy A. Bubb Esra Al-Abduljabar Lisa DeWinter Secondary option-Math/Science Violet Ann Dunn Chelsea Lillian Alcira Tiffany Fehr Elementary option Gordon Gregory Hodson Carlee Patricia Dorthea Aust Yannick Michel Ndiom Kano Secondary option-Humanities Amery Merle Schultz Christine Bell Secondary option-Humanities Bachelor Degree Shayla Alise Bird Elementary option Bachelor of Arts Megan Blaschek Secondary option-Humanities Ravleen Chhina Nicole Aileen Brown Geography major Elementary option Robert Brown Elementary option Chantal Olivia Bruce Secondary option-Humanities Michael Alexander Buhler Secondary option-Math/Science Shona Calizaya Elementary option Nicole Casha Elementary option Korina Patricia Charpentier Elementary option Leigh Catherine Collins Elementary option Jocelyn Coupland Secondary option-Humanities Niek Antonius Henricus de Brouwer Secondary option-Math/Science Dustin Amyas de Jong Elementary option Arshpreet Kaur Dhaliwal Secondary option-Math/Science Manmeet Kaur Dhaliwal Elementary option Hannah Marie Dirksen Elementary option Brooke Driesen Elementary option Tessa Marie Duffy Elementary option Krista Dyck Elementary option Jordana Laurelle Engel Secondary option-Humanities Tara-Lynn Ann Espitia Elementary option

02-Jul-2020 1:33 PM Page 1 of 4

Graduand Approvals Page 319 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Bachelor Degree Bachelor Degree Chantell Louise Fadden Zaryn J. Lohrasbe Elementary option Elementary option Maria Joy Fawcett Dean Lucas Secondary option-Humanities Elementary option Laura San Feniak Rylie Matson Elementary option Secondary option-Humanities Katryna Jacquelyne Morisa Fennerty Kathleen McCabe Elementary option Elementary option Sebastian Russell Gibson Clare Anna McDonald Secondary option-Math/Science Secondary option-Humanities Harmandeep Kaur Gill Sonya McNeil Elementary option Elementary option Dawn Diane Graham Carissa Michelle Monds Elementary option Secondary option-Humanities Roxanne Graham Sean Morden Elementary option Elementary option Emma Hart Aron Melissa Newman Elementary option Secondary option-Humanities Naomi Hesketh Colin Bradley Nicholl Secondary option-Humanities Secondary option-Humanities Dylan Wade Hewitt Leah Anna Madelene Nicolson Secondary option-Math/Science Elementary option Catherine Hornby Kit William O'Connor Elementary option Secondary option-Humanities Jaimy Lee Hutton Cassandra-Mae O'Shea Elementary option Elementary option Muryn Elizabeth Jordan Georgia Marinho Palmer Elementary option Elementary option Kristiana Georgina Eleni Kamagianis Megan Hazel May Patterson Elementary option Elementary option Zachary John Gaudet Keely James Paul Secondary option-Humanities Secondary option-Humanities Chelsea Louise Kemp Erich Petkau Elementary option Elementary option Robyn Jean Kempers Jody A. Phibbs Secondary option-Humanities Elementary option Carlin Joelle Klettke Amber Tamara Piers Elementary option Elementary option Haley Christina Kloosterhof Jessica Poh Elementary option Elementary option Nellicia Willemina Klop Linda Prai Elementary option Secondary option-Humanities Drew Nelson Koehn Jeffrey Kenneth Rasmussen Secondary option-Humanities Elementary option Erin Barbara Koski Adam Benjamin Revel Secondary option-Math/Science Secondary option-Humanities Shawna Ann Lawson Victoria Rose Elementary option Elementary option Sarah Lazarowich Sydney Madelaine Sallstrom Elementary option Elementary option Kirsten Lee Sarah Elise Schober Elementary option Elementary option

02-Jul-2020 1:33 PM Page 2 of 4

Graduand Approvals Page 320 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Bachelor Degree Associate Degree Nicole Alene Spring Elementary option Associate of Arts Degree Carlin Swift Talicia Kane Elementary option Izabela Szczur Diploma Elementary option Leah Tench Secondary option-Humanities Diploma in General Studies Yvonne Theriault Hull Avanpreet Singh Gill Elementary option Jaspreet Singh Gill Lisa M. Thorburn Elementary option Certificate Nathan Timmermans Secondary option-Math/Science Certificate in Applied Business Technology Anina van Rensburg Mayra Renata Frose Secondary option-Math/Science Samantha Grimason Tsandlia Jean Van Ry Elementary option Certificate in Horticulture Crop Production and Protection Caleb van der Leek Hannah Jane Stricker Secondary option-Humanities Madison Leigh VanHulsen Construction Electrician Certificate Elementary option Peter Jacob Giesbrecht Risa Venuto Elementary option Heavy Mechanical Foundation Certificate Andrew Stephen Verhoven Elementary option Kendyll Elisabeth Akmens Jorge Sebastian Beroiza Katalyn Marie Waine Samuel Bustin Secondary option-Math/Science Daniel Christopher Dennis Chantel Waite Bavan Dhaliwal Elementary option Harmandeep Singh Gill Krista Danelle Wallington Jacob Janssens Elementary option Samuel G. Kennedy Emily Margaret Suzanne Warwick Aika Samantha Rasmussen Secondary option-Humanities Justin Armstrong Ritchie Jessica Lorraine Werner Yashvinder Singh Sidhu Elementary option Aiden Speirs Kelly Winkel Elementary option Karilyne Susanna Zurowski Hospitality Event Planning Certificate Secondary option-Math/Science Kaitlyn Marie Brazinha Naomi Grace Henshall Bachelor of General Studies Crystal MacGillivray Welding (Level A) Certificate Ty Claridge Bachelor of Science Arun Kumar Rana Certificate (5 to 30 credits) Biology major Cellular & Molecular Genetics concentration Activity Assistant Certificate (350 hours) Melissa Lynn Bowden Bachelor of Science in Nursing Madison Taylor Kinch Karen Jean Pickford Jennifer Lynn Thompson

02-Jul-2020 1:33 PM Page 3 of 4

Graduand Approvals Page 321 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Certificate (5 to 30 credits)

Bookkeeping for Small Business Certificate Carissa Loescher Michele McCabe Coleman Cynthia McLean Melissa Erin Ritchie

Professional Communications Essentials Associate Certificate Emily April Bitschy

Records Management Certificate (230 hours) Jennifer Mae Russell

02-Jul-2020 1:33 PM Page 4 of 4

Graduand Approvals Page 322 of 328 AGENDA ITEM # 7.2.

Candidates for Graduation

Errata to the June 5, 2020 Graduation Roll

Dept/Program approval

Ayra Sandhu 300147256

Bachelor of Business Administration Finance major

Correction to record as previously included as a Bachelor of Business Administration, Accounting Major

Graduand Approvals Page 323 of 328 AGENDA ITEM # 7.2.

UNIVERSITY °””E FRASERVALLEY MEMORANDUM

To: Joanne MacLean, Chair, Senate Gerry Palmer, Vice-Chair, Senate

From: David Johnston University Registrar

Date: July 24, 2020

Re: Graduands for Approval

On June 5, 2020 Senate approved the following motion THAT Senate permit the use of Policy 20 (Approval of Graduands), exceptional circumstances regulation #4, to approve graduation for eligible students during the summer 2020 semester.

Once all departmental and registrarial approvals have been received, Policy 20 requires the approval of the Senate Chair and Vice—Chair. I present to you the following list of graduands who have completed the requirements for their various credentials.

I approve the candidates on the attached for degrees, certi?cates and diplomas as recommended by Departments 01', 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.

Joanne MacLea11, Chair, Senate

Signature Date: 1 ,7,ozo

Gerry Palmer

3} 30:10 Signature Date:

David Johnston, Registrar

Signature Date: Julv 24, 2020

Graduand Approvals Page 324 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Masters Degree Certificate

M I r f ia Work Cgrti?gglc in AgglicdBusinessTechnglggx Patrice Cormier Emma Kate Bakos Amanda Leah Dell-Hunter Breanne De Oliveira Kaitlyn Dinnes Bachelor Degree Mandeep Kaur Grewal Meagan Hawkins Bachelor nf Arts in Global Development Studies Tiffany Allysa Jackson Ciarra King Gemma Bridgefoot Carly La Fave Ashley Loewen Bachelor of Business Administration Selena Kirsten Mah Steven Alexander Anita Meunier Accounting major Jaimee Nicole Miller with Co-operative Education option Olivia Charlotte Myers Manpreet Singh Dhaliwal Natasha Claire Procee Sonja Elizabeth Thiessen Diploma Alyssa Whiting

Diglgma in Ag;-igult [a Technology Electroni sT hnici - Comm n Certi?cate Emma Nicole Skaaning Jeremy Arnold Livestock Production option Curtis Balzer Adam Patrick Calzavara Diplomain BusinessAdministration Michael John Ells Linden Alexander Symons Dalton A. Heintz Amanda Lynn Ingley Diplomain General gugdies Ashton Kim Mhairi Soleil Anya MacDonald Navpreet Kaur Stephan J.Z. Saint Amour Javin Dean Vanvliet Certificate Healih and Hgman ServicesCerli?cgte A tom [iv erv'ce Tet: icianCerti?cate Saya Bingert Bradley Bell Tejpreet Kaur Brar Karnvir Singh Brar Ana Dick Sandeep Singh Brar Esha Kaur Gill Allison Kimberley Bryce Harveen Hundal Trevor Carscadden Joy Marie Loewen Michael Cavanaugh Beth Neufeld Arjun Dhillon Zoe Ann Paize Bhawanjot Singh Gill Myrtle Megan Rances Emily Holyhead-Miles Elyse Ratslaff Daniel Nathan Boyd Humberset Simrit Kaur Sahota Elijah John Samuel Schierling Carlos Nicolaas Kortekaas Marc Schieven Ching Chia Lin Rachel Valihrach Zachary Meyer Jennifer Watson Brendan Avery Shaw Josiah David Wedel Harkamal Sidhu Abigail Swanson Hospitality Event PlanningCerti?cate Blake Tyzio Danika Nass Taylor Unger Harjot Singh Virk

24-Jul-2020 3:49 PM Page 1 of 2

Graduand Approvals Page 325 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Certificate

M ost—baccalur t ni? 1 Jahnvi Kapoor

{of sio I rti?cate Zachary Carscadden Riley Davies Kori Giesbrecht Brianna Michelle I-[eidrieh Jasper Ablan Imbornal Nick J anzen Samuel Peter Murray Lang?eld Kerilee Christine Latham Josh Ogren Ricardo Roca Caleb John Rosario Ryan Smith

24-Jul-2020 3:49 PM Page 2 of 2

Graduand Approvals Page 326 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Masters Degree Certificate

Master of Social Work Certificate in Applied Business Technology Patrice Cormier Emma Kate Bakos Amanda Leah Dell-Hunter Breanne De Oliveira Kaitlyn Dinnes Bachelor Degree Mandeep Kaur Grewal Meagan Hawkins Tiffany Allysa Jackson Bachelor of Arts in Global Development Studies Ciarra King Gemma Bridgefoot Carly La Fave Ashley Loewen Bachelor of Business Administration Selena Kirsten Mah Steven Alexander Anita Meunier Accounting major Jaimee Nicole Miller with Co-operative Education option Olivia Charlotte Myers Manpreet Singh Dhaliwal Natasha Claire Procee Sonja Elizabeth Thiessen Diploma Alyssa Whiting

Diploma in Agriculture Technology Electronics Technician - Common Core Certificate Emma Nicole Skaaning Jeremy Arnold Livestock Production option Curtis Balzer Adam Patrick Calzavara Diploma in Business Administration Michael John Ells Linden Alexander Symons Dalton A. Heintz Amanda Lynn Ingley Diploma in General Studies Ashton Kim Mhairi Soleil Anya MacDonald Navpreet Kaur Stephan J.Z. Saint Amour Javin Dean Vanvliet Certificate Health and Human Services Certificate Automotive Service Technician Certificate Saya Bingert Bradley Bell Tejpreet Kaur Brar Karnvir Singh Brar Ana Dick Sandeep Singh Brar Esha Kaur Gill Allison Kimberley Bryce Harveen Hundal Trevor Carscadden Joy Marie Loewen Michael Cavanaugh Beth Neufeld Arjun Dhillon Zoë Ann Paize Bhawanjot Singh Gill Myrtle Megan Rances Emily Holyhead-Miles Elyse Ratslaff Daniel Nathan Boyd Humberset Simrit Kaur Sahota Elijah John Samuel Schierling Carlos Nicolaas Kortekaas Marc Schieven Ching Chia Lin Rachel Valihrach Zachary Meyer Jennifer Watson Brendan Avery Shaw Josiah David Wedel Harkamal Sidhu Abigail Swanson Hospitality Event Planning Certificate Blake Tyzio Danika Nass Taylor Unger Harjot Singh Virk

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Graduand Approvals Page 327 of 328 AGENDA ITEM # 7.2.

2020 Graduands for Senate Approval

Certificate

Management Post-baccalaureate Certificate Jahnvi Kapoor

Professional Cook Certificate Zachary Carscadden Riley Davies Kori Giesbrecht Brianna Michelle Heidrich Jasper Ablan Imbornal Nick Janzen Samuel Peter Murray Langfield Kerilee Christine Latham Josh Ogren Ricardo Roca Caleb John Rosario Ryan Smith

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Graduand Approvals Page 328 of 328