AGENDA Public Meeting SENATE Friday, January 22, 2021 - 1:30 PM Via Zoom
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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 . 3 - 69 3.1. Consent Items
• Agenda, January 22, 2021 • Minutes, November, 2020 • Graduands, January 22, 2021 THAT the following consent items be adopted by Senate as presented: • Agenda, January 22, 2021 • Minutes, November, 2020 . 4. DECISION ITEMS . 4.1. UFV Integrated Strategic Plan - James Mandigo . 70 - 96 4.1.1. UFV Integrated Strategic Plan That Senate approve the five-year Integrated Strategic Plan titled IYAQAWTXW: House of Transformation as presented. . 4.2. Senate Governance Committee (SGC) - Gerry Palmer . 97 - 107 4.2.1. Revisions to Program Discontinuance Policy (222) THAT Senate approve the revised Program Discontinuance Policy 222 (as attached). . 108 - 4.2.2. Revisions to the Final Grade Appeals Policy (217)
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Page 140 THAT Senate approve the revisions to the Final Grade Appeals Policy (217) and Final Grade Appeals Procedures (as attached). . 4.3. Academic Planning and Priorities Committee (APPC) - James Mandigo . 141 - 4.3.1. MOLA Program Review 146 THAT Senate accept the Dean's Summary Report of the Modern Languages program review as presented. . 4.4. Course Delivery Summer 2021 term - James Mandigo . 147 - 4.4.1. Course Delivery Summer 2021 151 Wherever possible, courses within programs will be delivered in a remote/online format for the entire duration of the Summer, 2021 semester (May to August). 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. REPORTS . 5.1. Report from the President and Vice-Chancellor - Joanne MacLean . 152 - 5.1.1. President's Report 153 . 5.2. Report from the Provost and Vice-President, Academic - James Mandigo . 154 - 5.2.1. Provost's Report 158 . 5.3. University Secretary - Al Wiseman . 159 5.3.1. Remaining Vacancies on Standing Committees of Senate . 6. INFORMATION ITEMS . 160 - 6.1. Program Suspension - MA Crim 161 . 6.2. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/ . 6.3. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/ . 7. ADJOURNMENT and NEXT MEETING The next meeting of Senate is on February 26, 2021 at 1:30 pm via Zoom. . 8. IN-CAMERA SESSION - Agenda under separate cover
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MINUTES Public Meeting SENATE Friday, November 20, 2020 Via Zoom
Amber Johnston, David Johnston, Derek Ward-Hall, Gerry Palmer, Gilmour Jope, Greg Mather, Greg St. Hilaire, Jacqueline Nolte, Joanne MacLean, John English, Kim Isaac, Norm Taylor, PRESENT: Paul Gumprich, Simon Xi, Sue Brigden, Tracy Ryder-Glass, Lucy Lee, Jonathan Hughes, Jon Thomas, Dawna Williams, James Mandigo, Shelley Stefan, Afia Raja, Christine Elsey, Christine Slavik, Karin Jager, Tripat Sandhu, and Rajdeep Dhaliwal REGRETS: Alastair Hodges, Andy Sidhu, Sven Van de Wetering, Jobanpreet Thind, and Nathan Burns SECRETARIAT: Al Wiseman, Marlene Affleck GUESTS: John Pankratz, Maureen Wideman, Marnie Wright, Peter Geller and Samuel Young
1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY
J. MacLean called the meeting to order at 1:30 pm.
J. Thomas gave the territorial acknowledgement. Good afternoon Senators and guests. It is my honour today to acknowledge that I am speaking to you from the traditional, ancestral lands of the First Nations peoples. UFV is located on the traditional territory of the Stó:lō peoples, and we are privileged to live and work on these lands. I invite you to take a moment to reflect on and learn from the ways in which the first nations peoples have lived in harmony with nature on these lands over many millennia.
2. UFV Board Chair - John Pankratz
J. Pankratz brought greetings on behalf of the Board of Governors. • He shared that at the Board’s planning session in September they were challenged to question how they use meeting times, the need to spend time to develop generative questions, as well as develop creative ways of thinking • The Board is pleased to appoint Dr. Sidhu as chancellor for another term • Joint Board/Senate Governance will meet twice this year and this helps in building a strong relationship between Board and Senate • Areas the Board is currently involved with: • Feedback on the Integrated Strategic Plan • Long term sustainability and use of our space and properties • Striving to have more active reporting from Board to Senate and vice versa • 50-year anniversary celebration
Dr. MacLean acknowledged that the Cascade newspaper is doing an audio recording of the public meeting and no objections were received.
3. ELECTRONIC VOTING
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Senate, Public Meeting November 20, 2020 Page 2 of 54 3.1. 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”. K. Issac/N. Taylor CARRIED
4. ADOPTION OF CONSENT ITEMS
4.1. Consent Items • Agenda, November 20, 2020 • Minutes, October 23, 2020 • Graduands, November 20, 2020
MOTION: THAT the following consent items be adopted by Senate as presented: • Agenda, November 20, 2020 • Minutes, October 23, 2020 • Graduands, November 20, 2020 A. Johnston/G. Jope CARRIED
5. PRESENTATION
5.1. UFV Online Learning - Maureen Wideman
6. REPORTS
6.1. Report from the President and Vice-Chancellor - Joanne MacLean
6.1.1. President and Vice-chancellor's Report
6.2. Report from the Provost and Vice-President, Academic - James Mandigo
6.2.1. Provost's Report
6.3. University Secretary - Al Wiseman
6.3.1. Senate Standing Committee Vacancies
6.3.2. Senate Membership Upcoming Vacancies
7. INFORMATION ITEMS
7.1. Read about UFV recent news and events on UFV Today
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Senate, Public Meeting November 20, 2020 Page 3 of 54 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
The meeting was adjourned at 3:00 pm. The next meeting of Senate is on January 22, 2021 1:30 pm via Zoom.
9. IN-CAMERA SESSION - Agenda under separate cover
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Online Learning: TLC’s pandemic response MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 4 of 54 Page 6 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
In March 2020, 1.5 billion people worldwide moved their learning online. MINUTES ITEM # 5.1. In Canada, 2 million postsecondary students AGENDA ITEM # 3.1.
went remote. Page 5 of 54 Page 7 of 161 AGENDA ITEM # 3.1.
MINUTES ITEM # 5.1.
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Teaching and Learning
Immediate emergency response to assist
faculty and students MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 7 of 54 Page 9 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Hired three additional learning designers
01 02 03
Lorem ipsum dolor sit amet, Lorem ipsum dolor sit consectetur adipiscing elit. amet, consectetur. Lorem ipsum dolor sit amet. MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 8 of 54 Page 10 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
New Technologies MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 9 of 54 Page 11 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
MicroCourses
X X X X X X X X MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 10 of 54 Page 12 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
MicroCourses
Blackboard Essentials Adapting Instruction in X X Times of Crisis X X Assessment X X Creating a Compelling X X Discussion Forum
Making Course Videos MINUTES ITEM # 5.1.
Virtual Synchronous AGENDA ITEM # 3.1.
Teaching Page 11 of 54 Inclusivity Online Page 13 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Indigenization
X X X X X X X X MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 12 of 54 Page 14 of 161 AGENDA ITEM # 3.1.
MINUTES ITEM # 5.1.
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X X X X X X time faculty time faculty X X - Fall and Winter Fall UFV Launch wo courses (each courses wo 25 new full new 25 T consisting of 9 sessions) through semesters. 11 - Kickstart & UFV Launch Kickstart – December 7 December - 21, 2020 21, - Kickstart One week PD program PD program week One and 33 permanent, LTA from sessional faculty 17 August UPCOMING PD OnlinePD Professional Development Professional New Faculty Kickstart Faculty New Launch UFV
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What we’ve been up to (Aug-Nov)
900 2700 70 45
Personal Emails to assist Workshops Check Under the consultations with faculty and students Hood course faculty members consultations MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 14 of 54 Page 16 of 161 AGENDA ITEM # 3.1.
MINUTES ITEM # 5.1.
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X X X X X X X X SLG 34 leaders hired fall withfor new being courses supported tutoring both ASC and SLG went online went SLG and ASC ASC Workshops for students students for Workshops to conduct online synchronous and asynchronous modes.delivery WriteAway Academic Integrity Matters programming Professional Development Professional New Faculty Kickstart Faculty New Launch UFV
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CECE CECE hosted Co-op Info Sessions (84 students), Facilitated workshop for International Students new to UFV Guest presented in classes Launched “Career Quest” activity for welcome week Assisted departments in obtaining external funding to hire 6 new full-time co-op positions (4 Science, 2 BTO), Provided resources for “Transferable Work
Skills” module to College of Arts portfolio MINUTES ITEM # 5.1.
instructors AGENDA ITEM # 3.1. Assisted departments in hiring 51 WorkStudy students for the fall semester Page 16 of 54 Page 18 of 161 AGENDA ITEM # 3.1.
MINUTES ITEM # 5.1.
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MINUTES ITEM # 5.1.
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We appreciate your Thank you!
Your team has made my transition to fully online teaching much smoother.
Just wanted to say what a big support TLC has been throughout this Your Teaching and Learning pandemic (and before of course). department have offered such Just attended the Zoom wonderful support to me through workshop. It was stellar. the first weeks of this fall semester. I just wanted to say thank you! I wanted to thank you and the Teaching and Learning Centre team for really making a difference in my learning at UFV this
past summer semester. MINUTES ITEM # 5.1. Two of my professors in particular shared with the class that they AGENDA ITEM # 3.1. had been working closely with the TLC to make sure our online
classes were going well. I enjoyed both of those classes so much, Page 19 of 54 and I really felt that the professors were implementing some very Maureen, this is a fan letter…I’m sure glad to creative and effective teaching strategies and tools that made see how Blackboard has improved over the
Page 21 of 161 learning fun and meaningful. last decade, and I want to thank you and your department. AGENDA ITEM # 3.1.
MINUTES ITEM # 5.1.
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QUESTIONS OR FEEDBACK MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 21 of 54 Page 23 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
UFV 2020 FACULTY SURVEY SUMMARY
ONLINE LEARNING TASK FORCE INSTITUTIONAL RESEARCH NOVEMBER 2020 Title Lorem Ipsum MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 22 of 54 Page 24 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Participants
Associate Professor 49% response rate MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 23 of 54
0% 20% 40% Page 25 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Faculties MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 24 of 54 Page 26 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
The Transition
94% 6% MINUTES ITEM # 5.1.
CLASSES WENT ONLINE CLASSES FULLY ONLINE AGENDA ITEM # 3.1.
MOST IN THE FALL Page 25 of 54 Page 27 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Online Experience
49% 38% 13% MINUTES ITEM # 5.1.
FIRST ONLINE EXPERIENCE PREVIOUS ONLINE EXPERIENCE EXTENSIVE ONLINE EXPERIENCE AGENDA ITEM # 3.1. Page 26 of 54 Page 28 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Take home exams Essays Almost 40% Series of shorter tests, open book tests Final project replaced Student interviews final exam Portfolios with an Oral exam Video presentation alternative MINUTES ITEM # 5.1.
Experiential learning and reflective analysis AGENDA ITEM # 3.1. Case study Page 27 of 54 Page 29 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
International Students 25% 72% Students had difficulty with visas had Time zones international Sorting out assignment deadlines students in Connectivity Difficulty contacting professor due to delays and lagging, their classes MINUTES ITEM # 5.1.
Inability to watch videos AGENDA ITEM # 3.1.
Firewalls denying access to textbooks or apps Page 28 of 54 Mental health and loneliness Page 30 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
What worked well?
Nothing to everything
Videos – pre-recorded, recorded lectures, concept mini videos Support from TLC, IT and colleagues, deans
Web conferencing such as Zoom and Collaborate MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Blackboard and various tools such as Discussion, Quizzes, Grading Page 29 of 54 No commuting Page 31 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Challenges
74% Increased workload and stress from working from home 62% Preparing content for online learning 61% Converting activities to online 56% Keeping students motivated and engaged 47% Learning new technologies and online tools MINUTES ITEM # 5.1.
47% Communicating with students AGENDA ITEM # 3.1.
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Better or Worse?
Better Same Worse
Flexibility Accessibility (materials, Engagement of students Range of tools platforms) Customization (personalization
Ease of use of tools Autonomy of learners of learning) MINUTES ITEM # 5.1.
Innovation (experimenting) Support for students AGENDA ITEM # 3.1. Support for faculty Support for faculty Page 31 of 54 Page 33 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
What are they using the most? Blackboard to distribute materials Online office hours Synchronous webcasts Pre-recorded lectures Live sessions for discussions and questions MINUTES ITEM # 5.1. AGENDA ITEM # 3.1.
Never using: social media for communicating to students Page 32 of 54 Page 34 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
What would they benefit from? Information for students on how to succeed online How to engage students online Support for how to work and teach from home Alternatives for final tests/exams Inclusion of Indigenous ways of knowing into online course MINUTES ITEM # 5.1.
Assessing students’ knowledge AGENDA ITEM # 3.1. Page 33 of 54 Page 35 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
How do you prefer your help? One-on-one consultations Recorded webinar Digital material on website Collaborating with another faculty member Micro-course/synchronous online training sessions MINUTES ITEM # 5.1.
Learning sessions with department colleagues AGENDA ITEM # 3.1.
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After pandemic Indicated that post-secondary will have more online teaching more integrated into 84% curriculum MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 35 of 54 Page 37 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
How much online would they prefer?
12% 21% 33% 27%
All courses fully Some fully online Blended / hybrid F2F Only online and some f2f MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 36 of 54 Page 38 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Comments Assistance with emergency tech issues after 5 p.m. Improved technological resources at home i.e. laptop, microphone, software (funding) More time to develop courses Acknowledgement of working from home difficult Collaboration with other faculty re: easing stress, sharing ideas Prep work for sessionals, impact on health
Stress around courses that don’t translate well to online MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Academic integrity around exams, invigilated exams
Equity concerns re: access to resources, costs of technology Page 37 of 54 Page 39 of 161 Consent Items Agenda, January 22, 2021 Minutes, November, 2020 Graduands...
Comments, Con’d Blackboard issues Wide variety in quality of courses Student success, motivation, engagement Can’t wait until it’s over This is working better than expected, I will continue teaching this way Thank you to TLC for assistance MINUTES ITEM # 5.1. AGENDA ITEM # 3.1. Page 38 of 54 Page 40 of 161 AGENDA ITEM # 3.1.
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President’s Report to Senate – November 20, 2020
Dear Senators: It is my pleasure to provide the following report for your consideration.
1. COVID-19: As you know, Dr. Bonnie Henry has issued new health orders specifically including the Fraser Health region where all UFV campuses are located. These orders are in place from November 8 to November 23 and have resulted in a variety of updates to UFV Covid-19 Safety Plans. The university remains open and committed to the delivery of quality education for our students with on-going face-to-face and remote classes. UFV faculty and staff should continue to work remotely wherever possible.
2. Equity, Diversity & Inclusion (EDI): The President’s Task Force released the UFV EDI Action Plan in September and held a Town Hall Meeting on Oct 8th to gather feedback and answer questions about the plan. Each member of senior administration is actively working on EDI goals per the Action Plan, and planning is continued to identify priority for sequenced action, resources required for goal achievement, and report card mechanisms. I invite all members of Senate to provide feedback on the action plan to members of the TF or to my office.
3. Employee Service Excellence nominations: Launched in 2016 by the UFV Board of Governors, UFV Service Excellence Awards are presented annually to recognize and celebrate UFV staff and faculty excellence in service, leadership, and teamwork that supports the values, mission, and goals of UFV.
UFV is currently seeking nominations for the following awards and honours:
1
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UFV Staff Excellence Award UFV Inspirational Leadership Award UFV Teamwork Award
Please consider nominating an individual or team before Feb 12 at //ufv.ca/hr/service-excellence-awards
As we come closer to the end of the fall semester, I want to take this opportunity to thank all members of Senate and the Secretariat team who so ably support us. You have responded incredibly well by adapting to the pandemic and doing your part to ensure our university remains healthy and safe. I know it’s not easy, but your efforts mean we will get through this together. Working in this new, and sometimes demanding environment, can be stressful and draining. So look after yourself and recharge your resources. I know you’re dedicated and driven, but your mental and physical well-being should be your first priority. I would be pleased to respond to any questions related to this report or to any other topics of interest.
Thank you.
Joanne MacLean
2
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MEMO FROM: Dr. James Mandigo, Provost and VP Academic DATE: November 10, 2020 SUBJECT: Senate Provost’s Report – November 2020
Ey Swayel
COVID-19 Updates
• Due to the rapid increases in positive COVID-19 cases in BC’s Lower Mainland, new restrictions for the Fraser Health Region were put into place from November 8 – 23. After consulting with Fraser Health and the Ministry of Advanced Education, Skills and Training, UFV provided an update on November 9th around revised protocols to align with the new directives during this two-week period. These updated protocols prioritize the continuation of our academic programming and the health and safety of our internal and external community. The updates can be accessed on UFV’s main COVID-19 website: https://www.ufv.ca/coronavirus/ • The Online Exam Task Force of the Academic Continuity Committee has completed their work. The Task Force met 6 times (September 10, September 17, October 5, October 8, October 16, and October 23). Their report is available through the Teaching and Learning Website located here. I have also attached a copy of their report as an appendix to my report for your reference. Members of the Task Force included: Peter Geller (Chair), Lisa Bavington (Tenure and Promotion), Nathan Bialas (Faculty of Science), Alan Cameron (Faculty of Humanities), David Harper (Faculty of Health Sciences), Carl Janzen (Faculty of Professional Studies), Michael Maschek (Faculty of Social Sciences), Renee Presad (Faculty of Applied and Technical Studies), Talia Q (Faculty of Professional Studies), Sean Rigter (Faculty of Access and Continuing Education), and Maureen Wideman (Teaching and Learning). I would like to thank all members of the Online Exam Task Force for their participation and sharing their time and expertise. This is an issue that all post-secondary institutions are struggling to address. I am confident that the recommendations provided in their report represent the best practices possible to maintain academic integrity and academic standards. • The Winter 2021 timetable is now available here. Courses that have approved F2F components have been identified so that students are aware of the instructional methods to be used.
Integrated Strategic Plan
Work continues finalizing the draft of the strategic imperatives following UFV’s online consultations. I have met with the Stakeholder Group on two occasions since receiving the feedback from the online consultations and I hope to be able to share the results of their work in a preliminary draft of the Integrated Strategic Plan in prior to the end of the calendar year. Senators can view the progress to-date here.
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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Equity, Diversity, and Inclusion
• The search for a new Director of Equity Diversity and Inclusion has begun. UFV has is working with the search firm Leaders International to assist us in helping find the best candidate to fill this position. You can access the Position Profile here. I would encourage all Senators to distribute the Position Profile as widely as possible so that we can attract the best possible candidate pool possible. I would also like to thank the following individuals for agreeing to serve on the Selection Advisory Committee (SAC): o Adrian Bontuyan - Coordinator, International Student Success, UFV International o Jerri-Lynne Cameron - Director, Research Services, and Industry Engagement o Martha Dow - Associate Professor, Department of Social, Cultural and Media Studies, & Acting Director, Centre for Health & Social Innovation Hub o Shirley Hardman - Senior Advisor on Indigenous Affairs, Indigenous Affairs Office o Jacqueline Nolte - Dean, College of Arts o Tanveer Saroya – Student o Joanna Sheppard - Associate Professor, School of Kinesiology, & EDI Committee Co-Chair o Jon Thomas - Associate Professor, School of Business, & BC Regional Innovation Chair on Canada-India Partnership Development o Alisa Webb - Vice-President, Students o Maureen Wideman, Associate Vice-President, Teaching and Learning o Marnie Wright - Associate Vice-President, Human Resources
The following are several highlights identified by leaders across our Academic Units of the important work that continued to take place during the summer months.
Our Faculty & Staff • UFV's SASI Director and Associate Faculty in the Social, Cultural and Media Studies Department Dr. Satwinder Bains, along with co-editors: Rita Kaur Dhamoon, Davina Bhandar and Renisa Mawani, were given an honourable mention by The Canadian Studies Network for their book entitled: Unmooring the Komagata Maru: Charting Colonial Trajectories. • Graphic and Digital Design’s (GDD) Department Head and Associate Professor Karin Jager was featured in a Vancouver Sun article about a logo she designed for the World Food Programme (WFP) three decades ago. The WFP is a Nobel Peace Prize winner. • The TED has made a firm commitment to anti-racism and equity this year by re-evaluating our policies and procedures in all aspects of our program, including our Admissions. We are also looking at pro- active ways to make our program more welcoming to diverse candidates and attract applicants who more accurately reflect the diversity present in the K-12 public school system in the Fraser Valley. • Twelve Indigenous faculty and staff members completed the Indigenous Tools for Living (ITFL) experiential training where participants learned culturally relevant land-based skills and interventions to
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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effectively work with and sit beside complex trauma. These workshops were followed by training in how to facilitate workshops and apply this learning more broadly. • The PDQA office submitted the final draft of the QAPA Institutional Report to UEC, GSC, APPC and Senate, as well as to the Way Finders advisory group, for review with revisions incorporated into the report submitted to the Ministry Secretariat on October 20, 2020. The QAPA external site visit is scheduled for December 14 and 15, 2020. • The Peace and Reconciliation Centre has awarded its first grant to Political Science Associate Professor Dr. Fiona MacDonald, who will use the funds to bring a research partner from New Zealand to collaborate on a project focused on developing a restorative approach in Canadian healthcare. • We are pleased to announce that Chilliwack is now a pickup location for the Select and Collect contactless pickup service. Library users can now place a hold on a desired item in the UFV Library catalogue, and library staff will retrieve the item from the shelves and have it ready for you to pick up at the library of your choice. • The Library continues to grow its electronic collections in support of online teaching and learning. UFV students, faculty, and staff now have access to the Criterion on Demand database, which is a streaming video collection of more than 1500 feature films including classics, new releases, literary adaptations, documentaries and more. It also provides access to more than 1100 French titles and approximately 135 foreign language films with English subtitles. Please note that these films are for personal, non- commercial, and educational or research viewing only and cannot be shown at public events or student film nights. • UFV librarians are now offering extended reference/research support sessions to students, using Zoom videoconferencing. All students are welcome to request a 30-minute appointment with a librarian. For students in 3rd year courses and above, we will try to match you up with the liaison librarian for your program. Appointments are available between the hours of 9:00am and 4:00pm, although some evening or weekend appointments may be possible. • TLC faculty and staff continued to support the high demand from faculty and some students regarding online courses. TLC staff responded to more than 1175 emails, hosted 31 workshops, conducted 189 one-on-one faculty consultations, and sat in on 7 classes during online exams. The list of departments that we worked with this month includes ABT, BUS, CHEM, CIS, CRIM, ECE & CYC, ENG, GEOG, HIST, KIN, MOLA, NURS, PORT, PSYC, TRADES, and VA. • Workshops hosted weekly are found here http://events.ufv.ca/tlc/ . The Learning Designers and Teaching and Learning Specialists teach these workshops which, in total, averages between 7 – 12 sessions per week. These include Wevu, Zoom, Micro Courses 1 – 7, Blackboard, Padlet, Camtasia, Turnitin, Weaving Knowledge Systems, and Educators Journey Towards Reconciliation. • Chat – R is a special event that supports faculty and staff on their journey towards reconciliation after they have completed the Educators Journey Towards Reconciliation workshop. Lorna Andrews, TLC Specialist in Indigenization, hosts this event once a month to focus on the interests or needs of those in attendance. Anyone can sign-up here http://events.ufv.ca/tlc/events/chat-r-chat-reconciliation-3/ and once registered, will be sent the Zoom link. Participants can choose to attend one session or all sessions.
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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The goal is to continue conversations towards reconciliation and form a stronger allyship for Indigenization. • ASC hosted four information sessions on Academic Integrity and ASC services for 123 students. In addition, 67 UFV students submitted their draft papers to WriteAway for feedback. The ASC facilitated 32 workshops which included Earn your Degree Honestly; Study with a Plan; Decode Your Assignment; APA Citation Basics; MLA Citation Basics; Chicago Citation Style; APA Citations – Beyond the Basics; Reshape Your Sources; Reflective Writing for Academic Work; and Developing Thesis Statements. Workshop link here https://www.ufv.ca/asc/asc-workshops/ • Dr. Jon Thomas and Dr. Keith Carlson will present as part of ScienceTalks Abbotsford Virtual Science Cafe on Nov 3 and Dec 1, respectively. Coordinated by the UFV Alumni Association
Our Students
• Two alumni and one student from the School of Creative Arts (SOCA) won Arts Arty Awards. o Chantelle Trainor-Matties won this year’s Media Arts Arty Award for her graphic design work in the 16th Annual Arty Awards. Chantelle graduated with her diploma in Visual Arts from SOCA, earning a spot on the Dean’s list and an Outstanding Achievement Award. o Emily Gauthier graduated from UFV with a Bachelor of Fine Arts and was the winner of this year’s Emerging Artist category. Emily works primarily with silkscreen and etching methods in combination with film photography to create captivating and emotional works that address issues of emotion and anxiety. o Isabella Dagnino was the winner of the Visual Arts Arty Award in recognition of her photographic work. She is a fourth-year Bachelor of Fine Arts student at UFV who is also working on a minor in art history. • SOCA held a grad exhibition, on view at the S'eliyemetaxwtexw Art Gallery, called Unbounded from September – October 8. As part one of a three-part series of Grad exhibitions, Dana Mandeville was the first graduate from this past winter’s Senior Studio class to exhibit her installation. Dana was interviewed by Andrea Sadowski, Culture & Events Editor, from The Cascade. The S’eliyemetaxwtexw Art Gallery is currently showcasing part two of three from this series (from October 14 – November 4) of BFA Grad Exhibitions, featuring Albert Woods, Kimberly Vandenberg, and Candice McPherson. • The Theatre Department is experimenting with an online performance of Antigone on November 25, 26, 27 (7pm) and 28 (2pm). Performances will be held via Zoom and are free of charge. Learn more. • Criminology and Criminal Justice’s Career Development Coordinator, Kim Nickel, worked with the Practicum Coordinator from Carleton University to connect students from both institutions to share their reflections, learnings, challenges, and opportunities with participating in practicum during COVID. • A UFV student beat out hundreds of competitors from multiple universities to obtain a co-op placement at TRIUMF this winter semester. TRIUMF is Canada’s particle accelerator centre and is one of the most desired employers for STEM students. Emily Rettich is a 4th year Physics student with a 4.20 GPA. She is currently completing her first co-op work term as a Physics Lab Assistant at UFV with Carmen Herman as part of the Federal Grant Funding SWPP program. This last summer Emily was honoured with an
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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Undergraduate Research Scholarship in Nuclear Physics. Over the course of the summer she gained experience in learning high level concepts remotely and utilizing existing code as well as writing her own code. She starts her co-co work term this winter with TRIUMF as a Research Student in Theoretical Nuclear Physics. • Reallocating $15,000 from the student conference travel grant fund (which is not being utilized due to COVID travel restrictions) to support student-led research and engagement projects related to EDI, Indigenization, anti-racism, etc. Details TBA. • In mid-October, The UFV chapter of the Canadian Nursing Students’ Association (CNSA) hosted a virtual panel discussion on racism in healthcare. This was held in collaboration with the University of Victoria’s Global Health Association.
Our Community • The Faculty of Science has partnered with the Esposito Family Centre for Innovation & Entrepreneurship (EFCIE), a new research hub at UFV https://www.ufv.ca/innovation-entrepreneurship/, to offer innovation grants. These grants are open to joint UFV student-faculty teams to carry out research in either of 1) general and 2) in STEM related fields. Up to $5,000 are available for each of these grants. The application deadline is Nov 30, 2020. https://www.ufv.ca/innovation- entrepreneurship/students/innovation-grant/ • UFV’s Climate Change video, directed by Biology Adjunct Professor Dr. Carin Bondar, was selected for the Chilliwack Independent Film Festival https://www.ciff.ca/the-festival. The video featured many of our UFV science and arts students, faculty, as well as Deans Lucy Lee and Jacqueline Nolte along with UFV President Joanne MacLean. VIDEO: https://youtu.be/Dr1tglWEJeA.
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
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APPENDIX
TO: James Mandigo, Chair, Academic Continuity Committee
FROM: Peter Geller, Chair, Online Exam Task Force
DATE: October 26, 2020
RE: Report on Online Exams
Background The Online Exam Task Force was established by the Academic Continuity Committee, to provide guiding principles and best practices for online exams in the context of UFV’s response to COVID-19. The Task Force members are: Lisa Bavington (Tenure and Promotion), Nathan Bialas (Faculty of Science), Alan Cameron (Faculty of Humanities), Peter Geller (Vice Provost), David Harper (Faculty of Health Sciences), Carl Janzen (Faculty of Professional Studies), Michael Maschek (Faculty of Social Sciences), Renee Presad (Faculty of Applied and Technical Studies), Talia Q (Faculty of Professional Studies), Sean Rigter (Faculty of Access and Continuing Education), and Maureen Wideman (Teaching and Learning). The Task Force met 6 times (September 10, September 17, October 5, October 8, October 16 and October 23).
The Task Force provides the Academic Continuity Committee with the following Recommendations for Online Exams, with the understanding that the ACC will then bring forward any recommendations to the UFV Senate. Also included are Resources for instructors.
Considerations In bringing the Recommendations forward, the Task Force discussed the upcoming exam period for Fall 2020 and the number of online exams scheduled. With the possibilities of technical issues arising, the Task Force would like to note the potential increase in Information and Technology Services support required for students and instructors. This also includes the impacts of needing to re-schedule exams or considering other alternatives.
Attachments 1.Recommendations for Online Exams 2. Resources (from Teaching and Learning Centre) • Using Zoom to monitor exams • Online Test Checklist/Considerations • Considerations for Instructors • Considerations for Students • Assessment Resources (from BCcampus)
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Recommendations for Online Exams from the UFV Online Exam Task Force
Preamble
UFV recognizes that faculty have autonomy regarding their courses, including assessments. During the COVID-19 pandemic, faculty might be uncertain as to how to best deliver online exams and prepare their students for them. The Task Force recommends the following guidance for faculty electing to use online exams as part of their student assessment.
Pre-test planning ● Survey students early in the semester using a Blackboard survey tool (or similar) to find out if students have adequate technology, where they are located etc. TLC can help you design a survey. ● In advance, take the exam(s) yourself from a variety of devices to ensure it works from different platforms and to ensure that the exam settings are what you expect and/or need. Use the Student Preview mode in Blackboard to do this. TLC can help you with the review of the exam. ● Provide a short no-stakes practice quiz for students early in the course to familiarize them with the types of questions you’ll be using and the way Blackboard presents the questions. ● Consider having the students prepare a practice exam in advance of midterms and finals. Have them submit questions to you and compile for them using the same conditions as the actual exam (e.g. time limits per question and types of questions). ● Help your students familiarize themselves with online assessments by including several lower stakes quizzes during the term, using the same question types and conditions. This will allow students to check their tech before a graded assessment without adding stress and to become familiar with the assessment tools used in the course.
Test design and options ● Keep questions and answers as concise as possible and of consistent length. ● Use a large question bank so that each student receives a random sample of these questions. This will make answer sharing more difficult between students. ● Randomize answer options for multiple-choice questions. To do so, you will need to be sure that you DO NOT randomize the answers that include, e.g., “All of the above” or “Both A and B.” ● To determine appropriate exam duration (options) ○ Read all questions and answers aloud while timing and then double that time ○ Have a novice (e.g. a colleague or someone at home) take the exam, reading and answering all questions. They should finish in about 2/3 of the time you allow students ○ For future reference – monitor results; first students should finish in about 2/3 time allotted
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○ Not all students will finish in the time allotted; roughly 10% will not which is similar to timed face-to-face exams ○ Class averages should be reasonable
Test settings ● If your exam is synchronous (i.e., all students take the exam at the same time), be sure to be available during the availability period; provide a protocol for students to follow to communicate with you if they want to ask questions or experience technical difficulties. Consider an alternate, later exam time for students in widely different time zones. ● For asynchronous exams, consider flexible time delivery for the exam (i.e. making it available for 12-24 hours). Once students begin the exam, they have a fixed amount of time to complete. ● Set the exam to open in the same browser window. ● Ensure that only one question appears on the screen at any given time on the test. This is to ensure that students are not able to capture the screen with all test questions at one time. ● Set the options to restrict the amount of feedback students receive on exam completion. ● Use the auto-submit option. ● Be sure to extend the time for students that have accommodations for that recommended by the Centre for Accessibility Services.
Academic Integrity ● Discuss academic integrity with your students frequently and also immediately prior to the online exam. Ensure that links to Policy 70 are provided on your course page and that students are required to review it. ● Include an academic integrity statement in the instructions of your online exam or require they acknowledge they have read and understood Policy 70 before continuing with the exam.
Other recommendations ● If your exam includes both questions that are graded by Blackboard and are subjective, written answers consider breaking this into two separate exam parts with a short break in between. ● Check over short answer (e.g. fill-in-the-blank) questions to assign part marks for spelling mistakes. Do not rely on auto-grading.
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Resources for Online Exams
Using Zoom to monitor exams
Description: Consider the following if you are planning to use Zoom or Collaborate Ultra to monitor student activity synchronously while doing the exam.
Benefit: This emulates the in-class experience and may act as a deterrent, but still has its limitations. Students may still appear that they are checking notes or checking Google when in fact they are not. Proving that a student cheated using this option may be nearly impossible, but it may deter some.
Challenges: Internet stability may be compromised by having both Zoom and the testing platform active at the same time.
Technology: ● Zoom or Collaborate Ultra ● A very stable internet connection
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Online Exam Checklist/Considerations
1. Survey students early to confirm they have appropriate test-taking knowledge and technology. Book a computer lab for students who have serious connectivity issues. Or provide flexible options such as an oral exam or alternative assignment. 2. Use the Student Preview mode in Blackboard to take your own test from at least two devices to ensure that the test’s time settings are what you expect and/or need. For timed tests, ensure a reasonable amount of time is provided to students to complete the online test, but keep the amount of time for each question as short as reasonable (eg. 1 minute per recall multiple choice question; 2 minutes per application-based multiple choice question). This should also prevent answer sharing and limit the ability of students to look up the answer in another browser window. 3. Provide a practice exam for students prior to administering the online exam 4. Use a large question pool and random blocks to be sure each student receives a different version of the test. 5. Ask application or case-based questions that require critical thinking or problem-solving, rather than questions that can be looked-up. Assume that an online test is open-book. Do not rely on auto-grading; use short-answer and essay questions. 6. Discuss academic integrity with your students prior to the online exam. Post Policy 70 statement with review status in the exam instructions. 7. Discuss with students the protocol for asking questions during the exam period i.e., posting to the discussion board, sending email or course messages, or using the chat feature in Zoom or Collaborate. 8. Discuss with students how you will deal with technical issues during the exam so that they are prepared. Prepare them by sharing this video. 9. Research how to resolve student issues with tests. 10. Set the test options as recommended by TLC: ○ Set the availability window (display after times) to a minimum of 12 hours OR set a due date and choose the option “do not allow students to start the test after the due date has passed”. ○ if your test is timed, use the auto-submit option so the test is submitted automatically when the time expires. Do not use force completion for a timed test. ○ Allow one attempt but add test availability exceptions for students registered with CAS ○ Set the feedback options to restrict the amount of feedback students receive on exam completion. ○ Present questions one at a time. This is to ensure that students are not able to capture the screen with all test questions at one time. Allow backtracking. ○ Randomize questions for multiple-choice and avoid “All of the above” options.
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Considerations for Instructors When choosing to assess with synchronous online tests and examinations, the following are some areas for consideration: ● While there are ways to encourage and further academic integrity when students take synchronous online tests, there are no methods that will entirely eliminate academic misconduct. ● There is a risk of technical failure for students due to the requirement for extended, sustained internet access. ● Students may not have access to reliable Internet access or may be relying on data plans to access course material and the testing platform. ● Not all students will have access to computers to complete the online exam; they may be relying on smartphones or other mobile devices, resulting in a highly stressful testing situation. ● Not all students will have webcams available or will only have cell phone cameras available. Internet access may not support live Zoom video and an online exam at the same time. ● Not all students have safe living spaces where they can turn on their cameras during an exam. ● Some students experience higher levels of anxiety with synchronous online exams. ● Students may be in different time zones and may have difficulty attending particularly if exams are held in the middle of the night. ● Additional student accommodations may be required. ● Consider open book tests (designed for students to complete with access to additional resources, such as websites, lecture notes, textbooks, etc.) ● Ensure a reasonable amount of time is provided to students to complete the online test, including time for each question (eg. 1 minute per recall multiple choice question; 2 minutes per application-based multiple choice question). This should also prevent answer sharing and limit the ability of students to look up the answer in another browser window. ● Consider having students contribute exam questions to the test bank. ● Ask application-based questions that require additional thinking, rather than questions that rely on student knowledge of basic course content. Use short-answer or essay-type questions and provide citation guidelines. Use questions that reference classroom discussions and activities to make the exam more robust. ● Ensure instructions are written in plain language to avoid misinterpretations. ● Consider using a computer lab for students who have serious connectivity issues. ● Provide an option for an oral exam or an option to write a “paper exam” on-campus following COVID-19 rules or provide an alternative assignment for students with significant connectivity issues.
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Considerations for Students (can be posted on course site)
Technology Follow the same requirements for a standard online class: https://ufv.ca/media/assets/adult- education/Online-Learning-System-Checklist.pdf
How to Prepare for an Online Test Understand the online test logistics: What time is the exam? Is it available for a particular window of time? How long do I have to write the exam? Be careful with times if you are in a different timezone. Do you need to write the exam in one sitting or can you take a break and come back?
Become Informed: Find out what material and topics the test will cover. Understand the test format. Will there be multiple-choice questions or short answers? Will you write an essay? The format of the test will determine how you tackle learning the material.
Understand what resources you can use: Is this an open-book exam? Can I use course materials? Google? Outside research articles? Do you need in-text citations and/or a references page for your exam? Academic integrity still applies. Or is it a closed book exam where no outside resources are allowed.
Understand how your online test will be taken: Will it be administered through MyClass? Will you write an in-class essay via a Zoom synchronous session? Does your class offer a practice exam?
Make your own test material: Studies have shown that practice tests work better than simply highlighting or re-reading your notes.
Practice: Outline possible essay topics ahead of time. For mathematical tests, perform plenty of practice problems similar to ones that you know will appear. Make a list of questions that you think might show up on the test and answer them.
Test out your equipment: Ensure that your equipment works optimally well before your test date. Ensure that if you encounter issues, you will have time to resolve this with the help of the Student Device Support Program (SDS). Our Student Device Support (SDS) program is available to registered UFV students who require software and hardware support of their personal devices such as mobile phone, laptop, tablet. Find out more here: https://www.ufv.ca/ocio/it-services/student-device-support/
Create a test space: The ideal environment will be a private space, even if it is a corner of your bedroom, with a table and chair. However, we realize that everyone’s situation is different: ● Restart your computer before the test window. Close any unnecessary windows on your computer. Turn off any unnecessary streaming devices such as Xbox, Netflix etc. to ensure a more stable internet connection.
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● If you are working in a shared space, headphones or ear-plugs may help to muffle distracting noises. ● If you are unable to access a table but need a flat surface to work on, consider other pieces of furniture e.g. bed, cabinet, garden furniture, or even a deep window ledge or floor. ● Set up your laptop, PC, or other web-enabled devices to work on. If you do not have any web- enabled device, please contact the IT and library help desk ● Let everyone in the house know when you are studying or taking your exam, to try and limit interruptions, or choose times to study and take your exam when it is quieter in the house. ● Ensure you have water to drink; water helps to keep the mind focused. ● Anticipate technical difficulties. ● Do not forget to submit your exam when completed.
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Assessment Resources
Assessment. (April 2020). BCcampus. This guide on assessment from BC Campus provides resources that help faculty to modify their exams and other course assessments as they move their classes online. Contents include:
• Rule of 2’s: Keeping it Simple as You Go Remote for COVID-19 • Flowchart when considering online exams • Delivering a Final Online Exam • Testing alternatives • Alternatives to Standard Final Exams • Alternate Activity Planner • Possible Alternatives to Your Final Exam
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MEMORANDUM
To: Joanne MacLean Chair, Senate
From: David Johnston University Registrar
Date: January 22, 2021
Re: January Graduands for Approval
THAT the University Registrar recommends that Senate approve the following candidates for degrees, certificates and diplomas as recommended by Departments or, for Graduate students, the Graduate Studies Committee and the Associate Vice-President, Research, Engagement, and Graduate Studies the credential for which they were recommended and have completed.
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2021 Graduands for Senate Approval
Graduate Certificate Bachelor Degree
Mindfulness-Based Teaching and Learning Graduate Bachelor of Arts Certificate Saroash Amjad Natalie Urquhart Psychology major Mauli Bajaj Bachelor Degree Psychology major Communications minor Bachelor of Agriculture Science Krysia Bayley Psychology major Teis Heemskerk Tyler James Branston Horticulture major Sociology major Douglas Uche Okwara Philosophy Honours Horticulture major Molly Caverly Psychology major Sociology minor Justin David Chevrier Honours History French minor Michael Ivan Chutskoff Psychology major Indigenous Studies minor Kate Crawford History minor Kinesiology minor for Arts Santana-Cherie Angela Dalrymple English major Tawney Elizabeth Dirksen English major Carla Megan Fleming History major Erica Fussi Psychology major Isaac Edward Halas Peace and Conflict Studies major Business minor Cassidy Jessie Ann Hoogstins English major Jessica Ann Jahn English major Sophia Yamna Karkouch French minor Latin American Studies minor Iqra Mahmood Khan Sociology/Anthropology major Yuki Kikuchi Economics major Jessica Rose Leins History major Yi Xuan (Kevin) Li Economics major Kelsey Braelynne Luinge Psychology extended minor Sociology extended minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Timothy Andrew Ryan MacDonald Jasmandeep Kaur Sohi Psychology major Economics major Communications minor Communications minor Kirsten Leigh MacDonald Kourtnie Diana Judith Sohl Theatre major Sociology major Gursharnpreet Kaur Mander Conner J. Stiles Psychology major English major Keenan Bruce Mattock Business minor Geography major Brittany Toews Environmental Science concentration English major Brianna Jacqueline McDonald Matthew Stanley Warnock History major Geography major Trevor Miller Urban Studies and Planning concentration English major Autumn White History minor English major Laney Anne Mills Media & Communications Studies minor Sociology major Junyu Xiang Tracy Nicole Lorraine Morrison Economics major Political Science major Samuel Young History minor English major Paige Elizabeth Nelson Creative Writing concentration Psychology major Brittney Frances Zacharuk Criminal Justice minor History major Emily Anne Nickel Geography minor Communications minor Criminal Justice extended minor Bachelor of Arts (Criminal Justice) McKenna E. Nickel Jennifer Louise Andersen Sociology major Psychology extended minor Keara Mari Parsons Amanjoyt Kaur Bisla French major Jessie Francis English minor Gurinderpal Gill Johanna Emily Elizabeth Paul Graeme Houston-McMillan Psychology major Evan Michael Huesken Blair Bragg Pogue Karman Mann English major Keyonna McDaniel-McLean Jessica Pretzer Raelyn O'Hara French major Clayton John Pederson History minor Sociology minor Kylie Rebekah Ramdin Amy Jane Rudman Honours Psychology Erin Marie Skillings Wiley Robert Reid Sierra Dawn Sturwold Economics major Serena Jasleen Thind Ren, Shuoran Sociology minor Economics major Kenya Van Putten Paige Frances Riddell Simran Virk Sociology major Maaria Zafar Gureena Kaur Saran Communications minor History major English minor Bachelor of Arts in Global Development Studies Vaneet Sharma Gurgina Kaur Dhinsa Psychology major Economics minor Criminal Justice minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Jeremy Vander Hoek Bachelor of Business Administration Accounting major Razha Singh Finance major Tanvir Bhangal Justin Virk Accounting major Accounting major Jotdeep Brar Finance major Accounting major Jared M. Wiebe Subehg Brar with Honours Accounting major Accounting major Matt Cooley Financial Management minor Human Resource Management major David Miles-Johnson Wolde-Mariam Ceara Droege Bingpei Wu Accounting major Finance major Nicolas Flint Yanyan Zhu Marketing major Accounting major Evita Gandhi Financial Management minor Human Resource Management major Caleb David Ziemann Jasdeep Gill Marketing major Human Resource Management major Shivsehaj Singh Gill Bachelor of Business Administration in Aviation Finance major Justin Tyler Arnold Nicholas Hudson Hall Professional Flight instructor option Marketing major Harvir Heyar Marketing major Chantel Marie Homme Marketing major Lovjit Kaur Accounting major Eun Su Lee Finance major Breanne Lines Accounting major Raiza Leigh Marababol Accounting major Caleigh Alanna Mitchell Human Resource Management major Karanveer Singh Purba Accounting major with Co-operative Education option Arushi Sabherwal Finance major Jess Peter Natividad Santos Accounting major Anchelle Amerpreet Kaur Seikhon Human Resource Management major Paramvir Sharma Accounting major Samuel Alexander Sinclair Finance major Seth Leighton Stenner Finance major Economics minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree
Bachelor of Computer Information Systems Bachelor of Integrated Studies Jishnu Robyn Lee Bizuk Software Development concentration Shannon L. Carmichael with Co-operative Education option Adult Education minor Paras Sociology minor with Co-operative Education option Denise Lorraine Cork Suleen Kaur Isabelle Daipour Sahilpreet Singh Benipal Christopher Alan Hegquist Aryaman Chadha David Houtby Hadi El-Hajj Psychology extended minor Security concentration Sarah Marie Loehndorf with Co-operative Education option Thematic Option in Agriculture Communications Andrew Philippe Foisy and Consumption Communications minor Deanna Lyn McIntyre Software Development concentration Business minor Hardil Aziz Gill Communications minor Arvin Khabra Mackenzie Darril Pruss Kabir Singh Mann Petr Denis Schumacher Software Development concentration Business minor with Co-operative Education option Thematic Option in Professional Pilot Training (Fixed Wing) Darius Mason Sterling Mavis Tanisha Treenal Singh Karan Ashwin Nair English minor Azeez Bolade Oloyede History minor Jay Gaurang Pandya Sophie Elizabeth Rose Thomas Harshal Patel Anthropology extended minor Software Development concentration Sharon R. Timmermans with Co-operative Education option Xinyi Xu Arvind Saini Thematic Option in Professional Pilot Training Himalya Sharma (Fixed Wing) Software Development concentration Zhu, Yun with Co-operative Education option Dhawal Naresh Sheth
Bachelor of Fine Arts Juan Andres Somma Genta Graphic & Digital Design extended minor Theatre extended minor
Bachelor of General Studies Hao Dong Teeranart Yangpaiboon Communications minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree
Bachelor of Kinesiology Bachelor of Science Natasha Bajaj Grace Louise Bailey Exercise Science option Biology major Jadrien Bergonia Psychology extended minor Exercise Science option Pre-Medicine/Pre-Veterinary concentration Monik K. Jaura Riley James Biggs Exercise Science option Computing Science minor Nicole Heather Johnson-Jensen Mathematics minor Exercise Science option Kirandeep Kaur Brar Erin Long Mathematics major Exercise Science option Economics minor Julee MacLean Clayton DeVries Exercise Science option Biology major Connor James McCracken Pre-Medicine/Pre-Veterinary concentration Exercise Science option Darien Dean Francis Kristen McLaren Physical Geography major Exercise Science option Samreet Gill Jaeden William Scott Munro Biology major Exercise Science option Kinesiology minor for Science Emily Mackenzie Peters Pre-Medicine/Pre-Veterinary concentration Exercise Science option Helia Hosseini Ryan Peters Biology major Exercise Science option Vinko Kvas Leon Brooklyn Layne Purdy Computing Science Major Exercise Science option Zachary Scott Mattie Gabrielle Juliette Roy Biology major Active Health option Kaden Ray Jasmine St. Godard Physics major Exercise Science option Haddon J. Sawatzky Cristina Sturz Programming Languages and Software Exercise Science option concentration Brittney Swanson Computing Science Major Exercise Science option Akash Singh Sidhu Kimberly Bagasbas Tasin Computing Science Major Exercise Science option Alexander Ross Steffler Elizabeth Victoria Thiessen Computing Science Major Exercise Science option Yadavan Thiruchchelvam Harneet Uppal Physical Geography major Exercise Science option Rochelle Hannah Thrift Jonathan Yu Physics major Pedagogy option Sasha Tuttle Biology major Bachelor of Media Arts Ecology/Biology of Organisms concentration Jasdeep Kaur Virk Edric Haryanto Biology major Arjun Krishnaprasad Media and Performance concentration Kyla Woelk Chemistry Honours Samuel Craig Lebitschnig Applied Interactive Media concentration Biology minor Sergio Eduardo Perea Garcia Arsalan Sadiq Akash Sood
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2021 Graduands for Senate Approval
Bachelor Degree Associate Degree
Bachelor of Science in Nursing Associate of Arts Degree Nimrat Aulakh Ajaydeep Singh Barinder Kaur Baidwan Gurmantaj Singh Mark Gabriel Cabaral Gursewak Singh Nerisse Courtney Cranmore Harman Kaur Sophia DeGianni Harmeen Kaur Kuku Meron Derseh Jaspreet Kaur Brianna Rachael Ens Mandeep Kaur Lance Andrew Fong Manpreet Kaur Jason Gaba Mehak Simran Kaur Prabjot Kaur Ganda Pinderdeep Kaur Meldina Hadzovic Seerat Kaur Rachel Faye Harbowy Parampreet Singh Ajra Chelsea Maya Janz Manpreet Cheema Kiran Kang Jashanjeet Dhaliwal Dion Kasper Harinder Garcha Karamjit Kaur Liam Sidney Gilchrist-Blackwood Preet Kaur Khosa Gurneel Kaur Kailey Janelle Klassen Mahakjyot Singh Hannah Alexis Kornelsen Elif Su Yazici Hanna Loreen Krahn Media & Communications Studies option Gaganpreet Kaur Malay Melissa Jade Marie Muise Associate of Science Degree Elizabeth Sylva Odehnal Parmeet Gumber Lilian Osborne Jessica Leigh Porth Diploma Katie Rosa Jessica Catherine April Rosenow Alexandrine Hanna Sauvé Diploma in Aviation Janelle Nicole Standcumbe Liam Patrick Fotheringham Megan Stinson Emanjot Kaur Toor
Bachelor of Social Work Jaylene Michelle Blaine Surpreet Kaur Dhami Child Welfare specialization
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2021 Graduands for Senate Approval
Diploma Diploma
Diploma in Business Administration Diploma in Computer Information Systems Gurjot Kaur Amandeep Kaur Jasnoor Singh Anmolpreet Kaur Manpreet Singh Aparanjit Kaur Navdeep Kaur Arshdeep Singh Pavneet Kaur Arshjot Kaur Pritpaul Singh Balpreet Kaur Ramanbir Kaur Davinder Kaur Randeep Kaur Gagandeep Kaur Simrandeep Kaur Gurwinder Singh Sukhjiwan Kaur Harjot Singh Yasmin Birhing Inderpreet Kaur Eshaan Arora Isha Ekjot Kaur Gill Jashanpreet Kaur Harkirpal Singh Gill Karanvir Singh Punyaveer Hunzan Kuldeep Singh Tanmay Ulhas Kale Mandeep Kaur Harmanpreet Kaur Manjosh Singh Rashpinder Singh Laicha Navpreet Singh Samantha Jane Lewis Navpreet Singh Seth Matthias Lichti Nitika Callum Robert Meredith Parneet Kaur Jofson Moniz Pawandeep Kaur Angela Moseanko Raghav Marwaha Gurman Singh Randhawa Rajveer Kaur Joeline Reynolds Ramanpreet Singh Shehmeen Sandhu Ritu Komal Kaur Austin Schmidt Robinjit Singh Shairen Singla Rythmpreet Kaur Muskaan Soorma Sandeep Singh Stukalov Denis Igorevich Sukhmandeep Kaur Suwitra Trevithick Tajdeep Singh Kailey Nicole Waterman Tarun Kumar Tirathpal Singh Tushar Bector Vikas Bhalla Jasleen Kaur Bhullar Navraj Singh Brar Pawanpreet Kaur Brar Gurkiranpreet Chahal Prabhjot Singh Chahal Amish Chanana with Co-operative Education option Veerpal Singh Cheema Sukhmanpreet Kaur Dhaliwal Pranav Dhawan Noah Mackenzie Dueck with Co-operative Education option Ankush Goyal Saksham Goyal Purbi Gupta Charanjit Singh Jhanger
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2021 Graduands for Senate Approval
Diploma Diploma Ritesh Jindal Kiratpal Singh Johal Diploma in General Studies Karanvir Singh Joia Amandeep Singh Prabhjot Singh Kainth Amanpreet Kaur Karanvir Singh Kang Anmolpreet Kaur Lovish Kumar Karwal Armaanpreet Singh Bableen Kochhar Arshdeep Kaur Neeraj Kumar Arshdeep Singh Arpit Singh Manocha Arshpreet Singh Akashdeep Kaur Nagra Arshveer Singh Manveer Singh Otal Balwinder Singh Pushpdeep Sandhu Gagandeep Singh Jasnoor Kaur Saran Gaurav Gurnoor Singh Sethi Gurdeep Singh Nikhil Sharma Gurleen Kaur Paramdeep Singh Gursharanpreet Kaur Taranveer Singh Gurteshwar Singh Ravneet Kaur Sran Harmanpreet Kaur Harpreet Kaur Diploma in Criminal Justice Ishvanpreet Kaur Ryan Douglas Brown Jashandeep Singh Tyler Darren Chyzzy Jasmanvir Singh Rajkarn Dhaliwal Jaspreet Kaur Yanic Fourie Jaspreet Kaur Vladislav Victorovich Gavrilov Jaspreet Singh Adison James Hiemstra Jogdeep Kaur Jassica Kaur Marash Karanbir Singh Divija Mehta Karandeep Singh Leon Moiceanu Komal Arwinder Kaur Nandra Komanvir Singh Janina Gianna Maria Romano Kuljeet Singh Jonathon Steve Sevilla Flores Lakhveer Kaur Ranvir Singh Lovepreet Kaur Mandeep Singh Diploma in Early Childhood Education Manpreet Kaur Alona Gurieva Manpreet Kaur Infancy specialty Manpreet Kaur Manpreet Kaur Manpreet Kaur Manveer Kaur Mehak Deep Kaur Navjyot Singh Nimratpal Kaur Onkardeep Singh Poorvi Prabhjot Singh Raman Deep Kaur Ramandeep Kaur Ramandeep Kaur Ramandeep Singh Rasmeek Kaur Ravinder Singh Ravneet Kaur
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2021 Graduands for Senate Approval
Diploma Diploma Sachin Manmeet Singh Rakhra Sandeep Kaur Ramanjot Singh Rakhra Savjot Singh Guraaftaab Sachdeva Simranjeet Kaur Karanbir Singh Sadiora Sukhbir Kaur Yogya Sagar Sukhman Singh Daksh Sahdev Sukhmit Kaur Balkar Singh Sandhu Sukhwinder Kumar Gurwinder Singh Sandhu Varinderjeet Kaur Tejaswan Singh Sandhu Vipanjot Kaur Shubham Sharma Ishmeet Singh Ajnala Utkarsh Sharma Ankit Aneja Gurkamalpreet Singh Sidhu Viyanshul Arora Gurwinder Singh Sidhu Gursaman Singh Bajwa Jaspreet Singh Sidhu Parmeet Singh Batth Navpreet Kaur Sidhu Shabad Preet Singh Baweja Rajanpreet Kaur Sidhu Gurleenpreet Kaur Brar Aalampreet Singh Lovepreet Singh Brar Harjot Singh Lovleen Kaur Brar Karanvir Sood Mandeep Kaur Brar Lovepreet Kaur Spall Rajpreet Singh Brar Ishan Sukhija Ramanpreet Kaur Brar Gulzar Suri Khushdeep Kaur Chahal Bhavya Takkar Lauren Elizabeth Chevrier Ajaypal Singh Toor Arshdeep Singh Dhaliwal Trishti Verma Balvir Singh Dhaliwal Karan Vij Simranjit Kaur Dhami Mirei Yamazaki Jaskaran Singh Dhillon Samir Dhutti Diploma in Graphic and Digital Design Tarun Dogra Paige Elizabeth Huber Elliott Harleen Dosanjh Taekyoon Kim Consuelo Maria Floystrup Pardeep Ghuman Diploma in Liberal Arts Harjot Singh Gill Deepika Jasdeep Kaur Gill Jashanpreet Singh Rajpreet Singh Gill Randeep Kaur Talvinder Singh Gill Gursimran Singh Grewal Diploma in Library and Information Technology Vishesh Jyoti Nicole Czirjak Tejwant Singh Kang Anchaldeep Kaur Muskanpreet Kaur Diploma in Social Services Avnee Kumar Cecilia Chapman Chugen Liu First Nations option Shxwmísems ye xwexwílmexw Lui, Zhongwang Navroop Malhotra Diploma in Visual Arts Lisa Matty Harleen Kaur Mavi Manasvi Jerath Anureet Kaur Munday Gaurav Ohri Arjunveer Singh Panesar Maneet Kaur Pasricha Gurkirat Singh Punny
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2021 Graduands for Senate Approval
Diploma Certificate
Social Service Worker Diploma Certificate in Computer Information Systems Christina Anthony Akashdeep Singh Levi Crowell Bailey Arshveer Singh Miriam Bakker Gurbinder Singh Amanda Joy Calmorin Harpreet Kaur Angelica Dagilis-Garner Jaspreet Kaur Robert Dunning Jogdeep Kaur Samantha Hansen Komanvir Singh Nasiba Kutlimuratova Manjot Kaur Taylor McDonald Poorvi Kaitlyn Phillips Simranjeet Kaur Kendra Genevieve Rose Schmunk Varinderjeet Kaur Michelle Antoinette Thompson Lovepreet Singh Brar Paige Van Klei Mandeep Kaur Brar Ramanpreet Kaur Brar Certificate Simranjit Kaur Dhami David Houtby Tejwant Singh Kang Administration Certificate Navroop Malhotra Sukhmit Kaur Harleen Kaur Mavi Arjunveer Singh Panesar Certificate in Accounting Manmeet Singh Rakhra Karanbir Kaur Karanbir Singh Sadiora Joeline Reynolds Gurwinder Singh Sandhu Simarjit Singh Sandhu Palak Sharma Sukhpreet Sharma Aalampreet Singh Harmandeep Singh Sran Ishan Sukhija Karan Vij Daniel White
Certificate in Marketing and Sales Gurmanpreet Singh Boparai Ashley Manuela Federau
Data Analysis Post-baccalaureate Certificate Eishan Indersingh Rana
Heavy Mechanical Foundation Certificate Tanveer Gill
Paralegal Certificate Vanessa Marie Baron Danica Raeann Sogaard
Welding (Level A) Certificate Redmond J. Chambers Eric William Smith Kevin Fraser Warren
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2021 Graduands for Senate Approval
Certificate Certificate (5 to 30 credits)
Welding (Level B) Certificate Certificate in Extended Studies in Arts Jasdip Dasaurd Jessica Teresa Pauls Visual Arts extended minor Welding Foundation Certificate William Dorey Certificate in Indigenous Studies: Maps, Films, Rights and Land Claims Certificate (5 to 30 credits) Kate Crawford Jacob Alexander Klyne Bookkeeping for Small Business Certificate Dental Office Receptionist Certificate Jasleen Lauren Mah Rakael Albertson Katherine Nielsen Debra Ann Allison Elissa Paige Spidel-Ramstead Shamsa Aziz Kelsy Carolina Stelnicki Whitney Marie Bisschop Kennedy Thomson Kayleigh Anne-Marie Brown Tara Calder Rupinder Kaur Chahal Human Resource Management Certificate Sharie L. Clark Jeannie Bergen Manpreet Kaur Curry Soraya Duncan Courtney Lynn Duncan Jessica Janzen Elizabeth Jane Eberts Katherine Varney Sara Camille Ganzeveld Jayne Marie Gidon Integrated Learning Design Associate Certificate Angela D. Giroux Donald Mackay Duthie Karissa Graves Aimee Daisy C. Guzman Intermediate Proficiency Associate Certificate Cheyenne Nicole Hayward Gurgina Kaur Dhinsa Carly Higo in French Tanya Huizing Wendy Janz Media Literacy Associate Certificate Stephanie Garofano Gursharanpreet Kaur Eunhee Kim Jaspreet Kaur Danai Antonia Kritsotaki Manpreet Kaur Emma Leigh Les Seerat Kaur Wenwen Ma Simranjeet Kaur Lisa Nowen Ishmeet Singh Ajnala Shayna Renae Pastoor Viyanshul Arora Christianna Pedersen Gursaman Singh Bajwa Lauren Peterson Lovleen Kaur Brar Ashley Teneta Roberts Ramanpreet Kaur Brar Hailey Mya Seggie Tarun Dogra Arshdeep Singh Harleen Dosanjh Nancy Stone Manmeet Singh Rakhra Laura Rachel Super Tejaswan Singh Sandhu Katie Marie Thiessen Lovepreet Kaur Spall Laurel Marie Weiss Rhiannon Rebecca Weiss Modern Languages Advanced Proficiency Certificate Cassidy Wilson Hafsa Shaukat in French
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2021 Graduands for Senate Approval
Certificate (5 to 30 credits) Certificate (5 to 30 credits)
Modern Languages Intermediate Proficiency Certificate Teaching English as a Second Language Certificate Kalyn Mackenzie Head Ola Al-Fateh in Spanish University Foundation Certificate Professional Communications Essentials Associate Certificate Manpreet Kaur Arjun Singh Gurbinder Singh Jishnu Lakhveer Kaur Paras Ramandeep Kaur Rasmeek Kaur Sandeep Kaur Seerat Kaur Suleen Kaur Tajdeep Singh Ishmeet Singh Ajnala Viyanshul Arora Courteny Badali Nicole Botha Ramanpreet Kaur Brar Amanda Lee De Paiva Gurgina Kaur Dhinsa Nicolas Flint Caitlin Frelone Evita Gandhi Purbi Gupta Abdullah Hamid Arvin Khabra Kabir Singh Mann Justin Marko Mazey Jofson Moniz Sarah Rose Naylor Harshal Patel Blade Devon Pineau Shalom Jade Reimer Rebecca Robinson Daksh Sahdev Simarjit Singh Sandhu Jasveer Singh Sangha Anchelle Amerpreet Kaur Seikhon Himalya Sharma Samuel Alexander Sinclair Ravneet Kaur Sran Jeremy Vander Hoek Briann Villeforte
Professional Communications Essentials Certificate Gurmanpreet Singh Boparai David Miles-Johnson Wolde-Mariam Maaria Zafar
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Office of the Provost and Vice-President Academic Memo
To: Dr. Joanne MacLean – President and Vice-Chancellor
From: Dr. James Mandigo – Provost and Vice-President Academic
cc: Al Wiseman – University Secretary
Gerry Palmer – Vice-Chair Senate
Date: January 12, 2021
Re: UFV Integrated Strategic Plan
Please find attached the final copy of UFV’s five-year Integrated Strategic Plan titled IYAQAWTXW: House of Transformation for Senate’s consideration. The accompanying PowerPoint presentation for the Integrated Strategic Plan is also provided for additional background, information and outline of the consultation process used to develop this plan over the past 28 months. Please note that the Mission, Vision, and Values outlined in the Integrated Strategic Plan have already been approved by both the Board and Senate in June, 2019.
MOTION
That Senate approve the five-year Integrated Strategic Plan titled IYAQAWTXW: House of Transformation as presented.
UFV Integrated Strategic Plan Page 70 of 161 AGENDA ITEM # 4.1.1.
Integrated Strategic Plan— IYAQAW T WX (House of Transformation) 2021 – 2026
ufv.ca
UFV Integrated Strategic Plan Page 71 of 161 AGENDA ITEM # 4.1.1.
OUR ACKNOWLEDGMENT UFV is situated on S’olh Temexw, the traditional lands of the Stó:lo.
OUR VISION UFV will be known as a gathering place for learners, leaders, and seekers. We will pursue diverse pathways of scholarship, leading to community connection, reconciliation, and prosperity, locally and beyond.
OUR PROMISE We will work to realize this Vision by honouring our three-fold mission statement.
UFV Integrated Strategic Plan Page 72 of 161 AGENDA ITEM # 4.1.1.
OUR INTRODUCTION Ey swayel. After two years of consultation with internal and external stakeholders, we are excited to be launching our new Integrated Strategic Plan, which we call IYAQAWTXW — House of Transformation.
IYAQAWTXW, in the language of the Stó:lō First Nation, means “house of transformation” and reflects the mandate of UFV as a place of change — a place of intellectual and character transformation. IYAQAWTXW — House of Transformation provides us with an exciting path forward that builds towards celebrating UFV’s 50th Anniversary. Our Mission of Engaging Learners, Transforming Lives, and Building Community is clearly articulated through a series of institutional Goals and Strategic Imperatives guided by our institutional values of community, inclusivity, excellence, and integrity. Each of these imperatives supports the achievement of our Vision: UFV will be known as a gathering place for learners, leaders, and seekers. We will pursue diverse pathways of scholarship,leading to community connection, reconciliation, and prosperity, locally and beyond. Accomplishing these Strategic Imperatives will require all of us in each area of the University to work together to ensure true transformation can take place. Although we are launching IYAQAWTXW — House of Transformation during the COVID-19 pandemic, it has never been more important to have a shared vision for UFV to continue to move forward. I would like to thank all of those who have contributed to the development of IYAQAWTXW — House of Transformation and I am excited for the journey we are all about to embark on to making our collective vision a reality.
Ey si:yam,
Dr. Joanne MacLean President and Vice-Chancellor University of the Fraser Valley
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OUR MISSION SUMMARY OF STRATEGIC IMPERATIVES:
Engaging Learners + Honour Indigenous knowledge at all touchpoints of learning Yoystexw ye totilthet + Identify and remove access barriers for individuals from marginalized and underrepresented groups OUR GOAL Provide inclusive learning + Enhance deep listening, dialogue, and democratic environments for everyone civil engagement
+ Foster interdisciplinary and integrated forms of Starting with our commitment to engagement Indigenization, we will honour Indigenous Emphasize active and experiential forms of knowledge at all touchpoints of learning. + learning We recognize that due to systemic barriers, not everyone has had equitable opportunities + Provide opportunities for students to participate in to access post-secondary education. In experiential learning and/or research and scholarly response to this, we will continually strive activities with faculty members towards identifying and reducing access + Enhance digital literacy and access to technology barriers for individuals from marginalized
and underrepresented groups. Engaging + Provide accessible and flexible opportunities to everyone in an inclusive learning environment support personalized, lifelong learning requires enhancing deep listening, dialogue,
and democratic civil engagement. It means thinking outside the usual boxes we employ, moving towards fostering interdisciplinary and integrated forms of engagement. Engaging learners occurs in many forms. To fulfill this goal, we will (among other things) emphasize active and experiential forms of learning. For students, this means opportunities to participate in research and scholarly activities with faculty members. We will also enhance digital literacy and access to technology, so there is equity for all in terms of opportunities to engage in learning. Through all of these efforts, we will prioritize accessible and flexible opportunities to support personalized, life-long learning for everyone.
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OUR MISSION personal and professional development opportunities provided across and beyond Transforming Lives the institution. For all, transformation will be enabled by fostering meaningful Ayeqet kw’e shxwaylexws collaboration and engagement opportunities with members of our community. At all OUR GOAL stages, we want to instil a sense of pride Provide opportunities for people to and identity by sharing and celebrating the discover, develop, and share their gifts accomplishments of our UFV community while also recognizing and celebrating and alumni. The ultimate goal is to create a the gifts of others supportive, dynamic and stimulating culture that transforms lives so that we can all Leading with our commitment to cultivate and share our gifts and, in doing so, Indigenization, we will continually strive feel proud of who we are and what we are towards dismantling settler colonialism by capable of—whether it be in relation to the centering Stó:lō ways of knowing and being world as it is today, or whatever develops in the University. Our mission to transform tomorrow. lives is rooted in the values held by the Stó:lō people that each person has a special SUMMARY OF STRATEGIC IMPERATIVES: and unique gift. UFV will help nurture and + Dismantle settler colonialism by centering Stó:lo celebrate these gifts amongst our students, ways of knowing and being in the University faculty, staff, administrators, alumni and visitors in a number of ways. At a foundational + Prioritize the health and well-being of our level, this means prioritizing the health and community members and our ecosystems well-being of our community members and + Integrate equity, diversity, and inclusion (EDI) into all our ecosystems, so that everyone can have aspects of our institutional culture the opportunity to thrive. Likewise, it means integrating equity, diversity and inclusion + Support various pathways that lead to the into all aspects of our institutional culture, attainment and recognition of students’ thereby allowing everyone to feel valued and educational goals supported. + Develop institution-wide experiential learning These foundational steps are important opportunities as a starting place for transformation. For + Support targeted personal and professional students, transformation will be enabled development for faculty and staff through many means, including supporting various pathways that lead to the attainment + Foster meaningful collaboration and engagement and recognition of students’ educational opportunities with members of our community goals and providing experiential learning + Share and celebrate the accomplishments of our opportunities that prepare them for their UFV community and alumni with others post-secondary lives. This experiential learning will be enabled by all areas of the institution, not just by faculty in the classroom. For faculty and staff, investing in transformation will occur through targeted
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OUR MISSION SUMMARY OF STRATEGIC IMPERATIVES:
Building Community + Commit to achieving the Calls to Action from the Truth and Reconciliation Commission and Thayt kw’e st’elt’elawtexw the United Nations Declaration on the Rights of Indigenous Peoples
OUR GOAL + Offer programs and conduct scholarly activities Collaborate and partner in pursuits that enrich the lives of those in the Fraser Valley that enrich the lives of all people + Improve community access to UFV’s programs on our campuses, in our local communities, and beyond + Build programs that educate our students to act as ethical and engaged global citizens who redress historical injustices Rooted in our commitment to achieving
the Calls to Action from the Truth and + Develop a vibrant and diverse culture on each of Reconciliation Commission and the our campuses United Nations Declaration on the Rights of Indigenous Peoples, UFV will actively + Develop meaningful community partnerships pursue the building of community through a and action-oriented projects that support social innovation, economic development, and number of means. As a regional and primarily environmental sustainability undergraduate University, we will do this by offering programs and conducting scholarly + Create opportunities for the world to positively activities that enrich the lives of those in the interact with the Fraser Valley and for the Fraser Fraser Valley and ensuring that those living Valley to positively interact with the world. in the Fraser Valley will have better access to all our programs. Within all of our programs, we will educate students to act as ethical and engaged global citizens who redress historical injustices. In doing so, we can cultivate the capacity for healthy and vibrant communities within and beyond the Fraser Valley. Community-building will extend beyond our educational programs. Throughout the institution we will work to develop a vibrant and diverse culture on each of our campuses. To further foster community, we will develop meaningful partnerships and action-oriented projects that support social innovation, economic development, and environmental sustainability. Our purpose in community building is not only to create a positive environment for those at UFV, but to create opportunities for the world to positively interact with the Fraser Valley and for the Fraser Valley to positively interact with the world.
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OUR PROCESS
2018 2020 October 2018 January 2020
Visioning process kick-off Stakeholder Group formed and draft goals reviewed October – November 2018 January – February 2020 Thought Exchange on Mission and Values Provost-led consultations with various UFV groups December 2018 and committees to discuss Goals Steering Committee deliberations on Mission and March 2020 Values Survey consultation with UFV community on Goals 2019 April 2020 Stakeholder Group finalizes Goals January 2019 May – June 2020 Thought Exchange on Vision Series of three workshops with UFV stakeholder February 2019 groups to identify Strategic Imperatives Steering Committee deliberations on Vision Aug – September 2020
March – May, 2019 Survey consultations with UFV community on UFV consultations on Mission, Vision, and Values Strategic Imperatives
June 2019 October – November 2020
Senate and Board approve Mission, Vision, and Framework of Integrated Strategic Plan shared with Values Stakeholder Group, Board and Senate
October 2019 December 2020
Integrated strategic plan townhall kick-off Draft Integrated Strategic Plan shared and feedback invited November 2019
Environmental scan published and thought leaders identified 2021
December 2019 January 2021
Foundations document released Feedback shared with Stakeholder Group January – February 2021
Senate and Board approve ISP
UFV Integrated Strategic Plan Page 77 of 161 AGENDA ITEM # 4.1.1.
WE WILL ACHIEVE OUR INTEGRATED STRATEGIC OUR THANKS PLAN THROUGH OUR CORE VALUES OF: Visioning Steering Committee Nav Bains, Alumnus Integrity Sunny Cheema, Student Brian Coombs, Community Partner Belinda Karsen, Staff Letse o sqwelewel Jennifer MacDonald, Staff We act honestly and ethically, Lorne Mackenzie, Faculty Shawn Newmann, Community Partner upholding these values and ensuring Emily Ross, Student our mission is delivered consistently. Ali Siemens, Alumnus Shelley Stefan, Faculty
Integrated Strategic Planning Stakeholder Group Inclusivity Don Campbell, representing Community Partners Heather DavisFisch/John Pitcher, Lexwsq’eq’ostexw representing the Faculty of Humanities Garry Fehr, We welcome everyone, showing representing the UFV Senior Academic Leadership Team consideration and respect for all Mark Goudsblom, representing the VP Administration experiences and ideas. Shirley Hardman, representing the Office of President Alastair Hodges, representing the UFV Dean’s Council Community Jonathan Hughes, representing the Faculty of Science St’elt’elawtexw Gilmour Jope, representing the Faculty of Access and Continuing Education We cultivate strong relationships, Chantelle Marlor, representing the Faculty of Social Science acting as a hub where all kinds of Greg Mather, communities — educational, scholarly, representing the VP Students Kate McCulloch, local, global, and cultural — connect representing the Faculty of Health Sciences Anita Nielsen, and grow. representing the VP External Auriel Niven/Ali Siemens, representing the UFV Alumni Association Linda Pardy, Excellence representing the UFV Senior Academic Leadership Team Christine Slavik, Ey shxweli representing the Faculty of Professional Studies Tania Smart, We pursue our highest standard in representing the UFV Student Union Society Daniel Smythe, everything we do, with determination representing the Faculty of Applied and Technical Studies and heart. Michelle Vandepol, representing the UFV Faculty and Staff Association
Working Group Donna Alary, Manger, Institutional Research and Planning Laura Authier, Director, Marketing Nicole Hitchens, Manager, Office of the Provost and Vice- President, Academic Jackie Hogan, Chief Financial Officer and Vice-President Administration Darren Lee/Steve Banyai, Chief Information Officer James Mandigo, Provost and Vice-President, Academic Lisa McMartin, Office of President Dave Pinton, Director, Communications Betty Poettcker, Associate Vice-President, Integrated Planning Alisa Webb, Vice-President, Students Learn more about our vision, mission, Al Wiseman, University Secretary and values at ufv.ca/vision. Marnie Wright, Associate Vice-President, Human Resources
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Senate Presentation January 22, 2021
UFV Integrated Strategic Plan Page 79 of 161 UFV Integrated Strategic Plan
IYAQAWTXW: HOUSE OF TRANSFORMATION INTEGRATED STRATEGIC PLAN 2021 - 2026 AGENDA ITEM # 4.1.1. Page 80 of 161 UFV Integrated Strategic Plan
Our Introduction
Ey Swayel After 2 years of consultation with internal and external stakeholders, we are excited to be launching our new Integrated Strategic Plan called: IYAQAWTXW - House of Transformation. IYAQAWTXW in the language of the Stó:lō First Nation means “house of transformation” and reflects the mandate of UFV as a place of change – a place of intellectual and character transformation. IYAQAWTXW - House of Transformation provides us with an exciting path forward that builds towards celebrating UFV’s 50th Anniversary. Our Mission of Engaging Learners, Transforming Lives, and Building Communities are clearly articulated through a series of institutional Goals and Strategic Imperatives guided by our institutional values of community, inclusivity, excellence, and integrity. Each of these are aimed towards achieving our Vision to be known as a gathering place for learners, leaders, and seekers. We will pursue diverse pathways of scholarship, leading to community connection, reconciliation, and prosperity, locally and beyond. Accomplishing AGENDA ITEM # 4.1.1. these objectives will require all of us from each area of the University to work together to ensure true transformation can take place. Although we are launching IYAQAWTXW - House of Transformation during the COVID-19 pandemic, it has never been more important to have a shared vision for UFV to continue to move forward. I would like to thank all of those who have contributed to the development
Page 81 of 161 of IYAQAWTXW - House of Transformation and I am excited for the journey we are all about to embark on to making our collective vision a reality. Dr. Joanne MacLean Ey Si:yam President and Vice-Chancellor UFV Integrated Strategic Plan
Our Process (Mission, Vision, & Values)
Steering Committee Steering Committee Senate and Board Approve Visioning Process Kick-Off Deliberations on Mission and Values Deliberations on Visions Mission, Vision & Values
Oct.–Nov. 2018 Jan, 2019 March – May, 2019
Oct. 2018 Dec. 2018 February, 2019 June, 2019 AGENDA ITEM # 4.1.1.
Thought Exchange on Mission UFV Consultations on Mission, Thought Exchange on Vision and Values Vision, Values Page 82 of 161 UFV Integrated Strategic Plan
Our Process (Goals, Strategic Imperatives & ISP)
Provost-led Survey consultations consultations with various with UFV Foundations UFV groups and community on Draft ISP Shared Senate and Townhall Kick- Document committees to Stakeholder Strategic and Feedback Board approve Off Released discuss Goals finalizes Goals Imperatives invited ISP
May - June, Nov. 2019 Jan, 2020 March, 2020 2020 Oct- Nov, 2020 Jan. 2021
Oct. 2019 Dec. 2019 Jan – Feb, 2020 April, 2020 Aug – Sept, Dec. 2020 Jan – Feb, 2021 2020 AGENDA ITEM # 4.1.1.
Series of three Framework of Environmental Stakeholder Survey Feedback workshops with Integrated Scan & Thought Group Formed consultation shared with numerous Strategic Plan Leaders & discuss draft with UFV Stakeholder groups to shared with Identified Goals community on Group identify Stakeholder Goals Strategic Group, Board Page 83 of 161 Imperatives and Senate UFV Integrated Strategic Plan
UFV will be known as a gathering place for learners, leaders, and seekers. We will pursue diverse pathways of Vision scholarship, leading to community connection, reconciliation, and prosperity, locally and beyond.
Values Community, Excellence, Inclusivity, Integrity
Mission Engage Learners Transform Lives Build Communities AGENDA ITEM # 4.1.1.
Page 84 of 161 Provide opportunities for people to Collaborate and partner in pursuits that Provide inclusive learning environments discover, develop, and share their gifts enrich the lives of all people on our Goals for everyone while also recognizing and celebrating campuses, in our local communities, the gifts of others and beyond UFV Integrated Strategic Plan
Tangram
• UFV uses the visual metaphor of the tangram when we represent our Integrated Strategic Plan. • A tangram is a puzzle made up of seven basic shapes: five triangles, a square, and a parallelogram. • Like the building blocks of a UFV education, tangram shapes can be assembled into thousands of unique configurations and results, reflecting how a single AGENDA ITEM # 4.1.1. institutional vision can embody many experiences, perspectives, and outcomes. Page 85 of 161 UFV Integrated Strategic Plan
Our Acknowledgment
Long before Canada was formed, the Stó:lō (people of the river) occupied the land on which UFV is located. They lived on S’olh Temexw and they spoke Halq'eméylem, also known as the upriver dialect. UFV recognizes and honours the contribution that Aboriginal people have made — and continue to make — to our community.
UFV supports Indigenous learners and seeks to AGENDA ITEM # 4.1.1. incorporate indigenous ways of knowing in the curriculum. Page 86 of 161 UFV Integrated Strategic Plan
Our Vision what we want to become in the future in a way that challenges and inspires us
UFV will be known as a gathering place for learners, leaders, and seekers.
We will pursue diverse pathways of scholarship, AGENDA ITEM # 4.1.1. leading to community connection, reconciliation, and prosperity, locally and Page 87 of 161 beyond.
IYAQAWTXW in the language of the Stó:lō First Nation means “house of transformation” and reflects the mandate of UFV as a place of change – a place of intellectual and character transformation. UFV Integrated Strategic Plan Our Values core beliefs and guiding principles governing daily behavior, communication, decision making, and leadership within an organization
Community Inclusivity st’elt’elawtexw lexwsq’eq’ostexw
Integrity Excellence letse o sqwelewel ey shxweli AGENDA ITEM # 4.1.1.
Page 88 of 161 The First Peoples saw herons as symbols of inquisitiveness, determination, and excellent judgement. They believed sighting a heron before a hunt indicated it would be victorious. This parallels the search for knowledge at UFV. UFV Integrated Strategic Plan
Our Mission who we serve, what we do, and what impact we make
Engaging Learners yoystexw ye totilthet
Transforming Lives Building Community ayeqet kw’e thayt kw’e
shxwaylexws st’elt’elawtexw AGENDA ITEM # 4.1.1.
Referring to the Stó:lō territory on which UFV is located and representing the university’s close ties with the Stó:lō people,
Page 89 of 161 the canoe is also a symbol of a journey – a metaphor for the educational journey. UFV Integrated Strategic Plan Our Goals what we aspire to accomplish
Provide opportunities for Collaborate and partner in people to discover, develop, pursuits that enrich the lives Provide inclusive learning and share their gifts while also of all people on our campuses, environments for everyone recognizing and celebrating in our local communities, and the gifts of others beyond
Engaging Transforming Building AGENDA ITEM # 4.1.1. Learners Lives Community Page 90 of 161 UFV Integrated Strategic Plan
Engaging Learners Provide inclusive learning environments for everyone Starting with our commitment to Indigenization, we will honour Indigenous knowledge at all touchpoints of learning. We recognize that due to systemic barriers, not everyone has had equitable opportunities to access post-secondary education. In response to this, we will continually strive towards identifying and reducing access barriers for individuals from marginalized and underrepresented groups. Engaging everyone in an inclusive learning environment requires enhancing deep listening, dialogue, and democratic civil engagement. It means thinking outside the usual boxes we employ, moving towards fostering interdisciplinary and integrated forms of engagement. Engaging learners occurs in many forms. To fulfill this goal, we will (among other things) emphasize active and experiential forms of learning. For students, this means opportunities to participate in scholarly activities and research initiatives with faculty members. We will also enhance digital literacy and access to technology, so there is equity for all in terms of opportunities to engage in learning. Through all of these efforts, we will prioritize accessible and flexible opportunities to support personalized, life-long learning for everyone. Summary of Strategic Imperatives: • Honour Indigenous knowledge at all touchpoints of learning • Identify and remove access barriers for individuals from marginalized and underrepresented groups • Enhance deep listening, dialogue, and democratic civil engagement • Foster interdisciplinary and integrated forms of engagement
• Emphasize active and experiential forms of learning AGENDA ITEM # 4.1.1. • Provide opportunities for students to participate in experiential learning, scholarly activities and/or research initiatives with faculty members • Enhance digital literacy and access to technology • Provide accessible and flexible opportunities to support Page 91 of 161 One of the oldest living creatures, and a symbol of abundance, the sturgeon living in the Fraser personalized, lifelong learning River are known for their resilience. Historically, catching a single large sturgeon meant feeding a village. Every part of the fish was used: the flesh for food, the skeleton for tools and fish hooks, the oil for medicine and mosquito repellent. Similarly, the knowledge gained at UFV will serve our community well and provide abundance. UFV Integrated Strategic Plan Transforming Lives Provide opportunities for people to discover, develop, and share their gifts while also recognizing and celebrating the gifts of others Leading with our commitment to Indigenization, we will continually strive towards dismantling settler colonialism by centering Sto:lo ways of knowing and being in the University. Our mission to transform lives is rooted in the values held by the Sto:lo people that each person has a special and unique gift. UFV will help nurture and celebrate these gifts amongst our students, faculty, staff, administrators, alumni and visitors in a number of ways. At a foundational level, this means prioritizing the health and well-being of our community members and our ecosystem, so that everyone can have the opportunity to thrive. Likewise, it means integrating equity, diversity and inclusion into all aspects of our institutional culture, thereby allowing everyone to feel valued and supported. These foundational steps are important as a starting place for transformation. For students, transformation will be enabled through many means, including supporting various pathways that lead to the attainment and recognition of students’ educational goals and providing experiential learning opportunities that prepare them for their post-secondary lives. This experiential learning will be enabled by all areas of the institution, not just by faculty in the classroom. For faculty and staff, investing in transformation will occur by targeted engaging personal and professional development opportunities provided across and beyond the institution. For all, transformation will be enabled by fostering meaningful collaboration and engagement opportunities with members of our community. At all stages, we want to instil a sense of pride and identity by sharing and celebrating the accomplishments of our UFV community and alumni. The ultimate goal is to create a supportive, dynamic and stimulating culture that transforms lives so that we can all cultivate and share our gifts and, in doing so, feel proud of who we are and what we are capable of—whether it be in relation to the world as it is today, or whatever develops tomorrow. Summary of Strategic Imperatives: • Honour Indigenous knowledge at all touchpoints of learning
• Dismantle settler colonialism by centering Sto:lo ways of knowing and being in the University
• Prioritize the health and well-being of our community members and our ecosystems AGENDA ITEM # 4.1.1. • Integrate equity, diversity, and inclusion (EDI) into all aspects of our institutional culture
• Support various pathways that lead to the attainment and recognition of students’ educational goals
• Develop institution-wide experiential learning opportunities
• Support targeted personal and professional development for faculty and staff Page 92 of 161
• Foster meaningful collaboration and engagement opportunities with members of our community Vines allude to the concept of education as a form of nurturing, growth, and transformation. • Share and celebrate the accomplishments of our UFV community and alumni with others UFV Integrated Strategic Plan
Building Community Collaborate and partner in pursuits that enrich the lives of all people on our campuses, in our local communities, and beyond Rooted in our commitment to achieving the Calls to Action from the Truth and Reconciliation Commission and the United Nations Declaration on the Rights of Indigenous Peoples, UFV will actively pursue the building of community through a number of means. As a regional and primarily undergraduate University, we will do this by offering programs and conducting scholarly activities that enrich the lives of those in the Fraser Valley and ensuring that those living in the Fraser Valley will have better access to all our programs. Within all of our programs, we will educate students to act as ethical and engaged global citizens who redress historical injustices. In doing so, we can cultivate the capacity for healthy and vibrant communities within and beyond the Fraser Valley. Community-building will extend beyond our educational programs. Throughout the institution we will work to develop a vibrant and diverse culture on each of our campuses. To further foster community, we will develop meaningful partnerships and action-oriented projects that support social innovation, economic development, and environmental sustainability. Our purpose in community building is not only to create a positive environment for those at UFV, but to create opportunities for the world to positively interact with the Fraser Valley and for the Fraser Valley to positively interact with the world.
Summary of Strategic Imperatives:
• Commit to achieving the Calls to Action from the Truth and Reconciliation Commission and the United Nations Declaration on the Rights of Indigenous Peoples
• Offer programs and conduct scholarly activities that enrich the lives of those in the Fraser Valley
• Improve community access to the UFV’s programs AGENDA ITEM # 4.1.1.
• Build programs that educate our students to act as ethical and engaged global citizens who redress historical injustices
• The hummingbird is a symbol of pure love and joy, Develop a vibrant and diverse culture on each of our campuses and also represents resilience, the ability to travel • Develop meaningful community partnerships and action-oriented projects great distances tirelessly, and the ability to respond Page 93 of 161 that support social innovation, economic development, and environmental quickly. This mirrors UFV’s mandate to provide lasting sustainability knowledge, to respond to the community we serve, to endure over time, and to provide the knowledge • Create opportunities for the world to positively interact with the Fraser students need for their journey. Valley and for the Fraser Valley to positively interact with the world. UFV Integrated Strategic Plan
Our Next Steps
The framework provided by the Integrated Strategic Plan (ISP) will serve as the foundation for Academic and Administrative units to align their planning and priorities over the next 5 years. The ISP will inform institutional and unit level priorities related to decisions such as student supports, administrative structures, program development, curriculum renewal, resource allocation, capital planning, enrolment planning, external relations, and scholarly activity. AGENDA ITEM # 4.1.1. An Integrated Strategic Planning Oversight Committee will identify key institutional metrics and report annually to the Board and Senate on progress related to the attainment of our Goals. Page 94 of 161 UFV Integrated Strategic Plan
Our Thanks
Visioning Steering Committee Integrated Strategic Planning Stakeholder Group • Nav Bains (Alumnus) • Tania Smart (representing SUS) • Sunny Cheema (Student) • Auriel Niven/ Ali Siemen (representing UFV Alumni) • Brian Coombs (Community Partner) • Don Campbell (representing External Community) • Gilmour Jope (representing FACE) • Belinda Karsen (Staff) • Christine Slavik (representing FPS) • Jennifer MacDonald (Staff) • Chantelle Marlor (representing FSS) • Lorne Mackenzie (Faculty) • Heather DavisFisch/ John Pitcher (representing FoH) • Shawn Newmann (Community Partner) • Kate McCulloch (representing FHS) • Emily Ross (Student) • Daniel Smythe (representing FATS) • Ali Siemens (Alumnus) • Jonathan Hughes (representing FoS) • Shelley Stefan (Faculty) • Michelle Vandepol (representing FSA) • Shirley Hardman (representing Office of President) • Mark Goudsblom (representing VP Admin) • Anita Nielsen (representing VP External) Working Group • Greg Mather (representing VP Students) • Donna Alary (Manger: IRIP) • Linda Pardy; (representing SALT) • Laura Authier (Director: Marketing) • Garry Fehr (representing SALT) • Nicole Hitchens (Manager: Office of Provost) • Alastair Hodges (representing Dean’s Council)
• Jackie Hogan (VP Admin) AGENDA ITEM # 4.1.1. • Darren Lee/ Steve Banyai (CIO) • James Mandigo (Provost & VP Academic) • Lisa McMartin (Office of President) • Dave Pinton (Director: Communications) • Betty Poettcker (AVP Integrated Planning) • Alisa Webb (VP Students) • Al Wiseman (Secretariat)
Page 95 of 161 • Marnie Wright (AVP HR) UFV Integrated Strategic Plan AGENDA ITEM # 4.1.1.
Page 96 of 161 University of the Fraser Valley 33844 King Road, Abbotsford, BC Canada V2S 7M8 604-504-7441 AGENDA ITEM # 4.2.1.
MEMO
To: Joanne MacLean, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: January 22, 2021 Re: Revisions to Program Discontinuance policy (222)
The Program Discontinuance policy, which is a Joint Board/Senate policy, has undergone its five- year review. The policy was revised in consultation with Melinda Saretsky and Peter Geller. Published procedures for discontinuance and suspension, at https://www.ufv.ca/senate/standing- committees/appc/program-discontinuance--suspension, were considered in the process. The draft was discussed at the Joint Senate/Board meeting in June and suggestions from that meeting were incorporated into the final draft, attached. Campus-wide consultation was completed Nov. 13, 2020 and APPC also discussed the draft. Minimal feedback was received. It is summarized, along with the actions taken, on page 2. Attachments include: a. Final draft, clean copy b. Final draft with tracked changes c. Current policy d. Feedback from the Joint Senate/Board committee The main changes to the policy are outlined below. MOTION: THAT Senate approve the revised Program Discontinuance Policy 222 (as attached).
As this is a joint Senate/Board policy, the policy will also require Board of Governors approval.
Changes to the policy: 1. The title was broadened to Program Suspensions and Discontinuance, so it is clear that it includes program suspensions. 2. Purpose and Scope sections were revised to be better aligned with the template guidelines. 3. The wording was modified to include majors, honours, and minors, but not specializations, concentrations and options within majors, which would be handled as program changes under Course and Program approval policies. The statement in the current policy was somewhat unclear. 4. The definition of program suspension was clarified.
1
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5. The content was re-organized so that the main principles are under Policy, and the authorities, responsibilities and processes for decision-making and communication are under Regulations. 6. The differences in program suspension and discontinuance decision-making were clarified. Inclusion of consultation with the Senate Budget Committee was added. 7. The procedures were listed in Appendices 8. A statement in policy was added to ensure that in making decisions on discontinuance and suspension of programs, UFV takes into account the Strategic Plan, university ethics and values, and implications to BC education and the UFV community.
Feedback received during consultation APPC Majors, minors, and honours should be included under this policy, but not specific areas of focus, such as specializations or options within majors. Due to a misunderstanding of the statement in the policy, the definition of program had been changed in the initial draft to exclude all program options. Action: Bruce Kirkley has proposed a definition of Program that was used in the Credentials policy and avoids the term “program options’. He has also addressed this in the second paragraph of the Scope section.
Provost’s office The inclusion of Program Reports and Plan (PRP) in the decision-making process was questioned. Action: Upon discussion with Peter Geller, it was agreed that the reference to PRP should be removed.
Page 2
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Number 222 Effective Date 2015-01-08 Next Review Date 2020-01
PROGRAM SUSPENSION AND DISCONTINUANCE
Approval Authority Board of Governors and Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Board policy Direction University Educational Directions and Planning (BPD-202) Undergraduate Course and Program Approval policy (21) Graduate Course and Program Approval policy (209) PURPOSE
This policy is to ensure transparency and diligence when discontinuing or suspending academic programs at the University of the Fraser Valley (UFV).
SCOPE
This policy applies to all undergraduate and graduate programs, including majors, minors, extended minors, or honours, that are being discontinued or suspended. This policy excludes all non-credit continuing education programs. This policy does not apply to discontinuance or suspension of a specific focus embedded within a program (e.g., a concentration within a major) , which is treated as a program revision under the Undergraduate Course and Program Approval policy (21) or Graduate Course and Program Approval policy (209). This policy does not apply to adjustments in the number or timing of program intakes during an academic year or the scheduling or location of courses offered in a program that are part of the ongoing management of program delivery.
DEFINITIONS In this policy, the following definitions apply: Consultation: Seeking of input and opinions. Program: A set of courses and associated requirements offered as a credential (e.g., a certificate, diploma, degree, etc.) or as a defined area of study within a credential (e.g., a major, minor, honours, specialization, etc.). Program discontinuance: Elimination of the offering of a program. Program suspension: Temporary cancellation of the intake of new students into a program for one or more academic years.
POLICY UFV recognizes that it is necessary to suspend or discontinue programs from time to time. The following principles will guide the program suspension/discontinuance process: Program rigour: Program suspension/discontinuance ensures academic relevance, currency,
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and response to student needs and the educational environment. Transparency: The review and approval process is consultative, based in peer review, and communicated clearly. Accountability: The decision to suspend/discontinue a program will be consistent with appropriate stewardship of resources and the meeting of community expectations. Compliance with recognized university processes: The consultation and approval process complies with the Regulations section of this policy. Decisions regarding the discontinuance of programs at UFV will take into consideration the UFV Strategic Plan and implications to the BC education system as well as to the UFV community, and university values and ethics. In cases where a program will be discontinued or suspended, the university will honour its commitment to active program students, providing, where possible, pathways for completion. REGULATIONS
1. The rationale for program discontinuance will typically consider issues arising from the following categories: Demand, including student demand, market demand (employment), institutional and community demand. Capacity, determined by a broad assessment of program inputs (including faculty/ staff, curriculum, students, capital equipment and facility infrastructure). Program Output, including graduation, quality and performance in terms of both key performance indicators and a summative assessment of the program’s contribution to the strategic directions of the university. Financial Impact/Viability, including a full accounting of both direct and indirect program revenue contributions and costs. Reputational Considerations for the University Additionally, for program suspensions, the need to review the program for renewal or restructuring.
2. Proposals for the discontinuance or suspension of programs at UFV will follow established procedures and show evidence that appropriate consultation has taken place with the relevant department or school, the Faculty or College Council, and the Senate Budget Committee. For graduate programs, the Associate Vice-President, Research, Engagement & Graduate Studies shall also be consulted. . Typically, a program discontinuance or suspension will be initiated by the dean of the relevant area. A request to consider program discontinuance or suspension may also come from the Provost of the University or from Academic Planning and Priorities Committee (APPC) based on results from formal university review processes. For program discontinuance, APPC will recommend discontinuance to the Senate for approval, and upon approval the Senate will advise the Board of Governors. For program suspension, the provost approves the suspension, and advises APPC, the Senate, and the Board of Governors for information. Whenever possible, decisions to discontinue or suspend programs will take place within the academic planning processes of the UFV Strategic Plan. 3. A program may be suspended for a maximum of two academic years. After this period the program will be reinstated unless a proposal is submitted to either (a) continue the suspension for up to two- more years or (b) discontinue the program. Suspensions may be renewed only once.
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4. Once a program discontinuance or suspension is approved, the responsible department head or director will develop a communication plan and a transition plan for existing student, in consultation with the dean and the Provost’s office, and will execute the plans. Procedures and templates in support of this policy will be developed and maintained by the Chair, Vice-chair and Administrative assistant to APPC communicated to APPC, and published on the UFV website.
APPENDICES
Procedures and materials for Program Suspension and Program Discontinuance, available at https://www.ufv.ca/senate/standing-committees/appc/program-discontinuance--suspension
UFV Strategic Plan at https://www.ufv.ca/media/assets/institutional-research/planning/strategic- initiatives/Final-strategic-plan-2010.pdf
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Number 222 Effective Date 2015-01-08 Next Review Date 2020-01
PROGRAM SUSPENSION AND DISCONTINUANCE
Approval Authority Board of Governors and Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Board policy Direction University Educational Directions and Planning (BPD-202) Undergraduate Course and Program Approval policy (21) Graduate Course and Program Approval policy (209) PURPOSE
This policy is to ensure transparency and diligence when discontinuing or suspending academic programs at the University of the Fraser Valley. This will include recognition of the role of Senate in advising the Board, and the Board seeking advice from Senate on the discontinuance of programs at the university, with the recognition that the final authority rests with the Board of Governors.
SCOPE
This policy applies to all undergraduate and graduate programs, including majors, minors, extended minors, or honours, that are being discontinued or suspended, . This policy excludesing all non-credit continuing education programs. This policy does not apply to discontinuance or suspension of any program option, such as a major, minor, a specific focus embedded within a program (e.g., a concentration within a major) specializations, options, thematic optionsor concentrations, which areis treated as a program revisions under the Undergraduate Course and Program Approval policy (21) or Graduate Course and Program Approval policy (209). This policy does not apply to adjustments in the number or timing of program intakes during an academic year or the scheduling or location of courses offered in a program offerings that are as part of the ongoing management of program delivery.
DEFINITIONS In this policy, the following definitions apply: Consultation: Seeking of input and opinions. Program: A collection set of courses and associated requirements offered as a credential (e.g., a certificate, diploma, degree, etc.) or an optionas a defined area of study within a credential (e.g., a major, minor, honours, specialization, etc.). This includes but is not limited to a certificate, diploma, minor, extended minor, major, honours, degree, specialization, option, or concentration. Program dDiscontinuance: Elimination of the offering of a program. Program sSuspension: Temporary suspension cancellation of the intake of new students into a program for one or more academic years.
POLICY UFV recognizes that it is necessary to suspend or discontinue programs from time to time.
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The following principles will guide the program suspension/discontinuance process: Program rigour: Program suspension/discontinuance ensures academic relevance, currency, and response to student needs and the educational environment. Transparency: The review and approval process is consultative, based in peer review, and communicated clearly. Accountability: The decision to suspend/discontinue a program will be consistent with appropriate stewardship of resources and the meeting of community expectations. Compliance with recognized university processes: The consultation and approval process complies with the Regulations section of this policy. Decisions regarding the discontinuance of programs at UFV will take into consideration the UFV Strategic Plan, andthe UFV Program Report and Plan, implications to the BC education system as well as to the UFV community, and university values and ethics. In cases where a program will be discontinued or suspended, the university will honour its commitment to active program students, providing, where possible, pathways for completion.
Decisions regarding the discontinuance of programs at UFV will rely on established procedures; and evidence that appropriate consultation with the relevant department or school and Faculty or College Council takes place. Senate will receive a recommendation from the Academic Planning and Priorities Committee (APPC) and then advise the Board. Whenever possible, this will take place within the academic planning processes of the Educational Plan. Typically, a program discontinuance will be initiated by the Dean of the relevant area. A request to consider program discontinuance may also come from the Provost of the University; or from APPC based on results from formal university review processes. In cases where a program will be discontinued, the university will honour its commitment to active program students, providing, where possible, pathways for completion. For the purposes of this policy, discontinuance of specializations, options, and concentrations are treated as program revisions.
REGULATIONS
1. The following principles will guide the program discontinuance process: Program Rigour: Program discontinuance/suspension ensures academic relevance, currency, and response to student needs and the educational environment. Transparency: The review and approval process is consultative, based in peer review, and communicated clearly. Accountability: The decision to discontinue a program will be consistent with appropriate stewardship of resources and the meeting of community expectations. Compliance with Recognized University Processes: The consultation and approval process complies with Policy 222 Program Discontinuance. 1. The rationale for program discontinuance will typically consider issues arising from the following categories: Demand, including student demand, market demand (employment), institutional and community demand. Capacity, determined by a broad assessment of program inputs (including faculty/ staff, curriculum, students, capital equipment and facility infrastructure).
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Program Output, including graduation, quality and performance in terms of both key performance indicators and a summative assessment of the program’s contribution to the strategic directions of the university. Financial Impact/Viability, including a full accounting of both direct and indirect program revenue contributions and costs. Reputational Considerations for the University Additionally, for program suspensions, the need to review the program for renewal or restructuring.
2. Proposals for Decisions regarding the discontinuance or suspension of programs at UFV will follow established procedures and show evidence that appropriate consultation has taken place with the relevant department or school, the and Faculty or College Council, and the Senate Budget Committee. , and For graduate programs, with the Associate Vice-President, Research, Engagement & Graduate Studies shall also be consulted. takes place. Typically, a program discontinuance or suspension will be initiated by the dean of the relevant area. A request to consider program discontinuance or suspension may also come from the Provost of the University; or from Academic Planning and Priorities Committee (APPC) based on results from formal university review processes. For program discontinuance, APPC will recommend discontinuance to the Senate for approval, and upon approval the Senate will advise the Board of Governors. For program suspension, the provost approves the suspension, and the dean advises APPC, the Senate, and the Board of Governors for information. Senate will receive a recommendation from the Academic Planning and Priorities Committee (APPC) and then advise the Board. Whenever possible, decisions to discontinue or suspend programs this will take place within the academic planning processes of the Educational UFV Strategic Plan. 3. A program may be suspended for a maximum of two academic years. After this period the program will be reinstated unless a proposal is submitted to either (a) continue the suspension for up to two- more years or (b) discontinue the program. Suspensions may be renewed only once. 4. Once a program discontinuance or suspension is approved, the responsible department head or director will develop a communication plan and a transition plan for existing student, in consultation with the dean and the Provost’s office, and will execute the plans. and a transition plan for existing students will be developed. Procedures and templates in support of this policy will be developed and, maintained by the Chair, Vice- chair and Administrative assistant to APPC, and communicated by to APPC, and published on the UFV website. Guidelines and templates in support of this policy will be administered by the Chair, Vice-Chair, and Assistant of APPC.
APPENDICES
Procedures and materials for Program Suspension and Program Discontinuance, available at https://www.ufv.ca/senate/standing-committees/appc/program-discontinuance--suspension
UFV Strategic Plan at https://www.ufv.ca/media/assets/institutional-research/planning/strategic- initiatives/Final-strategic-plan-2010.pdf
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Number 222 Effective Date 2015-01-08 Next Review Date 2020-01
PROGRAM DISCONTINUANCE
Approval Authority Board of Governors and Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Board policy Direction University Educational Directions and Planning (BPD-202) Undergraduate Course and Program Approval policy (21) Graduate Course and Program Approval policy (209) PURPOSE
This policy is to ensure transparency and diligence when discontinuing academic programs at the University of the Fraser Valley. This will include recognition of the role of Senate in advising the Board, and the Board seeking advice from Senate on the discontinuance of programs at the university, with the recognition that the final authority rests with the Board of Governors.
SCOPE
This policy applies to all undergraduate and graduate programs that are being discontinued, excluding all non-credit continuing education programs. This policy does not apply to adjustments in the number or location of course offerings as part of the ongoing management of program delivery.
DEFINITIONS In this policy, the following definitions apply: Consultation: Seeking of input and opinions. Program: A collection of courses and associated requirements offered as a credential or an option within a credential. This includes but is not limited to, a certificate, diploma, minor, extended minor, major, honours, degree, specialization, option, or concentration. Program Discontinuance: Elimination of the offering of a program. Program Suspension: Temporary suspension of the intake of new students into a program
POLICY Decisions regarding the discontinuance of programs at UFV will rely on established procedures; and evidence that appropriate consultation with the relevant department or school and Faculty or College Council takes place. Senate will receive a recommendation from the Academic Planning and Priorities Committee (APPC) and then advise the Board. Whenever possible, this will take place within the academic planning processes of the Educational Plan. Typically, a program discontinuance will be initiated by the Dean of the relevant area. A request to consider program discontinuance may also come from the Provost of the University; or from APPC based on results from formal university review processes. In cases where a program will be discontinued, the university will honour its commitment to active program students, providing, where possible, pathways for completion.
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For the purposes of this policy, discontinuance of specializations, options, and concentrations are treated as program revisions.
REGULATIONS
1. The following principles will guide the program discontinuance process: Program Rigour: Program discontinuance/suspension ensures academic relevance, currency, and response to student needs and the educational environment. Transparency: The review and approval process is consultative, based in peer review, and communicated clearly. Accountability: The decision to discontinue a program will be consistent with appropriate stewardship of resources and the meeting of community expectations. Compliance with Recognized University Processes: The consultation and approval process complies with Policy 222 Program Discontinuance. 2. The rationale for program discontinuance will typically consider issues arising from the following categories: Demand, including student demand, market demand (employment), institutional and community demand. Capacity, determined by a broad assessment of program inputs (including faculty/ staff, curriculum, students, capital equipment and facility infrastructure). Program Output, including graduation, quality and performance in terms of both key performance indicators and a summative assessment of the program’s contribution to the strategic directions of the university. Financial Impact/Viability, including a full accounting of both direct and indirect program revenue contributions and costs. Reputational Considerations for the University 3. Once a program discontinuance is approved a communication plan and a transition plan for existing students will be developed. 4. Procedures in support of this policy will be developed, maintained, and communicated by APPC. Guidelines and templates in support of this policy will be administered by the Chair, Vice-Chair, and Assistant of APPC.
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Comments from Joint Board/Senate committee on Policy 222 Program Discontinuance
The proposed revisions in the draft include: • Broadening the title and content to explicitly include program suspensions • Revising the purpose and scope sections • Modifying the definition of program for this policy, to exclude program options which are not governed under this policy, according to a statement in the current policy • Clarifying the definition of Program suspension • Re-organizing the content so that the main principles are under Policy, and the authorities, responsibilities, and processes for decision-making and communication are under Regulations • Clarifying the differences in program suspension and discontinuance decision-making • Adding a reference to the procedures in Appendices • Ensuring the policy reflects current practices around the decision-making as outlined in the procedures on the UFV website
Please also consider the following: The Senate Budget Committee is interested in asking this policy to include a statement about consulting with this committee as part of the discontinuance process. Is the Board open to this notion? Analysis that could happen from finance– numbers but also cost of FTE and program – myriad of variables would be helpful – members were positive to this
Are there any issues or concerns with the current policy?
J. Mandigo -around the program’s consistency with the University’s strategic plan Board and Senate play an important role where they can hold program’s accountable On the Senate side – discontinuance discussions can be uncomfortable but to have the discussion routed in more values and useful to try and get in here. have some good criteria as it relates to the Strategic Plan be part of the policy ethical issues to be considered; implications beyond UFV Program Suspension – some formula in that it has to be put forward for discontinuance without all of these factors being taken into consideration.
Process: Elaine Harris - address these specific questions – SBC question is relatively easy; how we include some of James & Jon’s comment how they are tied to mission/values and will have to work with Elaine to figure this out.
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MEMO
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: January 22, 2021
Re: Final Grade Appeals Policy and Procedures
The Final Grade Appeals policy has been revised, with the procedures moved to a second document. The policy requires that the procedures must also be recommended to and approved by Senate. Review of the policy began in Fall 2019 with surveys given to students, instructors, and deans/associate deans. Results of the surveys were provided to SGC in February 2020. Campus-wide consultation on the policy and the procedures ended on November 13.
A summary off the feedback from the consultation, and actions taken, if any, is attached in a separate document, item c., below, and includes actions taken, if any, to address the issues.
MOTION: THAT Senate approve the revisions to the Final Grade Appeals policy (217) and Final Grade Appeals Procedures (as attached).
Attached you will find:
a. Final draft of the Final Grade Appeals policy b. Final draft of the Final Grade Appeals Procedures c. Summary of the Feedback received during consultation d. Recommendations for the policy based on feedback obtained during the surveys (previously submitted to SGC for the Feb 2020 meeting) e. Current Final Grade Appeals policy f. Draft Final Grade Appeals policy with tracked changes g. Draft Final Grade Appeals Procedures with changes from the current policy tracked
Revisions proposed:
The main changes to the policy include: 1. Most of the Regulations section, including the procedural steps and timelines, was moved to the Procedures document. 2. In Scope, the policy now states that grades assigned under Academic Misconduct policy are excluded from this policy, as well as students who have graduated (similar to policies at other institutions). 3. Definitions have been limited to those that pertain to the policy itself.
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4. The scope now includes students in all graded courses (the prior draft limited it to letter graded courses, but students who fail a CR/NCR course may also need recourse). It also no longer states the student must be in credit courses, as non-credit courses may apply to some credentials. 5. The Regulations section of the policy includes the following: a. Grounds for appeals were rewritten (2nd paragraph) to be more in line with other institutions. Changes include different wording, removing the grounds based on broad extenuating circumstances, used the word “alleged” to recognize that students’ claims are not proven at the time of appeal. b. There is clarification of issues that do not normally warrant an appeal (e.g., miscalculations of grades should be resolved by the instructor and, if not resolved be referred to the department head or director); extenuating circumstances, except where the instructor did not take reasonable actions when requested and given evidence. Extenuating circumstances that lower a student’s performance are not usually included in other institutions’ stated grounds (since the grade assigned is based on the work the student did in the course). Usually other policies and practices are more appropriate, such as I- grades, Aegrotat grade, late withdrawals. However, final grade appeal seems the only avenue in UFV policy for situations where the student believes they did not get the accommodations or consideration that their documented special circumstances warranted. c. There is a reference to policy 18 for instances where there are claims of harassment or discrimination (this is no longer specifically stated as grounds for the appeal, but they may be part of a claim of failure to grade in a reasonable manner, consistent with other students, and may be included in students’ rationales). d. The policy states that the student’s privacy should be protected when the reassessment is referred to the appeals committee. e. The Regulations state how the administrator is determined for appeals. f. Responsibility for the procedures (Provost’s office, with Senate approval) is stated.
The main changes to the procedures from current policy (with reference to specific points in the procedures document) are as follows: 1. A possible exception to instructor consultation was added for instances where there is an allegation of harassment or discrimination under policy 18 (1.1.1). 2. A brief statement on the purpose of the instructor consultation (1.1.1) was added. 3. The time for a student to initiate a formal appeal was increased, from 14 to 20 business days, to allow time for students to seek advising, consult with the instructor, and prepare the appeal (2.1) during the often busy start of a new semester. 4. Facilitated resolution is no longer a separate step in the process (it was optional in current policy) with a separate timeline; it is now included in the appeal resolution process (3.1). 5. The requirement for a student to be included on the appeals committee was removed. Final Grade Appeals are to assess the appropriateness of the grade assigned, an academic decision. A student would not have the instructional expertise to contribute to reassessment of student’s work. Most other institutions have only one or two
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instructors involved and no other institutions included a student in a final grade appeal committee. It is noted that if the student appeals to the Senate Committee for Student Appeals on the appeal process, there are students on that committee.
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NUMBER 217 APPROVAL DATE 03-15-2013 LAST AMENDMENT LAST REVIEWED NEXT REVIEW DATE 03-2018 FINAL GRADE APPEALS
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation University Act, s. 35.2 (5)(j) Course Withdrawal (81) Grading System (101) Grade Reporting (109) Discrimination, Bullying and Harassment Prevention (18) Instructional Responsibilities (46) Student Academic Misconduct (70) PURPOSE
The University of the Fraser Valley (UFV) recognizes that students have the right to be judged fairly in relation to their academic work and shall provide an appropriate process for considering student grade appeals.
SCOPE
This policy applies to all students in graded courses at UFV prior to the student’s graduation and where the final grade was not affected by a finding of a violation of academic integrity under Student Academic Misconduct policy. This policy does not address matters related to academic integrity, non-academic student conduct, or complaints about instruction, services, employees or university policies, which are considered under other university policies.
DEFINITIONS
In this policy, the following definitions apply:
Dean: Dean of the faculty responsible for offering the course.
Evidence: Material evidence that shows that an inappropriate final grade has been assigned, i.e. assignments, exams, course syllabus.
Final grade: The letter grade assigned for a course as recorded on the official university transcript.
Instructor: The person who is responsible for delivery of the course curriculum and the evaluation of student work.
Student: Any person who was enrolled in a course(s) at UFV for which a final grade was assigned.
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POLICY
This policy allows for the appeal of final grades by students in graded courses who have cause to appeal, as set out in the Regulations section of this policy.
The final grade appeal offers recourse to a student who has material evidence to show that an inappropriate final grade has been assigned. REGULATIONS
When a student has a disagreement with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. The instructor should ensure that the student is able to review all components of the course as per Instructional Responsibilities policy (46). Where the instructor is no longer employed by UFV, or does not respond, the department head or school director will provide, to the best of their ability, a response in the instructor’s stead. Where the student disagrees with the outcome of the consultation with the instructor, UFV recognizes the right of a student to appeal a final grade on the following grounds:
i. Alleged failure by the instructor to follow the evaluation profile, grade assignment and operational details as stated in the course syllabus and/or instructions for assignments, examinations, or projects. Students must be notified in writing or electronically of any changes to the distributed course syllabus or to the instructions for individual components; ii. Alleged failure of the instructor to apply the evaluation criteria to the student in a reasonable manner, consistent with other students in the class; iii. Alleged failure by the instructor or departments/divisions to follow approved and relevant university, faculty, department, or school policies and procedures. iv. Alleged failure of the instructor to adequately consider and provide reasonable accommodations in response to documented extenuating circumstances that prevented or delayed a student from completing or submitting one or more components of the course.
Students are required to provide evidence to support their claims. Should there be allegations of harassment, or discrimination, it is expected that such matters also will be addressed under Discrimination, Bullying and Harassment Prevention policy (18).
Dissatisfaction or disagreement with the final grade, without satisfying one of the grounds stated above, does not constitute sufficient grounds for a formal final grade appeal.
Since a grade appeal involves an objective review of the grade assigned to the student to determine if the student’s course work deserves a higher grade, extenuating circumstances that resulted in a student missing one or more components of the course or performing lower than their ability are not normally addressed through a final grade appeal. Other policies or approaches, such as late withdrawals (see Course Withdrawal policy [81]) or Incomplete grades (see Grade Reporting policy [109]) may be more appropriate. Students who requested and were denied reasonable alternatives or accommodations, despite providing evidence of extenuating circumstances may, however, appeal under this policy.
Errors in the calculation of the marks for individual components or the final grade should be discussed with the instructor, who will correct the grade, if necessary, in accordance with Grade Reporting policy (109) rather than through a grade appeal. If the student is not satisfied with the outcome of this discussion, this may be pursued further with the department head or director of the school.
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Administration of final grade appeals For final grade appeals for undergraduate level courses, the dean or designate of the faculty in which the course is taught will be the administrator responsible for the appeal process. For final grade appeals for graduate level courses, the Associate Vice-President, Research, Engagement, and Graduate Studies is the administrator responsible for the appeal, however, the dean or designate of the faculty will be notified.
Where the dean or the Associate Vice-President, Research, Engagement, and Graduate Studies is the instructor in question, the Registrar will appoint an alternate dean.
Privacy The identity of the student will be protected during the independent reassessment of the students course work. Procedures The Provost’s office is responsible to develop and maintain the Final Grade Appeals Procedures and will bring forward recommended revisions to Senate for approval. The Procedures are available at [link].
APPENDICES
Final Grade Appeals Procedures, available on UFV website (link to be added).
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PROCEDURES Effective Date YYYY-MM-DD Next Review Date YYYY-MM-DD
FINAL GRADE APPEAL PROCEDURES
Responsible Department Office of the Registrar, Academic departments and schools Responsible Executive Provost and Vice-president, Academic Related policy Final Grade Appeals (207)
DEFINITIONS
Business day: A day from Monday to Friday when the University of the Fraser Valley (UFV) is officially open to the public. Respondent: The party who responds to an appeal. Senate Committee for Student Appeals: This committee, designated by Senate, has responsibility for the creation of impartial tribunals to hear student appeals and for the determination of all procedures relating to the conduct of such tribunals. Semester: A period of study lasting approximately four (4) months that usually commences in September, January or May.
Session: A period of study lasting approximately two (2) months (half a semester). Student: Any person who was enrolled in a course(s) at the university during the teaching semester for which a final grade was assigned.
See the Final Grade Appeals policy (207) for other definitions.
REGULATIONS
1. Appeal of the Final Grade
Students may not appeal marks for individual items of work inclusive of examinations quizzes, projects, assignments, practicums, or field work assessments, however, the grading of individual course components may be addressed in the rationale for an appeal of the final grade Where students have concerns about a mark for an individual item of work, they are encouraged to discuss the matter with their instructor and to document the reason for concern.
1.1. Consultation with Instructor
1.1.1. When a student disagrees with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. The purpose of the discussion is to clarify how the grade was determined, to ensure all components were received and graded, to review the evaluation of the course components, to check that the grade calculations were done correctly, and to explore any opportunities from remediation and resolution. 1.1.2. The dean responsible for the course may make an exception to the requirement to consult with the instructor in exceptional circumstances where the student is alleging
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discrimination or harassment by the instructor under policy 18, Discrimination, Bullying and Harassment Prevention. In such a case, the student should contact the dean directly to discuss their options. 1.1.3. Where the instructor is no longer employed by UFV or does not respond, or where the discussion with the instructor has been waived by the dean, the department head or school director will provide, to the best of his or her ability, a response in the respondent’s stead. The student may contact the Appeals Assistant in the Office of the Registrar for advice if they are unable to reach their instructor. 1.1.4. If there has been a clerical or administrative error, or if after the discussion the instructor (or the department head or director when responding in lieu of the instructor) wishes to change the grade for any other reason, they may change the grade in accordance with the Grade Reporting policy (109). Disputes regarding errors in calculation may be addressed with the department head or director and should not normally require a grade appeal.
2. Initiation of a formal appeal
2.1. If the student wishes to appeal the decision of the instructor following consultation in step 1.1, the student must submit a Final Grade Appeal form, along with the grounds upon which they are appealing and any additional documents or other evidence (e.g. assignments, exams, course syllabus, request for accommodations for special needs, etc.) to support the appeal, to the Office of the Registrar within 20 business days from the day the student has access to the assigned final grade. Appeals will not be accepted by the Office of the Registrar after that date, except when an extension is granted at the discretion of the Registrar on the basis of extraordinary circumstances.
2.2. Upon receipt of the Final Grade Appeal form, the Registrar or designate will determine whether or not the appeal falls within the scope of this policy and whether it contains grounds as outlined in policy. If it does, the instructor will be contacted within three (3) business days to provide further information which addresses the specific grounds for the appeal as stated by the student, the grading scheme, and the student’s work and grades on each component of the course.
2.3. Within eight (8) business days of receipt of the request, the instructor shall provide the Office of the Registrar a written response to the appeal, including all available assignments, exams, exam keys, the course syllabus, and the final mark determination scheme related to the course work being re-evaluated. Where the respondent is no longer employed by UFV, or is not able to respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead.
2.4. Within three (3) business days after receipt of the response to the grade appeal, the Office of the Registrar will forward all appeal information to the administrator responsible for processing the appeal under policy 207.
2.5. Where the administrator is the instructor in question, the Registrar will appoint an alternate dean.
3. Resolution of the appeal
3.1. The administrator, as established in Policy 207, Regulations section, may attempt a facilitated resolution meeting with the student and/or the instructor. The matter may be resolved with or without change to the final grade by agreement at the resolution meeting. Any resolution agreed upon during the resolution meeting will be documented with a letter to the student,
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the instructor and the Office of the Registrar.
3.2. Should no informal resolution be reached during a resolution meeting, the administrator will form a Final Grade Appeals Committee consisting of at least two instructors who did not teach the course to the student who has requested the appeal. At least one instructor with expertise in the discipline or related discipline should be appointed. The administrator may appoint external faculty for the appeal, if viewed as necessary for an impartial hearing.
3.3. The student’s identity will be protected when the appeal is referred to the committee.
3.4. The Final Grade Appeals Committee will review the grade and materials used to determine the grade and, where the Final Grade Appeals Committee deems appropriate, meet with the instructor and student, provided the student waives the right to have their identity protected. The committee members may re-assess some or all of the student’s work, depending on the grounds for the appeal. If so, they will conduct their reassessments independently and provide an individual report with the reasons for their decision and the grade they recommend. Where a component cannot accurately be evaluated using these procedures, such as a lab or practicum, the dean will determine a reasonable review alternative. 1.3.5 The Final Grade Appeals Committee will arrive at a decision within 15 business days of the administrator’s receipt of the appeal package. The decision shall be submitted in writing to the administrator.
3.5. In the event of a disagreement between two evaluators, the administrator may add an additional evaluator or administrator to the committee; otherwise the designated administrator would automatically become a member of the committee.
3.6. The administrator will provide the outcome of the grade appeal, including the reason for the grade change, if applicable, to the student, the instructor and the Office of the Registrar. The final grade may be raised, lowered or left unchanged.
4. Appeal of the Final Grade Appeal Process
4.1. Students may appeal the decision of the Final Grade Appeal Committee only on the basis of alleged unfairness or bias in the process of the final grade appeal. Disagreement with the decision is not considered grounds for further appeal.
4.2. A student must submit a Request for an Appeal Hearing with the Senate Committee for Student Appeals form, available on the UFV website, including a rationale for consideration, to the Office of the Registrar within 15 business days of receiving the decision of the Final Grade Appeal Committee.
4.3. The Office of the Registrar will forward the request for an appeal hearing to the chair of the Senate Committee for Student Appeals within 3 business days.
4.4. The request will be considered under the Senate Committee for Student Appeals intake and hearing procedures (see Appendices for links).
4.5. The decision of the Senate Committee for Student Appeals will be final.
4.6. The Senate Committee for Student Appeals will notify the student, the instructor, and the Office of the Registrar of the final decision.
5. General
All timelines are guidelines only, with the exception of the deadline for the student to initiate an appeal. Procedure Title Page 3 of 4
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Parties should attempt to comply with such time frames, however, failure to do so shall in no way nullify the process unless the delay is unreasonable and prejudicial.
APPENDICES
Senate Committee for Student Appeals intake procedures at https://www.ufv.ca/media/assets/senate/student-appeals-committee/ToR-Appeal-Intake-Committee,- Panel,-&-Tribunal.pdf
Senate Committee for Student Appeals hearing procedures at https://www.ufv.ca/media/assets/senate/student-appeals-committee/hearing-procedures-for-the- appeal-tribunal---revised-sept-18-2018.pdf
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Feedback on Final Grade Appeals policy Comments have been shortened or paraphrased in most cases. VP: On the whole, I’m pleased with the changes made to the policy and procedures. I have two comments:
1. To ensure inclusive language, please change all references to “he or she” in the policy to “they.” We need to avoid binary language. 2. Under 3.1, the Office of the Registrar should be included as a recipient of the letter. While the OREG is listed at the end as a recipient of the decision, it is not clear that this applies in the case of an informal resolution. The OREG needs to be informed if the process has ended.
Action: These changes have been made. Dean (excerpt) With reference to 3.6 noted below. If the administrator conducts the facilitated resolution as between the student and the faculty member, and given the student’s identity is protected when referred to the committee, I believe it would be a conflict to have the same administrator join the committee. Having been involved in facilitated resolutions that end up going to formal Appeal, I would be concerned that I would be setting the stage for further Appeal re: bias, if I then became a part of the formal appeal committee with an outcome that was discussed at the resolution stage. It might make more sense to leave the language in around a third evaluator, or maybe indicate that an administrator other than the one conducting the resolution meeting, be appointed by the registrar?
Response
The suggestion to have the administrator be the third member of the team when two instructors don’t agree is the procedure at several other institutions. The administrator would normally know the student’s name but might be less likely to have a bias about the student, unless something arose during facilitated resolution. There is an option to have a third instructor, and now the option to appoint a different administrator to the committee has been added to 3.6.
Does the original instructor’s assessment not count at all in an appeal? If another assessor agreed with the original grade, and a second one thought the grade should be higher or lower, do we not still have 2 out 3 instructors in agreement? Perhaps this is where the administrator might decide that the original grade might stand.
Action: The option of adding a different administrator to the committee, when two instructors do not agree, was added.
Further response from same dean (paraphrased):
I almost think three would be the way to go as it eliminates all of the ‘what ifs’.
I am comfortable with working with whatever the Committee agrees to. If the panel of two couldn’t come to a decision, I would designate my Associate Dean to take on that role, or perhaps another Dean on the basis of perceived conflict.
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Director of a school (excerpt): While I understand the rationale for putting forward a change in the number of days students are given to initiate a formal appeal, I think the committee should reconsider increasing this to 20 business days. This increase seems inconsistent with the time frame for other appeals. For example, for academic misconduct, students have 5 business days to appeal a finding after a resolution meeting and they have 10 business days to appeal a decision by the Dean. Similarly, for non-academic misconduct (Policy 204), appeals are to be submitted within 14 business days of the decision date. Based on this, it seems that 14 business days is sufficient.
Response
The reason for the slight increase to the amount of time for final grade appeals (about one week longer) is that final grade issues generally arise at the end of a semester. The deadline to file an appeal is based on when the grade is posted, but students and instructors are sometimes away. Students may not find out the grade for a few days and/or may not be able to meet with the instructor until the start of the next semester. Students must complete an additional step, discussing the issue with the instructor, before they can submit an appeal. If the instructor will not change the grade, students may need advising to figure out what to do. The beginning of the next semester, when they would need to submit the appeal, is very busy for both students and instructors so that makes the timeline seem tight. There was some feedback from students that longer would be better.
An additional week to submit the appeal did not seem unreasonable given that, and there did not seem to be a particular downside to allowing that. I think in the other appeal situations, the student is made aware of the decision promptly, and does not have to seek out an instructor for a discussion before launching an appeal, although they may want to talk to an advisor. Some institutions, such as UBC, allow students to appeal into the third month of the following semester.
Action: No change was made. The director understood the rationale and said she did not feel strongly about the issue.
Department head The new policy looks fine to me – if it has been changed. All I see are some comments from Elaine.
The changes to the Procedures are not so fine. Deadlines have been shortened considerably in many cases, especially in regards to response required by faculty (14 business days to 8), whereas the ones for the Registrar’s Office and students have been lengthened (14 days to 20). (See step 2.) An ‘anti-faculty’ bias has definitely crept in. Response:
There was no anti-faculty bias intended at all. The timeframes for almost all the steps in the process were shortened slightly because the appeal process at UFV seemed to take a very long time compared to most other institutions and seemed to result in an unduly long wait for students to get a response. The response time for OReg to contact the instructor was reduced from 7 to 3 days, and a deadline of 3 days was added for OReg to forward to the dean (no deadline was previously stated). The time for the dean to resolve appeals was previously 7 days for facilitated resolution plus 14 for assessment by the
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committee, and this was reduced to 15 days in total as these two steps were combined. The time for appealing the outcome of the appeal to the Senate committee was 14 days and was simply rounded to 15, because business weeks are normally stated in multiples of 5.
The longer timeframe for students to file an appeal takes into consideration instructors needs as well as students, as students are required to discuss the grade with the instructor before they file a formal appeal.
The department head was asked if he thought 8 business days (a week and a half) was not enough time to respond, given that they would have already discussed the grade with the student. No reply was received.
Action: No change was made.
Office of the Registrar Policy and Regulations:
Scope: The Scope statement limits the application of the policy to “letter graded” courses. What recourse will students in credit / no credit graded courses have to appeal?
Definitions: Credit course is not defined. Does this include all courses taught at the Developmental, Vocational and Credit level (including graduate courses)? Does this include courses taught in the Trades division of the FATS. More detailed definition would strengthen the policy.
Action: The reference to credit courses and to letter-graded courses in the policy was changed to all courses with final grades.
Regulations: Regulation iii would benefit from some additional explanation. A suggest revision is:
“Alleged failure by the instructor or departments/divisions to follow approved and related university, Faculty, department or school policies and procedures”.
Action: The words “faculty” and “relevant” were added to this statement.
Regulation IV is an important addition, but I am not comfortable with the wording. Reasonable accommodation is a complicated concept. This may require additional explanation.
Action: This was not changed. Reasonable is subjective, certainly, but the student will need to make a convincing case in order to have a successful appeal.
Procedures:
1) Section 1.1 Consultation with Instructor— Students can struggle with the need to talk with their instructor. To provide guidance and more clarity, it would be beneficial to itemize the purpose of this conversation. The comment on decanal responsibility should be a separate point and more descriptive on how policy 18 is to be invoked, either here or elsewhere in the document,. For example (with thanks to Capilano University)
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1.1.1. When a student disagrees with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. The purpose of the discussion is to: a. Allow for the student and instructor to review the evaluation of the assessment, ensure that all assessments were submitted and graded, and confirm that no marks were omitted and that additions and the grade calculations were correctly made; b. Assist the student to understand how the grade was calculated; c. Respond to any specific questions about the assessment(s) or explicit feedback provided by the instructor; and, d. Allow for the student and instructor to explore opportunities for remediation or resolution
Action: Much of these points were already included, in a briefer way, in 1.1. but the statement was expanded further to capture this more fully.
1.1.2 The dean responsible for the course may make an exception to this requirement in exceptional circumstances where the student is alleging discrimination or harassment by the instructor under policy 18, Discrimination, Bullying and Harassment Prevention. (For more information on this please see section XYZ. Action: A statement was added that the student seeking this exception and who has launched a claim should contact the dean directly. I don’t think these procedures need to capture the process in policy 18. 2) In 1.1.3 the student can be advised to seek assistance in navigating communications from the Appeals Assistant as follows:
1.1.2 Where the instructor is no longer employed by UFV or does not respond, or where the discussion with the instructor has been waived by the dean, the department head or school director will provide, to the best of his or her ability, a response in the respondent’s stead. An appellant may contact the Appeals Assistant in the Registrar’s Office to receive advice on this process if they are unable to reach their instructor.
3) In section 2.1 it provides a 20 day window to allowing a student to appeal. At the same time, the new policy requires the student discuss their grade with their Prof. We have seen that it can be difficult to communicate with professors between semesters. This then becomes a limiting factor in the 20 day deadline. Will there be consideration for a longer period of time if the instructor is non- responsive?
Action: A statement was added to indicate that the Appeals Assistant could be contacted for assistance if they are unable to reach the instructor.
4) In section 2.1 it is desirable to provide examples to students on what may constitute evidence or what supporting documents will be helpful. We are prepared to assist with this wording if this suggestion is adopted.
Action: the policy gives examples of evidence such as assignments, course syllabus, exams. These have been added as examples in the procedures, along with recommendations for accommodations for special. Further examples could be added, but these might also be included on the appeals form instead.
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General:
The term Administrator is used throughout the procedures document, but does not refer back to the Regulations for the definition. This should be clarified.
Action: A statement was added to refer to the policy Regulations section. In all cases where a letter is issued or a decision made on an appeal, the result must be communicated to the Appeals Assistant in the Registrar’ Office. Action: This was added to all sections where a decision would be made.
Section 3.4 indicates that the appeals committee may meet with the student, but the statement immediately preceding indicates the student’s identity will be protected. This should be explained or reconciled.
Action: A statement was added that the committee could meet with the student if the student is willing to disclose their identity. There seemed no obvious way that a student’s identity could be kept private if there is to be a meeting, since the concern with disclosing their identity would be that one or more instructors on the appeals committee might know the student and have some bias towards them.
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Recommendations for the Final Grade Appeals policy
Recommendations arising from the Student Survey 1. Make the deadline to appeal longer. The end of the first month following the end of the term would be a simpler date as well as somewhat longer. Add a clause for consideration of special circumstances in late requests. 2. Clearly state “business days” for each deadline. Define business days. 3. Reduce the policy length by moving the step-by-step procedures into a separate document. 4. Clarify the concept of appealing the final grade vs appealing components (one cannot appeal the grade on a specific paper or exam on its own, but the component can be addressed in terms of it’s effect on the final grade). 5. Consider how student and instructor anonymity can be protected (the instructor must provide the grading rubric, syllabus, and components that are not returned to student, so they will be aware of the appeal, but the independent reviewers should not be given the name of the instructor or the student to avoid possible appearance of bias). Perhaps the instructor should not be given a copy of the appeal request form. 6. Address miscalculations as a simple administrative issue that should not normally require launching an appeal. 7. Remove extenuating circumstances as grounds for a grade appeal. This seems to give the impression that personal extenuating circumstances might result in a grade increase based on sympathy. Since a change of grade would be made only if, on reassessment, the student was deemed to have performed better than the assigned grade, it does not seem to make sense as grounds for an appeal and is not normally found in grounds for appeals elsewhere.
Recommendations arising from the feedback of faculty 1. Consider removing extenuating circumstances as grounds for appeal. This issue was of concern to several people, and grade appeals are not the appropriate vehicle for special consideration when a student has personal issues. Other policies, such as I-grades, late withdrawals, as well as accommodations for special needs address this. Note - is there may be a gap at UFV in that there is no specific policy that supports instructors in granting exam re-writes, alternate assignments, or similar ways of giving special consideration to a student with extenuating circumstances. The I-grade does, however, provide the tool to allow extra time for whatever arrangements an instructor might agree to, but what if they don’t agree? 2. Consider removing the student from the appeal committee. This is not common practice elsewhere, and the student cannot contribute to the academic reassessment. Instead, 2 or 3 instructors, including at least one from a different area. 3. Consider stating the standards of evidence and the criteria for assessment of appeals based on each of the grounds for the appeal. Perhaps grades for practica should be addressed specifically 4. The inclusion of complaints of bias and discrimination seems troublesome, as it puts instructors in a defensive position. I suggest a slightly less perjorative phrasing, addressing allegations that
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the grading was unfair, and also a requirement that claims of this sort must be addressed under policy 18, not just put in a grade appeal. 5. Consider a fee for grade appeals of perhaps $35-45, refundable if the appeal successful to reduce frivolous appeals, however, this does not have to be included in the policy.
Recommendations arising from deans, associate deans 1. Remove extenuating circumstances as grounds for appeal. 2. Try to reduce frivolous appeals, perhaps through better screening of appeals to ensure there are grounds (or that a grade appeal is the appropriate policy for the situation), a grade appeal fee (both operational issues), and elimination of extenuating circumstances as grounds. 3. Eliminate the current practice of potentially lowering grades; simply advise the student if the reviewers thought the grade should be lower. 4. Mechanism to ensure irregularities in instructional practices and/or syllabus design to be brought to department heads. 5. Remove the requirement for a student on grade appeal committees. 6. Clarify how appeals based on discrimination and bias should be handled in conjunction with policy 18 Discrimination, Bullying and Harassment Prevention 7. Use gender neutral pronouns in the policy 8. Errors in calculations should not require a grade appeal; they should be able to be resolved by the instructor or within the department.
2
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NUMBER 217 APPROVAL DATE 03-15-2013 LAST AMENDMENT LAST REVIEWED NEXT REVIEW DATE 03-2018 FINAL GRADE APPEALS
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation University Act, s. 35.2 (5)(j)
PURPOSE
The University of the Fraser Valley (UFV) recognizes that students have the right to be judged fairly in relation to their academic work and shall provide an appropriate process for considering student grade appeals. SCOPE
DEFINITIONS
In this policy, the following definitions apply:
Assigned: When the grade is available to the student on the student’s record.
Day: A day between Monday and Friday inclusive of those days when UFV is officially open to the public.
Dean: Dean of the Faculty responsible for offering the course.
Evidence: Material evidence that shows that an inappropriate final grade has been assigned, i.e. assignments, exams, course syllabus.
Final grade: A mark of a student’s work as recorded on the official University transcript.
Instructor: The person who is responsible for delivery of the course curriculum and the evaluation of student work.
Natural Justice and procedural fairness: The principles of natural justice concern procedural fairness and ensure a fair decision is reached by an objective decision maker.
Respondent: The party who responds to an appeal.
Senate Standing Committee for Student Appeals: As delegated by Senate, has the responsibility for the creation of impartial tribunals to hear student appeals and for the determination of all procedures relating to the conduct of such tribunals.
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Student: Any person who is enrolled in a course(s) at the University during the teaching semester for which the mark is assigned, including graduate students.
Tribunal: Consists of three members of the Senate Standing Committee for Student Appeals for the hearing of appeals.
University: University of the Fraser Valley. POLICY
This policy allows for the appeal of final grades by students who have cause to appeal, as set out herein. Students may not appeal individual items of work inclusive of examinations quizzes, projects, assignments, practicums, or field work assessments except in the context of an appeal of the final grade. Where students have concerns about a grade for an individual item of work, students are encouraged to discuss the matter with their instructor and to document the reason for concern.
The final grade appeal offers recourse to a student who has material evidence to show that an inappropriate final grade has been assigned. UFV recognizes the right of a student to appeal a final grade on the following grounds:
A significant error in the assessment, evaluation, determination and/or calculation of the final grade; A significant error in the assessment, evaluation, determination and/or calculation of individual components of the course; Credible claims of instructor bias or discrimination; Failure by the instructor to follow the evaluation profile, grade assignment, and operational details as stated in the course syllabus; Extenuating circumstances beyond the student’s control that affected the student’s academic performance or made it impossible for the student to write the final test or exam as scheduled or to complete an item of work. Students will be expected to provide evidence to support a claim for extenuating circumstances.
This policy replaces all previous policies relating to the appeal of grade assignment. REGULATIONS
1. Appeal of the Final Grade
1.1. Consultation with Instructor
1.1.1. In all cases where a student has a disagreement with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. Where the instructor is no longer employed by UFV, or does not respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead. 1.1.2. If there has been a clerical or administrative error, or if after the discussion the instructor wishes to change the grade for any other reason, the instructor may change the grade in accordance with the Change of Grade policy.
1.2. Initiation of proceeding
1.2.1. If the student wishes to appeal the decision of the instructor, the student must submit to
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the Office for Academic Integrity and Appeals a Final Grade Appeal form, along with any additional documents or other evidence to support the appeal within 14 days from the day the student has access to the assigned final grade. No appeal should be accepted by the Office for Academic Integrity and Appeals once the fourteen days have elapsed, with the exception only of extensions granted at the discretion of the Registrar on the basis of extraordinary circumstances.
1.2.2. Upon receipt of the Final Grade Appeal form, the Office for Academic Integrity and Appeals or designate will determine whether or not the appeal falls within the scope of this policy. If it does, the Final Grade Appeal form along with supporting documents will be sent, within seven (7) days, to the instructor. 1.2.3. Within 14 days of the receipt of the Final Grade Appeal form, the instructor shall send to the Office for Academic Integrity and Appeals a written response to the appeal, including all available assignments, exams, exam keys, the course syllabus, and the final mark determination scheme related to the course work being re-evaluated. Where the respondent is no longer employed by UFV, or is not able to respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead.
1.2.4. Upon receipt of the response to the grade appeal, or sooner if possible, the Office for Academic Integrity and Appeals or designate will forward all appeal information to the Dean or designate of the faculty in which the course is taught. In the case that an appeal is made by a graduate student, all appeal information will be forwarded to the Associate Vice-President - Research, Engagement, and Graduate Studies, and to the Dean or designate of the faculty in which the course is taught, for information. The Associate Vice-President - Research, Engagement, and Graduate Studies is the administrator responsible for processing the appeal.
1.2.5. Where the Dean or Associate Vice-President - Research, Engagement, and Graduate Studies is the instructor in question, the Registrar will appoint an alternate Dean.
1.3. Facilitated Resolution
1.3.1. Within seven (7) days of receiving a final grade appeal form and supporting evidence, the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate may attempt a facilitated resolution, meeting with the student and/or the instructor.
1.3.2. The matter may be resolved with or without change to the final grade by agreement at the resolution meeting.
1.3.3. Any resolution agreed upon during the resolution meeting will be documented with a letter to the student, Instructor, and the Office for Academic Integrity and Appeals.
1.3.4. In the event that a resolution is not agreed upon at the resolution meeting and the student wishes to proceed with the appeal, the matter will be referred by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate to the Final Grade Appeals process.
1.4. Appeal of the Final Grade
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designate will form a Final Grade Appeals Committee of three members, one of whom will be a student and two of whom will be instructors who did not teach the course to the student who has requested the appeal. At least one instructor with expertise in the discipline or related discipline should be appointed. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate may appoint external faculty for the appeal, if viewed by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate as necessary for an impartial hearing.
1.4.2. The Final Grade Appeals Committee will review the grade and materials used to determine such grade and, where the Final Grade Appeals Committee deems appropriate, meet with the instructor and student.
1.4.3. The committee may review and assess the work and arrive at a decision within 14 days of receipt of the appeal package and submit the decision in writing to the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate.
1.4.4. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate will provide the outcome of the grade appeal, including the reason for the grade change, if applicable, to the student and the instructor. The final grade may be revised up or down or may remain unchanged.
1.4.5. A copy of the decision shall also be filed with the Office for Academic Integrity and Appeals.
2. Appeal of the Final Grade Appeal Process
2.1. Students may appeal the decision of the Final Grade Appeal Committee only on the basis of alleged unfairness or bias in the process of the Final Grade Appeal.
2.2. A student must request an appeal within 14 days of receiving the decision of the Final Grade Appeal Committee.
2.3. The Appeal Hearing and decision shall normally take place within 60 days of the filing of the Request for the Appeal with the Senate Standing Committee for Student Appeals (Committee). The Appeal Hearing will be conducted in accordance with the principles of natural justice and procedural fairness.
2.4. The Appeal Hearing shall be conducted by an appeal tribunal (Tribunal) designated by the Committee and shall be conducted under those procedures as shall be set from time to time by the Committee.
2.5. The Tribunal will not attempt to evaluate the academic merits of any course grade. It will only deal with cases of alleged unfairness or bias in the process.
2.6. Where reasonable grounds for appeal are not evident, the Tribunal may refuse to hear the appeal.
2.7. The decision of the Tribunal will be final.
3. General 3.1. All timelines are guidelines only with the exception of the requirement of the student to
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initiate Appeals Procedures within the fourteen days as set out in the Procedure 1.2.1. and Procedure 2.2. Parties should attempt to comply with such time frames. Failure to do so shall in no way nullify the process unless the delay is unreasonable and prejudicial. APPENDICES
N/A
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NUMBER 217 APPROVAL DATE 03-15-2013 LAST AMENDMENT LAST REVIEWED NEXT REVIEW DATE 03-2018 FINAL GRADE APPEALS
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation University Act, s. 35.2 (5)(j) Course Withdrawal (81) Grading System (101) Grade Reporting (109) Discrimination, Bullying and Harassment Prevention (18) Instructional Responsibilities (46) Student Academic Misconduct (70) PURPOSE
The University of the Fraser Valley (UFV) recognizes that students have the right to be judged fairly in relation to their academic work and shall provide an appropriate process for considering student grade appeals. SCOPE
This policy applies to all students in graded courses at UFV prior to the student’s graduation and where the final grade was not affected by a finding of a violation of academic integrity under Student Academic Misconduct policy. This policy does not address matters related to academic integrity, non-academic student conduct, or complaints about instruction, services, employees or university policies, which are considered under other university policies.
DEFINITIONS
In this policy, the following definitions apply: Assigned: When the grade is available to the student on the student’s record.
Business dDay: A day between from Monday and to Friday inclusive of those days when UFV is officially open to the public. Dean: Dean of the faculty responsible for offering the course. Evidence: Material evidence that shows that an inappropriate final grade has been assigned, i.e. assignments, exams, course syllabus. Final grade: A The grade assigned for a coursemark of a student’s work as recorded on the official university transcript. Instructor: The person who is responsible for delivery of the course curriculum and the evaluation of student work. Natural Justice and procedural fairness: The principles of natural justice concern procedural fairness and ensure a fair decision is reached by an objective decision maker Commented [EH1]: Natural justice is not mentioned in the policy so does not need a definition).
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Respondent: The party who responds to an appeal. Senate Standing Committee for Student Appeals: This committee, As delegateddesignated by Senate, has the responsibility for the creation of impartial tribunals to hear student appeals and for the determination of all procedures relating to the conduct of such tribunals. Student: Any person who is was enrolled in a credit course(s) at the uUniversityUFV during the teaching semester for which the marka final grade wais assigned, including graduate students. Tribunal: Consists of three members of the Senate Standing Committee for Student Appeals for the hearing of appeals. (maybe unnecessary) University: University of the Fraser Valley. POLICY
This policy allows for the appeal of final grades by students who in graded courses who have cause to appeal, as set out hereinin the Regulations section of this policy. Students may not appeal individual items of work inclusive of examinations quizzes, projects, assignments, practicums, or field work assessments except in the context of an appeal of the final grade. Where students have concerns about a grade for an individual item of work, students are encouraged to discuss the matter with their instructor and to document the reason for concern.
The final grade appeal offers recourse to a student who has material evidence to show that an inappropriate final grade has been assigned.
Extenuating circumstances beyond the student’s control that affected the student’s academic performance or made it impossible for the student to write the final test or exam as scheduled or to complete an item of work. Students will be expected to provide evidence to support a claim for extenuating circumstances.
This policy replaces all previous policies relating to the appeal of grade assignment. REGULATIONS
When a student has a disagreement with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. The instructor should ensure that the student is able to review all components of the course as per Instructional Responsibilities policy (46). Where the instructor is no longer employed by UFV, or does not respond, the department head or school director will provide, to the best of their ability, a response in the instructor’s stead. Where the student disagrees with the outcome of the consultation with the instructor, UFV recognizes the right of a student to appeal a final grade on the following grounds:
i. Alleged failure by the instructor to follow the evaluation profile, grade assignment and operational details as stated in the course syllabus and/or instructions for assignments, examinations, or projects. Students must be notified in writing or electronically of any changes to the distributed course syllabus or to the instructions for individual components; ii. Alleged failure of the instructor to apply the evaluation criteria to the student in a reasonable manner, consistent with other students in the class; iii. Alleged failure by the instructor or departments/divisions to follow approved university or department or school policies and procedures. i. Alleged failure of the instructor to adequately consider and provide reasonable accommodations in response to documented extenuating circumstances that prevented or delayed a student from completing or submitting one or more components of the
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course. i. A significant error in the assessment, evaluation, determination and/or calculation of the final grade; ii. A significant error in the assessment, evaluation, determination and/or calculation of individual components of the course; iii. Credible claims of instructor bias or discrimination; iv. Failure by the instructor to follow the evaluation profile, grade assignment, and operational details as stated in the course syllabus; v. Extenuating circumstances beyond the student’s control that affected the student’s academic performance or made it impossible for the student to write the final test or exam as scheduled or to complete an item of work. Students will be expected to provide evidence to support a claim for extenuating circumstances.
Students are required to provide evidence to support their claims. Should there be allegations of harassment, or discrimination, it is expected that such matters also will be addressed under Discrimination, Bullying and Harassment Prevention policy (18).
Dissatisfaction or disagreement with the final grade, without satisfying one of the grounds stated above, does not constitute sufficient grounds for a formal final grade appeal.
Since a grade appeal involves an objective review of the grade assigned to the student to determine if the student’s course work deserves a higher grade, extenuating circumstances that resulted in a student missing one or more components of the course or performing lower than their ability are not normally addressed through a final grade appeal. Other policies or approaches, such as late withdrawals (see Course Withdrawal policy [81]) or Incomplete grades (see Grade Reporting policy [109]) may be more appropriate. Students who requested and were denied reasonable alternatives or accommodations, despite providing evidence of extenuating circumstances may, however, appeal under this policy.
Errors in the calculation of the marks for individual components or the final grade should be discussed with the instructor, who will correct the grade, if necessary, in accordance with Grade Reporting policy (109) rather than through a grade appeal. If the student is not satisfied with the outcome of this discussion, this may be pursued further with the department head or director of the school.
Administration of final grade appeals For final grade appeals for undergraduate level courses, the dean or designate of the faculty in which the course is taught will be the administrator responsible for the appeal process. For final grade appeals for graduate level courses, the Associate Vice-President, Research, Engagement, and Graduate Studies is the administrator responsible for the appeal, however, the dean or designate of the faculty will be notified.
Where the dean or the Associate Vice-President, Research, Engagement, and Graduate Studies is the instructor in question, the Registrar will appoint an alternate dean.
Privacy The identity of the student will be protected during the independent reassessment of the students course work. Procedures The Provost’s office is responsible to develop and maintain the Final Grade Appeals Procedures and will bring forward recommended revisions to Senate for approval. The Procedures are available at
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[link]. APPENDICES
Final Grade Appeals Procedures, available on UFV website (link to be added).
(NOTE: the remainder of the Regulations from the current policy have been moved to the procedures document.)
1. Appeal of the Final Grade
1.1. Consultation with Instructor
1.1.1. In all cases where a student has a disagreement with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. Where the instructor is no longer employed by UFV, or does not respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead. 1.1.2. If there has been a clerical or administrative error, or if after the discussion the instructor wishes to change the grade for any other reason, the instructor may change the grade in accordance with the Change of Grade policy.
1.2. Initiation of proceeding
1.2.1. If the student wishes to appeal the decision of the instructor, the student must submit to the Office for Academic Integrity and Appeals a Final Grade Appeal form, along with any additional documents or other evidence to support the appeal within 14 days from the day the student has access to the assigned final grade. No appeal should be accepted by the Office for Academic Integrity and Appeals once the fourteen days have elapsed, with the exception only of extensions granted at the discretion of the Registrar on the basis of extraordinary circumstances.
1.2.2. Upon receipt of the Final Grade Appeal form, the Office for Academic Integrity and Appeals or designate will determine whether or not the appeal falls within the scope of this policy. If it does, the Final Grade Appeal form along with supporting documents will Commented [EH2]: Should we not protect the student’s be sent, within seven (7) days, to the instructor. privacy? 1.2.3. Within 14 days of the receipt of the Final Grade Appeal form, the instructor shall send to the Office for Academic Integrity and Appeals a written response to the appeal, including all available assignments, exams, exam keys, the course syllabus, and the final mark determination scheme related to the course work being re-evaluated. Where the respondent is no longer employed by UFV, or is not able to respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead.
1.2.4. Upon receipt of the response to the grade appeal, or sooner if possible, the Office for Academic Integrity and Appeals or designate will forward all appeal information to the Dean or designate of the faculty in which the course is taught. In the case that an appeal is made by a graduate student, all appeal information will be forwarded to the Associate Vice-President - Research, Engagement, and Graduate Studies, and to the Dean or designate of the faculty in which the course is taught, for information. The Associate Vice-President - Research, Engagement, and Graduate Studies is the administrator responsible for processing the appeal.
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1.2.5. Where the Dean or Associate Vice-President - Research, Engagement, and Graduate Studies is the instructor in question, the Registrar will appoint an alternate Dean.
1.3. Facilitated Resolution
1.3.1. Within seven (7) days of receiving a final grade appeal form and supporting evidence, the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate may attempt a facilitated resolution, meeting with the student and/or the instructor.
1.3.2. The matter may be resolved with or without change to the final grade by agreement at the resolution meeting.
1.3.3. Any resolution agreed upon during the resolution meeting will be documented with a letter to the student, Instructor, and the Office for Academic Integrity and Appeals.
1.3.4. In the event that a resolution is not agreed upon at the resolution meeting and the student wishes to proceed with the appeal, the matter will be referred by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate to the Final Grade Appeals process.
1.4. Appeal of the Final Grade
1.4.1. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate will form a Final Grade Appeals Committee of three members, one of whom will be a student and two of whom will be instructors who did not teach the course to the student who has requested the appeal. At least one instructor with expertise in the discipline or related discipline should be appointed. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate may appoint external faculty for the appeal, if viewed by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate as necessary for an impartial hearing.
1.4.2. The Final Grade Appeals Committee will review the grade and materials used to determine such grade and, where the Final Grade Appeals Committee deems appropriate, meet with the instructor and student.
1.4.3. The committee may review and assess the work and arrive at a decision within 14 days of receipt of the appeal package and submit the decision in writing to the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate.
1.4.4. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate will provide the outcome of the grade appeal, including the reason for the grade change, if applicable, to the student and the instructor. The final grade may be revised up or down or may remain unchanged.
1.4.5. A copy of the decision shall also be filed with the Office for Academic Integrity and Appeals.
2. Appeal of the Final Grade Appeal Process
2.1. Students may appeal the decision of the Final Grade Appeal Committee only on the basis of
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alleged unfairness or bias in the process of the Final Grade Appeal.
2.2. A student must request an appeal within 14 days of receiving the decision of the Final Grade Appeal Committee.
2.3. The Appeal Hearing and decision shall normally take place within 60 days of the filing of the Request for the Appeal with the Senate Standing Committee for Student Appeals (Committee). The Appeal Hearing will be conducted in accordance with the principles of natural justice and procedural fairness.
2.4. The Appeal Hearing shall be conducted by an appeal tribunal (Tribunal) designated by the Committee and shall be conducted under those procedures as shall be set from time to time by the Committee.
2.5. The Tribunal will not attempt to evaluate the academic merits of any course grade. It will only deal with cases of alleged unfairness or bias in the process.
2.6. Where reasonable grounds for appeal are not evident, the Tribunal may refuse to hear the appeal.
2.7. The decision of the Tribunal will be final.
3. General 3.1. All timelines are guidelines only with the exception of the requirement of the student to initiate Appeals Procedures within the fourteen days as set out in the Procedure 1.2.1. and Procedure 2.2. Parties should attempt to comply with such time frames. Failure to do so shall in no way nullify the process unless the delay is unreasonable and prejudicial. APPENDICES
N/A
Commented [EH3]: These are similar to Cailano’s, with the addition of “allegations” which is used at U. Sask.
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PROCEDURES Effective Date YYYY-MM-DD Next Review Date YYYY-MM-DD
FINAL GRADE APPEAL PROCEDURES
Responsible Department Office of the Registrar, Academic departments and schools Responsible Executive Provost and Vice-president, Academic Related policy Final Grade Appeals (207)
REGULATIONSDEFINITIONS
Business day: A day from Monday to Friday when the University of the Fraser Valley (UFV) is officially open to the public. Respondent: The party who responds to an appeal. Senate Committee for Student Appeals: This committee, designated by Senate, has responsibility for the creation of impartial tribunals to hear student appeals and for the determination of all procedures relating to the conduct of such tribunals. Semester: A period of study lasting approximately four (4) months that usually commences in September, January or May.
Session: A period of study lasting approximately two (2) months (half a semester). Student: Any person who was enrolled in a credit course(s) at the university during the teaching semester for which a final grade was assigned. Tribunal: Consists of three members of the Senate Standing Committee for Student Appeals for the hearing of appeals. ( See the Final Grade Appeals policy (207) for other definitions.
REGULATIONS
1. Appeal of the Final Grade
Students may not appeal marks for individual items of work inclusive of examinations quizzes, projects, assignments, practicums, or field work assessments, however, the grading of individual course components may be addressed in the rationale for an appeal of the final grade Where students have concerns about a mark for an individual item of work, they are encouraged to discuss the matter with their instructor and to document the reason for concern.
1.1. Consultation with Instructor 1.1.1. When In all cases where a student has a disagreesment with a final grade assigned in a particular course, the student shall first discuss the matter with the instructor. Where the instructor is no longer employed by UFV, or does not respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead. The purpose of the discussion is to clarify how the grade was determined, to ensure all components were received and graded, to review the evaluation of the course components, to check that the grade calculations were done
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correctly, and to explore any opportunities from remediation and resolution. 1.1.1.1.1.2. The dean responsible for the course may make an exception to theis requirement to consult with the instructor in exceptional circumstances where the student is alleging discrimination or harassment by the instructor under policy 18, Discrimination, Bullying and Harassment Prevention. . In such a case, the student should contact the dean directly to discuss their options. 1.1.2.1.1.3. Where the instructor is no longer employed by UFV or does not respond, or where the discussion with the instructor has been waived by the dean, the department head or school director will provide, to the best of his or her ability, a response in the respondent’s stead. The student may contact the Appeals Assistant in the Office of the Registrar for advice if they are unable to reach their instructor. 1.1.4 If there has been a clerical or administrative error, or if after the discussion the instructor (or the department head or director when responding in lieu of the instructor) wishes to change the grade for any other reason, the instructorthey may change the grade in accordance with the Change of Grade Reporting policy (109). Disputes regarding errors in calculation may be addressed with the department head or director and should not normally require a grade appeal.
2. Initiation of proceedinga formal appeal
2.1 If the student wishes to appeal the decision of the instructor following consultation in step 1.1, the student must submit to the Office for Academic Integrity and Appeals a Final Grade Appeal form, along with the grounds upon which they are appealing and any additional documents or other evidence,(e.g. assignments, exams, course syllabus, request for accommodations for special needs, etc.) to support the appeal to the Office of the Registrar within 14 20 business days from the day the student has access to the assigned final grade. No aAppeals will shouldnot be accepted by the Office for Academic Integrity and Appeals Office of the Registrar once the fourteen daysafter that date have elapsed, with the exception only ofwhen an extensions is granted at the discretion of the Registrar on the basis of extraordinary circumstances.
1.1.3.2.2 Upon receipt of the Final Grade Appeal form, the Office for Academic Integrity and Appeals Registrar or designate or designate will determine whether or not the appeal falls within the scope of this policy and whether it contains grounds as outlined in policy. If it does, the instructor will be contacted within 3 business days instructor will be contacted within 3 business days to provide further information which addresses the specific grounds for the appeal as stated by the student, the grading scheme, and the student’s work and grades on each component of the course. with details of the student’s concerns, and asked to provide further information related to the grading scheme and the student’s grade. Final Grade Appeal form along with supporting documents will be sent, within seven (7) days, to the instructor.
2.22.3 Within 14 eight (8) business days of the receipt of the requestof the Final Grade Appeal form, the instructor shall send to theprovide Office for Academic Integrity and Appeals the Office of the Registrar a written response to the appeal, including all available assignments, exams, exam keys, the course syllabus, and the final mark determination scheme related to the course work being re-evaluated. Where the respondent is no longer employed by UFV, or is not able to respond, the Department Head or School Director will provide, to the best of his or her ability, a response in the respondent’s stead.
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2.3 2.4 Upon Within three (3) business days after receipt of the response to the grade appeal, or sooner if possible, the Office for Academic Integrity and Appeals Office of the Registrar or designate will forward all appeal information to the administrator responsible for processing the appeal under policy 207. The administrator will be the dean or designate of the faculty in which the course is taught for undergraduate courses, or for graduate courses, . In the case that an appeal is made by a graduate student, all appeal information will be forwarded to the the Associate Vice-President - Research, Engagement, and Graduate Studies) The , and to the Ddean or designate of the faculty in which the graduate course is taught is also advised, for information. The Associate Vice-President - Research, Engagement, and Graduate Studies is the administrator responsible for processing the appeal.
2.5 Where the Dean or Associate Vice-President - Research, Engagement, and Graduate Studies administrator is the instructor in question, the Registrar will appoint an alternate dean.
2.4 lFacilitated Resolution 3. Resolution of the appeal
3.1 The administrator, as established in Policy 207, Regulations section, may attempt a facilitated resolution meeting with the student and/or the instructor. The matter may be resolved with or without change to the final grade by agreement at the resolution meeting. Any resolution agreed upon during the resolution meeting will be documented with a letter to the student, the and instructor and the Office of the Registrar. In the event that a resolution is not agreed upon at the resolution meeting and the student wishes to proceed with the appeal, the matter will be referred by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate to the Final Grade Appeals process.
Appeal of the Final Grade
1. 3.2 Should no informal resolution be reached in 1.3.1during a resolution meeting, above, Tthe Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate administrator will form a Final Grade Appeals Committee consisting of three members, one of whom will be a student and at least two of whom will be instructors who did not teach the course to the student who has requested the appeal. At least one instructor with expertise in the discipline or related discipline should be appointed. The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designateadministrator may appoint external faculty for the appeal, if viewed by the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designate as as necessary for an impartial hearing.
3.3 The student’s identity will be protected when the appeal is referred to the committee.
3.4 The Final Grade Appeals Committee will review the grade and materials used to determine such the grade and, where the Final Grade Appeals Committee deems appropriate, meet with the instructor and student, provided the student waives the right to have their identity protected. The committee members may re-assess some or all of the student’s work, depending on the grounds for the appeal. If so, they will conduct their reassessments independently and provide an individual report with the reasons for their decision and the grade they recommend. Where a component cannot accurately be evaluated using these procedures, such as a lab or practicum, the dean will determine a reasonable review alternative. The committee may review and assess the work
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3.5 3.5 The Final Grade Appeals Committee will and arrive at a decision within 14 15 business days of the administrator’s receipt of the appeal package. The decision and submit the decisionshall be submitted in writing to the Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designateadministrator.
1.1.4. 3.6 In the event of a disagreement between two evaluators, the administrator may add an additional evaluator or administrator to the committee; otherwise the designated administrator would automatically become a member of the committee.
3.7 The Dean, Associate Vice-President - Research, Engagement, and Graduate Studies, or designateadministrator will provide the outcome of the grade appeal, including the reason for the grade change, if applicable, to the student, and the instructor, and the Office of the Registrar. The final grade may be revised up or down raised, lowered or left or may remain unchanged.
3.8 A copy of the decision shall also be filed with the Office.for Academic Integrity and Appeals.
4. Appeal of the Final Grade Appeal Process
4.1 Students may appeal the decision of the Final Grade Appeal Committee only on the basis of alleged unfairness or bias in the process of the fFinal gGrade aAppeal. Disagreement with the decision is not considered grounds for further appeal. 4.2 A student must submit a Request for an Appeal Hearing with the Senate Committee for Student Appeals form, available on the UFV website, written request an for an appeal hearingi, including a rationale for consideration, to the Office of the Registrar within 14 15 business days of receiving the decision of the Final Grade Appeal Committee.
4.3 The Office of the Registrar will forward the request for an Aappeal hHearing to the chair of the Senate Committee for Student Appeals within 3 business days.
4.4 The request will be considered under the Senate Committee for Student Appeals intake and hearing procedures (see Appendices for links). An Appeal Intake panel will consider the grounds for the appeal. Where reasonable grounds for appeal are not evident, the appeal will not go forward. If there is a determination that the matter should be heard as an appeal, the chair of the Appeal Intake Panel will designate a three-member Appeal Tribunal. A decision shall normally take place within than 45 business days of the filing of the Request for the Appeal. The decision of the Appeal Tribunal will be final.and decision shall normally take place within 60 days of the filing of the Request for the Appeal with the Senate Standing Committee for Student Appeals (Committee). The Appeal Hearing will be conducted in accordance with the principles of natural justice and procedural fairness. The Appeal Hearing shall be conducted by an appeal tribunal (Tribunal) designated by the Committee and shall be conducted under those procedures as shall be set from time to time by the Committee. The Tribunal will not attempt to evaluate the academic merits of any course grade. It will only deal with cases of alleged unfairness or bias in the process. Where reasonable grounds for appeal are not evident, the Tribunal may refuse to hear the appeal. 4.5 The decision of the Tribunal Senate Committee for Student Appeals is final.
1.2. 4.6 The Senate Committee for Student Appeals will notify the student, the instructor, and the Procedure Title Page 4 of 5
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Office of the Registrar of the final decision. .
5. General All timelines are guidelines only with the exception of the requirement deadline for of the student to initiate an Aappeals. Procedures within the fourteen days as set out in the Procedure 1.2.1. and Procedure 2.2. Parties should attempt to comply with such time frames, however, . Ffailure to do so shall in no way nullify the process unless the delay is unreasonable and prejudicial.
APPENDICES
Senate Committee for Student Appeals intake procedures at https://www.ufv.ca/media/assets/senate/student-appeals-committee/ToR-Appeal-Intake-Committee,- Panel,-&-Tribunal.pdf
Senate Committee for Student Appeals hearing procedures https://www.ufv.ca/media/assets/senate/student-appeals-committee/hearing-procedures-for-the- appeal-tribunal---revised-sept-18-2018.pdf
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Dean’s Summary of the French Programs, MOLA, 2019 Dr. Jacqueline Nolte, November 2020
The French programs in the Modern Languages department (MOLA) are situated in the College of Arts within the Faculty of Humanities. The following programmes are offered in French: Major, Extended Minor, Minor, Advanced Proficiency Certificate and Intermediate Proficiency Certificate. The Major and Extended minor were the programs that were reviewed. The Dean’s scope letter asked the curriculum committee to map French course outcomes to program outcomes, to identify gaps in curriculum design and to provide a plan to address these. French faculty members were asked to assess the effect of K-12 curriculum changes, the efficacy of pre-requisites for courses and the adequacy of support for students. Faculty were also asked to identify possible work-integrated learning opportunities for students. Finally, faculty were asked to attend to a 5-year vision for the department, including a one, three-year and five-year plan and to discuss hiring needs for the next seven-year period.
The delivery of French courses and programming has a long history at UFV. One year after Fraser Valley College was established, language courses began to be offered. The first French courses were modelled after UBC courses (French 101, 102, 111 and 112). In the late 70’s second year courses were added, with a strong focus on oral language. By 1997, an Intermediate Proficiency Certificate was offered in French. In 2003, the French Minor was approved by the Ministry of Advanced Education. An Extended Minor in French was then developed and approved in 2007. In the fall 2014, the French major was launched. Today, the department has an ongoing memorandum of understanding with University of Laval to allow for student exchange with three special topics shell courses having been created to that effect: FREN 450, FREN 451 and FREN 452.
The External Review Committee (ERC) was impressed with the constant improvement in programming in French, as well as the overall growth, partnerships, delivery methods, etc. They concluded that MOLA is a highly functional department with well-designed programming, well-focused teaching and curriculum development, and dedicated efforts in service. MOLA was seen to be serious in its commitment to indigenization, internationalization and community engagement. They concluded that MOLA has succeeded in developing a strong and potentially high-quality French major which is working very well, but which can be strengthened by a more effective immersion component.
Recommendations included making a semester abroad compulsory or more strongly encouraged; increasing the administrative assistant to 100%; informing sessionals early enough if the department is considering part- time sections in the schedule; hiring a full-time faculty member to teach 50% French and 50% another language; developing combined majors within MOLA or across academic units; lobbying for a French/education concurrent program; and adding some flexibility to upper level programming. These recommendations will be dealt with in detail below.
Recommendation 2-1: We support the efforts of French faculty to create a new course, FREN 214, that is intended to assist students who have completed FREN 102 who wish to take 2nd year courses in French.
Action
This should be ready for fall 2021
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Recommendation 2-2: The French program should continue to expand its efforts to foster conversational opportunities for students (and faculty) outside of regularly scheduled classes and seminars. While efforts should be made to ensure that much of this conversation should take place in French, a few English language social opportunities should also be encouraged as well in order to accommodate beginning students and prospective students.
Action
The department will supplement its existing opportunities (‘Café-croissant’, ‘soirée culturelle’ and the student-led French Club). In the foreseeable future it will reach out to the students to establish ‘Zoom’ conversation groups. The department will also reach out to le Conseil jeunesse in Vancouver to set up conversation groups in French.
Recommendation 3-1: The French program should retool FREN 225 to enhance opportunities for collaborative leadership on the part of students and add this to the stated learning outcomes for the course.
Action
The FREN 225 learning outcomes will be edited to include ‘collaborative leadership’
Recommendation 3-2: The French program should explore the feasibility of creating at least one practicum course, which may or may not be modelled on SPAN 280, 281, 380, or 381.
Action
French faculty will begin work on one or two courses to focus on practicum study.
Recommendation 4.1: The administration of UFV should lobby the BC Ministry of Education for the inception of a combined or concurrent BA/BEd in French.
Action
The department and the College of Arts will explore the prospect of a closer working relationship between TEP and French and the Dean of Arts will discuss this possible partnership with the Dean of Professional Studies.
Recommendation 4-2: Develop combined majors, specifically French and Indigenous studies, and/or French and Spanish and/or French and Japanese (Asian Studies), etc.
Action
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The department is very keen to explore such ideas further, e.g. a combined French Major -Spanish Minor or Double Minor in Spanish and French, a combined degree in French and Indigenous Studies, French and Asian Studies or even a BA in Languages, where a learner could study three languages to the 300 level through language courses, but two in more detail (i.e. culture, literature, linguistics, practicum courses, etc.).
Recommendation 4-3: Students in the program might benefit from greater integration of the DELF (international French proficiency test) at all levels of the program, and appropriately articulated credit for DELF certificates could be considered.
Action The department offers regular DELF exam prep sessions for third and fourth-year students entering the PDP program at SFU. This semester, seminars incorporate DELF oral comprehension exercises in all second-year classes. These prep sessions will be offered in future to first-year students as well. All MOLA regular French faculty will be certified to test for the DELF certificates. Costs involved in training and team development will be explored with the dean’s office.
Recommendation 5-1: Make a semester in Quebec or abroad compulsory or more strongly encouraged.
Action
Efforts to provide a semester of study at Laval have had mixed results for students, so will be revisited. The department will reach out to several other universities in Canada (UQAM, Cégep de Chicoutimi, Université Sainte Anne, and others) and in Europe (Lille, Montpelier and others) to attempt to set up some exchange opportunities. The department will also review and promote programs like EXPLORE through UVic and Quebec immersion programs.
Recommendation 5-2: The third year of the French major should be made more flexible by requiring only two or three specific French courses rather than five and allowing substitutions of other 3rd year French courses for the remaining 8-12 credits.
Action
Prerequisites in the degree requirements will be modified to make the program more flexible. A third- year shell course will be developed for flexibility and to make better use of the fourth-year special topics course.
Recommendation 5-3: Special topics shell courses at the 3rd year level should be created at the third-year level in order to enable continued flexibility and continued curricular innovation.
Action
See above
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Recommendation 5-4: The 4th-year linguistics course (FREN 430) should be modified to allow for more variety in content. We would recommend turning it into a special topics course.
Action
FREN 430 will be redesigned following discussions amongst faculty, and taking into consideration the relative emphasis on linguistics and possible focus on teaching French.
Recommendation 6-1: Hire a full-time faculty member with a background in linguistics to teach 50% French and 50% another language.
Action
The College of Arts is not in a position to pursue any new hires in the immediate future but in the interim the department will discuss their next request, which could be a cross-appointment in French and Spanish, or some other combination.
Recommendation 6-2: The current shared administrative assistant position should be converted into a full-time position dedicated 100% to MOLA.
Action
This increase of the current department assistant contract will be submitted as part of the coming budget submission to the Provost. Approval is contingent on Arts addressing its current deficit due to current Covid-19 challenges.
Recommendation 6.3: Sessionals should be notified of future available work at least one semester in advance whenever possible. When this is not possible, factors affecting workload decisions and likelihood of changes in workload should be shared with sessionals to allow for effective planning.
Action
The department will endeavour to put this into effect.
Recommendation 6-4: Offer, whenever possible, both FREN 101 and FREN 102 in the summer session.
Action
MOLA will consider offering FREN 101 and 102 as consecutive spring and summer offerings. The department will also consider offering them both in the same semester.
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Recommendation 6-5: The French faculty should increase their research activities. Our suggestion would also be to team up within MOLA or across departments in order to present strong research projects, whenever possible.
Action
The department’s response to this recommendation was that the reviewers were showing a disregard for the mandate of UFV as a teaching university that has an expectation of a seven course load for faculty. However, the reviewers did explicitly state a recognition of this load and encouraged faculty to take advantage of being able to apply for research or scholarly releases. The Associate Dean of Faculty will encourage faculty in this regard.
Concluding comments:
In the concluding Section 7 “Building on Strengths” in the ERC report, the reviewers’ primary recommendation was identified as needing to ensure greater flexibility in the degree, particularly at the 300 level. Such flexibility would allow for immersive learning experiences and the ease of adding or changing course content under shell topics.
Regarding exploring collaboration across disciplines and faculties, the reviewers note that, “…the saddest and most frustrating part of our site visit was discussing the training of French Immersion teachers with Teacher Education. Members of that program share the dream of training French immersion teachers in-house, but are discouraged about the obstacles, many of them political, that bar the way. We support collaboration between Teacher Education and MOLA to try to sweep those obstacles out of the way.” As noted above, the Dean of Arts will explore these obstacles with the Dean of Professional Studies.
Finally, it is worth noting that reviewers concluded that their recommendations are aimed at making an already very good program, truly outstanding. Faculty and staff are to be commended on the delivery of these French programs that are clearly succeeding with respect to student satisfaction and success.
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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: November 19, 2020
RE: Modern Languages Program Review
The Modern Languages department underwent a program review in 2019-2020. The Academic Planning and Priorities Committee reviewed all of the documentation related to the program review and accepted them at the November 18, 2020 meeting.
In 1975, the first French language course was offered at UFV. The offerings have expanded through the years and now include 7 different languages which are: French, German, Halq’eméylem, Japanese, Mandarin, Punjabi, Russian, and Spanish. The external reviewers were impressed by the programming and regarded the department as highly functional. As recommended by the external reviewers, consideration will be given to a future 50/50 cross-language faculty hire. The department’s action to explore a partnership with the Teacher Education Program towards offering a BA/BEd in French was highly supported by the APPC. More actions include exploring additional experiential learning opportunities such as learning abroad and expanding outside-classroom conversational opportunities for students. More details can be found in the Dean’s Summary Report and it is attached for Senate approval.
MOTION: THAT Senate accept the Dean’s Summary Report of the Modern Languages program review as presented.
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MEMO
To: Senate Committee From: Emergency Policy Committee Date: January 22, 2021 Re: Recommendation for Course Delivery during Summer, 2021 term
The Emergency Policy Committee met on Monday, January 11th, 2021 to consider the recommendation from the Academic Continuity Committee (ACC) to extend Senate’s previously approved motion for instructional delivery to the Summer 2021 (May to August) term. The attached memo from the ACC provides additional information as it relates to the approval processes currently in place to consider the delivery of face-to-face instruction, clarification regarding approval criteria for face-to-face assessments (including exams), and links to current internal and external health protocols and requirements.
The Emergency Policy Committee supports ACC’s latest recommendation and poses the following motion for Senate’s consideration:
MOTION: Wherever possible, courses within programs will be delivered in a remote/online format for the entire duration of the Summer, 2021 semester (May to August). 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.
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Office of the Provost and Vice-President Academic Memo
To: Emergency Policy Committee
From: Academic Continuity Committee
cc:
Date: January 6th, 2021
Re: Recommendation for Course Delivery during Summer, 2021 term
The Academic Continuity Committee (ACC) is recommending to the Emergency Policy Committee that it recommend to Senate the following motion with regards to the instructional delivery for the Summer, 2021 term (May to August) in response to the ongoing COVID-19 pandemic:
Wherever possible, courses within programs will be delivered in a remote/online format for the entire duration of the Summer, 2021 semester (May to August). 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.
Additional Information
It is important for Senate to consider this motion at the January 22, 2021 meeting to enable sufficient time for departments to schedule courses and for the Registrar to develop a timetable that will be open for registrations in March 2021.
Any program/department wishing to deliver any component of their courses in a face-to-face (F2F) manner, including assessments, must complete the Standards and Protocols Form for F2F Instruction with the appropriate Dean’s signature by February 1,, 2021 to the Provost. Continuation of courses and cohort-based programs that have been approved for F2F delivery
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from the 2020 summer and/or fall terms do not need resubmit new proposals unless the original protocols have been modified. Please send a list of these courses and/or cohort-based programs to the Provost by February 1, 2021 so that they can be scheduled accordingly.
Questions requesting further clarity of the criteria for what constitutes an essential F2F assessment (e.g., mid-term and final exams) have been raised. To provide further clarity and consistency across the University, the following criteria will be applied when reviewing completed proposals that include requests for F2F assessments.
1. A clearly articulated rationale must be provided which demonstrates that a) the F2F assessment is essential to the course; and b) it is not possible to deliver the assessment in a remote/ online format. 2. The proposed F2F assessment must not be the only face-to-face component required for a course or for a cohort of students. It must be part of a course or a closed cohort group of students that have an additional proposed F2F component such as an essential lab, studio, shop, clinical, etc. component. In other words, a course or cohort program cannot have a F2F assessment if it is otherwise delivered 100% online. 3. The requirement for students to attend in person to participate in a F2F assessment should not cause undue hardship for students. 4. The demand for F2F assessments needs to be balanced with the ability of the University to schedule the appropriate space necessary within the allotted exam timeframe while adhering to the appropriate exposure control measures. 5. The demand for F2F assessments needs to be balanced with the ability of Accessibility Services to facilitate F2F exams.
Please note that all sections (A-G) of the F2F Standards and Protocol Form must be completed and address protocols that will be followed for F2F assessments.
These criteria are built around the following principles:
1. The health and safety of our students, staff, faculty, and community at large. 2. A recognition that BC remains in a state of emergency due to the COVID-19 pandemic. 3. Adherence to UFV’s COVID-19 Institutional Safety Plan and COVID-19 Exposure Control Plan 4. Adherence to the BC Go Forward Guidelines for Post-Secondary institutions. 5. Adherence to Public Health Officer Orders 6. Adherence to Health Canada guidelines for Post Secondary Institutions. 7. A recognition that during the pandemic a number of travel restrictions are still in effect and that our students are continuing to participate in UFV classes while physically located in a number of places around the globe. 8. The online exam task force consisting of faculty members from each of UFV’s Faculties developed a set of recommendations to assist faculty members when delivering online exams. The report is available here.
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MEMORANDUM
To: Joanne McLean, Chair, Senate From: Peter Geller, Acting Dean, Faculty of Applied & Technical Studies Date: November 12, 2020 Subject: WINTER 2021 SEMESTER FACE TO FACE EXAMS
BACKGROUND:
At the September 25, 2020 meeting the UFV Senate approved the following motion on the university’s response to COVID-19, particularly regarding the delivery of academic programming for the Winter 2021 term:
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.
The Applied & Technical Studies Faculty Council discussed Senate’s decision at its November 12, 2020 meeting, particularly the consideration of face-to-face exams. Points discussed regarding face-to-face exams included: • They reduce the perception of plagiarism (and probably actual plagiarism) compared to online exams • They can reduce stress on students • While the pandemic does look daunting at the moment, Winter exams are several months away and the situation may be more favorable for holding face-to-face exams. • Protocols could be developed to safely hold face-to-face exams, from holding exams in large spaces for larger classes to running exams in classrooms and labs for smaller cohorts of students
The following motion was moved and seconded, and is forwarded to Senate for consideration: THAT the Applied and Technical Studies Faculty Council would like Senate to re-examine the possibility of holding face-to-face final exams in the winter semester.
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MEMO
To: Joanne MacLean, Chair, Senate
From: Lucy Lee, Chair, Science Faculty Council
CC: Norm Taylor, Physics Department Head, Faculty of Applied and Technical Studies
Date: 2021-01-15
Re: Request for Senate to further discuss in-person exams for upcoming semesters held online
The Science Faculty Council at its November 6, 2020 meeting, passed a motion that reads as follows: MOTION: THAT the Science Faculty Council would like Senate to re-examine the possibility of holding face- to-face final exams in the winter semester. Norm T. / 2nd Ian A.; 6 abstentions; 22 in favour; approved.
Unfortunately, the motion was not sent to the secretariat on time for the Senate Nov 20th meeting and since there was no meeting in December, we are bringing this for information to senate for its January meeting, fully understanding that there is nothing we can do for the winter term. However, especially due to significantly increased incidences of academic misconduct, the faculty of Science would like to emphasize to Senate the importance of face-to-face exams, especially for many science courses, for which learning outcomes are based on student’s ability to perform quantitative analysis. As well, students themselves have requested that as much as it is feasible, that face-to-face exams are held, as they feel that online exams are more stressful and limiting than the virtual exams. Thus, the Faculty of Science asks Senate to reconsider the requirements for holding face-to face exams for the coming semesters if courses are still being held on virtual modes.
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President’s Report to Senate – January 22, 2021
Dear Senators: It is my pleasure to welcome you back to Senate having turned the calendar to 2021 and to thank you for your continued contributions to UFV’s mission during this challenging time of pandemic.
I provide the following report for your consideration.
1. COVID-19: BC’s Provincial Health Officer recently extended the existing province- wide Covid-19 restrictions to February 5th. We continue to review and update UFV Covid-19 Safety Plans to ensure compliance with directives and achievement of our work in a safe and secure environment. The university remains open and committed to the delivery of quality education for our students with on-going face-to-face and remote classes as scheduled. UFV faculty and staff should continue to work remotely wherever possible.
2. Equity, Diversity & Inclusion (EDI): Members of the President’s EDI Task Force continues their efforts to define next steps in driving change at UFV through the EDI Action Plan. Several initiatives are underway, including the publication and distribution of an EDI 2021 Wall Calendar, the creation of EDI tools, training and awareness activities, application for external funding through NSERC to support capacity building in EDI, and filling the newly created position of Director of UFV EDI, who shall report to the Provost and Vice-President Academic. My thanks to everyone for their continued efforts in creating a more equitable, diverse and inclusive UFV.
3. Our Ministry: In late November Premier John Horgan announced changes within his government’s ministry responsible for universities. The title of the ministry
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was slightly changed to Ministry of Advanced Education and Skills Training, and a new AEST Minister, the Honorable Anne Kang, was named to Cabinet. As well, Andrew Mercier, MLA and former UFV Board member was appointed as Parliamentary Secretary for Skills Training.
4. UFV Chancellor: I am pleased to confirm that Dr. Andy Sidhu will serve a second three-year term as UFV Chancellor beginning April 1st, 2021. On behalf of the UFV community, I thank Andy for his work as our Chancellor, for the support he willingly provides and contributions he makes to our university, and congratulate him on reappointment by the Board of Governors.
5. Building Renewal Project - External Insulations and Finishing Systems (EIFS) Project Update: The overall project is progressing well. There are two distinct phases of the project: Phase I - Building A-East and Phase II - Building-D. Phase I: Building A-East is at the point of substantial completion with a few minor items to be addressed in the coming weeks. Interior remediation of the two staircases in A-East is being finalized which will complete this phase. New exterior panelling has completely replaced the stucco exterior. The interior has updated polished concrete floors, new LED lighting in all classrooms and corridors, new paint and refurbished staircases. The remediation work has extended the building life and significantly improved the energy efficiency. Phase II: Building-D has three stages and is also progressing well. There have been some delays in roofing work due to bad weather. The first stage comprised the north end where the building connects to Building-B. This phase is nearing completion with the final classroom to be ready for classes by the end of January. The contractor has started stage 2 (the middle section) and has been able to move at a good pace due to low occupancy, although it is important to note that only a third of the building has been remediated to date. On-going updates to the completion of this project will be provided. I am pleased to respond to any questions related to this report or to any other topics of interest.
Thank you.
Joanne MacLean
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MEMO FROM: Dr. James Mandigo, Provost and VP Academic DATE: January 11, 2021 SUBJECT: Senate Provost’s Report
Ey Swayel
COVID-19 Updates
British Columbia is still operating under expanded Province-wide restrictions. These restrictions apply to UFV and are in effect until at least midnight February 5, 2021. These expanded health orders have been extended a number of times already. For a detailed list of these orders please visit the UFV COVID Site. On Friday, December 18, 2020, the Ministry of Advanced Education and Skills Training released updated Go Forward Guidelines for BC’s post secondary sector. UFV’s current safety practices are in compliance with these updated guidelines. Given the state of the pandemic and current health orders, Senators will be asked at the January 22, 2021 meeting to consider extending their approved motion for Winter, 2021 to include the Summer, 2021 (May to August) term as well. The motion for Senate to consider also provides additional clarification on the type of face-to-face assessments that will be considered for approval. Senators are reminded of the report developed by the Online Exam Task Force. The report is available through the Teaching and Learning Website located here.
Integrated Strategic Plan
After over two years of ongoing consultations, I am excited that UFV’s new Integrated Strategic Plan is being considered for adoption by the Senate. Following Senate’s approval, a motion to approve the Integrated Strategic Plan will be put forward for consideration by the Board of Governors at their meeting scheduled for February 4th. I wish to thank all members of the UFV community who have been actively engaged in the development of the Integrated Strategic Plan. With regards to Senate, I wish to also thank members of the Academic Planning and Priorities Committee (APPC) who have contributed towards and reviewed several iterations of the Integrated Strategic Plan and for Senate itself for its input and feedback along the way. While there have been countless number of people engaged throughout the development of the Integrated Strategic Plan, I wish to acknowledge the work of the Stakeholder Group and the Working Group over the past year that was instrumental in the plan being presented to Senate and the Board of Governors.
Equity, Diversity, and Inclusion
The search for a new Director of Equity Diversity and Inclusion is in its final stages. I wish to thank members of the UFV community who participated in the public presentation portion of the interview process. I would like to
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thank all members of the SAC for providing their expertise and time to serve on the Selection Advisory Committee (SAC): o Adrian Bontuyan - Coordinator, International Student Success, UFV International o Jerri-Lynne Cameron - Director, Research Services, and Industry Engagement o Martha Dow - Associate Professor, Department of Social, Cultural and Media Studies, & Acting Director, Centre for Health & Social Innovation Hub o Shirley Hardman - Senior Advisor on Indigenous Affairs, Indigenous Affairs Office o Jacqueline Nolte - Dean, College of Arts o Tanveer Saroya – Student o Joanna Sheppard - Associate Professor, School of Kinesiology, & EDI Committee Co-Chair o Jon Thomas - Associate Professor, School of Business, & BC Regional Innovation Chair on Canada-India Partnership Development o Alisa Webb - Vice-President, Students o Maureen Wideman, Associate Vice-President, Teaching and Learning o Marnie Wright - Associate Vice-President, Human Resources
Sr. Administrative Updates I would like to offer my sincere thank-you to John English following his 8 plus years of service as Dean for the Faculty of Applied and Technical Studies (FATS) John has agreed to serve as Special Advisor to the Provost for Engineering prior to his planned retirement in May, 2021. Dr. Peter Geller has been appointed Interim Dean for FATS effective January 1, 2021 in addition to his role of Vice-Provost and Associate Vice President Academic. Dr. Jacqueline Nolte’s second term as Dean for the College of Arts ends on June 30, 2021. The search for a new Dean for the College of Arts has commenced with the following individuals agreeing to serve on the SAC: Chantelle Marlor, Elise Goertz, Zina Lee, Adrianna Bakos, Melissa Walter, Satwinder Bains, Linda Thompson, David McGuire, Jessica Levesque, Alisa Webb, Linda Pardy and Lucy Lee. Kim Isaac has announced her plan to retire in June, 2021. A SAC consisting of the following individuals has been formed to assist in the search for UFV’s next Head Librarian: David Milobar, Jamie Gamble, Leslie Olsen, Martin Warkentin, Patti Wilson and Garry Fehr
The following are several highlights identified by leaders across our Academic Units of the important work that continued to take place during the summer months.
Our Faculty & Staff UFV values inclusivity and the TLC has resources to provide faculty with strategies and tips for being more inclusive in their instructional practices and to make the classroom experience more accessible to students https://ufv.ca/buildingstrengths/. In addition to Building Strengths, we offer the Teaching and Learning Tool Kit with resources on how to assist learning for students with disabilities. https://www.ufv.ca/media/assets/teaching--learning-centre/Teaching-and-learning-tool-kit.pdf
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$25,000 grant awarded to CECE and UFV International. The CICan and Universities Canada Outbound Student Mobility Pilot Program’s grant in the amount of $25,000 has been awarded to the “Global Challenge project-based learning: exploring access and capacity” proposal. The project aims to build on UFV’s one-time pilot project “Global Challenge: Vietnam” launched in the Winter 2020 semester by UFV International and the Centre for Experiential and Career Education in collaboration with the Canadian Chamber of Commerce in Ho Chi Minh City. This project aims to satisfy multiple institutional goals: internationalization at home, increased access to outbound mobility, expanding experiential learning, graduating global citizens, increasing intercultural competencies, and cultivating civic awareness.
Dr. Carin Bondar, Biology Adjunct Professor served as a mentor/panelist and judge at the virtual ‘ComSciCon CanWest’ meeting held November 13-15 https://comscicon.com/comscicon-canwest-2020. A group of 65 science graduate students from across Canada came together to share the results from research in their field. Earlier this month Dr. Bondar streamed her interview and live chat with journalist and science writer, Dr. Emily Willingham, author of the new book “Phallacy’. View interview: https://youtu.be/yZRF9kU1XWk. Shirley Anne Hardman was re-elected to the executive of I-Lead, a provincial body of Indigenous leaders in post-secondary education. The 2019/20 Factbook has now been released. The Factbook provides some 60 pages of data on all types of instructional activity and student characteristics. Also included are submissions from other areas that provide information on finances, the UFV library, human resources, research, student services, and facilities. This year’s Factbook has a new look and Institutional Research and Planning has updated some of the data definitions to make the document clearer and easier to use. This month the Faculty of Applied and Technical Studies launched Best Practices Conversations with Faculty and Staff. The purpose of these conversations is to learn from one another’s successes in our current circumstances. We celebrate the many hurdles in adapting the face to face components for programs such as, Automotive Service Technician, Auto Collision Repair, Carpentry, Culinary Arts, Electrical, Plumbing and Welding. All of these trades have key elements which have to be taught face to face, finding solutions in making the modifications required while maintaining everyone’s safety and allowing for our exemplary teaching to continue. The Teacher Education Department has updated their website and Admissions processes to affirm the TED commitment to social justice, anti-racism, decolonization and Indigenization. I encourage you to visit: https://www.ufv.ca/teacher-education/ Drs. Kseniya Garaschuk and Shaun Sun were both successful in their applications to the UFV Open Education Faculty Fellows program https://libguides.ufv.ca/OpenEducationFacultyFellows. This program supports faculty projects that create, develop, or modify open education resources to be used in UFV courses as well as similar courses taught at other institutions. Dr. Lenore Newman and her team with the Food and Agriculture Institute with has been awarded a Watersheds BC contract for $65,000 to produce an environmental plan. The program is funded by the BC Agriculture Council and Watersheds BC and will employ three UFV students.
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Research Advisory Council has created an EDI Task Force to raise awareness and provide training on incorporating EDI into research activities and methodologies. More information HR has facilitated over 800 student evaluations this semester, using a combination of Blackboard and Remark software. The Blackboard pilot has been very successful and we envision expanding the pilot.
Our Students
The second annual career panel featuring women working in a variety of STEM professions was hosted by the science student group WEST (Women in Engineering, Science & Technology) on Nov 25 via Zoom with over 30 virtual participants. Isabel St.Martin and several other students from WEST introduced the panelists. Dr. Joanne MacLean, President of the University, gave the welcome remarks and Dr. Lee closed the session noting the importance of equity, diversity and inclusion (EDI) and how the 5 participating women panelists were amazing role models in their respective fields (academics, environment, computer science, engineering, medicine) to learn, inspire, empower, and network. Connor Frey https://itp2020.org/1086/speaker_details and Kenneth Ku https://itp2020.org/1083/speaker_details under the supervision of Dr. Golfam Ghafourifar from Chemistry and in collaboration with Dr. David Chu from Math and Stats, presented at the virtual 27th International Symposium on Electrophoretic and Liquid Phase Separation Techniques, on November 2-4, 2020 https://itp2020.org/ in the Oral “poster pitch” session. Ken presented his poster titled “Optimizing Immobilization of Chymotrypsin with Formaldehyde and Subjecting Peptide Maps of Digests to Principal Component Analysis” and won 1st place for Best Poster by Popular Vote. https://blogs.ufv.ca/science/2020/11/18/chemistry-students-connor-frey-and-kenneth-ku-present-at- itp-2020/ The College of Arts organized its third annual “Student Leadership Symposium” held on January 5, 2021 centered around the theme: “Mobilizing Hope.” A keynote presentation and workshop was facilitated by Cicely Blain, along with two other workshops. FATS celebrated the graduation of our third cohort of students completing the Culinary Arts pre-trades program. This 12-week program is offered multiple times per year at the Trades & Technology Centre in Chilliwack in partnership with Sto:lo Aboriginal Skills and Employment Training (SASET). Once completed it allows the students to get entry level employment at any food service establishment. In our first year of partnership we have had an impressive 30 students enroll, with 27 completing the program, 24 working full time and 2 having gone on to UFV for Level Professional Cook Trades Training. Theatre and SOCA presented their first production for the 2020-2021 season, Antigone, adapted and directed by UFV faculty member Shelley Liebembuk on Nov 25, 26, 27 and 28. The production was featured in the print edition of the Abbotsford News. Theatre and SOCA will be presenting a one-act play Pariah (The Outcast) by August Strindberg, directed by Parjad Sharifi. Performances will be held on Mar 24, 25, and 26, 2021 at 7pm and Mar 27, 2021 at 2pm via zoom (free of charge).
Our Community In partnership between UFV’s CHASI Hub, Divisions of Family Practice, and the City of Abbotsford Parks, recreation, and Culture, Dr. Iris Lesser and Navdeep Rai have published a report about referred outdoor
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physical activity for south Asian women. See the full article at: http://blogs.ufv.ca/chasi/files/2020/11/SA-Women-Exercise-Report.pdf The FoS welcomed Canadian Senator, Dr. Rosa Galvez as part of the Dean of Science Seminar Series this month. Her pre-recorded presentation https://www.youtube.com/watch?v=E9iOsrQZqXI&feature=youtu.be was followed by a live Question and Answer Period held on November 12. Dr. Lucy Lee, had the pleasure of introducing Her Honour to our UFV community. Watch the Q&A Period: https://www.youtube.com/watch?v=0tBHg7An_p0&feature=youtu.be UFV and Stó:lō Community Futures signed a Memorandum of Understanding to promote opportunities for education, training and capacity building for Indigenous businesses and Stó:lō communities within S'ólh Téméxw. This MOU formalizes a relationship has existed for many years. iCent app: iCent (International Center) is an app for new and returning international students to access up-to-date and centralized information (medical, orientation, relevant external links, handbooks, events, etc.). Students can also receive push notifications for registration and other events. UFV International has full access to make updates, incorporate branding, and modify other interface aesthetics and is hoping to launch this for the winter semester. Our relationship with the Guard.Me insurance provider means this is a free service. UFV’s Peace and Reconciliation Centre (PARC) was featured in a print edition of the Abbotsford News and an online article of the Chilliwack Progress to highlight funding opportunities for UFV faculty and students, visiting scholars, community activists/artists and guest speakers. CRIM Associate Professors Dr. Irwin Cohen and Dr. Hayli Millar participated in the public consultation meeting with BC’s Office of the Human Rights Commissioner on policing and systemic discrimination. Local Partner/Immigrant, Refugees and Canadian Citizenship (IRCC) Initiatives ADED is currently collaborating with/advising Language Instruction for Newcomers to Canada (LINC) sector partners on their IRCC initiatives (e.g., Service Delivery Improvements funding applications) On the special day of “International Day for the Elimination of Violence against Women,” November 25th, Dr. Karun Karki from the School of Social Work and Human Services at UFV was the moderator and hosted a webinar. The speakers from the USA, Canada, and Spain, spoke on three different topics on violence against women.
Thank you to all those who contributed to providing these updates from the Faculties and Academic Units. I wish everyone a Happy New Year and great start to the Winter, 2021 academic term.
Ey Si:yam Dr. James Mandigo Provost & VP Academic
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MEMO
To: Joanne MacLean, Chair, Senate From: Secretariat office Date: January 6, 2021 Re: Remaining Vacancies on Standing Committees of Senate for Terms Beginning 2020-21
Below are the remaining vacancies on Standing Committees of Senate for terms beginning in 2020-21. The next call for expressions of interest will be the annual call in February 2021, which will include all 2021-22 vacancies.
STANDING COMMITTEE SENATOR VACANCIES NON-SENATOR VACANCIES Governance 2 faculty
Graduate Studies 1 graduate student 1 faculty
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MEMORANDUM
TO: Board of Governors, Senate, Academic Planning and Priorities Committee, Graduate Studies Committee, and Senate Budget Committee
FROM: Dr. James Mandigo, Provost and VP, Academic
DATE: November 16, 2020
Subject: Program Suspension – Master of Arts (Criminal Justice)
For the reasons outlined in the attached memo and as per the Discontinuance Policy (222), I have approved the suspension of intake for the Master of Arts (Criminal Justice) offered through the College of Arts, effective Fall 2021 for a period of two years, with the potential of early reinstatement in Fall 2022.
There should be no students impacted by this suspension as the current enrolled students should complete their studies in Winter 2021 and the program did not have a Fall 2020 intake.
Attachment: 1. Memo from Director, School of Criminology and Criminal Justice
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TO: Dr. Jacqueline Nolte (Dean, College of Arts) Dr. Garry Fehr (AVP, Research, Engagement, and Graduate Studies) FROM: Dr. Zina Lee (Director, School of Criminology and Criminal Justice) DATE: November 16, 2020 RE: Master of Arts (Criminal Justice) Program Suspension
On behalf of the School of Criminology and Criminal Justice Graduate Program Committee, this memo is to request suspension of the Master of Arts (Criminal Justice) Program for the Fall 2021 intake for the purposes of program revisions. During the period of suspension, the Graduate Program Committee will carry out the following:
1) Conduct a survey of past program graduates to assess program quality and delivery, and alternative methods of program delivery 2) Review the program to determine changes to courses, structure, and delivery 3) Re-evaluate the tuition model 4) Re-evaluate supervision compensation
The above changes are likely to be considered major program changes. We would like to request program suspension for two academic years, with the ability to re-open the program after one academic year if the changes are approved with sufficient time to recruit and accept applications. Our goal is to reinstate the program for a Fall 2022 intake, but if program approval is not obtained in time, the program would be reinstated for a Fall 2023 intake.
This requested suspension should have no effect on students currently enrolled in the program. Those who have yet to complete the program will be allowed to complete the program under the guidelines and processes that are currently in place for the program. The current cohort of students in the program started their degree in Fall 2019 and are expected to complete the program in Winter 2021. Of note, the program did not have a Fall 2020 intake.
33844 King Rd., Abbotsford, BC V2S 7M8 • Tel: 604-504-7441 • Fax: 604-855-7614 • Toll-free (in Canada): 1-888-504-7441 • www.ufv.ca ABBOTSFORD • CHILLIWACK • MISSION • HOPE • AGASSIZ • CHANDIGARH
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