1 vancouver community college education council meeting

Vancouver Community College EDUCATION COUNCIL

MEETING AGENDA - DRAFT

December 11, 2018, 3:30 – 5:30 pm, Room 240 DTN

Item Topic Time Speaker Pre-reading materials Action Pages 1. Call to Order 1 min Todd Rowlatt 2. Acknowledgement 1 min Todd Rowlatt 3. Adopt Agenda 1 min Todd Rowlatt December 11, 2018 Agenda Approval 1-2

4. Approve Past Minutes 1 min Todd Rowlatt November 13, 2018 Minutes Approval 3-7

5. Enquiries & Correspondence 1 min Todd Rowlatt Information

6. Business Arising

a) Short Certificate Omnibus 5 min Todd Rowlatt Information Note Decision 8

b) Program Suspension: Interior Design 10 min Gordon McIvor Information Note Decision 9-10

c) Budget Update 5 min Todd Rowlatt Financial Performance Information 11-16

d) Update on the Integrated College Plan 10 min Todd Rowlatt Integrated College Plan Information 17-64

7. Committee Reports

a) Curriculum Standing Committee Todd Rowlatt

i) Program Updates: Bachelor of Hospitality Management

5 min Dennis Innes Decision Note, CourseLeaf outline

Approval 65-71

ii) Program Update: Hospitality Management Diploma

5 min Dennis Innes Decision Note, CourseLeaf outline

Approval 72-79

iii) Program Update: AST Harmonized Foundation Certificate

5 min Brett Griffiths Decision Note, CourseLeaf outlines

Approval 80-87

iv) New Course: ATAP 4011 AST Harmonized Apprentice Level 4

5 min Brett Griffiths Decision Note, CourseLeaf outlines

Approval 88-93

v) Course Updates: ENGL 0661 & 0662 5 min David Wells Decision Note, CourseLeaf outlines

Approval 94-102

vi) Program Updates: UT Arts Certificate & UT Pathway to Health Sciences

5 min David Wells Decision Note, CourseLeaf outlines

Approval 103-118

vii) New Program: Associate of Arts 10 min David Wells Decision Note, CourseLeaf outlines

Approval 119-129

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VCC EDUCATION COUNCIL AGENDA – DECEMBER 11, 2018 – DRAFT PAGE 2 OF 2

Item Topic Time Speaker Pre-reading materials Action Pages viii) New Program Documents: Trades

Instructor Short Certificate 10 min Shirley Lew Decision Note, CourseLeaf

outlines Approval 130-148

ix) Program Renewal Documents: Provincial Instructor Diploma

10 min Shirley Lew Decision Note, CourseLeaf outlines

Approval 149-206

b) Policy Standing Committee John Demeulemeester

i) C.1.6 Registration 5 min Decision Note, Policy, procedures, form

Approval 207-212

c) Appeals Oversight Committee 5 min Andrew Candela Verbal report Information d) Program Review and Renewal Committee 5 min Elle Ting Verbal report Information

8. Research Report 5 min Elle Ting Verbal report Information 9. Chair Report 5 min Todd Rowlatt Verbal report Information 10. Student Report 5 min Ilyes Belhacene,

Dharuv Puri Verbal report Information

11. Elections 20 min Dave McMullen Decision a) Chair b) Vice-Chair c) Two Executive Committee Members d) Standing Committee Chairs

i) Curriculum Committee ii) Education Policy Committee iii) Program Review & Renewal Committee iv) Appeals Oversight Committee

12. Next Meeting: January 8, 2018 3:30-5:30pm 5025 BWY-A

1 min Todd Rowlatt

Information

13. Adjournment 1 min Todd Rowlatt

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Vancouver Community College EDUCATION COUNCIL

MEETING MINUTES - DRAFT

November 13, 2018, 3:30 – 5:30 pm, Room G217 BWY-B

Item Topic Discussion 1. Call to Order The meeting was called to order at 3:30pm. T. Rowlatt welcomed H. Parisotto, N. Mandryk, D. Puri, and I.

Belhacene to Education Council. 2. Acknowledgement T. Rowlatt acknowledged that the meeting is being held on the traditional unceded territory of the

Sḵwxw̱ú7mesh Úxwumixw (Squamish), xʷməθkʷəy̓əm (Musqueam) and Tsleil-Waututh peoples. 3. Adopt Agenda Motion: Moved by K. Crossett and seconded THAT Education Council adopt the November 13, 2018

agenda as presented. All in favour. Motion carried. 4. Approve Past Minutes Motion: Moved by K. Crossett and seconded THAT Education Council approve the October 9, 2018

minutes as amended. E. Ting corrected that there are only 15 members of the REB, not 16, and that there was no drop in membership numbers. All in favour. Motion carried.

5. Enquiries & Correspondence On behalf of the Faculty Association, K. Shortt expressed appreciation for T. Rowlatt’s years of service as Chair of Education Council.

6. Business Arising a) Concept Paper: Gladue Report

Writing

G. McIvor and C. Sauvé presented the concept paper. Ministry funding was provided last year to run a three-course pilot, and curriculum development funding has been used to create the final product: a five-course short certificate, with the option of an additional capstone course to earn a certificate. C. Sauvé added that the PAC is in favour of a mentorship-type capstone in order to bridge the credit jump from the short certificate.

J. Demeulemeester expressed the importance of this program, and thanked C. Sauvé and G. McIvor for their work on developing the concept paper.

A. Candela inquired about the tuition fee for the program. C. Sauvé noted that the draft costing was included on CourseLeaf, though there are some uncertainties with budgeting for travel cost for the instructors so the total cost is currently unknown. She noted that the long-term plan is to move the program online. G. McIvor explained that the average cost to have a report written is $2500, and that three reports written by a graduate of the program would pay off tuition.

A. Candela followed up with an inquiry about instructor qualifications, particularly for VCC faculty. G. McIvor explained that instructors will need the experience of writing Gladue Reports to teach this course, which is currently a challenge to find. D. Wells noted that many of the writers are indigenous writers, which would be an opportunity for VCC to bring in experienced indigenous faculty.

T. Rowlatt will bring the concept paper to the Board of Governors for information at the November meeting.

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VCC EDUCATION COUNCIL MINUTES – NOVEMBER 13, 2018 - DRAFT PAGE 2 OF 5

Item Topic Discussion b) UT Science Certificate Transfer

Agreement D. Wells explained this agreement is similar to other university transfer agreements with SFU. It creates assured and competitive entry pathways. This agreement works with all existing courses, and contains the flexibility to add courses and streams.

c) Approve 2019 Meeting Dates Motion: Moved by D. McMullen and seconded THAT Education Council approve the 2019 Meeting Schedule as presented. All in favour. Motion carried.

d) Notice of Elections T. Rowlatt let Council know the elections for all Chair positions and the EDCO executive will be held at the next meeting.

7. Committee Reports a) Curriculum Committee

Reports i) Program Update: UT

Science Certificate

Motion: Moved by P. Yeung and seconded THAT Education Council approve the revisions to the University Transfer Science Certificate to include assured and competitive transfer pathways to SFU.

D-L. Van presented. T. Rowlatt noted that Curriculum Committee had some concerns with the length of the course lists. D-L. Van and A. Sellwood are working with Marketing to find different ways of presenting the various pathways, though nothing concrete has been developed yet.

There was some discussion around the English Language Proficiency admission requirements. After some discussion, it was decided that a C+, or IELTS 6.5, would be considered equivalent.

N. Mandryk inquired about how the various pathways would be offered, as some courses are not run or could be removed at a later time. D. Wells acknowledged that this is the current challenge with the UT Environmental Science Certificate. He noted that Advising will need to work closely with the department in order to let students’ know the status of the various pathways. P. Yeung asked if it would be possible to increase the assured pathway maximum completion time to 20 months to allow students some leeway. D. Wells explained that the 16 months is to satisfy the assured pathway to SFU and cannot be increased given the terms of the agreement.

All in favour. Motion carried. ii) New Course: ELSK 0925

EAL Pathways to University Transfer English

Motion: Moved by I. Belhacene and seconded THAT Education Council approve the new course: ELSK 0925 EAL Pathways to University Transfer English.

C. Leggatt presented the new course, explaining that this is a second part-time course created from a current full-time course. It will help prepare students for greater success in high-level courses, as well as ENGL 1001 and 1101. This course is only transferrable to other VCC courses.

15 approved, 0 abstentions, 1 opposed. Motion carried. K. Crossett opposed the proposal on behalf of Support Staff, expressing concern that the turnaround for the proposed Effective Date of January 2019 is too tight given the current demands of the support departments.

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Item Topic Discussion T. Thomson asked if there is a way to address the concern around the effective date, as this comes up regularly. T. Rowlatt noted that he met with D. Seremba and L. Apouchtine regarding this, and conversations around this have begun. D. McMullen added that he is putting together a visual diagram of the process after a course is approved. T. Rowlatt added that the RO is regularly flexible in order to better assist students, and he expressed appreciation for their work.

iii) Program Update: Auto Collision & Refinishing Diploma

Motion: Moved by T. Thomson and seconded THAT Education Council approve the ITA-mandated revisions to the program content guide and course outlines for the Auto Collision & Refinishing Diploma.

D. Cross and B. Griffiths presented. D. Cross explained that this program is based on three different trades, and the ITA has updated all three to give students the opportunity to write the credentials for each trade at the end of the program. B. Griffiths noted that harmonization is currently taking place, so further, more in-depth changes will occur in the next few years.

A. Candela asked for clarification on this program and the apprenticeship programs. B. Griffiths explained that this program is more for international students, though domestic students could take it, although they would need to pay international tuition. However, this program does not have the same funding as the ITA foundation and apprenticeship programs. Domestic students would follow each pathway separately for the same training. The department is currently trying to have the ITA recognize this program for credit. No tuition increases will occur despite the credit change.

All in favour. Motion carried. iv) Program Update: Esthetics

Certificate Motion: Moved by T. Thomson and seconded THAT Education Council approve the name change and updates to the admission requirements for the Esthetics Certificate program.

B. Griffiths explained that the department would like to change the name back to Esthetics for Marketing and applicant search purposes. The admission requirements have also been adjusted to match the Hairstylist certificate. The Hairstylist Certificate will be updated with the Esthetics name change if needed.

All in favour. Motion carried. b) Policy Standing Committee

i) Rescind: D.3.8 Criminal Record Check

Motion: Moved by J. Demeulemeester and seconded THAT Education Council rescind D.3.8 Criminal Record Check policy and procedures. All relevant information from the policy and procedures has been moved to the Admissions policy, as well as the external website. No feedback was received. All in favour. Motion carried.

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Item Topic Discussion ii) C.3.14 Curriculum

Development and Approval

Motion: Moved by J. Demeulemeester and seconded THAT Education Council recommend the Board of Governors approve the revisions to C.3.14 Curriculum Development and Approval policy and procedures.

J. Demeulemeester reported that Committee discussed introducing a rule around appropriate timeframes for changes, but did not come to a decision. D. McMullen noted that the Timetabling policy denotes an 11-month process for changes. However, he noted that if the College moves to a College calendar, a publishing timeframe will need to be established. T. Rowlatt noted that there is a distinction between calendar-published items versus classroom items, and expressed concern around putting a year in advance timeline for minor changes not published in the calendar.

R. Kunka asked why the policy uses the term “Program Outline Form” rather than “Program Content Guide.” T. Rowlatt will inquire with N. Degagne and report back. P. Yeung also noted that Procedure 30 is missing the addition of VP ASR.

All in favour. Motion carried. iii) D.1.4 Curriculum Materials Due to potential conflicts with the Faculty Association Collective Agreement, J. Demeulemeester pulled

this item to return to Education Policy Committee at the December meeting for further discussion. c) Appeals Oversight Committee A. Candela reported that the smaller Committee working group has begun work on creating a template

repository, including templates for letters, as well as opening and closing statements. This project has a tentative completion date of February 2019. These documents will be housed in the j:drive, and myVCC in the future.

A. Candela let the Council know that there have been two Student Tribunal Training sessions held by T. Marks this month. I. Belhacene asked for more information about the Tribunal Training course. A. Candela and T. Rowlatt explained there are three levels of training available: a one-hour overview, a ninety-minute training session, and the all-day College-wide Tribunal Training day. Tribunal Training Day 2019 is tentatively set for February.

d) Program Review and Renewal Committee

E. Ting reported that the QAPA site visit will be conducted on November 21 and 22, with J-E. Zakoor and P. Fahim continuing to lead this process. E. Ting also let the Council know that draft feedback surveys were presented at the meeting, and will be going to the next Leader’s Forum for wider feedback. She noted that volunteers will likely be sought to pilot these surveys in January.

8. Research Report E. Ting reported that the October President’s Research Symposium was well attended by instructors and faculty. However, there were fewer students this year, perhaps due to short notice. The planning group is looking at solidifying a yearly date.

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Item Topic Discussion E. Ting reported that this time of year is slower for the REB, which generally sees significant increases in proposals in April and June. The REB met on October 22, where three new community members joined.

9. Chair Report T. Rowlatt reported that he will be participating in the QAPA site visit review sessions next week. He also let the Council know that two appeals to Education Council have come forward and been settled, and the thanked those who volunteered to sit on the panels. The next Board meeting is November 28.

Education Council Planning Day will be held on December 7, 2018 and T. Rowlatt issued a callout for discussion topics.

10. Next meeting EDCO Planning Day: December 7, 2018 8:30am-12:00pm Room 1228 BWY-B EDCO Planning Day Lunch: December 7, 2018 12:00-1:00pm Room 1227 BWY-B Next Regular Meeting: December 11, 2018, 3:30-5:30, Room 240 DTN

11. Adjournment The meeting was adjourned at 4:47pm. ATTENDEES: Todd Rowlatt Jo-Ellen Zakoor John Demeulemeester Dave McMullen Andrew Candela Taryn Thomson Paul Yeung Natasha Mandryk Nona Coles Elle Ting Heidi Parisotto David Wells Dharuv Puri Ilyes Belhacene Karen Crossett Robert Kunka Denise Beerwald REGRETS: Kathryn McNaughton GUESTS: Claire Sauve Gordon McIvor Diem-Ly Van David Cross Brett Griffiths Carrie Leggatt Karen Shortt Sydney Sullivan RECORDING SECRETARY: Carlie Deans

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11 December 2018 PREPARED FOR: Education Council ISSUE: Renaming credential “Citation” to “Short Certificate” BACKGROUND: On September 26, 2018, the Board of Governors approved revisions to policy C.1.3 Granting of Credentials. These revisions included a change to the name of the “Citation” credential to a “Short Certificate.” DISCUSSION: There are three programs currently using the Citation credential:

- Acute Care for Health Care Assistants (next intake is April 24, 2019) - Renal Dialysis Technician (next intake is as needed) - CAD Technician (next intake is April 8, 2019)

The relevant departments, the Registrar’s Office, and Marketing have been advised of this change, and program names will be made in CourseLeaf and on the website, effective for the next intake date. RECOMMENDATION: That Education Council approve the renaming of the following programs:

- Acute Care for Health Care Assistants Short Certificate - Renal Dialysis Technician Short Certificate - CAD Technician Short Certificate

Prepared by: Todd Rowlatt Chair, Curriculum Committee

DECISION NOTE

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INFORMATION NOTE DATE: September 24, 2018 PREPARED FOR: Marlene Kowalski, VP Administration & CFO & Kathryn McNaughton, VP, Academic, Students, and Research ISSUE: The future of the Interior Design Certificate program BACKGROUND: Interior Design has a long history at VCC Continuing Studies. Interior Design courses have been offered since 1985; the first Certificate in Interior Design Explorations was launched in 1998. In its current form, the Interior Design Certificate Program (INTD) was launched in 2012. INTD is a 444-hour certificate program that can be completed in two to five years. The Council for Interior Design Qualifications (CIDQ) certifies Interior Designers, and the Council for Interior Design Accreditation (CIDA) accredits Interior Design training programs in North America; the VCC INTD program does not meet the requirements for accreditation, and graduates do not have a pathway towards certification. A bachelor’s degree is now a minimum requirement to become a “registered interior designer (R.I.D.)” through the Interior Designers Institute of British Columbia (IDIBC); BCIT and Kwantlen both have accredited four-year Bachelor programs in Interior Design. DISCUSSION: The INTD program has been facing many challenges over the past several terms:

• High turnover of Program Coordinators (seven since 2012) has resulted in inconsistencies that have been experienced by students and instructors. Stability in program management has now existed for 1.5 years, allowing us to evaluate our program in the market.

• The program takes place in standard classrooms that lack subject-specific teaching and learning materials. • There has been no investment into curriculum development and the program does not have ownership

over curriculum or content (aside from approved documents), which has resulted in inconsistencies in courses across individual instructors.)

• VCC does not own the course curriculum or content; when an instructor is not available to teach a course, a new instructor has to piece one together from the course outline.

• A major schedule overhaul in 2016, which was intended to address declining enrollment impacted student progression. While the rescheduling did help to boost enrollment in individual courses, it had two negative impacts: student progress (as students must wait many terms for courses to be offered) and classroom composition (as students at any stage of the program are in classrooms together.)

A review of data over the past five years shows a steady decline of enrolment and revenue year after year. Since fiscal year 2013, only 28 students have completed the certificate.

18/19 Budget

17/18 Actuals

16/17 Actuals

15/16 Actuals

14/15 Actuals

13/14 Actuals

Total Revenue $86,208.00 $87,152.41 $85,166.90 $87,430.27 $93,737.41* $168,808.52** Enrolment 209 146 208 227 206* 325** * 32 of the enrolments in and $2708 of the revenue 2014/15 were in the Kitchen and Bath program. ** 84 of the enrolments and $3898 of the revenue in 2013/14 were in the Kitchen and Bath program, which was discontinued in 2015.

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http://vcc.us2.list-manage.com/track/click?u=265d8acc7aa162eb26eb78d5e&id=93bdbfa08f&e=b374ca6d9b

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It is Continuing Studies’ expectation that the enrolment forecast for 2018-2019 will not be met for this program. Both the Continuing Studies Dean and Interior Design Program Coordinator agree that without a program review or renewal process, the financial viability of this program will continue to deteriorate and most importantly, VCC will not be offering educational value to students to meet market needs. Continuing Studies would thus like to discontinue the program, and it will follow VCC policy to retire the program. Policy C3.3: Suspension and/or Discontinuance of Programs. The policy states that “if the department and Dean agree on a recommendations to suspend or discontinue a program, a Feasibility Report is not required. A proposal support with supporting rationale will be submitted to Education Council for advice to the Board, and the Board will make the final decision.” NEXT STEPS:

1. Make a request to Education Council to suspend the Interior Design Certificate program. 2. If the program is suspended or discontinued, continue to accept new students to the program in fall 2018

for the winter 2019 semester. As of January 15, 2019, no new program applications will be accepted. 3. If the program is suspended or discontinued, develop a plan to teach out the program to current students

who have yet to complete requirements to graduate. 4. Collaborate with Marketing on a communication strategy if there is a program suspension. 5. Work with Finance on how to address the budgetary gaps in next fiscal plan. 6. More in depth research is needed to uncover untapped programming opportunities in the field of interior

design and/or interior decorating. 7. Create a PAC to help with re-visioning and re-orientation of this type of program.

PREPARED BY: Gordon McIvor, Dean, Continuing Studies Justin Ewart, Program Coordinator, Interior Design and Makeup Artistry Programs, Continuing Studies Claire Sauvé, Senior Program Coordinator, Continuing Studies Monica Killeen, Operations Manager, Continuing Studies

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FINANCIAL PERFORMANCE

Management Discussion & Analysis (MD&A)

For the Six Months Ended September 30, 2018

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PERFORMANCE HIGHLIGHTS

2018/19 OPERATING OVERVIEW

Revenue for the period was $53.9 million compared to budget of $52.3 million ($1.6 million above plan) and prior year of $51.1 million ($2.8 million above prior year) (Table 4). Domestic revenue is down for the period by $456K compared to budget and has been offset by higher international revenue of $336K (Table 1, 2 and 3). In areas where domestic enrolment was softer, additional seats were made available to international students.

The School of Hospitality, Food Studies and Applied Business domestic revenue was $147.2K lower than budget. However, international revenue was up by $144.3K. School of Arts and Sciences was $132.1K higher than the domestic revenue budget. Contract training revenue was $1.1 million above budget.

The School of Trades, Technology and Design domestic revenue was lower than budget by $333.4K, with an increase in international revenue of $139.7K. Combined Skin & Body Therapy and Hair Design had lower domestic revenue of $110.5K, although there was a $54.3K increase in international revenue. Automotive programs domestic revenue was $118.7K lower but this was offset by $79.3K increase in international revenues. Graphic Media Design domestic revenue was $63.5K lower than plan.

Total expenses for the period were $53.6 million compared to budget of $53.7 million ($100K above budget) and prior year of $50.4 million ($3.2 million above prior year).

The surplus for period was $295K compared to a budget loss of $1.4 million ($1.7 million more favourable than budget) and prior year surplus of $662K ($367K less favourable than prior year).

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Summary - Revenue by School

Table 1: Separate Breakdown of Domestic and International Revenue – Actual Compared to Budget and Prior Year

Table 2: International Revenue by School – Actual Compared to Budget and Prior Year

Table 3: Combined Domestic and International Revenue by School

Y2018/19 Actuals

(Apr 2018 - Sep 2018)2018/19 Budget

(Apr 2018 - Sep 2018)Variance Favourable/

Unfavorable2018/19 Prior Year

(Apr 2018 - Sep 2018)

Variance Favourable/ Unfavorable

Centre for Continuing Studies 1,407,968 1,373,100 34,868 1,248,711 159,257Centre for International Education 6,280,729 5,944,353 336,376 4,094,522 2,186,207School of Arts & Sciences 2,644,757 2,512,634 132,123 1,695,661 949,096School of Health Sciences 1,783,898 1,885,930 (102,032) 1,711,842 72,056School of Hospitality, Food Studies & Applied Business 787,695 934,874 (147,179) 832,757 (45,062)School of Instructor Education 403,579 440,534 (36,955) 372,963 30,616School of Trades, Technology & Design 839,411 1,172,849 (333,438) 820,882 18,529Total 14,148,037 14,264,274 (116,237) 10,777,338 3,370,699

2018/19 Actuals (Apr 2018 - Sep 2018)

2018/19 Budget (Apr 2018 - Sep 2018)


2018/19 Prior Year (Apr 2018 - Sep 2018)


Centre for Continuing Studies 34,896 0 34,896 36,709 (1,813)School of Arts & Sciences 193,235 180,028 13,207 187,306 5,929School of Health Sciences 41,386 40,111 1,275 59,707 (18,321)School of Hospitality, Food Studies & Applied Business 3,405,809 3,261,461 144,348 2,033,529 1,372,280School of Instructor Education 3,245 258 2,987 1,358 1,887School of Trades, Technology & Design 2,602,157 2,462,495 139,662 1,775,914 826,243Total 6,280,729 5,944,353 336,376 4,094,522 2,186,207

SepY

2018/19 Actuals (Apr 2018 - Sep 2018)

2018/19 Budget (Apr 2018 - Sep 2018)


2018/19 Prior Year (Apr 2018 - Sep 2018)


Centre for Continuing Studies 1,442,864 1,373,100 69,764 1,285,420 157,444School of Arts & Sciences 2,837,992 2,692,662 145,330 1,882,967 955,025School of Health Sciences 1,825,284 1,926,041 (100,757) 1,771,549 53,735School of Hospitality, Food Studies & Applied Business 4,193,504 4,196,335 (2,831) 2,866,286 1,327,218School of Instructor Education 406,824 440,792 (33,968) 374,321 32,503School of Trades, Technology & Design 3,441,568 3,635,344 (193,776) 2,596,796 844,772Total 14,148,037 14,264,274 (116,237) 10,777,338 3,370,699

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Statement of Operations – Comparison to Budget and Prior Year For the Six Months Ended September 30, 2018 Table 4:

(In $ Thousands)

2018/19 Actuals (Apr 2018 - Sep 2018)

2018/19 Budget (Apr 2018 - Sep 2018)

Variance favourable

/(unfavourable)Comments

2017/18 Actuals (Apr 2017 - Sep 2017)

Variance favourable /(unfavourable)

Province of B.C. Grants 27,883 27,621 262ITA funding over by $80K due to timing difference; operating grant increased by $130K 27,846 37

Adult upgrading grant 278 278 953 -675Sales of goods and services 3,234 3,137 96 3,131 103Tuition and student fees 13,417 13,644 -227 12,019 1,398

ABE/EAL Tuition Free Grant 2,128 1,837 291 Mostly due to EAL Pathways 314 1,814

Other grants, fees & contract services 3,191 2,132 1,059

ASP $55K; BCMEA $41K; ECCE $121K; EHW $150K; Instro Skills to Culinary $76K; LINC $239K; OAT $154K; BC Hydro $31K 2,864 327

Miscellaneous income 872 735 137Movie rental increased by $25K, Parking revenue increased by $33K 1,067 -194

Donation income (Foundation Related) 317 218 99 205 112Amortization of deferred capital contribution 2,440 2,907 -468 2,629 -189Investment income 182 100 82 92 90

REVENUES 53,942 52,332 1,610 51,120 2,822

SALARY AND BENEFIT EXPENSES 39,052 39,614 562 36,655 2,397

Supplies and general expenses 3,526 3,272 -254 2,994 532

Adult upgrading/Financial aid 278 -278 953 -675

Bursary/Scholarship (donation related) 317 218 -99 205 112

Professional fees 1,340 1,045 -295 805 535

Building and telecom 3,263 3,093 -170 2,970 293

Cost of Goods Sold 1,887 1,882 -5 1,837 50

Depreciation Expense 3,984 4,601 617

$265K reduction in MSP expenses

Supplies increased by $170K

Agency fee YTD increased by $181K - forecast has been adjusted to a variance of $120K. Professional fees to execute contract increased by $80K

Increased repair & maintenance - timing difference

Due to lower restricted capital revenues and delay of IT capital lease 4,039 -55

OPERATING EXPENSES 14,595 14,112 483 13,803 792

TOTAL EXPENSES 53,647 53,725 -79 50,458 3,189

NET SURPLUS (DEFICIT) 295 -1,393 1,688 662 -367* ASP: Aboriginal Service Plan * EHW: Entry to Hospitality for Women* CACE: College & Career Access * LINC: Language Instruction for Newcomers to Canada* ECCE: Early Childhood Certificate * OAT: Office Assistance Training* EST: Essential Skills to Training

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2018/19 YEAR END FORECAST

2018/19 Forecast to Budget Overview

The 2018/19 Forecast (6 months actual + 6 months forecast) in Table 5 shows that VCC is projecting a breakeven position. Revenue is forecasted to be $113.5 million compared to budget of $111.8 million ($1.7 million above budget) and prior year of $107.4 million ($6.1 million higher than prior year). One of the main reasons is the increase in contract revenue projected to be $1.3 million over budget.

Expenses are forecasted to be $113.5 million compared to budget of $111.8 million ($1.7 million higher than budget) and prior year of $106.6 million ($6.9 million higher than prior year). The main increase in projected expenses is due to higher salaries of $982K (additional hires needed to deliver new programs and higher enrolment), increase in supplies and general expenses of $333K and an increase in agency fees due to higher international student enrolment of $286K.

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Statement of Operations – Comparison to Budget and Prior Year 2018/19 Forecast with Six Months Actual (Ended September 30, 2018) and Six Months Forecast Table 5:

(In $ Thousands)

2018/19 Current Forecast (6 + 6)

2018/19 BudgetVariance

favourable /(unfavourable)

Comments 2017/18 Actuals

Variance favourable /(unfavourable) - 1819

current fcst vs 1718 actuals

Province of B.C. Grants 55,085 55,242 -157Reduced ITA funding by $450K due to lower enrolment in Culinary Programs; operating grant increased by $260K 54,415 670

Adult upgrading grant 278 278 1,057 -779Sales of goods and services 6,404 6,308 96 5,910 494

Tuition and student fees 33,567 33,521 46

Domestic tuition - School of Hospitality & Food tuition revenue lower by $250K, School of Trades tuition revenue lower by $580k, School of Health tuition revenue lower by $300K. International tuition - School of Hospitality & Food tuition revenue increased by $672K, School of Trades tuition revenue increased by $532K. 27,876 5,690

ABE/EAL Tuition Free Grant 4,680 4,395 285 Mostly for EAL program 3,140 1,540

Other grants, fees & contract services 5,626 4,280 1,346

ASP $55K, Building Service Worker $81K, CACE Pilot $44K, ECCE $190K, EWH $152K, OAT $154K, Intro Skills to Culinary $76K, LINC $475K, BC Hydro $30K 6,405 -779

Miscellaneous income 1,635 1,507 129Movie rental increased by $25K, Parking revenue increased by $33K 2,312 -677

Donation income (Foundation Related) 619 520 99 598 21Amortization of deferred capital contribution 5,353 5,820 -468 Restricted capital project not started. 5,498 -145Investment income 282 200 82 261 21REVENUES 113,528 111,792 1,736 107,472 6,056

SALARY AND BENEFIT EXPENSES 81,193 80,211 -982

A few new positions have been added with a start date in September. Faculty/Staff expenses increased to accommodate increase in contracts that will start in September. 76,670 4,523

Supplies and general expenses 8,143 7,810 -333Software increased by $120K, supplies increased $53K, and travel increased by $75K 7,186 957

Adult upgrading/Financial aid 278 -278 1,057 -779Bursary/Scholarship 619 520 -99 598 21

Professional fees 3,323 3,037 -286Agency fee increased by $125K, professional fee for contract training increased by $75K, and legal fees increased by $25K 2,372 950

Building and telecom 6,769 6,685 -84 6,563 206

Cost of Goods Sold 3,881 3,897 16 3,732 150

Depreciation Expense 9,322 9,632 310 due to lower restricted capital revenues 8,390 933OPERATING EXPENSES 32,336 31,581 -754 29,897 2,439

TOTAL EXPENSES 113,528 111,792 1,736 106,567 6,962

NET SURPLUS (DEFICIT) - - 905 -906* ASP: Aboriginal Service Plan * EHW: Entry to Hospitality for Women* CACE: College & Career Access * LINC: Language Instruction for Newcomers to Canada* ECCE: Early Childhood Certificate * OAT: Office Assistance Training* EST: Essential Skills to Training

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2018/19 INTEGRATED COLLEGE PLAN - KEY PRIORITIES SUMMARY

Key Success Driver #1 - Educational Quality Status Update – Q1 & Q2

Health Sciences Conduct needs assessment for developing a Practical Nurse Refresher program

Investigate new program offering opportunities forinternational students:

o 2-year Health Care Assistant ESL programo Post-degree diploma in Health

Commence program renewal process for:o Health Unit Coordinatoro Practical Nursing o Access to Practical Nursing (provincial

program renewal) o Pharmacy Technician

Develop program implementation plan for:o Dental Technology Sciences (year 2)o Bachelor of Allied Science in Dental Hygieneo Denturist Scienceso Occupational/Physical Therapist Assistant

(year 1)o Acute Care Skills for Health Care Assistantso Pre-Health Sciences

Practical Nurse Refresher - Ongoingdiscussion with Ministry regarding the need for a refresher program

2-year Health Care Assistant-ESL forinternational students has been put on hold athis time

Post-degree diploma - Very preliminarydiscussions have been initiated

Health Unit Coordinator – renewal underway Practical Nursing – renewal completed. New

curriculum will be implemented in January 2019

Access to Practical Nursing – renewalcompleted. Curriculum to be implemented inSeptember 2019

Pharmacy Technician renewal moved to2019-2020

Dental Tech Sciences – 2nd year currentlybeing implemented

Bachelor of Applied Science Dental Hygiene –awaiting Ministry response to proposal

Denturist Sciences – awaiting Ministryresponse to proposal

Occupational/Physical Therapist Assistant –renewed program being implemented

Acute Care Skills for Health Care Assistants –revisions being implemented

Pre-Health Sciences – recruitment for January2019 intake in progress

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Trades, Technology & Design Develop Indigenous Pathway programs for Auto Collision Refinishing (ACR)

Launch first heavy Mechanical Technology diploma for international students

Implement Hairstyling Apprenticeship Level 2 courses Implement new Computer Systems Technology (CST) 2

year Diploma Develop new curriculum for Mechanical CAD/BIM

program Based on Jewellery diploma renewal process update

curriculum Seek National Automotive Technician Education

Foundation (NATEF) accreditation Develop Level 2 Heavy Mechanical trades apprenticeship

courses in Moodle

Develop Indigenous Pathway program for ACR –in progress

International Heavy Mechanical Diploma –scheduled to start May 2019

Hairstyling Apprenticeship Level 2 courses – 90%of course development has been completed

CST 2-year Diploma – curriculum approved andplanning in progress for launch in September2019

CAD/BIM – completed industry needs assessment

Jewellery diploma renewal – first meeting of therenewal committee was held in September

Heavy Mechanical trades apprenticeship Levelcourse development in Moodle on hold until 2019/2020

Hospitality, Food Studies & Applied Business

Pilot summer camp program Conduct needs assessment for offering an international

Asian Culinary Arts program Develop diploma program in Applied Business Commence program renewal for:

o Administrative Assistant o Baking and Pastry Arts

Explore articulation agreements for internationalexchanges for Hospitality, Culinary and Baking students

Expand e-text offerings Expand online offerings Curriculum development for Project Management post-

degree diploma Continue to pilot English language support for domestic

and international students Continue pilot for EAL support instructors

Pilot summer camps – no summer classes wereoffered

Molecular program – developed and will beoffered through Continuing Studies

Investigating diploma in Asian Culinary Arts Investigating building a diploma with Culinary

Arts/Asian Culinary/Baking & Pastry Arts Administrative Assistant – program renewal

process has started Baking & Pastry Arts – program renewal in

progress Articulation agreements have been signed with

some domestic and international institutions Project Management post-degree diploma –

curriculum development completed. Launch scheduled for September 2019

Hospitality Management e-texts implementedfor some courses

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On-line student success modules have beencreated and being piloted in HospitalityManagement

EAL support for instructors and supports pilot iscontinuing and will be complete in May 2019

Arts & Sciences Implement Environmental Science Certificate Assess/adapt programs/courses to align with K-12

changes Conduct needs assessment for:

o Advanced ASL, Deaf literature and jobreadiness program

o An enhanced Music Degree programo Post-baccalaureate programs

Commence program renewal process for:o Deaf and Hard of Hearing (DHH) programso Basic Educationo College and Career Accesso ABE Intermediate Program for Youtho Access Career Educationo Academic Upgrading – Computerso TESOL Certificate and Diploma

Expand blended delivery option for ESL Pathways coursesto include all levels 7 and 8

Expand online delivery Create an ABE Hub that would bring all adult upgrading

programming together in the same space

Environmental Science Certificate - will bebrought to Curriculum Committee inOctober/November

Expansion of ESL Pathways courses to includelevels 7 and 8 – completed

Program renewal – DHH, Music and TESOLunderway

Basic Education Career Exploration Course –completed and running

Creation of ABE Hub – discussions ongoing

Continuing Studies Design professional development courses in existingprogram areas

Ongoing renewal/program redesign of Counselling Skills programs

Initiate program review and revision of:o Makeup Artistry Certificate

Ongoing renewal of Counselling Skill programs –in progress

Program reviews – in progress ECCE Diploma/Post Basic Programs – launched

in September 2018 Phase I Online registration system changes were

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o Business Leadership suiteo Network Technology NETTo Fashion Merchandising Associate

Implement and launch ECCE Diploma/Post Basicprograms

Research new online “shopping cart” registration systemand make a recommendation for implementation

Implement new course evaluation processes

identified and went “live” in July. To date marginal improvements have been observed and progress is being monitored

Library, Teaching & Learning Services

Conduct needs assessment for an 18 month Provincial Instructor Diploma (PIDP)/eLearning Certificate

Review PIDP and Online & eLearning (ONEL) curriculum –considering new pathways and structures

Complete Education Services renewal for the library Develop Library Research Framework Initiate Student Research Day Re-establish School of Instructor Education PAC Develop online learning strategy Expand e-textbook and e-learning platform Develop Institutional Learning Outcomes (ILO)

implementation plan

Needs assessment for Post GraduatePIDP/eLearning Certificate – ongoing discussions with International Education

PIDP and ONEL renewal – curriculum changesgoing through the governance process

ILOs finalized and presented at PAC breakfastand on VCC Day. The Leaders’ Forum will beconsulted on steps to integrate/implement ILOsin their respective departments

Student Research Day – ongoing PAC – re-established; members confirmed Online Learning Strategy – final draft complete;

going to Education Council for information e-textbook and e-learning platform expansion -

ongoing

Student Development Participate in Educational Services review In conjunction with SUVCC evaluate student life

initiatives and develop recommendations

Participate in Educational Services review – inprogress

International Education Plan for additional international cohorts in Post-DegreeDiplomas

Evaluate processes and implement strategies to increaseefficiencies international student support in relation to admission and advising

Engage Deans and Department Heads to ensure there isintercultural and English language support for

Additional International Post-Degree Diplomas –additional cohorts have been added

Evaluate processes and implement strategies toincrease efficiencies – changes to Banner admissions completed and new process documents created

Intercultural and English language supports –

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international students and faculty Increase capacity within the department to provide

timely and relevant international student support

have been coordinated with Deans Increase department capacity – additional staff

have been hired to provide student support Increased enrolment in UT programs

Indigenous Education & Community Engagement (IECE)

Conduct needs assessment with local Indigenouscommunities to identify opportunities for community program delivery

Continue to develop Indigenization strategy Review support services for Indigenous

Ongoing

Vice President Academic Host annual President’s Research Symposium Launch President’s Research Fund Support Strategic Enrolment Management (SEM) working

groups’ goals in student recruitment, retention, data management and teaching/learning space needs

Participate in Ministry’s Quality Assurance Process Audit(QAPA)

Complete curriculum management software implementation

Second Research Symposium was held inOctober

President’s Research Fund - $10,000 wasawarded to 5 recipients for 2018-19

Institutional Report for Quality Assurance Audit– submitted in early September. External panelvisit scheduled for November

Curriculum management software implement –CourseLeaf has been fully implements

Partnership Development Office

Explore feasibility of short term “Fields of Studies” for International students and faculty in program areas

Work with IECE to explore training opportunities to deliver programs in community

Explore feasibility of online course delivery through LERN In conjunction with Student Development implement

recommendations from Career Services study Develop a central repository for partnership contracts

“Fields of Studies” for international and faculty –discussions are ongoing with departments

Explore training opportunities with IECE –delivery of contracts with Musqueam in progress; exploring other opportunities

LERN – explored and liaised with otherorganizations and determined courses are not revenue generating

Career Services study – met with departmentsand Career Services committee to update andidentify priorities for 2018/19

Repository for partnership contracts –established with finance and now completed

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Key Success Driver #2 – Operational Excellence Status Update – Q1 & Q2

Registrar & Enrolment Services

Codify and catalogue transfer credit rulings and build these into Banner

Assess VCC articulation information in BCCAT Banner cleanup to better support timetabling and EMS

(room bookings) implementation Develop real term admissions processes Develop and implement new timetabling processes Implement revisions to admissions process, including

additional data cleanup and reporting Support Banner 9 upgrade

Codify and catalogue transfer credit rulings –recruitment for position in progress

Real time admissions conversion - completed.There will be ongoing refinement and changesto reporting going forward to build on initialchanges

Banner data cleanup - ongoing Banner 9 Student upgrade – testing ongoing and

preparation for mass training in progress

Institutional Research Conduct labour market research for new program development and program renewals

Transition from COGNOS to Tableau reporting Increase course evaluations Increase program evaluations Develop self-service model for reporting of student data Deploy Student Development student survey

Developed College, School, Department profilereport

Pilot to Tableau reporting – in progressProvided data to annual program review process

Continue to support schools and departmentswith student surveys

Student Development Regularize annual safety and security protocols reviewand workplace discrimination, harassment and violence training for staff and faculty

Support mental health and wellness initiatives Develop department practice guidelines for Disability

Services

In progress

International Examine current international admissions and advisingprocesses to initiate strategies that will increase efficiencies through technology and automation

MailChimp online mass communication tool –implemented to improve pre-arrival communications

Investigating FlyWire online payment system toincrease efficiencies in payments and refunds

Human Resources Review and update exempt job descriptions Develop a monitoring plan to ensure annual performance

Review and update exempt job descriptions –completed

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reviews are completed Review current performance management system to

ensure alignment with PSEA exempt compensationguidelines

Implement Faculty Performance Appraisal cyclethroughout the life of the academic plan

Review and develop enhanced staff orientation process Develop a comprehensive plan to address employee

engagement survey results Enhance VCC’s recognition culture by enhancing college

wide formal and informal recognition plans Review Prevention of Harassment, Discrimination and

Bullying Policy

Performance reviews – created process andprocedures to monitor and mid-yearperformance reviews in alignment with ExcludedCompensation Sectorial Framework

Faculty performance appraisal cycle – fullyimplemented

Implement employee training plan – training hasbeen incorporated into regularly scheduledLeaders’ Forum meetings; multi-year trainingplan has been established

Implemented initiatives for Health and WellnessPlan - created draft terms of reference forcommittee

Develop and enhance staff orientation process –continuing to receive feedback andincorporating suggestions into new orientationprogram

Engagement survey – Pulse Check survey inprogress and closes November 22nd

Information Technology Evaluate and develop college-wide printer replacement plan (current Ricoh lease expires June 2018)

Review IT security assessment recommendations anddevelop and implementation plan

Evaluate and develop a Virtual Desktop infrastructureproject plan

Assess and develop a plan to update the wirelessnetwork infrastructure

Assess current payment processingprocesses/procedures and develop a plan to meet PCI compliant requirements

Marketing Initiatives:o Marketing migrate myVCC to Sharepoint o Develop business case for external web

College-wide printer replacement – First phasecompleted in October and second phase started in November

IT Banner security assessment – initiated Virtual Desktop infrastructure project plan – on

hold until resources become available Wireless Assessment – completed.

Implementation plan now in progress Payment processing – on hold until resources

become available Marketing migration of myVCC to Sharepoint -

temporarily on hold Business case for external web content

management system – 85% complete Room booking Web App – non-academic

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content management system Facilities Initiatives:

o Finalize Web App to simplify internalacademic room bookings

o Conduct needs assessment and makerecommendations for options to replace theexisting Facilities Work Order system

Implement Banner 9 upgrade project plan – Phase IPayroll and HR upgrade to be completed and go live byDec 31 2018

Evaluate and make recommendations on a CRM system

booking complete Facilities Work Order System – in progress Banner 9 upgrade – Phase I Payroll, HR and

Finance go live completed end of October;Student to go live in December. On time and onbudget

CRM system – discussions with departmentshave been completed. On hold until 2019/2020

HR recruitment application portal –implementation complete

Commercial Services Evaluate and streamline VCC bookstore and duplicating processes and operations

Coordinate and facilitate operational changes based on the new culinary arts curriculum

Explore revenue opportunities to expand duplicatingservices

Improvement of processes and services in boththe bookstore and printing – in progress

Coordinate and facilitate operational changesbased on new culinary arts curriculum – continues to develop. Work has begun on new food service catering preparation space

Safety and Security Complete review of Emergency Response Management(ERM) plan

Develop and communicate emergency training plan forfaculty and staff

Review, develop and communicate risk management and privacy policy and procedures

Emergency Operations Centre (EOC) managementtraining

Table top exercise on a simulated disaster Draft policies for: Cannabis on campus and travel risk

management

ERM – plan moving to Operations Council forreview and adoption

Emergency training plan – has been put forwardand training has started college wide

Risk management and privacy – Hooperconsultants selected to assist in policy development

EOC management training – two ½ dayworkshops have been delivered

Table top exercise – planning in progress;scheduled for early December

Policies – in progress

Procurement Initiate second phase of streamlining processes for procurement, receipt of goods/services and reporting

Roll out Bonfire eSourcing tool Introduce department name change from Purchasing

Process streamlining – department focus hasbeen on testing and updating user-guides for the Banner 9 upgrade

Bonfire eSourcing tool – three solicitations have

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Services to Procurement Services to better reflect the full scope of services provided by the department

been done using this tool Department name change – has been completed

Facilities Fully implement Event Management Software (EMS) for room bookings

Complete space usage studies – Downtown, Broadway A & B

o Initiate measures to address critical spaceissues identified in interim space use studies

Secure consultant to advise on a plan to renovate theDental spaces Downtown – including the Denturist Sciences program

Develop space designs in various areas to address growthand changes to curriculum

Explore opportunities to expand external room bookingsrevenue

EMS Web App – non-academic bookingimplementation complete

Space usage studies – interim space analysis forDTN campus mainly complete; BWY A and B in progress

Dental space – consultant retained to developneeds assessment

International Education and Student Development space – remodeling and expansionproject preparing for construction phase

Culinary/Baking – RPG retained for the project;visioning exercises in progress

Automotive Service Technician and AutomotiveCollision and Refinishing – classroom upgrade inprogress; construction scheduled to start inNovember/December

Key Success Driver #3 – Financial Stability and Sustainability Status Update – Q1 & Q2

VP Administration & CFO Initiate the integrated college planning (ICP) framework cycle – 2019/20

Monitor, update and communicate status of goals,objectives and initiatives as detailed in the 2018/19 ICP

Work with Partnerships BC to issue an RFP and secure aproponent to develop a Campus Master Plan

o Start the campus master planning process

ICP framework – initiated; enrolment andbudget planning; and department meetings in progress

Status update – Q1 and Q2 in progress Campus Master Plan – DIALOG has been

awarded the project contract; community andengagement plan has been development andengagement exercises have started

President Develop long-term strategic objectives that are thebridge between the new VCC Vision and Values and the Integrated College Plan – incorporate into a Strategic

In progress – department meetings have beenscheduled

Strategic Plan – draft to be presented to theBoard in early 2019

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Plan and present to the Board by summer 2018 Implement external outreach initiatives

External outreach initiatives – ongoing

Finance Review and improve enrolment and budget planning process

Carefully monitor actual to budget results Develop plan to implement Uniglobe Travel services Review and update travel policy Update spending authority limit policy

Review and streamline enrolment and budgetplanning process – completed and changes being implemented

Monitor actual to budget – on going Uniglobe Travel services – transition to new

services in progress Travel policy and spending authority matrix

update and review – completed; throughgovernance and approved

Key Success Driver #4 – Reputation Management Status Update – Q1 & Q2

Marketing Begin investigation and discovery phase of college-wide brand refresh

Implement the digital marketing strategy Roll-out current refreshed brand standards Develop and implement social media policy Develop and communicate short and long-term goals of

the Strategic Enrolment Management (SEM) workinggroup

Develop plan to improve online acquisition process Continuation of “Make Your Mark” campaign Begin research for next recruitment campaign

Brand refresh – RFP for research consultant tobeing in October/November

Digital marketing strategy – temporarily on holduntil new Manager, Digital Strategy is in place

Refresh brand standards – assessing project nextsteps and timelines

SEM – recruitment working group established “Make your Mark” campaign – in market; brand

health and research planned to determine next steps

Stakeholder Engagement Investigate community involvement opportunities Continued internal and external outreach

On going

Fundraising Gala plan for 2018/19 In progress

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KSD #5 – Business Development Status Update – Q1 & Q2

Partnerships and Collaborations

Develop new partnerships to expand programming On going

Partnership Development Explore partnership opportunities with corporate and not-for-profit organizations

On going

Business Development Explore new opportunities with corporate and not-for-profit organizations

On going

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2018/19 INTEGRATED COLLEGE PLAN - Detailed Consolidated Goals, Objectives and Initiatives

VCC Integrated College Plan 2018/19 1

OBJECTIVES DEPARTMENT 2018/19 INITIATIVES STATUS UPDATE – 1ST QUARTER JUNE 2018

STATUS UPDATE – 2ND QUARTER SEPTEMBER 2018

STATUS UPDATE – 3RD QUARTER DECEMBER 2018

Key Success Driver (KSD) #1 – Educational Quality Goal 1.1 – Deliver a superior student educational experience 1.1.1 Conduct needs assessment and determine viability and potential of new programs that meet community need, provide pathways, take into consideration the labour market skills gap, and are relevant

Health Sciences Investigate opportunity for Practical Nurse Refresherprogram

Consider development of a Post-Degree Diplomaprogram in Health

Debbie Sargent: There is no update at this time.

Debbie Sargent: There are ongoing discussions with

the Ministry of Advanced Education,Skills and Training regarding theneed for a Practical Nurse Refresherprogram.

A two-year HCA-ESL program forInternational Students wasconsidered. Discussions occurredwith EdCo and International Department and this initiative willnot continue. Remove “Consideroffering a 2 year Health CareAssistant ESL program forInternational students” from the2018/19 initiatives column.

A Post-Degree Diploma program inHealth will be explored in 2019-20.The Ministry may be providing somefunding for Health Leadershipprograms in the future.


Culinary Arts: Develop 6 month program for Italian students Pilot summer camp program Complete MOU with KPU for Culinary and Baking

student pathways Develop new programming with KPU Develop Molecular Cuisine course for Red Seal chefs

Asian Culinary Arts: Investigate International Cohort Bridge PC 1 and PC 2 with a session of Asian Culinary

Arts Applied Business: Implement new Medical Transcriptionist program

for internationally trained doctors if funding issecured

Develop diploma program in Applied BusinessHospitality: Investigate professional upgrading courses for

industry professionals

Dennis Innes: There is no update at this time.

Dennis Innes: Culinary Arts: Molecular Program has been

developed and will be offeredthrough Continuing Studies.

Program with KPU has stalled due tointernal processes at KPU.

No summer classes were offered.

Asian Culinary Arts: Investigating a diploma in Asian

Culinary Arts. Investigating how to build a diploma

with Culinary Arts/Asian Culinary/Baking & Pastry Arts.

Applied Business: Program renewal for Administrative

Assistant has started. Medical Transcription program for

internationally trained Doctors wasnot feasible.

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2018/19 Detailed Consolidated Goals, Objectives and Initiatives





KSD #1 – Educational Quality Goal 1.1 – Deliver a superior student educational experience

Hospitality: Still investigating upgrading courses.

Trades, Technology & Design

Auto Service Technician: Update curriculum for harmonized program.

Complete NATEF accreditation.Auto Collision Refinishing: Develop Indigenous Pathway programs

Heavy Mechanical Trades: Launch new international diploma program first

cohort Visual Communications Design: Design new pathways or modules for new diploma

program Develop bridge programs with Emily Carr, Capilano

U and KPUHair Design & Skin & Body Therapy: Launch Hairstylist Level 2 apprenticeship courses

Computer Systems Technology: Launch new program

CAD/BIM: Develop new curriculum for Mechanical CAD/BIM

certificate program

Brett Griffiths: Auto Service Technician: Instructor Ryan Lee has started

working on upgrading Moodle Shells. The process has started to complete NATEF accreditation.

Auto Collision Refinishing: The development of the Indigenous

Pathways programs has not started.

Heavy Mechanical Trades: The international diploma program

has been approved and is scheduled to launch in May 2019.

Visual Communications Design: On hold - funding was not approved.

The application will be resubmittedfor funding next year.

Conversation started with Capilano,however, the department headstepped away from duties. The newdepartment head will be contacted.Langara and VCC have hadconversations and will look to have aformal meeting before Christmas.

Hair Design & Skin & Body Therapy: Project has started.

Computer Systems Technology: Program was approved by the

Curriculum Committee.

CAD/BIM: The department met with the PAC to

review the proposal for the newprogram. Direction report completed.

Brett Griffiths: Auto Service Technician: Ryan Lee has upgraded many of the

Moodle shells with harmonized content and assessment techniques. Project is almost complete. Department has started collecting information needed for the NATEF package. Project is on track.

Auto Collision Refinishing: Department is in the process of

collecting information to start theconversation with the IndigenousEducation Office.

Heavy Mechanical Trades: First cohort is scheduled to start in

May 2019. Department is finalizingthe Master schedule.

Visual Communications Design: On hold - funding was not approved.

The application will be resubmittedfor funding next year.

Introduction email sent to the newdepartment head at Capilano.Meeting with Langara will bescheduled before Christmas.

Hair Design & Skin & Body Therapy: 90% of courses have been

developed. Level 2 will run uponenrolling enough students.

Computer Systems Technology: Program was approved by Education

Council. It is scheduled to launch inSeptember 2019.

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CAD/BIM: Completed industry needs

assessment. Revised course learningoutcome. Program uploaded toCourse Leaf.

Arts & Sciences University Transfer: Implement Environmental Science Certificate Assess/adapt programs/courses to align with K-12

changes Explore new courses such as food chemistry, physics

and music, organic chemistry, flexible pre-biologymajors for Associate of Science degree

Basic Education: Propose curriculum development for Basic

Education Career Explorations tied to provinciallabour market demand: Basic Literacy and Numeracyfor Trades

Deaf and Hard of Hearing: Conduct needs assessment for advanced ASL, Deaf

literature and Job Readiness ProgramMusic: Conduct needs assessment for an enhanced Music

Degree program Conduct needs assessment for post-baccalaureate

programs and certificates, including teacher trainingworkshops

David Wells: There is no update at this time.

David Wells: University Transfer: Guaranteed Transfer Pathway

between VCC and SFU has beensigned by both institutions.

University Transfer ScienceCertificate is being amended foralignment and will be taken throughCurriculum Committee in October orNovember.

New courses at the 200 level areawaiting more details on Labrenovation.

Basic Education: Basic Education Career Exploration

Course is complete and running.

Deaf and Hard of Hearing: No update for Deaf and Hard of

Hearing.

Music: Music Degree Program currently

going through program renewalprocess.

School of Instructor Education

Needs assessment of an 18 month Post GraduatePIDP/eLearning Certificate working in conjunctionwith International and Pathways

Review PIDP and ONEL curriculum, considering newpathways and structures

Shirley Lew: Ongoing Action Plan from SIE’s program

renewal complete and going throughgovernance.

Shirley Lew: Ongoing. Early discussions with

International Education positive. Renewal of PIDP and ONEL has

resulted in changes in curriculum andprogram structure. Changes aregoing through governance.

Continuing Studies Refine and implement assessment tool to evaluatesuitability of new programs and partnerships

Gordon McIvor: School Age course development

contract finalized.

Gordon McIvor: Updated course costing template

and new course proposal form to

30







proposed to CS by internal and external stakeholders

Develop new courses and programs as partnershipsarise with external partners and other internal VCCdepartments

Develop professional development courses inexisting program areas

Creation of new “one-off” courses in Culinary,Fashion, ECCE and Trades

assess suitability has been launched. Molecular gastronomy course

arrangement in progress withCulinary.

School Age course for ECCE indevelopment with an expectedlaunch in winter 2019.

Indigenous Education & Community Engagement

Conduct Needs Assessment with local Indigenouscommunities to identify opportunities for VCC(community delivery)

Develop Indigenous Community Program DeliveryChecklist for Faculty teaching in IndigenousCommunities

Tami Pierce: Ongoing


1.1.2 Renew programs that have not gone through renewal in the past 5 years


Develop curriculum to support action items arisingfrom program renewals Administrative Assistant Baking and Pastry Arts

Dennis Innes: In progress

Dennis Innes: Program renewals for both Baking

and Administrative Assistant areunderway.

Health Sciences Health Unit Coordinator (HUC) program (renewal) Practical Nursing (provincial renewal) Access to Practical Nursing (provincial program

renewal) Pharmacy Technician program (renewal)

Debbie Sargent: HUC renewal will start in September. Practical Nursing and Access to

Practical Nursing - CD funding is inplace for implementation of renewedprovincial curriculum.

Pharmacy Technician renewal –discussions with accrediting body –need to increase program length.

Debbie Sargent: HUC renewal is underway. Practical Nursing renewal is

complete, and the new curriculumwill be implemented in January 2019.

Access to Practical Nursing renewal iscomplete, and the new curriculumwill be implemented in September2019.

Pharmacy Technician renewal willmove to 2019-2020. There will be aneed to increase the program lengthand a need for increased budget forthe new program.

Arts & Sciences Deaf and Hard of Hearing (DHH) Program Basic Education College & Career Access ABE Intermediate Program for Youth Access to Career Education Academic Upgrading – Computers TESOL Certificate and Diploma


David Wells: DHH, TESOL and Music Degree

Programs have all commenced theProgram Renewal process.

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Music Degree


Jewelry Arts and Design: Update curriculum for Jewelry diploma program

based upon renewal

Brett Griffiths: Courses updated have been

uploaded to Course Leaf. A renewalcommittee has been formed.

Brett Griffiths: The first meeting for the Jewelry

Design program renewal committeeis scheduled on September 19, 2018.

Continuing Studies Update renewal matrix, based on market needs andchanging priorities

CS formally reviews programs as follows: Year 1,Launch program renewal; Year 2, Ongoing renewal/Redesign; Year 3, Launch of New Program

CS to initiate a “curriculum review and revision” forminor program changes and non-credit courses, asneeded

Specific Program Activities: Ongoing renewal/program redesign of Counselling

Skills Programs (Foundation and AdvancedCertificates)

Launch Curriculum Review and revision of MakeupArtistry Certificate

Launch renewal of Business Leadership suite ofprograms

Complete NETT renewal Launch of curriculum review and revision of Fashion

Merchandising Associate Program

Gordon McIvor: There is no update at this time.



Complete Education Services Renewal for theLearning Centre

Complete Education Services Renewal for the Centreof Teaching, Learning & Research (CTLR)

Shirley Lew: Learning Centre self-study ongoing. CTLR self-study ongoing.

Shirley Lew: Self-study complete. Preparing for

external panel visit. CTLR self-study almost complete.

External site visit scheduled forNovember.

1.1.3 Implement programs that have gone through program renewal and/or have had minor or major changes

Health Sciences Dental Technology Sciences (DTS) – implement Year2

Bachelor Of Allied Science in Dental Hygiene degree– achieve DQAB and Board approval

Denturist Sciences Program – achieve Ministry andBoard approval

Occupational/Physical Therapist Assistant (OPTA)program –implement major changes Year 1

Acute Care Skills for Health Care Assistants -implement approved changes

Debbie Sargent: Year 2 of DTS will start in August

2018. Bachelor of Applied Science in Dental

Hygiene (BSDH) program has beensubmitted to DQAB.

The Denturist Sciences program hasbeen submitted to the Ministry.Capital funding has been madeavailable to further explore space

Debbie Sargent: 2nd year of Dental Technology

Sciences is currently beingimplemented.

Ministry has responded to the BSDHproposal requesting additionalinformation; this is currently beingcomplied.

Had a conference call with theMinistry regarding the Denturist

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Pre-Health Sciences – implement new program renovations. Revisions to OPTA will be

implemented in September 2018. Pre-Health Sciences enrolment low –

needs more marketing – decision todelay implementation until January2019.

Sciences tuition. This is currently with the senior leaders in the Ministry; awaiting approval. Space consultant is being hired to recommend space reconfiguration.

Renewed OPTA program is being implemented.

Acute Care Skills for HCA’s – revisionsare being implemented.

Pre-Health Sciences enrolmentincreasing – plan for implementationJanuary 2019.

Continuing Studies Implement and launch ECCE Diploma/Post BasicPrograms

Gordon McIvor: In-progress

Gordon McIvor: Post-Basic Diploma Program

launched in September 2018 – 27students started the program.


Develop a 3-5 year Action Plan from therecommendations from the renewal

Implement first year changes from the Action Plan

Shirley Lew: Action Plan complete. Plan is going

through governance. Implementation is ongoing.

Shirley Lew: Action Plan approved. Department

has prepared concept paper andbusiness analysis for restructuredPIDP which is going throughgovernance.

Concept paper for Certificate inEducational Leadership is also goingthrough governance.

1.1.4 Identify, promote & support articulation and transferability of courses/programs

Registrar’s Office Codify and catalogue all previous transfer creditrulings that have been made and start to build theseinto Banner

Assess VCC articulation information in BCCAT. Focuson areas of need which should be addressed andcommence articulating courses from otherinstitutions to position VCC as a receiving institution.

Dave McMullen: Finalized new position description for

a position to oversee this function asit has previously been dealt with asan add-on function for several staff.

Dave McMullen: Recruitment to new position going

ahead. Some initial review of transferarticulation information thatcurrently resides within Bannerbeginning.

Hospitality, Food Studies and Applied Business

Explore articulation agreements for internationalexchanges for Hospitality, Culinary and Bakingstudents

Dennis Innes: In progress

Dennis Innes: Articulation agreements have been

signed with domestic andinternational institutes.

1.1.5 Seek accreditation and/or external program approval status and

Health Sciences Make recommended curriculum revisions to addressnational/provincial standards and accreditationreports

Debbie Sargent: Preparing for CLPNBC site visit for

Practical Nursing and Access to

Debbie Sargent: CLPNBC requested a delay in the site

visit for the Practical Nursing and

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KSD #1 – Educational Quality Goal 1.1 – Deliver a superior student educational experience implement strategies to fulfill accreditation requirements

Achieve highest levels of accreditation/programapproval possible

Practical Nursing accreditation in September 2018.

Preparing for Pharmacy Technicianprogram accreditation.

Preparing for OPTA accreditation byimplementing a renewed programthat will meet accreditationstandards.

Access to Practical Nursing site visit until November – CLPNBC is joining with other Nursing regulators and will be part of the BCNNP.

Pharmacy Technician accreditationself study is due December 31 - sitevisit will be in February/March 2019.

Self study report for OPTA is being prepared.


Auto Service Technician: NATEF accreditation

Brett Griffiths: The process has started.

Brett Griffiths: Department has started collecting

information needed for the NATEFpackage. Project is on track.

1.1.6 Develop a Scholarship and Research Initiatives Plan

Library, Teaching & Learning Services/ VP Academic

Initiation of Student Research Day Improve awareness of national research funding

opportunities through workshops and presentations Develop Library Research Framework Library pursue Institutional Repository to archive

and make accessible VCC’s research output Continue to develop the Research Ethics Board

(REB), through training/workshops.

Shirley Lew: Student Research Day – ongoing. Improve awareness of national

research funding opportunities - noprogress.

Develop Library Research Framework– ongoing.

Budget and implementation timelinedeveloped for InstitutionalRepository.

REB meetings and documentationongoing.

Shirley Lew: Student Research Day – ongoing. Improve awareness of national

research funding opportunities - noprogress.

Develop Library Research Framework– ongoing.

Planning ongoing for InstitutionalRepository.

Funds identified to support REBactivities, training, workshops.

Kathryn McNaughton: Modest release time has been

approved to support the work of theChair of Research Ethics Board (REB).

Dr. Elle Ting provided EducationCouncil with an annual update ofactivities carried out by REB whichhas seen a multifold increase involume.

Workshops/learning conversationswill be scheduled to increaseawareness and opportunities toaccess external funds.

Health Sciences Increase research/scholarship capacity in theBachelor of Sciences in Nursing Program

Implement strategies to support research activities

Debbie Sargent: Additional funding for 1.5 FTEs in

April and 2 FTEs in September has

Debbie Sargent: Many BScN research projects are

now underway with the help of the

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been approved to support BScN research activity.

additional funding received.


Explore Foods research with external partners Dennis Innes: There is no update at this time.

Dennis Innes: On a working group with UBC/ KPU/

VFV/ BCIT/ VCC to develop a FoodInnovation Center at UBC.

Vice President Academic

Host annual President’s Research Symposium Launch President’s Research Fund

Kathryn McNaughton: President’s Research funds

amounting to $10,000 were awardedto 5 recipients for 2018-19. Therecipients presented at the ResearchSymposium.

Kathryn McNaughton: The second Research Symposium

was held on October 11 and includeda variety of presentations fromVirtual Reality, Student Success,research partnerships, wellnessinitiatives, and communitycollaboration advancing principlesfrom the Truth and ReconciliationCommission.

Next year’s theme is Community andthere will be call for researchproposals in early 2019.

1.1.7 Develop new relevant programs and build capacity for international students

International Education Launch Business and Project Management PostDegree Diploma

Launch Heavy Mechanical Technology Diploma Plan for additional International cohorts in Post-

Degree Diplomas Build capacity in University Transfer (UT) courses

Jennifer Gossen: Business and Project Management

Post Degree Diploma underdevelopment.

Heavy Mechanical TechnologyDiploma launched and will begin May2019.

Additional cohort added in CanadianBusiness Management Post DegreeDiploma.

Exceeded May enrolment targets inUT.

Jennifer Gossen: Business and Project Management

Post Degree Diploma throughCurriculum Committee and EdCo.

Additional cohort added in CanadianBusiness Management Post-DegreeDiploma.

Exceeded September enrolmenttargets for UT.


Explore feasibility of short term “Field Studies” forInternational Students and faculty in VCC programareas: Health Sciences, Hospitality, InstructorEducation, etc.

Tanis Sawkins: Met with Education Marketing

Managers for China, India & Vietnamat BCCIE to discuss VCC’s interest infield studies for contract training.Health Sciences not as feasible dueto regulated occupations. Followedup internationally by email.

Tanis Sawkins: Met with Department Leader for

School of Instructor Education todiscuss and get an update onProgram Review and possibilities forInternational Marketing.

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KSD #1 – Educational Quality Goal 1.1 – Deliver a superior student educational experience 1.1.8 Ensure programs have active program advisory committees and effective partnerships with industry/community

All Schools/ VP Academic

Host college wide Program Advisor Committee(PAC) event

Debbie Sargent: School of Health Sciences: Met with

Lower Mainland Labs senioradministration – will re-establishMed Lab Assistant PAC with newmembers.

Kathryn McNaughton: The Annual PAC breakfast meeting

was held on September 27. Theturnout of 85 external and internalguests is an indication of thecontribution PAC members play inproviding input to our programs. Anupdate was provided on VCC’sInstitutional Learning Outcomesleading to discussions about theimpact of automation on jobs andthe skills to meet labour marketneeds.

Next year’s event will focus onconnecting employers and theCollege with potential for researchdevelopment.

Continuing Studies Continue to expand and launch the number of PACsfor all CS programming areas


Gordon McIvor: PACs launched for:

i) Gladue Report Writing ii) Makeup programs


Re-establish PAC Shirley Lew: List of potential PAC members

identified.

Shirley Lew: PAC members confirmed. Welcome

package being sent out.

1.1.9 Develop supportive partnerships within the academy and student service departments to ensure a positive experience for Indigenous students


Develop an Indigenization strategy Conduct a survey internally/externally with the

support/guidance of Institutional Research (IR) tocollect data and information that supports theIndigenization strategy and the Aboriginal ServicePlan



Health Sciences Implement strategies to support Indigenousstudents

Debbie Sargent: In progress

Debbie Sargent: Health programs continue to

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implement strategies to support Indigenous students.

Student Development In conjunction with Indigenous Education, exploreliaison and/or regular meeting approach toregularize communication, strengthen workingrelationship and realize synergy in overlappingservice scope

Jane Shin: In progress



Work with IECE to explore training opportunities forVCC programs to be delivered in community (e.g.ECCE in Musqueam, Office Admin in Squamish, etc.)

2018-2019 explore feasibility of seeking fundingfrom Corrections Canada for re-entry ofincarcerated; potential partnership with COELS andJohn Howard society

Explore RPL/competence assessment for BSWprogram

Tanis Sawkins: Have met with IECE regularly. Have

signed 3 contracts with MusqueamIndian band.

No progress to date on CorrectionsCanada initiative.

Have met with micro-badging/competency assessmentforum group of communityproviders.

Tanis Sawkins: Delivery of contracts with

Musqueam Indian band in progress.Partnering with ECCE in ContinuingStudies & Medical Office Assistant.

No progress to date on CorrectionsCanada initiative.

Held a pilot competency assessmentwith Open Door Group and theCulinary Arts Department for KitchenHelper in August 2018.




KSD #1 – Educational Quality

Goal 1.2 – Enhance instruction, instructional strategy and educational technology 1.2.1 Develop an online educational technology strategy


Develop an online learning strategy Post and hire an Instructional Designer manager

position Implementation of online learning strategy over the

duration of the current academic plan Continue to offer Moodle workshops and

development opportunities for the college Expand e-textbook and e-learning platform use.

Establish set procedures/guidelines for e-textadoption.

Shirley Lew: Online Learning Strategy working

group struck and work is ongoing. Manager position job description

being finalized with HR. CTLR’s eLearning group testing and

implementing Moodle plug-ins:Blackboard Ally; Pearson MyLab.

CTLR planning next Moodle Mini-Moot.

E-textbook procedure work ongoing.

Shirley Lew: Online Learning Strategy final draft

complete. Going to EducationCouncil for information.

Manager position being prepared forposting.

Pilot of Blackboard Ally ongoing; useof Pearson platform in production.Implementation of Kaltura started.

Moodle Mini Moot planning ongoing. E-textbook procedure work ongoing.


Automotive Service Technician: Increase Open Educational Resources (OERO) use by

10%

Brett Griffiths: Automotive Service Technician: Department is looking to attend

Brett Griffiths: Automotive Service Technician: Department has added afternoon

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Goal 1.2 – Enhance instruction, instructional strategy and educational technology Heavy Mechanical Trades:

Develop Moodle courses apprenticeship level 2CAD & BIM:

Implement instructor skills training plan

another cohort to meet this objective.

Heavy Mechanical Trades: The project is on hold. Department

needs to apply for new funding.Project will be completed in2019/2020.

CAD & BIM: The department was approved to

create a new collaborative meetingspace for this purpose. Constructionwill begin end of October.

IAST cohort in May 2018. Project is on track.

Heavy Mechanical Trades: The project is on hold. Department

needs to apply for new funding.Project will be completed in2019/2020.

CAD & BIM: The training plan is in the

development stage: the facultymembers have all joined BIMbc, alocal group of industry professionalthat meet every 2 months. Thedepartment will invite arepresentative from the college to amonthly lunch-and-learn. InSeptember, the Counsellingdepartment came and provided thedepartment with information onwhat they do.

Arts & Sciences Expansion of blended delivery option for ESLPathways courses – to include all of levels 7 and 8


David Wells: All are complete and either running

or slated for offer in the winter term.

School of Hospitality, Food Studies and Applied Business

Culinary Arts: Expand e-text offerings Expand on-line offerings

Hospitality: Develop on-line courses for diploma in Hospitality

Management (HM) Expand e-text offerings Expand on-line offerings

Applied Business: Develop on-line courses for diploma program in

Applied Business


Dennis Innes: Culinary Arts: No movement on e-texts in Culinary

Arts.

Hospitality: In discussions with Go2HR about

blended delivery for CookApprenticeship.

Several Instructors in HM are usinge-texts.

On-line student success moduleswere created and piloted in HM.

Applied Business: On-line course are going to be part

of the renewal process.

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Goal 1.2 – Enhance instruction, instructional strategy and educational technology 1.2.2 Identify new educational technologies and software that could be supported and resourced

Health Sciences Expand the use of Simulation in the Nursing labs Submit capital request for new video recording

technology in the Simulation Lab Submit capital request for new Denturist Sciences

technology Advocate for Coordinator and Technician support in

the Simulation Lab Increase the number and quality of Interprofessional

Education (IPE) activities across the School of HealthSciences

Debbie Sargent: Funding for new video recording

technology received. Capital funding for Denturist

Sciences program received and newequipment is being purchased.

Working with HR and the FacultyAssociation regarding a HealthScience Simulation Area andDepartment.

Debbie Sargent: Working with Purchasing and IT to

choose the most appropriate videorecording equipment.

New equipment purchased forDental Technology and Denturist Sciences programs.

Posting for a Coordinator of theHealth Sciences SimulationDepartment pending.

Planning for 2018 Health SciencesShakeOut IPE activity is underway.


Automotive Collision Refinishing: Use of virtual welding simulators and virtual paint

simulators

Brett Griffiths: Project completed. Both virtual

simulators have been procured.Students are now using bothsimulators.

Brett Griffiths: Project completed.


Implement Institutional Learning Outcomes (ILO)across College

Investigate feasibility of Blackboard Ally accessibilitysoftware

If funded, implementation plan for Kaltura videohosting and streaming service

Implementation of Library Technology Plan (e.g.replace ILS)

Shirley Lew: Finalizing ILOs after extensive

consultation. VCC is taking part in province-wide

pilot of Blackboard Ally. Kaltura licensing negotiation

ongoing. VCC taking part in partnership with

three other PSI to migrate to shared,open source ILS for 2019.PrivacyImpact Assessment (PIA) is requiredand being prepared.

Shirley Lew: ILOs finalized and presented at PAC

Breakfast. ILOs will be presented onVCC Day in November.

Blackboard Ally is in production andpilot is ongoing.

Kaltura license signed-off. Projectlaunched, co-led by CTLR & IT.

Planning underway for migration ofthe library’s ILS to shared ILS.Finalizing PIA.

Kathryn McNaughton: ILOs have been finalised and will be

launched at VCC Day. The Leaders’Forum will be consulted on steps tointegrate/implement the ILOs intheir departments.

Arts & Sciences LINC: Expand online delivery using eduLINC and Moodle


David Wells: Offer blended learning classes Face to face classes have Moodle

shell Instructors use online tools such as

Kahoot, WhatsApp, Twitter, etc.

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Goal 1.2 – Enhance instruction, instructional strategy and educational technology Pilot project that gives waitlisted

students “Mini English Lessons” ontheir cell phones.

VP Academic Host annual Education Technology Showcase Kathryn McNaughton: The annual Education Technology

showcase was held in May at theDowntown Campus and drew a crosssection of faculty and staff. Theimpact of Mobile Learning wasdemonstrated by Cell-Ed, BC Campusprovided an overview of howPressbooks could be used fordeveloping Open EducationResources, and zero textbook coststhrough KPU’s new initiative calledZed Credentials.


Explore feasibility of online course delivery throughLERN in the areas of Technology to be combinedwith F2F training in a customized package

Tanis Sawkins: Researched LERN program areas.

Liaised with other organizationsoffering LERN. Determined thatcourses are not revenue generators.

Tanis Sawkins: Action completed.

1.2.3 Continue to develop Learning Commons


Explore long term goals for Learning Commons Implement Learning Commons initiatives

Shirley Lew: Learning Commons committee

completed their discussions. VP,Academic, Students & Researchcreated a new sub-committee as partof the Strategic EnrolmentManagement (SEM) working groupfocusing on Student Retention,carrying over major ideas fromLearning Commons.

Shirley Lew: Student Retention Committee as

part of SEM discussions ongoing.Identifying the top priorities to buildupon based on retention literatureand research.

Capital planning underway to fundimprovement of student study spaceand technologies.

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Goal 1.3 – Deliver superior student services 1.3.1 Review and develop support services which contribute to student success and retention

Health Sciences Advocate for longitudinal research studies to reviewsuccess based on admission requirements

Debbie Sargent: Discussions with Institutional

Research Director – supportive ofinitiative.

Debbie Sargent: Defer this initiative to 2019-20 due

to LOA of IR Director and retirementof Dean.

VP Academic Conduct review for targeted programs and bringforward changes through governance

Raise student awareness of student developmentservices through the Strategic EnrolmentManagement (SEM) working group

Provide training and development opportunities oncultural awareness amongst VCC employees andstudents

Kathryn McNaughton: In progress

Kathryn McNaughton: Three sub-committees were formed

as part of SEM: Student Acquisition;Student Success and Retention; andData Needs.

The Student Success and Retentioncommittee has identified 6 priorities.A costing and implementation planwill be developed.

Cultural awareness and diversity inthe classroom was discussed at theLeaders’ Forum. A Diversity andInclusion Committee will beestablished.

Student Development Participate in Educational Services Review Participate in cultural competency workshops and

initiatives In conjunction with SUVCC, evaluate student life

initiatives and create recommendations



Arts & Sciences College and Career Access: Creation of an ABE Hub that would bring all adult

upgrading programming together in the same space,and include intake, assessment and advising supportto optimally plan an educational pathway forstudents. In addition to offering a variety of deliveryoptions – self paced, class-based, and blended(online/self-paced).

David Wells: ABE discussions ongoing.

David Wells: ABE discussions ongoing.


Hospitality Management: Pilot English language support for domestic and

international students Pilot EAL support for Hospitality instructors


Dennis Innes: Both projects are underway and the

pilots will be complete in May 2019.

Registrar’s Office Revision to admissions process estimated to go livein March, 2018. Additional clean up and supportingreporting of Admission/Registration reports plannedto come online shortly after.

Dave McMullen: As part of move to real term

admissions processing, acomprehensive review of reporting

Dave McMullen: Initial reporting changes were made

to both admissions and registrationreports. These will continue to

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Goal 1.3 – Deliver superior student services needs was conducted to produce information consistent with admissions funnel metrics.

evolve going forward as additional clean up takes place within Banner and through process improvement to provide actionable intelligence.

Continuing Studies Evaluate changes made to CS online registration;make further improvements as required

Gordon McIvor: In-progress

Gordon McIvor: Current online registration system

changes and improvements went“live” in July; marginal improvementshave been observed and progressbeing monitored; intend to revivediscussions with Digital Team whennew manager in Marketing is hired.


Continue 3-year research study on impact ofLearning Centre tutoring on student success. Beginanalysis.

Shirley Lew: Study ongoing

Shirley Lew: Study ongoing


Review support services for Indigenous learnerscurrently offered through IECE

Review and update policies and procedures relatedto safe use of Gathering Places




In partnership with Student Services, PDOconducted a Career Services study and report thatwas completed in December 2017

Recommendations from Career Services study forthe CareerLAB initiative. In partnership with Student Services, will implement in 2018-19.

Tanis Sawkins: Met with departments and Career

Services committee to update andidentify priority actions for 2018-2019.

Tanis Sawkins: Initiative on hold due to position

vacancy in PDO (New ProgramCoordinator).

1.3.2 Provide timely and relevant international student support

International Education Evaluate processes and implement strategies toincrease efficiencies in international student supportin relation to admission and advising

Engage with Deans and Department Heads toensure intercultural and English language supportfor international students and faculty

Increase capacity within department to providetimely and relevant international student support

Jennifer Gossen: Project plan for Banner move to real

term and admission changesimplemented.

Met with EAL support instructors inHospitality Management andCanadian Business Management PostDegree Diploma to coordinateefforts.

Engaged with intercultural panel atLeader’s Forum.

Jennifer Gossen: Banner move to real term and

Banner admission changes completeand new process documents created.

Hired reception position to provideadditional student support.

Review of CUPE job descriptionsunderway to ensure timely andrelevant student support.

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KEY SUCCESS DRIVER (KSD) # 2 – Operational Excellence Goal 2.1 – Develop efficient systems and collaborative communication 2.1.1 Evaluate current functions/processes in order to streamline, reduce manual input and duplication

Institutional Research Conduct labour market research for new programdevelopment and program renewals

Transition from COGNOS to Tableau reporting Develop communications strategy for the

deployment of data, information and insight Increase course evaluations Increase program evaluations Develop College, School and ORG profiles Develop a self-service model for reporting of

student data Research into the development of a VCC Data-mart Continue to support the College, Schools and

Departments with student surveys Deploy the Student Development student survey Complete all Ministry submissions and reporting

requirements Support Program Review and Renewal Committee

to develop student course and program, and facultycourse feedback surveys

Brian Beacham: There is no update at this time.

Brian Beacham: Developed College, School and ORG

profile report. Completed all Ministry submissions

and reporting required up to end ofsecond quarter.

Continued to support the College,Schools and Departments withstudent surveys.

Provided data to the Annual ProgramReview process.Provided data and survey support tothe Program Renewal process.

Registrar’s Office Introduction of real term admissions processing andsupporting reporting changes

Course clean up within Banner to better supporttimetabling processing and EMS implementation

Build out of detailed project plan to track inventory,decision points and develop a decision log thattracks information related to assessment andchanges within Banner

CAPP implementation commences Support for Banner 9 upgrade and retraining Banner

Student users Development of standardized documentation

related to Banner processes Full EMS implementation

Dave McMullen: Real term admissions processing

being implemented with changes toreporting structures.

Development of test plans for Banner9 Student and project plan to delivertraining.

Ongoing development of newstandardized documentation whichwe are posting to the RO SharePointsite.

Review of Banner Student security.

Dave McMullen: Real term admissions conversion

completed. There will be ongoingrefinement and changes to reportinggoing forward to build on initialchanges and standardize processesacross the College going forward.

Banner 9 Student testing ongoingwith preparation for mass training.

Continued development ofDocumentation with informationposted to RO SharePoint site.

Participation in Banner securityreview in support of revised policy toimprove security and quality of data.

VP Academic Support SEM working groups’ goals in studentrecruitment, student retention, data managementand teaching/learning space needs

Pilot more programs as part of ELPR project Participate in Ministry’s Quality Assurance Process

Audit (QAPA) Review Implement Program Renewal process


Kathryn McNaughton: The Institution Report for the Quality

Assurance Process Audit wassubmitted in early September. Theexternal panel visit is scheduled forNovember.

Several programs are undergoing program renewal. The process has

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KSD #2 – Operational Excellence Goal 2.1 – Develop efficient systems and collaborative communication

Implement Curriculum Management Software(CourseLeaf) and align with public website

been simplified with templates and guides developed by the CTLR.

CourseLeaf is fully implemented,workshops and tutorials have beendeveloped.

Implementation of ELPR is inprogress.


Review and update Gateways program evaluationprocedure to ensure student feedback is captured


Tami Pierce: Draft complete – to C3 community

for feedback.

Continuing Studies Seek approval to implement a new online “shoppingcart” registration system

Implement new course evaluation processes acrossCS

Improve online registration experience Implement and refine monthly reporting structure Implementation of revised marketing strategies


Karen Wilson: Developed integrated 6-month

marketing and advertising plan withCS.


Karen Wilson: Executing plan and will review in

October 2018 for following 6 monthswith CS.


Develop a central repository for contracts that thecollege has with various partners

Institute processes for proposal development andsupport

Research the use of implementing contactrelationship management software (CRM) to trackinquiries

Tanis Sawkins: Repository established with finance.

Action completed. Meetings held with VCC Foundation

regarding proposal development and support.

More discussion needed on CRM.

Tanis Sawkins: Proposal documents/templates to be

uploaded on myVCC for PDO.Determine feasibility for MOU/LOUdocuments to be loaded intorepository.

Commercial Services Evaluate and streamline bookstore and duplicatingprocesses and operations

Coordinate and facilitate operational changes basedon the new culinary arts curriculum

Soleille Cyr: Improvement of processes and

services in both the bookstore andprinting are ongoing.

Capital funds have been secured forthe purchase of web submissionsoftware for print services.

Abatement of room 159 has beenscheduled. Room design has beenfinalized.

Coordination of operational changessurrounding the culinary artsprogram continues to develop.

Soleille Cyr The procurement process for the

purchase of web submissionsoftware is near completion with thePO expected to be issued in October2018. Anticipated installation,training and college wide launch tobe completed by the spring of 2019.

Automated text adoption throughBooklog has been implemented andis being used successfully in somedepartments, with others expectedto adopt this process over thecoming months.

Work has begun on 159, designatedas the new food service catering

44







preparation space. Anticipated completion of this project is October 2018.

The food services office relocationspace has been identified. Timelinefor renovation schedule is underreview by facilities.

Information Technology Evaluate and develop college-wide printerreplacement plan (current Ricoh lease expires in2018)

Conduct IT security assessment Evaluate and develop a Virtual Desktop

Infrastructure project plan Assess and develop a plan to update the wireless

network Review current payment processing

processes/procedures (PCI compliant requirements)

Elmer Wansink: Evaluation completed. IT Banner security assessment

planned for October. Virtual Desktop on hold due to lack

of resources. Payment processing on hold due to

lack of resources.

Elmer Wansink: Printer deployment planning

complete. First phase to be completeby mid-October. Second phase tostart in November.

IT Banner security assessmentstarted.

Wireless assessment completed, planto be approved end of October.

Information Technology/Marketing

Migrate myVCC to Sharepoint Develop business case for external web content

management system

Karen Wilson: There is no update regarding the

migration of myVCC to Sharepoint. The development of the business

case is in progress.

Karen Wilson: The migration project is temporarily

on hold (until November 2018)during recruitment of new Manager,Digital Strategy.

The business case is approximately85% complete; project is temporarilyon hold (until November 2018)during recruitment of new Manager,Digital Strategy.

Elmer Wansink: Plan on hold due to staff turnover in

Marketing.

Facilities/Information Technology

Support implementation of EMS Campus Planninginterface software for internal academic booking

Finalize Web App to simplify internal non-academicbooking

Create web presence to simplify external bookings Put the Work Order system back in order. Replace

existing system with updated user friendlyapplication.

Jerry Guspie: EMS Web App (non-academic

booking) complete. Web presence project pending

resources. Investigation of alternative Work

Order system pending resources.

Jerry Guspie: Web presence project pending

resources. Investigation of alternative Work

Order system pending resources.

45







Human Resources Data clean up within Banner HR to facilitate futurereporting on key HR processes.

Review processes and gain agreement with otherdepartments on process and data entry standards toensure reliable reporting.

Update or create Standard Operating Processdocumentation to ensure new processes are clearlyunderstood

Determine audit requirements to ensure dataintegrity.

Support for Banner 9 upgrade and retraining BannerStudent users

Clodine Sartori: There is no update at this time.

Clodine Sartori: Initial meetings held to discuss data

standards related to employeeturnover process and process forreviewing and developing consistentprocesses and data standards.

Procurement Deliver FAST training on procurement processes tousers

Roll out Bonfire eSourcing tool college-wide andhave a minimum of 80% of open competitions donethrough Bonfire

Overhaul of contract filing system with a target ofswitching from hard copy to soft copy contract filesby the end of the 18/19 fiscal

Introduce Department name change fromPurchasing Services to Procurement Services tobetter reflect the full scope of services provided bythe Department

Trevor Maddern: There is no update at this time.

Trevor Maddern: Due to the rollout of Banner 9, the

Procurement Department has beenfocused on testing and updatinguser-guides.

So far 3 solicitations have been doneusing the eSourcing tool Bonfire.There have been some challengesintroducing the new process, butoverall the compliance rate on these3 projects has increased.

Department name change toProcurement Services complete.

2.1.2 Identify, evaluate, recommend and implement software applications to increase efficiencies

International Education Examine current international admissions andadvising processes to initiate strategies that willincrease efficiencies through technology andautomation

Jennifer Gossen: Implemented MailChimp online mass

communication tool to improve pre-arrival communication.

Created multiple systems to track and report on study permits, official documents, test scores, andconditional admittance.

Jennifer Gossen: Investigating FlyWire online payment

system to increase efficiencies inpayments and refunds.

Using online filing system (BDM) tohouse all student files thuseliminating paper files.

Student Development Participate in CRM discussions and ensure therequirements of all 8 service departments arecaptured in the new system



Information Technology/various departments

Develop web time entry project and implementationplan

Develop Banner 9 upgrade project andimplementation plan

Elmer Wansink: Banner 9 project on time and budget. Web time entry on hold until Banner

9 Self Service has been explored.

Elmer Wansink: Banner 9 on time and budget.

Finance, HR and Payroll to go liveearly November; student in

46







HR Application Tracking System December. HR Application project completed.

Information Technology/VP Academic

Implement curriculum management software Kathryn McNaughton: CourseLeaf fully implemented. The

College is looking at adding Catalogto integrate CourseLeaf with thestudent information system (Banner)and deliver course schedules. Abusiness case has been presented forreview.

Information Technology/Facilities

Fully implement Event Management Software (EMS)for room bookings

Jerry Guspie: Facilities preparations for CPI module

complete. Implementation forinternal academic bookings pending Banner data cleanup.

EMS Web App (non-academicbooking) complete.

Jerry Guspie: Facilities preparations for CPI module

complete. Implementation forinternal academic bookings pending Banner data cleanup.

EMS Web App (non-academicbooking) complete.

Information Technology/ Procurement/Finance

Develop and implement plan to set up UniglobeTravel as a provider for travel services

Elmer Wansink: On Hold pending FOIPPA evaluation.

Elmer Wansink: Project resumed after deciding this

will be voluntary participation bystaff.

Human Resources Implement an onboarding portal Clodine Sartori: There is no update at this time.

Clodine Sartori: Review functionality and receive

initial training on creating anemployee onboarding portal that willcreate a positive first impression fornew employees and simplify the newhire process.




KSD #2 – Operational Excellence Goal 2.2 – Ensure a safe student and working environment 2.2.1 Promote an environment of safety and compliance


Automotive Service Technician & Automotive Collision and Refinishing: Upgrade shop space and classrooms’ capacities

Brett Griffiths: Meeting between the architect

company, Chernoff Thompson, and

Brett Griffiths: Pre-tender drawings have been

completed. The project is scheduled

47






KSD #2 – Operational Excellence

Goal 2.2 – Ensure a safe student and working environment VCC to discuss the renovation plan. to tender in two weeks (end of

September) - construction is scheduled to start in mid-October.

Student Development Review current scope of Disability Services for itseducational mandate, professional jurisdiction, andlegal duty

Align hiring, training, and supervising of collegefunded contract student support workers to humanresources process

Determine appropriate legal and practical terms foroperation of privately funded and arranged student support workers on campus



2.2.2 Promote health and wellness

Health Sciences Support Health and Wellness initiatives for studentsand staff for the duration of the academic plan

Debbie Sargent: In progress

Debbie Sargent: Pilot project: Treadmill with desktop

surface has been placed in theNursing faculty office area and isbeing used by staff.


Initiate Positive Space training for LLC employeesand establish service/space guidelines

Create plan for mental health, wellness, and senseof community services in LLC

Shirley Lew: Held a Queer Competency Training

workshop delivered by Qmunity toLLR employees.

Shirley Lew: Creating plan, offering ongoing

training/guidelines, and establishinga wellness culture is ongoing.

VP Academic/VP People & Culture

Implement initiatives from Health & Wellness Plan Advocate the importance of mental health at

provincial forums and events such as the Festival ofLearning

Clodine Sartori: Hosted a VCC Wellness Day during

Mental Health week in May.

Kathryn McNaughton: Wellness Week in May was a major

success through collaborationbetween Counseling, HR and theStudent Union.

Clodine Sartori: Created a draft terms of reference

for a VCC Wellness Committee. Thenext step will be forming acommittee comprising ofrepresentatives across the College.

VCC will be hosting a Beyond theBlues event in collaboration with theCanadian Mental Health Associationin October during Mental IllnessAwareness week.

Organized staff discounts on theMOBI bike share programs annual memberships.

Kathryn McNaughton: Health and Wellness Committee

oversight will be managed by HumanResources.

48







Goal 2.2 – Ensure a safe student and working environment The August Welcome Back breakfast

for Leaders focused on self-care andmental wellbeing.


Support health & wellness initiatives for students,staff and Elders through IECE sponsoredworkshops/events

Develop Elder Protocol Guide



Student Development Regularize annual safety & security protocols reviewand workplace discrimination, harassment andviolence training for staff and faculty in all 8 servicedepartments

Support socials, PD/CD, and other mental health &wellness initiatives



2.2.3 Implement emergency management safety plan

Safety, Security & Risk Management

Complete review of revised Emergency ResponseManagement (ERM) plan

Complete review of revised Emergency ResponseManagement (ERM) plan

Develop and communicate emergency management training plan

Procure additional CCTV cameras for campuses Continue to upgrade access control panels and key

security infrastructure Review, develop and communicate risk

management and privacy procedures EOC Training – Management team Disaster Day – College wide Emergency Management Working Group

Surinder Aulakh: ERM Plan in committee for review

and recommendation. Emergency management training

plan presented and proceeding through council.

Capital funding approved andMinistry funding letter received.

Risks identified and gap analysiscompleted.

EOC one day training complete. Table top “Disaster Day” planned. Emergency Management Working

Group meeting monthly.

Surinder Aulakh: ERM plan moving to Operations

Council for adoption. Emergency management training

plan put forward to OperationsCouncil; training started communitywide.

Capital plans submitted andprocurement process underway.

Policy created and legislatedrequirements addressed. Policy,training and presentations have beencreated and are in communications.

EOC two half day sessions scheduledlate October.

Disaster day scenario developed andplanned for early December.Shakeout scheduled for October 18with emergency triage day.

Emergency Management WorkingGroup monthly meeting plan movingforward and new additions createdfor review.

49







Goal 2.3 – Maximize campus facilities and resources 2.3.1 Assess space requirements and utilization

Health Sciences/ Facilities

Secure a consultant to advise on renovations to theDental spaces to accommodate new DenturistSciences program including an additional Dentalclinic

Enhance physical space for Dental TechnologySciences, Denturist and other dental programs forthe duration of the academic plan

Increase number of computers/desks and chairs incomputer labs to accommodate large section sizes(Practical Nursing and Dental Technology Sciences)

Begin renovations to Dental Technology Sciencesand Denturist physical space (labs and clinic) to beable to accommodate annual intakes of students

Debbie Sargent: Discussions with Facilities regarding

dental space needs. Consultant chosen for Dental space

renovations.

Jerry Guspie: Researched consultants with

relevant experience. Some equipment purchased but

enhancements to physical spacepending design.

Changes BWY computer labs pendinginput from Health Sciences andDental departments.

Debbie Sargent: Dental space consultant has moved

to another company so exploringnew consultant.

Discussion with the Ministry abouthigh tuition for Denturist programwhich supports somerenovation/equipment replacementcosts.

Jerry Guspie: Selected consultant to develop needs

analysis for Dental programs. Scope of design project will be

dependent on needs analysis,estimated costs and funding.

Changes BWY computer labs pendinginput from Health Sciences andDental departments.

Student Development Explore and implement an interim design forDowntown Campus Student Development Area thatincludes at least six new soundproof private examrooms for Disability Services

Review the current space and signage arrangementsof Student Development presence at Annacis Island


Jerry Guspie: Downtown Campus Student

Development and International Education department designconsultant selection processcompleted.


Jerry Guspie: Student Development area

remodeling and International Education expansion project designand construction drawingscompleted. Released for tender lateSeptember.

Hospitality, Food Studies & Applied Business/Facilities

Identify space for possible new Post-Degree Diploma – September 2018

Work with RPG on a redesign of the Culinary/Bakingand Hospitality


Jerry Guspie: DTN Space Usage Analysis indicated

potential space available on 9th floorDTN.

Initial RPG planning study andfunctional program report forCulinary and Baking curriculumcompleted.

Dennis Innes: Work with RPG has started. We have

identified space for more Baking diploma offerings but there will becapital needed to do this.

Jerry Guspie: 2 classrooms on 9th floor DTN were

fitted for Canadian BusinessManagement program.

Culinary Arts, Baking and Hospitalitymanagement program synergyproject visioning initiated with RPG.

50







Goal 2.3 – Maximize campus facilities and resources Arts & Sciences Conduct needs assessment for UT programming David Wells:

In progressDavid Wells: In progress

Registrar’s Office Look to leverage opportunities for creating newpathways into programming via flexible admissionpolicy

Dave McMullen: Passage of revised flexible

admissions policy that includes amature student category as well as“open studies”.

Dave McMullen: Ongoing discussion with the School

of Arts & Sciences to remove pre-requisites from first year UT surveycourses to allow open studiesstudents the opportunity to registerin these classes.

Continuing Studies Optimize CS space for customer service and advising Gordon McIvor: There is no update at this time.

Gordon McIvor: Early discussions launched.

Facilities Continue work with Partnerships BC towardsdevelopment of VCC Campus Master Plan

Complete space analysis assessment of Broadway Aand B and the Downtown campus

Initiate measures to address critical space issuesidentified in Interim Space Use studies

Jerry Guspie: RFP for Campus Master Plan

consultant issued. Dialog selected assuccessful proponent. Phase 1Discovery and review of availableinformation underway.

Interim Space Use Analysis of DTNcampus underway. Fee proposal toexpand on BWY Interim Space UseAnalysis requested.

Based on Interim Space Use studies,planning initiated to enlargeAutomotive classrooms at BWYcampus.

Jerry Guspie: Dialog continuing with Phase 2 of

Campus Master Plan project.Preparations for engagement kickoff, visioning and user consultationunderway.

Interim Space Use Analysis of DTNcampus completed. Fee proposal toexpand on BWY Interim Space UseAnalysis requested.

Design and construction documentsfor enlargement of Automotiveclassrooms at BWY campus beingprepared for tender.




KSD #2 – Operational Excellence Goal 2.4 – Develop a high-performing college team 2.4.1 Implement an enhanced performance management system

VP Academic Implement Faculty Performance Appraisal cyclethroughout the life of the academic plan

Clodine Sartori: VP Academic to report. Faculty

evaluation and appraisal cycles havebeen established. HR is responsiblefor the distribution and tracking ofdue and completed reports.

Kathryn McNaughton: Faculty performance process for

term instructors and regular facultymembers is fully implemented withHR managing and tracking theprocess.

51






KSD #2 – Operational Excellence Goal 2.4 – Develop a high-performing college team

Student Development Ensure performance appraisals and strength &development reviews occur as per scheduleprescribed in the collective agreements

Develop a standard annual checklist to documentand track: vacation accruals, sick day usage, PD/CDaccess, etc.

Lead service renewals for Counselling andInterpreting Services



2.4.2 Review and implement exempt job descriptions and performance management system

Human Resources Review and update exempt job descriptions Develop a monitoring plan to ensure annual

performance reviews are completed Review current performance management system

to ensure alignment with PSEA exemptcompensation guidelines

Clodine Sartori: Completed the review and update of

all exempt job descriptions. Theupdates were based on reviewscompleted by the incumbent and thedirect supervisor and the PositionDescription Questionnairesrequested in 2017.

Clodine Sartori: Created process and procedures to

monitor and track the annual andmid-year performance reviews inalignment with the ExcludedCompensation Sectoral Framework.

Next steps include creatingautomated reporting capabilities anda review of the performance reviewforms.

2.4.3 Assess employee needs, develop a training plan and coordinate schedule

VP Academic/Human Resources

Implement employee Training Plan with DepartmentLeaders and Leadership Team

Clodine Sartori: Training has been incorporated into

the regularly scheduled Leadershipmeeting.

Development of a 3 year trainingplan for the Leadership Forumdrafted and submitted for review.

Kathryn McNaughton: The Leaders’ Forum developed a

Purpose Statement. A multi-year training plan has been

established for the Leaders’ Forum. Monthly Learning Conversations are

planned to cover a variety of topics. Podcasts to highlight key initiatives

at the College will be rolled out overthe next few months.

Continuing Studies Develop a standard operating procedures manualfor all business practices

Gordon McIvor: In progress

Gordon McIvor: Compiled early draft of Operations

manual for CS; more input requiredfrom others to complete the task.

52







Piloting the use of Sharepoint as a CSIntranet for internal documentationof processes, procedures,announcements, etc.

Student Development Identify common professional developmentopportunities across all 8 service departments andstreamline their access for cost efficiency and teambuilding

Budget and schedule regular team socials Promote and track utilization of free and open

college and public resources by staff and faculty Re-establish VCC participation at National and

International platforms for service departments inpost-secondary institutions

Explore internal college collaboration for one-on-one mentorship

Identify occasions and opportunities to strengthenworking relationship and communication withacademic departments and internal stakeholders



2.4.4 Enhance staff orientation

Human Resources Review and develop an enhanced staff orientationprocess

Clodine Sartori: Completed: Pilot program launched

for an enhanced employeeorientation program in the spring of2018. The enhanced orientationsessions will be held twice a year inthe spring and fall.

Clodine Sartori: Continuing to receive feedback and

incorporating suggestions into thenew orientation program.

Continuing Studies Implement orientation and exit checklists Gordon McIvor: In progress

Gordon McIvor: Almost finalized but not yet rolled

out.

Student Development Regularize annual safety & security protocols reviewand workplace discrimination, harassment andviolence training for staff and faculty in all 8 servicedepartments

Develop department specific new staff and facultyorientation and exit checklists in all 8 servicedepartments



2.4.5 Increase overall level of employee engagement

Human Resources Develop a comprehensive plan to address employeeengagement survey results

Clodine Sartori: Clodine Sartori: Preparations for the Pulse Check

Survey are underway. The survey will

53







Strengthen VCC’s recognition culture by enhancingCollege wide formal and informal recognition plans

New members joined the EmployeeEngagement committee in the springof 2018.

include innovation as an engagement driver and is scheduled to run from November 8 to 22.

Karen Wilson: Communications plan for the pulse

check is complete and activities arebeing executed for the November 8-22 completion date.



STATUS UPDATE – 3RD QUARTER DECEMBER 2018 KSD #2 – Operational Excellence

Goal 2.5 – Review, develop and communicate policies 2.5.1 Review, develop, update, implement and communicate policies

VP Academic Roll out employee and student workshops ongender violence

Build in training at D2 (Leader’s Forum) to introducenew policies and procedures

Kathryn McNaughton: The Gender Violence Committee has

scheduled a retreat in earlyNovember to look at raisingawareness and aligning practiceswith policy.

Human Resources Collective Bargaining with VCC Faculty and CUPE Clodine Sartori: There is no update at this time.

Clodine Sartori: Bargaining preparations have

commenced and will continuethrough 3rd quarter.


Develop a plan to research and adopt policies that support Indigenous education



Student Development Participate in policy development and reviewdiscussions for compliance with legal duties,advancement of universal access model,development of comprehensive student supportprocess for student admissions, progress, retentionand success



Human Resources Review A.3.1 Prevention of Harassment,Discrimination and Bullying Policy

Clodine Sartori: There is no update at this time.

Clodine Sartori: This item should be removed from

the 2018/19 initiatives.

54





STATUS UPDATE – 3RD QUARTER DECEMBER 2018 KSD #2 – Operational Excellence

Goal 2.5 – Review, develop and communicate policies Safety, Security & Risk Management

Draft privacy and privacy breach policy Cannabis on campus Travel Risk Management

Surinder Aulakh: Engage privacy consultant through

procurement process. Legislation passed by Senate, gap

analysis sector scan. Travel risk policy to President/Board

for information.

Surinder Aulakh: Hooper consulting proponents

selected policies to be developed. Gap analysis and sector scan done.

Draft “Fitness for Duty” policy andtraining material created anddelivered.

Travel risk policy approved. Projectclosed.

Finance/Procurement Review and update B.2.16 Travel Policy Update spending authority limit policy

Jamie Choi: In progress

Jamie Choi: Finished – approved by the Board of

Governors in September.

OBJECTIVES SCHOOL 2018/19 INITIATIVES STATUS UPDATE – 1ST QUARTER JUNE 2018



Key Success Driver (KSD) #3 – Financial Stability and Sustainability Goal 3.1 – Implement our financial strategy 3.1.1 Meet our domestic and international enrolment targets

International Education Support agents and maintain agent relationships toensure international enrolment targets are met

Participate in educational fairs to recruitinternational students

Travel to emerging markets to recruit internationalstudents

Work with Deans to create realistic internationalenrolment targets

Jennifer Gossen: Met or exceeded spring enrolment

targets. Attended EduCanada Fairs in Ho Chi

Minh City and provided agent training sessions.

Traveled to Manila to meet CanadianTrade Commissioners and provideagent training sessions.

Completed meetings with all Deansto set enrolment targets for 2019/20.

Jennifer Gossen: Met or exceeded September

enrolment targets. Attended EduCanada fair in Sao

Paulo, Brazil and provided ILAC agenttraining session.

3.1.2 Meet our financial budget targets

VP Academic Explore Curriculum Development costing models Kathryn McNaughton: In progress

Kathryn McNaughton: CD funds totaling $400,000 was

allocated amongst several projects. The Program Review and Renewal

Committee is discussing options tointroduce an equitable andtransparent costing model. Inaddition to providing departmentswith tools and support required tocarry out effective CD work.

55






KSD #3 – Financial Stability and Sustainability Goal 3.1 – Implement our financial strategy

Continuing Studies Meet or exceed our financial budget targets Gordon McIvor: There is no update at this time.

Gordon McIvor: On a path to meet overall budget

target; slightly over budget to dateon labour budget due to staffillnesses.

Student Development Develop department practice guidelines forDisability Services

Review current scope of Disability Services for itseducational mandate, professional jurisdiction, andlegal duty

Align hiring, training, and supervising of collegefunded contract student support workers to humanresources process

Determine appropriate legal and practical terms foroperation of privately funded and arranged student support workers on campus



Finance/Institutional Research

Review and improve enrolment and budget planningprocess






KSD #3 – Financial Stability and Sustainability Goal 3.2 – Achieve our long-term growth strategy 3.2.1 Carry out the annual integrated planning cycle

VP Admin Monitor, update and communicate status of goals,objectives and initiatives

Initiate the next integrated college planningframework cycle – 2019/20

Marlene Kowalski: Update for Q1 and Q2 in progress Department meetings scheduled to

discuss planning for 2019/20

3.2.2 Develop long term strategic objectives

President The bridge between the new VCC Vision and Valuesand Integrated College Plan – develop the long termstrategic objectives for the institution and present tothe Board by fall 2018

Peter Nunoda: In progress. Department meetings

scheduled.

56






KSD #3 – Financial Stability and Sustainability Goal 3.3 – Grow our commercial services and other revenue 3.3.1 Identify additional sources of revenue generation

Commercial Services Explore revenue opportunities to expand duplicatingservices

Explore revenue opportunities in catering and eventmanagement in conjunction with the culinary artscatering program.

Soleille Cyr: The bookstore/duplicating space

upgrade has been issued for tender.Anticipated start date is August 2018.

Capital funds have been secured forthe purchase of web submissionsoftware for print services.

The contract for printing equipmentand service has been finalized.

Soleille Cyr: The bookstore/duplicating space

upgrade is in progress withcompletion anticipated inNovember 2018.

The procurement process for thepurchase of web submissionsoftware is near completion withthe PO expected to be issued inOctober 2018. Anticipatedinstallation, training and collegewide launch to be completed by thespring of 2019.

The new printing equipment hasbegun to arrive. Final installationwill be coordinated with thecompletion of the print shop space.

Consultation between culinary artsand food services is ongoing toidentify and support internal andexternal catering and eventopportunities.

Facilities Explore opportunities to expand external roombookings

Continue to explore opportunities to grow filmingrevenue

Jerry Guspie: Some marketing material created. Explored increasing filming

opportunities at DTN campus withexisting partners.

Jerry Guspie: Increased web presence pending

resources. Discussions continuing. Search for

new Filming Coordinator initiated.




KSD #3 – Financial Stability and Sustainability Goal 3.4 – College infrastructure renewal 3.4.1 Develop campus master plan

VP Admin/VP Academic/President

Develop a campus master plan for Broadway andDowntown campuses based on the 5-year academicplan and space utilization assessment RFP for campus master plan proponent – late

spring 2018 Choose proponent for campus master plan –

summer 2018

Marlene Kowalski: RFP completed with project award

going to DIALOG

Marlene Kowalski: Campus and Community

Engagement plan has beendeveloped.

A number of engagement activitieshave been completed and othershave been scheduled.

57






KSD #3 – Financial Stability and Sustainability Goal 3.4 – College infrastructure renewal

Completion of Campus Master plan – fall 2019 Presentation of business case for capital

investment – fall 2019/winter 2020

Project is progressing and isexpected to be completed on time.

3.4.2 Develop capital campaign plan

VP Admin/President Assess options for developing a capital campaignfundraising business case

Marlene Kowalski: There is no update at this time.




Key Success Driver (KSD) #4 – Reputation Management Goal 4.1 Increase brand awareness 4.1.1 Branding strategy

Marketing Begin investigation and discovery phases of college-wide brand refresh or rebrand

Implement digital strategy Roll-out current refreshed brand standards

throughout the college

Karen Wilson: Project not yet started. RFP in-market for digital buying

partner. On hold pending recruitment of new

Art Director.

Karen Wilson: RFP for research partner to begin in

October 2018. Project temporarily on hold (until

November 2018) during recruitmentof new Manager, Digital Strategy.

Assessing project next steps andtimelines with new Art Director.

4.1.2 Fundraising

VCC Foundation Continue to grow student award and bursary funding Work with VCC on a plan for upcoming capital

requests Execute at least one major fundraiser (Flourish) each

year Cultivate alumni and PAC engagement – capitalizing

on volunteerism and/or giving (this includes workingwith departments on alumni reunions, e.g. CAD/BIMgroup and Hospitality and deeper PAC engagement,e.g. HMT employers, etc.)

Run two employee giving campaigns this fiscal (springand late fall)

Nancy Nesbitt: $135,267.48 in donations $2,400 in gifts in kind $128, 923.93 in investment growth $8,708.37 in endowment growth Ready to work with Dialog on Campus

Master Plan Flourish planning ongoing

Nancy Nesbitt: $74,719.52 in donations $84,366.07 in investment growth $6,622.00 in endowment growth Flourish winery (Naramata Bench

Wineries) and rentals’ partner(Loungeworks) secured.

Employee campaign for November#givingtuesday scheduled to launcharound VCC Day.

September 12 - Andrea Alridge(Culinary alumna) special guestChef’s Table fundraiser raised over$3,000.

September 27 - Roshni Kashyap(CACE alumna) book launch, over100 guests including theHonourable Minister ShaneSimpson.

58






KSD #4 – Reputation Management Goal 4.2 Improve internal and external communications 4.2.1 Internal Communication - Academic

VP Academic/ Marketing

Enhance the effectiveness and relevance of D2(Leader’s Forum) by structuring in engagement,mentorship and trauma-informed approaches

Expand lunch hour workshops through the LearningConversation series

Continue to meet twice a year with all Schools/Departments on planning

Establish working groups for mid-level managers tofoster leaderships skills

Establish a structure for Deans Assistant, Department Assistants and Program Assistants to network andsupport each other

Expand use of D2 forum to engage academic andstudent services departments

Expand resources available on myVCC


Kathryn McNaughton: An advisory group has been formed

to develop meaningful agendas andaddress training needs for theLeaders’ Forum.

Learning Conversations will providethe venue for faculty and leadershipto share initiatives being explored atthe department level and innovativeteaching and learning practices.

Second round of meetings with allschools and departments are inprogress to discuss planning.

Follow up is required to establish aformat for regular meetings withmid-level managers.

Similar format is required to engageDeans Assistants and DepartmentAssistants.

The VP Academic Office has beenrestructured to separate the workof the Executive Assistant andProject Coordinator. The newstructure will provide the admin andleadership support to ensure keyprojects are addressed.

Continuing Studies Populate myVCC CS page with instructor and staffresources


Gordon McIvor: Discussions planned for fall 2018 to

implement.

Student Development Regularize faculty & staff support workshops on Dutyto Accommodate & Inquire and Disability ServicesReferral Process through internal departmentwebpages, direct department outreach, and humanresources

Regularize annual Student Service Survey withInstitutional Research to begin establishing baselinedata on the utilization rate and scope of studentservices



4.2.2 Enhance internal communication

Marketing Implement tools and options for communicatinginformation to the college community

Karen Wilson: Project complete; updates to

Karen Wilson: Project complete

59






KSD #4 – Reputation Management Goal 4.2 Improve internal and external communications

Develop and implement social media policy forcollege employees

Related to 2.4.5 – Engagement Survey Pulse Checkinternal communications

Marketing pages on myVCC (e.g. Digest, digital signage, etc.)

New social media policy underdevelopment.

Internal communications planning forNovember 2018 engagement surveypulse check.

50% complete – due end ofNovember 2018 then proceed topolicy committee.

Execute internal communicationsplan leading up to pulse checksurvey happening in mid-November.

Campus Master Plan Support the Campus Master Plan’s CommunityEngagement initiatives

Karen Wilson: There is no update at this time.

Karen Wilson: Campus Master Plan, process

identity, event support, web page tobe developed (waiting for DIALOG).

4.2.3 External communications plan

Marketing/President Implement external outreach initiatives Support Campus Master Plan – Community

Engagement Plan

Karen Wilson: 2018 Community Report released end

of April 2018. News release

Karen Wilson: Planning for 2019 Community

Report underway (anticipatedrelease in March 2019).

Campus Master Plan, processidentity, event support.

Continuing Studies Develop robust content and student resources on CSlanding page

Create and Implement social media plan Increase advertising presence

Gordon McIvor: In progress

Karen Wilson: Marketing has not been approached

about this initiative. An account has been created for

social media. Developed integrated 6-month

marketing and advertising plan withCS.

Gordon McIvor: CS now has a landing page with

updated student resources. Improvements planned on the

website with program/courselayouts for fall 2018.

Karen Wilson: Marketing has not been approached

about this initiative. Marcom explained that CS can send

their posts directly to the collegeaccount for better exposure.Currently, their account is dormant.

Executing plan and will review inOctober 2018 for following 6months with CS.

Student Development Explore partnership with unions to incorporate Dutyto Accommodate & Inquire and Disability ServicesReferral Process in new student and new faculty/stafforientations



60






KSD #4 – Reputation Management Goal 4.3 Improve student recruitment and retention process 4.3.1 Create a strategic enrolment management acquisition strategy

VP Academic/ Marketing

Establish the Student Recruitment working group ofStrategic Enrolment Management (SEM)

Develop and communicate short and long-term goalsof the SEM Student Recruitment group

Implement student recruitment plan Review Integrated Admissions Plan (Culinary pilot

program) and recommend next steps Improve online acquisition process CASL audit and refresh Support CRM implementation in partnership with IT

Karen Wilson: Establishment of Student

Recruitment working group –completed.

Development and communication ofshort and long-term goals –completed.

2018/2019 student recruitment plancompleted.

Review Integrated Admissions Plan –no progress.

Improve online acquisition process –in progress.

CASL audit and refresh – no progress. CRM project temporarily on hold

(until November 2018) duringrecruitment of new Manager, DigitalStrategy.

Karen Wilson: Establishment of Student

Recruitment working group –completed.

Development and communicationof short and long-term goals –completed.

Executing 2018/2019 studentrecruitment plan.

Review Integrated Admissions Plan– no progress.

Implemented online acquisitionprocess end of July 2018; next stepis to evaluate success.

CASL audit and refresh – projecttemporarily on hold (untilNovember 2018) during recruitmentof new Manager, Digital Strategy.

CRM project temporarily on hold(until November 2018) duringrecruitment of new Manager, DigitalStrategy.


Engage social media resources to promoteprogramming


Karen Wilson: Culinary social media activity was

reviewed and future social media willbe done in-house through MarketingDepartment.

Dennis Innes: Have not been able to secure

resources to do this but this is still seen as a priority.

Karen Wilson: This item should be removed from

the 2018/19 initiatives.

Student Development Participate in curriculum, policy, and practicedevelopment and review discussions to support theAcademic Departments for compliance with legalduties, advancement of universal access model, anddevelopment of comprehensive student supportprocess for student admission, progress, retentionand success



4.3.2 Student recruitment strategy for emerging International markets and new programs

International Education

Investigate new agent relations and businesspartnerships with recruiters in emerging markets

Connect with and support agents and businesspartners to promote new VCC programs

Jennifer Gossen: Hired in-country representative in

Vietnam. Visited agents in SE Asia and provided

Jennifer Gossen: Providing ongoing training for VCC

India to support agent relations inIndia.

61






KSD #4 – Reputation Management Goal 4.3 Improve student recruitment and retention process

Visit overseas agents to build relationships andcapacity for marketing and recruiting

Support/expand agent and business partnerrelationshipsNote: These initiatives will continue over the life ofthe academic plan

agent training. Investigated UMAP consortium to

improve student mobility andincrease partnerships.

Provided agent training to agentnetwork regarding new programsand processes in IE.

Met with potential in-countryrepresentative in Sao Paulo, Brazil.

4.3.3 Recruitment campaign

Marketing Continuation of “Make Your Mark” recruitmentcampaign in 2018

Begin research for next recruitment campaign Improve (new design and content) plus 120 program

pages on vcc.ca

Karen Wilson: “Make Your Mark” out of market until

September/October. Research for next recruitment

campaign – no progress.

Karen Wilson: “Make Your Mark” in-market

September/October. Campaign and brand health

research planned for end ofSeptember to determine “MakeYour Mark” campaign next steps.

20% complete – due end of March2019.




Key Success Driver (KSD) #5 – Business Development Goal 5.1 Develop new partnerships and collaborations 5.1.1 Expand dual credit programming options by partnering with more school boards in the Lower Mainland

Health Sciences Based on the interest, enable high school students toenter the Pre-Health Sciences program as dual creditstudents over the duration of the academic plan

Continue with Dual Credit programming in the HealthCare Assistant program

Debbie Sargent: Two high school students are

registered into HCA program forSeptember.

Debbie Sargent: Further discussions needed with the

School Boards regarding Dual Creditfor the Pre-Health Sciencesprogram.

5.1.2 Develop and expand partnerships

Health Sciences Determine ongoing need of Acute Care Skills forHealth Care Assistants

Ensure Program Advisory Committee includeappropriate representatives

Continue to support initiatives with Metro VancouverAlliance

Implement a contract with the Aboriginal CommunityCareer Services Society (ACCESS) re Access to HealthCare

Seek approval for one time funding to offer an extraintake of Health Care Assistant program startingNovember 2018

Debbie Sargent: Activities with Metro Vancouver

Alliance continue – VCC VP Academic,Students and Research has hostedtwo internal breakfasts for internalstakeholders to discuss strategies andinitiatives.

Contract with ACCESS regarding HCAis in place.

ACCESS sponsoring a cohort ofstudent in the Dental ReceptionCoordinator program including

Debbie Sargent: Vancouver General Hospital

continues to hire grads of the AcuteCare Skills for HCA program.

Program viability needs moreconsideration as the tuition is verylow.

Finalizing contract with ACCESSregarding Dental ReceptionCoordinator program with thePartnership Office regarding delivery of the Essential Skillscomponent (December intake).

62






KSD #5 – Business Development Goal 5.1 Develop new partnerships and collaborations

Continue with external rentals of Dental spaces(Dental Tech, Denturist, Certified Dental Assisting andDental Hygiene programs)

Essential Skills to begin December 2018.

Extra intake of HCA funding supported by the Ministry.

Extra intake of HCA planned forNovember with extra Ministryfunding.

Arts & Sciences LINC: Pursue contract opportunities outside the classroom

for companies that want to offer classes on-siteCareer Awareness: Develop increased practicum opportunities with BC

Partners in Workforce Innovation




Heavy Mechanical Trades: Update CNG program to meet changing industry

needs

Brett Griffiths: Program updated and delivered.

Project completed.

Brett Griffiths: Project completed

Hospitality, Food Studies & Applied Research

Events Manager to recruit and support large scalecatering events

Target potential partnerships to expand Culinary Artsprogram with international institutions

Build relationships for international co-op placementsfor Hospitality students


Dennis Innes: Have not secured funding for Events

Manager. International opportunities in Italy,

Ireland and Korea are being explored.

Continuing Studies Refine process related to internal and externalpartnerships



Student Development Explore mutually beneficial partnerships with externalstakeholders such as community service agencies,school districts, and post secondary institutions forstreamlined referral processes, expanded funding andsupport for students with disabilities, andcollaboration for common initiatives such as mentalhealth & wellness and career services



Partnership Development office

Explore new corporate and not-for-profit partnershipopportunities

Implement mutually beneficial business partnershipswith external stakeholders such as communitydevelopment organizations, other post-secondaryinstitutions, international institutions, etc.

Tanis Sawkins: Ongoing discussions with external

stakeholders regarding Partnership.

Tanis Sawkins: Ongoing discussions with external

stakeholders regarding Partnership. Signed LOS for proposals with

Greater Vancouver Family Servicesand Open Door Group.

5.1.3 Develop new international business partnerships to support international

International Education

Explore and implement mutually beneficial businesspartnerships with external stakeholders such asschool districts, post-secondary institutions, private

Jennifer Gossen: Exploring new agency partnerships

Jennifer Gossen: Added ILAC International College to

pathway MOU.

63






KSD #5 – Business Development Goal 5.1 Develop new partnerships and collaborations enrolment language schools, agency partners, etc. over the life

of the academic plan with Vietnamese and Filipino agencies.

Exploring new agency partnershipswith Brazilian agencies.

64

DECISION NOTE

PREPARED FOR: Education Council

DATE: December 11, 2018

ISSUE: Revisions of Bachelor of Hospitality Management program’s PLAR

BACKGROUND: The Bachelor of Hospitality Management currently limits the number of credits a student can receive from Prior Learning Assessment and Recognition (PLAR) to six (6) credits. VCC policy, and standard provincial practice, is that students can receive up to 75 percent of a credential’s credits from PLAR and transfer credit. The department sees no need to maintain the six credit limit for their program.

DISCUSSION: Sally Gibson presented the proposal on behalf of Monique Paassen, Department Head of Hospitality Management. There were no concerns. The effective date of January 2019 was discussed but the Committee agreed to it as this removes a barrier to student flexibility.

RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to the Bachelor of Hospitality Management program.

PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee

DATE: November 28, 2018

65

11/29/2018 54: Bachelor of Hospitality Management

https://curriculum.vcc.ca/courseleaf/approve/?role=admin 1/7

Program Change Request

Program Name:Bachelor of Hospitality Management

Creden�al Level: Degree

Effec�ve Date: January 2019 September 2018

School/Centre: Hospitality, Food Studies & Applied Business

Department Hospitality Management(5701)

Contact(s)

In Workflow1. 5701 Leader2. SHP Dean3. Curriculum

Commi�ee Chair4. EDCO Chair

Approval Path1. 11/05/18 8:43 am

Monique Paassen(mpaassen):Approved for 5701Leader

2. 11/05/18 8:44 am Dennis Innes

(dinnes): Approvedfor SHP Dean

3. 11/22/18 11:54 am Todd Rowla�

(trowla�): Approvedfor CurriculumCommi�ee Chair

History1. Dec 20, 2017 by

clmig-jwehrheim2. Jun 14, 2018 by

Carlie Deans(cdeans)

Date Submi�ed: 11/01/18 12:28 pm

Viewing: Bachelor of Hospitality ManagementLast approved: 06/14/18 8:49 amLast edit: 11/09/18 10:58 amChanges proposed by: mpaassen

Name E-mail Phone/Ext.

Monique Paassen [email protected] 8388

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mailto:[email protected]






Program Content Guide

Goal

The purpose of the Bachelor of Hospitality Management (BHM) program is to prepare students for employmentand/or a career as managers in the hospitality industry.Upon comple�ng the BHM program, graduates will have a comprehensive understanding of management andbusiness prac�ces related to the hospitality industry. Employment areas may include posi�ons within the hoteland restaurant industries or in related fields, such as the cruise ship and assisted living industries, sportmanagement, event management, conven�on services, mee�ng planning and services, and human resourcesmanagement. In addi�on, a number of graduates may embrace the spirit of entrepreneurship by conceiving,developing and implemen�ng businesses of their own.Students will be strongly posi�oned for advancement into graduate programs as well as advanced corporatetraining programs in business, hospitality, sport management, finance, law and public administra�on, amongothers.

Admission Requirements

An earned two-year diploma of at least 60 credits in hospitality management, business or a related field of study;with a cumula�ve grade point average of C or higher (2.0), according to the current VCC grade scale*.Applicants must submit all post-secondary transcripts. The College reserves the right to request a language andmath assessment from an applicant. Applicants are responsible for the payment of assessment services and fees.

Prior Learning Assessment & Recogni�on (PLAR)

VCC recognizes Prior Learning Assessment and Recogni�on (PLAR) as one of mul�ple pathways for students tocomplete their individual course of study. PLAR is dis�nguished from transfer credit and flexible admission. PLARis available in all courses of the program except for HOSP 3960 Research Methods in Business; HOSP 4330 andHOSP 4360 the Capstone courses.The BHM Department, in collabora�on with the VCC Office of the Registrar, may grant credit for learningacquired through experience and / or non-formal educa�on and training. BHM students who request PLAR must

Pass a standardized test of more than 80% in the PLAR requested subject material; and /or,Complete a project which will be evaluated based on a pre-determined rubric and/or,Produce a professional por�olio that validates a working knowledge of the learning outcomes of the PLARrequested course.

Methods 2 & 3 require a presenta�on before a BHM faculty assessment panel, inclusive at all �mes of theDepartment Head and the PLAR requested course instructor. The Department Head, in collabora�on with thePLAR requested course instructor, will determine the manner of assessment.

PLAR fees for every course apply without excep�on.The maximum number of credits of PLAR that a student mayreceive towards the degree is 6.0 credits (two courses).

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Program Dura�on & Maximum Time for Comple�on

This program is intended for students with minimal or no experience in the hospitality industry. These studentswould not qualify for advanced standing as outlined in the Execu�ve Cohort admissions criteria. In this program,students will normally complete the 60-credit course requirement over two years, consis�ng of four terms. Inextenua�ng circumstances individual student needs will be dealt with on a case-by-case basis.

Program Learning Outcomes

Upon successful comple�on of the Bachelor of Hospitality Management, graduates will be able to:Apply the principles and key skill sets of successful management and business prac�ces to current events andcases in the hospitality industry.Plan, design, and implement sustainable hospitality management and business prac�ces and evaluate theirimpact on business and community.Conceptualize and apply models of financial management, opera�ons management, sta�s�cal analysis, researchmethods, e-Business, social media, marke�ng and strategic management to current events and simula�ons in thehospitality industry.Conceptualize and apply models of change management.Communicate effec�vely and professionally with local, regional, na�onal, and global hospitality management andbusiness professionals both in person, in wri�ng, and on-line via social media and videoconference se�ngs.Lead effec�ve informal and formal mee�ngs.Analyze cri�cal issues related to labour rela�ons, ethics, and law in the hospitality industry.A�end to the diverse cultural, interac�onal, and structural dimensions of hospitality management in Bri�shColumbia and Canada.Provide workplace and community leadership to resolve issues in hospitality management opera�ons.Apply entrepreneurial skills in all aspects of their work.

Instruc�onal Strategies, Design, and Delivery Mode

Instruc�onal ac�vi�es include presenta�ons, discussions, research, reflec�ve wri�ng, case studies, and individualand group work. Instruc�on has been designed employing learner centred ac�vi�es to promote collabora�on andengagement.Learning materials are reviewed on a regular basis to ensure they are current and relevant to the hospitalityindustry.Computer simula�on learning further dis�nguishes the BHM program, readying tomorrow’s hospitality leaders tomanage efficiently.

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Evalua�on of Student Learning

Student learning is evaluated in a variety of ways including midterm and final examina�ons, research papers, oralpresenta�ons, individual and group projects, quizzes, homework assignments, case studies, and simula�ons.Students must receive a minimum cumula�ve grade point average of C (2.0) upon comple�on of the requiredcourses to successfully graduate, and a minimum cumula�ve grade point average of C- (1.67) in each term toadvance into subsequent courses/terms in the program.

Recommended Characteris�cs of Students

The following are recommended characteris�cs of BHM students:Regular access to a personal computer and high-speed internet connec�on for course materials, including onlinetexts, social media and video conferencing, among others, and online course instruc�onA confident oral and wri�en command of the English languageAbility to work well in face-to-face and online learning environmentsAbility to work well with others in an environment that embraces diversityAbility to maintain a posi�ve ‘hospitality’ a�tudeProficient computer literacy (knowledge and experience with iPad and tablet compu�ng is a plus)Excellent study skills

Courses

Plan of Study GridTerm One CreditsHOSP 3310 Contemporary Canadian Business 3HOSP 3320 Opera�ons Management 3HOSP 3820 Hospitality Financial Manageme 3HOSP 3910 Sta�s�cal Decision Making 3GNED 3210Mul�culturalism in Business 3

Credits 15Term TwoHOSP 3360 Decision Making Analysis 3HOSP 3460 Canadian Labour Rela�ons 3HOSP 3860 Capital and Asset Management 3HOSP 3670 Service Marke�ng 3HOSP 3960 Research Methods for Business 3

Credits 15Term ThreeHOSP 4320 Strategic Hospitality Manageme 3HOSP 4330 Hospitality Capstone 1 3HOSP 4610 Entrepreneurship 3

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https://curriculum.vcc.ca/search/?P=HOSP%203310




https://curriculum.vcc.ca/search/?P=GNED%203210











HOSP 4620 New Media in Hospitality 3HOSP 4810 Hospitality Revenue Managemnet3

Credits 15Term FourHOSP 4360 Hospitality Capstone 2 3HOSP 4370 Revenue Management Analysis 3HOSP 4460 Leadership in Organiza�ons 3HOSP 4660 Business Innova�on 3HOSP 4260 Strategic Planning 3

Credits 15Total Credits 60

Important Notes

Students in the Regular Cohort program may not register for more than five courses in one term.

Transcript of Achievement

The evalua�on of learning outcomes for each student is prepared by the instructor and reported to the StudentRecords Department at the comple�on of semesters.The transcript typically shows a le�er grade for each course. The grade point equivalent for a course is obtainedfrom le�er grades as follows:

Grading Standard

Transcript of AchievementGrade Percentage Descrip�on Grade Point

Equivalency

Grade Percentage Descrip�on Grade PointEquivalency

A+ 96-100 4.33A 91-95 4.00A- 86-90 3.67B+ 81-85 3.33B 76-80 3.00B- 71-75 2.67C+ 66-70 2.33C 61-65 2.00C- 56-60 1.67D 50-55 Minimum Pass. May not proceed to next level. 1.00F 0-49 Failing Grade 0.00S 70 or

greaterSa�sfactory. In accordance with departmental evalua�onprocedures.

N/A

U Unsa�sfactory. In accordance with departmental evalua�on N/A

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Provide a ra�onalefor this proposal.

The restric�on on PLAR is not congruent with Provincial and /or VCC Policy and prac�ces which state upto 75% of a program can be accessed through PLAR.

Are there anyexpected costs tothis proposal.

None

Consulta�ons

Addi�onal Informa�on

procedures.I Incomplete N/AIP Course in Progress N/AW Withdrawal N/ACourseStandingsR Audit. No Credits N/AEX Exempt. Credit Granted N/ATC Transfer Credit N/A

Grade Point Average (GPA)

The course grade points shall be calculated as the product of the course credit value and the grade value.The GPA shall be calculated by dividing the total number of achieved course grade points by the total number ofassigned course credit values. This cumula�ve GPA shall be determined and stated on the Transcript at the end ofeach Program level or semester.Grades shall be assigned to repeated courses in the same manner as courses taken only once. For the purpose ofGPA calcula�on of grades for repeated courses, they will be included in the calcula�on of the cumula�ve GPA.

Ra�onale and Consulta�ons

Consultated Area Consulta�on Comments

Registrar's Office RO has confirmed the Effec�ve Date of Jan 2019 is fine.

Provide any addi�onal informa�on if necessary.

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DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: Revisions to Hospitality Management Diploma admission requirements BACKGROUND: The Hospitality Management Diploma program has always accepted Communications 12 as an equivalent to English 12 for admissions. They propose added it explicitly to increase transparency to students and College service areas. DISCUSSION: Sally Gibson presented this proposal on behalf of Monique Paassen, Department Head of Hospitality Management. The Committee also adjusted some of the admissions language to reflect standard practice around IELTS and TOEFL scores. Denis Seremba from the Registrar’s Office also proposed simplifying the Math equivalency to simply “Math 11 with a C+ or equivalent” and removing all the other listed equivalencies. He stated that the Registrar’s Office maintains an internal list of equivalencies that captures many more options. Ms. Gibson agreed to take that suggestion back to her department, and David Wells, Dean of Arts & Sciences, will consult with the Math areas in his school. The discussion can continue at Education Council. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to the Hospitality Management Diploma program. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

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11/29/2018 55: Hospitality Management Diploma



Program Name:Hospitality Management Diploma

Creden�al Level: Diploma


School/Centre: Hospitality, Food Studies & Applied Business

Department Hospitality Management(5701)

Contact(s)

In Workflow1. 5701 Leader2. SHP Dean3. Curriculum



Monique Paassen(mpaassen):Approved for 5701Leader

2. 11/05/18 8:45 am Dennis Innes

(dinnes): Approvedfor SHP Dean

3. 11/22/18 12:50 pm Todd Rowla�



clmig-jwehrheim2. Aug 9, 2018 by

Nicole Degagne(ndegagne)


Viewing: Hospitality Management DiplomaLast approved: 08/09/18 10:18 amLast edit: 11/22/18 12:27 pmChanges proposed by: mpaassen


Monique Paassen [email protected] 8388

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Goal

The Hospitality Industry consists of a diverse range of business types and sizes, from mul�-na�onal hotelcorpora�ons and restaurant chains to family-owned and operated outlets.The industry's increasing diversity, coupled with its posi�on as Bri�sh Columbia’s fastest growing industry, hascreated a cri�cal need for professionally trained and educated hospitality personnel. The two year diploma inHospitality Management addresses this need. Designed to provide the Hospitality Industry with futuremanagement personnel, the Hospitality Management diploma program combines hands-on prac�cal experiencewith theory.Graduates find employment in hotels, airline companies, cruise ship opera�ons, motels, recrea�onal resorts,conven�on and catering firms, private inns and tour companies. Many are also employed in food service andhousing departments of public service organiza�ons such as hospitals, colleges and universi�es. Some graduatesexercise their entrepreneurial capabili�es and operate their own hospitality businesses. Graduates receive aHospitality Management Diploma.


Grade 12 gradua�on or equivalentEnglish 12 or Communica�ons 12 with a C-, or Academic IELTS 6.0 (no band lower than 5.5) or TOEFL iBT 80, orequivalent equivalent, or IELTS 6.0, or TOEFL 80Math 11 Founda�ons with C+ or higher, or VCC MATH 0861 Math 11 Part 1 and MATH 0871 Math 11 Part 2 withC+ or higher, or a VCC Math Assessment with Basic Math => 80% and Basic Algebra => 60% or Pre-calculus 11with C or higherHigh School graduates who have successfully completed the Career Prepara�on Program in Hospitality andTourism should indicate this to the Department Head.

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https://curriculum.vcc.ca/search/?P=MATH%200861





VCC recognizes Prior Learning Assessment and Recogni�on (PLAR) as one of mul�ple pathways for students tocomplete their individual course of study. PLAR is dis�nguished from transfer credit and flexible admission. PLARis available for some courses in this program. See Course Outlines for availability.The Hospitality Management Diploma (HMD) Department, in collabora�on with the VCC Office of the Registrar,may grant credit for learning acquired through experience and / or non-formal educa�on and training. HMDstudents who request PLAR must,Pass a standardized test of more than 80% in the PLAR requested subject material; and /or,Complete a project which will be evaluated based on a pre-determined rubric and/or,Produce a professional por�olio that validates a working knowledge of the learning outcomes of the PLARrequested course.Methods 2 & 3 require a presenta�on before a three-person panel, HMD faculty assessment panel, inclusive at all�mes of the Department Head and the PLAR requested course instructor. The Department Head, in collabora�onwith the PLAR requested course instructor, will determine the manner of assessment. PLAR fees for every courseapply without excep�on.


Hospitality Management is a two year, four term, Diploma program. It is offered on a full �me basis withapproximately 15 hours of class and lab instruc�on per week. Courses are not normally offered during thesummer term in order to provide students with the opportunity to obtain work experience required by theprogram. Students who enroll in the Diploma Program may con�nue on to complete the Bachelor of HospitalityManagement Degree.

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Upon successful comple�on of the Hospitality Management Diploma, students will be able to:Communicate effec�vely as hospitality professionals.Demonstrate leadership competencies in the hospitality sector.Evaluate financial informa�on and financial implica�ons related to business decisions to support the goals of ahospitality enterprise.Act in an ethical manner and prac�ce within the legal framework of the industry.Provide responsible and professional food and beverage services.Supervise front-of-the house and back-of-the house hotel and restaurant opera�ons.Manage basic human rela�ons issues within a hospitality se�ng.Prepare the basis for a marke�ng plan and communica�on strategy.Analyze emerging hospitality industry trends and innova�ons.Describe the role and scope of the tourism industry, the stakeholders, the five sectors of the industry and theireconomic impact.Employ sustainability decision-making and prac�ces in their work as hospitality professionals.Apply the theore�cal principles and prac�ces of guest and customer services in a hospitality se�ng.Apply cri�cal thinking and problem solving techniques to make sound management decisions andrecommenda�ons.


The program has been designed to involve students in a variety of learning environments and instruc�onaldelivery methods. Throughout the year students par�cipate in lectures, seminars, small group discussions, roleplays, culinary labs, hotel and restaurant se�ngs, hotel simula�on, and computer labs.Most of the classroom �me exposes students to both the theory and prac�cal applica�on of hospitalitymanagement concepts and skills. Course projects such as reports and term paper assignments strengthen theunderstanding of course topics and give students opportuni�es to apply effec�ve management prac�ces. Toenhance program curriculum, establish industry contacts and provide hands on experience many course projects,ac�vi�es and labs will involve students in actual work experiences both within the College and in industry. Someprojects require students to choose their own topic, allowing them to research informa�on and ideas that are ofinterest and in keeping with their own career goals.


Mul�ple evalua�on methods are used dependent dependant on the learning outcomes of each course. Anaccumulated GPA of 2.0 as well as 500 hours of related industry work are required for gradua�on.Upon successful comple�on of the program, the student will receive a Diploma in Hospitality Management.

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The hospitality industry is primarily a people business. The Hospitality Management Diploma Program has beendesigned to strengthen and encourage interpersonal skills and a team approach to course work. Students workwith fellow students, industry representa�ves, members of the college community and the public. Students musthave the desire to work effec�vely as a team player and to deal with the public.Besides a strong "people focus", familiarity with computers, basic keyboarding skills and fluency in a secondlanguage are further assets that will strengthen a students' ability to succeed in this program.

Courses

Plan of Study GridTerm One CreditsHOSP 1310Introduc�on to Tourism 3HOSP 1410Principles of Service Manageme 3HOSP 1610Business Communica�ons 3HOSP 1620Hospitality Computer Applica� 3HOSP 1810Business Mathema�cs 3

Credits 15Term TwoHOSP 1360Food and Beverage Opera�ons 3HOSP 1370Accommoda�on/Lodging Industry3HOSP 1660Technical Wri�ng 3HOSP 1860Financial Accoun�ng 3HOSP 1960Introduc�on to Economics 3

Credits 15Term ThreeHOSP 2310Food Produc�on Principles 3HOSP 2410Human Resources Management 3HOSP 2620Introduc�on to Marke�ng 3HOSP 2810Management Accoun�ng 3HOSP 2820Cost Controls 3

Credits 15Term FourHOSP 2360Restaurant Opera�ons 3HOSP 2370Management Principles 3HOSP 2380Industry Work Experience 0HOSP 2460Hospitality Law 3HOSP 2470Organiza�onal Behaviour 3HOSP 2660Hospitality Sales Management 3

Credits 15

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Total Credits 60



Grading Standard

Transcript of AchievementGrade PercentageDescrip�on Grade Point

EquivalencyA+ 96-100 4.33A 91-95 4.00A- 86-90 3.67B+ 81-85 3.33B 76-80 3.00B- 71-75 2.67C+ 66-70 2.33C 61-65 2.00C- 56-60 1.67D 50-55 Minimum Pass. May not proceed to next level. 1.00F 0-49 Failing Grade 0.00S 70 or

greaterSa�sfactory – student has met and mastered a clearly defined body of skillsand performances to required standards

N/A

U Unsa�sfactory – student has not met and mastered a clearly defined bodyof skills and performances to required standards

N/A

I Incomplete N/AIP Course in Progress N/AW Withdrawal N/ACourseStandingsR Audit. No Credits N/AEX Exempt. Credit Granted N/ATC Transfer Credit N/A


The course grade points shall be calculated as the product of the course credit value and the grade value.The GPA shall be calculated by dividing the total number of achieved course grade points by the total number of

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Hospitality Department has always accepted Communica�ons 12 as an admission requirements for theHospitality Diploma program, i.e. a C- (pass) is required. The HOSP Department wants to embed/stat thisitem in our PCG to make the prac�ce transparent and readily understood by all support departments.


None

Consulta�ons


Suppor�ngdocumenta�on:

ReviewerComments

Key: 55

The GPA shall be calculated by dividing the total number of achieved course grade points by the total number ofassigned course credit values. This cumula�ve GPA shall be determined and stated on the Transcript at the end ofeach Program level or semester.Grades shall be assigned to repeated courses in the same manner as courses taken only once. For the purpose ofGPA calcula�on of grades for repeated courses, they will be included in the calcula�on of the cumula�ve GPA.



Registrar's Office RO agrees with the change and are fine with the Jan 2019 effec�ve date, as this iscurrent prac�ce.

Interna�onalEduca�on

Is in favour.


79

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: Revisions to absenteeism and participation parameters for the Automotive

Service Technician (AST) Harmonized Foundation Certificate program BACKGROUND: The AST department is adding language around absenteeism and participation to its Program Content Guide. Absences and lateness is a significant impediment to student learning in an environment where safety and skill acquisition is critical. The department worked with Tanny Marks, Arbiter of Student Issues, to finalize the language. The departmental handbook has previously held this information but inserting it in the PCG will increase transparency and align fully with VCC’s policy requirements. DISCUSSION: Robert Kunka, Department Head of the program, presented this proposal. He acknowledged that there are options for excused absences to manage health or personal emergencies. He clarified that students wouldn’t lose marks for absences but they may not be able to complete a course. The Committee requests several small fixes to the admission requirements, and added a maximum time allowed for completion of the program. Those changes have been made. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to the Automotive Service Technician Harmonized Foundation Certificate program. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

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11/29/2018 23: Automotive Service Technician Harmonized Foundation Certificate



Program Name:Automo�ve Service Technician Harmonized Founda�on Cer�ficate

Creden�al Level: Cer�ficate


School/Centre: Trades, Technology & Design

Department Automo�ve Service Technician(4303)

Contact(s)

In Workflow1. 4303 Leader2. CTT Dean3. Curriculum



Robert Kunka(rkunka): Approvedfor 4303 Leader

2. 11/01/18 12:46 pm Bre� Griffiths

(bgriffiths):Approved for CTTDean

3. 11/28/18 9:58 am Todd Rowla�



clmig-jwehrheim2. Jan 9, 2018 by Todd

Rowla� (trowla�)


Viewing: Automo�ve Service TechnicianHarmonized Founda�on Cer�ficateLast approved: 01/09/18 11:57 amLast edit: 11/28/18 9:48 amChanges proposed by: rkunka


Robert Kunka [email protected] 604.329.4155


81







Goal

The Automo�ve Service Technician Harmonized Founda�on program is designed to train people for theautomo�ve repair industry. Graduates will have acquired basic knowledge, skills, and a�tudes necessary to carryout their du�es in a safe, ethical, and professional manner. The 1000 hours, 40 week program also parallels Level1 Harmonized Automo�ve Technician Appren�ceship training to enhance a graduate's employability as anappren�ce in the industry.Upon successful comple�on of the program requirements, students will receive an Automo�ve Service TechnicianHarmonized Founda�on Cer�ficate and 450 hours towards the first level of appren�ceship training.


English 11 or Communica�ons 12 with a C-, or equivalent; AND Math 10 or equivalentAND Math 10 with a C-, or MATH 0750 & MATH 0751 with a C-, or equivalentORDepartment Assessment: If you are unable to provide either of the above, you can contact the Program Assistantto make an appointment for a department assessment.


None


The program is 40 weeks (1000 hours) in length. Students have a maximum of two (2) years to complete theprogram.

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Graduates of Automo�ve Service Technician Harmonized Founda�on Cer�ficate will have acquired the skills andknowledge to:Demonstrate safe working prac�ces including compliance with Worksafe BC and WHMIS regula�ons.Demonstrate employability and communica�on skills and work in a businesslike manner. U�lize hand, measuring, and power tools and equipment safely and effec�vely. Provide general automo�ve maintenance services including lubrica�on and fluids, belts and hoses, exterior lamps,body trim and hardware, �res and wheels, non fric�on bearings, and spindles and hubs. Demonstrate general automo�ve prac�ces including diagnos�c procedures and basic welding. Assess, diagnose, and service basic electrical systems. Assess, diagnose, and service hydraulic, drum brake, disc brake, power assist, and an�-lock brake systems. Assess, diagnose, and service steering systems. Assess, diagnose, and service suspension systems. Assess, diagnose, and service front and rear wheel drive axle sha�s and assemblies.Demonstrate safe working protocols for hybrid electric vehicles.Assess, diagnose, and service interior and exterior components and trim.


The Automo�ve Service Technician Harmonized Founda�on Program is designed to meet the training needs ofindustry. Its content is closely monitored by a Program Advisory Commi�ee, which suggests upda�ng, or removal,of outdated material.Instruc�onal �me is (approximately) 35% classroom and 65% prac�cal ac�vity. Classroom ac�vi�es are lectures,demonstra�ons, audio-visual presenta�ons and exercises. Prac�cal experience takes place in an ac�ve shopse�ng dealing with real customers. The extensive workshop experience reinforces theore�cal concepts anddevelops manual dexterity. The ac�ve shop also provides familiarity with repair procedures and electronicequipment standard safety procedures. All modules are designed to enable the student to work independentlyand in groups.

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Grades are given for wri�en exam ques�ons covering theory.Instructors evaluate student learning in a variety ofways including midterm Prac�cal work is con�nuously evaluated for quality repair, clean work habits,par�cipa�on, team work, and final examina�ons, research papers, oral presenta�ons, individual and groupprojects, quizzes, homework assignments, case studies, and prac�cal experience is con�nually assessed byinstructor observa�ons of students in workshop environment for quality repair, clean work habits,par�cipa�on, teamwork, and the ability to follow instruc�ons.Minimum course G.P.A is 2.67.Students must achieve a minimum of 70% in theory and prac�cal evalua�ons allcourses to progress through all courses to receive the AST Harmonized Founda�on cer�ficate. Minimum courseG.P.A is 2.67. cer�ficate.The pass grade in the Auto Service Technician Harmonized Founda�on program is set by the Industry TrainingAuthority (ITA). Where a mark of a B minus (70%) or greater is a�ained in theory and prac�cal evalua�ons, credit forcomple�on of the theory and prac�cal examina�on will be granted. A minimum of B- (70%) required to passeach courseFailing 3 examina�ons will result in failure of the course.

Failure of 3 or more courses will result in the program needing to be repeated in full.A�endance /Par�cipa�onA�endance of all classes and prac�cal experiences is required in order to truly understand and master thetheore�cal and prac�cal components of an Automo�ve Service Technician.Absences or lateness can interfere with the ability of a student to be properly be oriented and master the skillsand safety components of the program, thereby contravening the licensing authority’s requirements forcer�fica�on.A student will not be permi�ed to progress in the prac�cal components of the program if they accumulatethree absences or three late arrivals beyond 15 minutes each to class or if they incur a combina�on thereofamoun�ng to three instances. Three (3) late a�endances or absences in one course will result in adepartmental behavioral contract Absenteeism totaling more than 50 hours of the 1000 hour program or 5 hours per course at any point willresult in a student being disallowed from progressing in the prac�cal components of their course/program. Students will s�ll be permi�ed to a�end the theore�cal components of their program.Addi�onally, the department requires students demonstrate 100% a�endance for AST Department approvedoff site work experience

84




Basic computer skills.Ability to physically carry-out the prac�cal components of the program. Ability to li� 20 kgs.Good general health.Physical strength and stamina compa�ble with the handling of heavy parts and equipment asrequired by the program.Ability to tolerate noise and vibra�on.Mechanical ap�tude and interest.Good manual dexterity.Good hand-eye coordina�on.Good eyesight and normal colour vision.Good line, form and depth percep�on.Possession of valid BC driver's license.

Courses

Plan of Study GridFirst YearTerm One CreditsAUTO 1130 Workplace Safety 1.5AUTO 1131Employability Skills 1.5AUTO 1132Tools and Equipment 4AUTO 1238Electrical/Electronic Systems 6AUTO 1133General Automo�ve Maintenance 7

Credits 20Term TwoAUTO 1134General Automo�ve Prac�ces 4

AUTO 1235 Brake Systems 6AUTO 1237 Suspension Systems 3.5AUTO 1236 Steering Systems 6.5AUTO 1239 Drive-line Systems 2AUTO 1240 Body Components,Accessors&Trim1

Credits 23Total Credits 43



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https://curriculum.vcc.ca/search/?P=AUTO%201130













Grading Standard


EquivalencyA+ 96-100 4.33A 91-95 4.00A- 86-90 3.67B+ 81-85 3.33B 76-80 3.00B- 70-75 Minimum Pass 2.67C+ 2.33C 2.00C- 1.67D 1.00F 0-69 Failing Grade - unable to proceed to next Term 0.00S 70 or


N/A


N/A

I Incomplete N/AIP Course in Progress N/AW Withdrawal N/ACourseStandingsR Audit. No Credit N/AEX Exempt. Credit Granted N/ATC Transfer Credit N/A




86




adding absenteeism parameters The Automo�ve Service Technician trade has been selected forappren�ceship training harmoniza�on.Harmoniza�on means that the appren�ceship training program willbe made consistent in all provinces and territories across Canada, except Quebec.If an appren�ce trains inNova Sco�a or in Alberta, the technical training will be similar.The proposed changes to VCC’s ASTFOUNDATION CERTIFICATE program align with the Canadian Council of Directors of Appren�ceshipharmoniza�on project.The addi�onal two new courses and adjustments to course credits are warranted toalign with the suggested �me alloca�ons and curriculum requirements as stated in the BC industry TrainingAuthority’s 2017 AST HARMONIZED program outline.


Approved Curriculum development funds have been allocated for the development and changes toinstructor resources to meet Harmoniza�on objec�ves.

Consulta�ons



ConsultatedArea

Consulta�on Comments

AssessmentCentre

ELA/ABE assessment May 24 2017

Financial Aid Enquiry regarding program changes May 24 2017

Registrar'sOffice

Correc�on admission requirements “OR ‘ changed to “AND” May 24 2017 Forma�ng changes “PURPOSE” changed to “GOAL “in PCG may 24 2017

Timetabling enquired as to sequencing of courses May 25 2017

StudentServices

received detailed email from Tanny Marks oct 10 2018 providing many sugges�ons and editswhich have been added to PCG revision

Registrar'sOffice

receive email from Denis Seremba Oct 29 2018 providing edits which have been added toPCG revision . Denis has confirmed that the Effec�ve Date of Jan 2019 is acceptable.


87

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: New Course: ATAP 4011 Automotive Service Technician Harmonized Apprentice

Level 4 BACKGROUND: The Automotive Service Technician trade was selected for apprenticeship training harmonization across Canada, in order to improve mobility of apprentices across the country. This is the fourth of the four levels of AST apprenticeship training. The course is aligned with the requirements of the harmonized curriculum as established with the BC Industry Training Authority. It replaces the currently taught Level 4 Apprenticeship course. DISCUSSION: Robert Kunka, Department Head of the program, presented this proposal. He clarified that the pre-requisites are the same for both international and domestic students, as all students are required to move through all four levels. The curriculum is heavily prescribed by the ITA, and the Committee had no edits. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the new course: ATAP 4011 Automotive Service Technician Harmonized Apprentice Level 4. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

88

11/29/2018 ATAP 4011: AST Harmonized Apprentice Lv 4


Course Change Request

Course Name:Automo�ve Service Technician Harmonized Appren�ce Level 4

Effec�ve Date: September 2019

School/Centre: Trades, Technology & Design

Department: Automo�ve Tech Appren�ceship(4316)

Contact(s)

Banner CourseName:

AST Harmonized Appren�ce Lv 4

Subject Code: ATAP - Auto Tech Appren�ce

Course Number 4011

Year of Study 4th Year Post-secondary

In Workflow1. 4316 Leader2. CTT Dean3. Curriculum

Commi�ee Chair4. EDCO Chair5. Records6. Banner


Robert Kunka(rkunka): Approvedfor 4316 Leader

2. 10/25/18 9:51 am Bre� Griffiths

(bgriffiths):Approved for CTTDean

3. 11/28/18 10:20 am Todd Rowla�


New Course ProposalDate Submi�ed: 10/25/18 9:49 am

Viewing: ATAP 4011 : AST Harmonized Appren�ceLv 4Last edit: 11/09/18 11:08 amChanges proposed by: rkunka


Robert Kunka [email protected] 7524

89






mailto:Banner



Credits: 9

Course Descrip�on:This course provides Automo�ve Service Technician Level 4 Appren�ces with the skills and knowledgerequired for the Automo�ve Service Technician Harmonized Level 4 cer�fica�on as set by the IndustryTraining Authority (ITA).

Learners will apply mentoring techniques, describe and repair Diesel engine support systems, as well asintake, exhaust and emission related diesel components. The learner will also iden�fy, service, and describeautoma�c transmission and transaxle all-wheel drive systems, as well as four wheel drive components. Thelearner will service and repair instrumenta�on, entertainment and display systems; hea�ng, ven�la�on andair condi�oning systems; and body restraint components. The learner will describe and repair hybrid andelectric vehicle systems.

PLAR (Prior Learning Assessment & Recogni�on)

No

Course LearningOutcomes (CLO):

ATAP 3011 Automo�ve Service Technician Harmonized Appren�ce Level 3

Course Pre-Requisites (if applicable):

Course Co-requisites (if applicable):

Upon successful comple�on of this course, students will be able to:

CLO #1 Use mentoring techniques

CLO #2 Diagnose and repair diesel engine support systems

CLO #3 Diagnose and repair automa�c transmissions and transaxles

CLO #4 Diagnose and repair all-wheel (AWD) systems

CLO #5 Diagnose and repair instrumenta�on, entertainment systems and displays

CLO #6 Diagnose and repair hea�ng, ven�la�on, air condi�oning and comfort control systems

CLO #7 Diagnose and repair restraint systems, body components, accessories and trim

CLO #8 Diagnose and repair hybrid and electric vehicle systems

90



Instruc�onalStrategies:

Instruc�onal �me is (approximately) 40% classroom and 60% prac�cal ac�vity. Classroom ac�vi�es are lectures,demonstra�ons, audio-visual presenta�ons and exercises. Prac�cal experience takes place in an

ac�ve shop se�ng. The extensive workshop experience provides reinforcement of theore�cal concepts, develops hand skills, and familiarity with repair procedures, electronic equipment and standard safety

procedures.

Evalua�on and Grading

Grading System: Percentages

Passing grade:70%

Hours by Learning Environment Type

Lecture, Seminar, Online

85

Lab, Clinical, Shop, Kitchen,Studio, Simula�on

125

Prac�cum

Self Paced / Individual Learning

Course Topics

Evalua�on Plan:

Type Percentage Brief descrip�on of assessment ac�vity

Lab Work 30 successful comple�on of Achievement criteria as per ITA 2017 AST outline.

Final Exam 30

Quizzes/Tests 40 Quizzes measure each general area of competency within the course as per ITA2017 AST outline.

Course Topics:

91



No

Provide a ra�onalefor this proposal:

Are there anyexpected costs as aresult of thisproposal?

Approved Curriculum Development funds have been allocated for the development and changes toinstructor resources to meet Harmoniza�on objec�ves.

Consulta�ons

Course Topics:

Mentoring techniques Diesel fuel delivery and injec�on systems

Diesel intake and exhaust systems Diesel emission control systems

Automa�c transmissions and transaxles All-wheel drive systems

Instrumenta�on, entertainment systems and displays Hea�ng , ven�la�on and air condi�oning systems

Air flow control and hea�ng systems Refrigerant systems

Restraint systems Hybrid and electric vehicle systems


You only have to complete the Ra�onale and Consulta�ons sec�on once for a group of related proposals (i.e. anumber of changes to a PCG and mul�ple courses). Is this proposal part of a group of related proposals?

The Automo�ve Service Technician trade has been selected for appren�ceship training harmoniza�on.Harmoniza�on means that the appren�ceship training program will be made consistent in all provinces andterritories across Canada, except Quebec. If an appren�ce trains in Nova Sco�a or in Alberta, the technical trainingwill be similar.The proposed changes to Automo�ve Service Technician Harmonized Appren�ce Level 4 course align with theCanadian Council of Directors of Appren�ceship harmoniza�on project. The adjustments to course credits areintended to align with the suggested �me alloca�ons and curriculum requirements as stated in the BC IndustryTraining Authority’s 2017 AST Harmonized program outline.

Consulted Areas Consulta�on Comments

92





ast_program_outline_feb-2017_harmonized_0.pdf

ReviewerComments

Key: 8518

Preview Bridge


Registrar's Office Email sent Oct 10 2018 no comments received

Faculty/Department Discussed at dept mee�ngs

Financial Aid reply :This course has no Financial aid eligible via our office. Only Canada Appren�ce loansapply

plaese see a�ached AST Program outline


93

https://curriculum.vcc.ca/courseadmin/8518/ast_program_outline_feb-2017_harmonized_0.pdf

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: Revisions to two Basic Education courses: ENGL 0661 & ENGL 0662

Fundamentals of English 6A & 6B BACKGROUND: The Basic Education department is proposing changing the grading standard to Satisfactory/ Unsatisfactory for these two courses, and to adjust the Evaluation criteria to match the previous course levels. There is a third course – ENGL 0663 – where the department is keeping the Letter Grade approach, as 0663 is the exit course into Grade 9 level English. These level of courses focus on skill acquisition and practice rather than on testing. DISCUSSION: Andrew Candela, Department Head of Basic Education, presented the proposal. No significant concerns were raised. One error was corrected in 0662, the Committee requested than the ‘S’ grade be given a percentage of 68 percent to be explicit about departmental practice, and that the Effective Date be changed to April 2019 from January 2019. All of the changes have been made. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to ENGL 0661 Fundamentals of English 6A and ENGL 0662 Fundamentals of English 6B. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

94

11/29/2018 ENGL 0661: Fundamentals of English 6A



Course Name:Fundamentals of English 6A

Effec�ve Date: April 2019

School/Centre: Arts & Sciences

Department: Basic Educa�on(2005)

Contact(s)

In Workflow1. 2005 Leader2. SAS Dean3. Curriculum


Approval Path1. 11/02/18 1:49 pm

Andrew Candela(acandela):Approved for 2005Leader

2. 11/02/18 4:22 pm David Wells

(dwells): Approvedfor SAS Dean

3. 11/28/18 10:30 am Todd Rowla�


History1. Mar 30, 2018 by

Todd Rowla�(trowla�)


Viewing: ENGL 0661 : Fundamentals of English 6ALast approved: 03/30/18 4:29 amLast edit: 11/28/18 10:24 amChanges proposed by: acandela


Andrew Candela [email protected] 7371

95






mailto:Banner



Banner CourseName:

Fundamentals of English 6A

Subject Code: ENGL - English

Course Number 0661

Year of Study ABE Fundamental Literacy (Grade 8 & below)

Credits: 0

Course Descrip�on:This course provides students with reading (reading cri�cally, arguing for and against opinions, discussion ofdifferent materials), wri�ng (brainstorming techniques, paragraph forms, gramma�cal consistency) andessen�al skills and strategies for learning (stress and �me management, inferen�al thinking skills,recogni�on of conversa�onal and formal language). This course is approximately equivalent to a Grade 7.5 -8 level.

Students must have departmental approval to register for the course.


No



Instruc�onal strategies include, but are not limited to: lectures, use of print and electronic visual prompts,individualized and self paced instruc�on, 1-1 and group work, group discussions, field trips, computer use,





CLO#1

Students will meet the outcomes as stated for the ABE Adult Literacy Fundamental English Level 6, locatedin the most current ABE Ar�cula�on Handbook: h�p://www.aved.gov.bc.ca/abe/

96



ac�vi�es making use of auditory, tac�le and sensory learning, and peer reviewed teaching strategies.


Grading System: Sa�sfactory/Unsa�sfactoryLe�er Grade (A-F)

Passing grade:B- (68%)




Prac�cum


156

Course Topics

Evalua�on Plan:


Assignments 80 30 Mastery of Focus on reading and wri�ng learning outcomes

Other Final Exam 20 30 Mastery of student skills and strategies for learning

Quizzes/Tests 20 5 quizzes based on wri�ng and reading learning outcomes

Midterm Exam 15

Par�cipa�on 5 A�endance and mastery of skills and strategies for learning

Course Topics:

97



Yes

Is this the primary proposal?

Yes


Are there anyexpected costs as aresult of thisproposal?

Consulta�ons

Course Topics:

As adult literacy methodology emphasizes the authen�c experience of learners, skills are taught through anintegrated approach in which content and topics are relevant to adult learners and decided upon by instructors inconsulta�on with students. The nature of the skills taught at this level determine sequence. While Social Studiesand Science are not delineated as discrete content areas, an integrated approach will incorporate such content.An integrated approach also assists learners to acquire a be�er understanding of themselves, their communi�esand their par�cipa�on in Canadian society by using real- life materials, ac�vi�es and experiences in their studies,which students then can apply in their daily lives. Students personal literacy goals should be reflected in thedesign of any ALF program.



Basic Educa�on requests a change from le�er grades in the 0661 and 0662 course to S/U grades. Addi�onally,we want to change the Evalua�on and Assessment criteria to match that of the other course outlines inprevious levels. While students at the exit level (0663) will undertake the quiz, midterm, and exit forms ofevalua�on, the other levels require a focus on assignments and prac�ce, rather than the tes�ng. Addi�onally,for students a�ending the self paced offerings of these courses, the forms of assessment and evalua�on donot work with the specific focus on discrete skills are a�ending to. This change will be�er reflect how ourdepartment operates.


Faculty/Department October 19th and Nov 2nd staff mee�ngs

Other October 30th, Dean David Wells- supported proposal.

98

11/29/2018 ENGL 0662: Fundamentals of English 6B



Course Name:Fundamentals of English 6B

Effec�ve Date: April 2019


Department: Basic Educa�on(2005)

Contact(s)




Andrew Candela(acandela):Approved for 2005Leader

2. 11/02/18 4:22 pm David Wells


3. 11/28/18 10:30 am Todd Rowla�


History1. Mar 30, 2018 by

Todd Rowla�(trowla�)


Viewing: ENGL 0662 : Fundamentals of English 6BLast approved: 03/30/18 4:30 amLast edit: 11/28/18 10:24 amChanges proposed by: acandela


Andrew Candela [email protected] 7371

99






mailto:Banner



Banner CourseName:

Fundamentals of English 6B

Subject Code: ENGL - English

Course Number 0662

Year of Study ABE Fundamental Literacy (Grade 8 & below)

Credits: 0

Course Descrip�on:This course provides students with reading (reading cri�cally, arguing for and against opinions, discussion ofdifferent materials), wri�ng (brainstorming techniques, paragraph forms, gramma�cal consistency) andessen�al skills and strategies for learning (stress and �me management, inferen�al thinking skills,recogni�on of conversa�onal and formal language). This course is approximately equivalent to a Grade 8 -8.5 level. Students must have departmental approval to register for the course.


No



Instruc�onal strategies include, but are not limited to: lectures, use of print and electronic visual prompts,individualized and self paced instruc�on, 1-1 and group work, group discussions, field trips, computer use,





CLO#1

Students will meet the outcomes as stated for the ABE Adult Literacy Fundamental English Level 6, locatedin the most current ABE Ar�cula�on Handbook: h�p://www.aved.gov.bc.ca/abe/

100



ac�vi�es making use of auditory, tac�le and sensory learning, and peer reviewed teaching strategies



Passing grade:B- (68%)




Prac�cum


156

Course Topics

Evalua�on Plan:


Assignments 80 30 Mastery of Focus on reading and wri�ng learning outcomes

Other Final Exam 20 30 Mastery of skills and strategies for learning

Quizzes/Tests 20 5 quizzes based on wri�ng and reading learning outcomes

Midterm Exam 15

Par�cipa�on 5 A�endance and mastery of skills and strategies for learning

Course Topics:

101



Yes


No

Primary ProposalEngl 0661



ReviewerComments

Key: 8167

Course Topics:

As adult literacy methodology emphasizes the authen�c experience of learners, skills are taught through anintegrated approach in which content and topics are relevant to adult learners and decided upon by instructors inconsulta�on with students. The nature of the skills taught at this level determine sequence. While Social Studiesand Science are not delineated as discrete content areas, an integrated approach will incorporate such content.An integrated approach also assists learners to acquire a be�er understanding of themselves, their communi�esand their par�cipa�on in Canadian society by using real- life materials, ac�vi�es and experiences in their studies,which students then can apply in their daily lives. Students personal literacy goals should be reflected in thedesign of any ALF program.





Are there any

102

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: Revisions to UT Arts and UT Pathway to Health Sciences Certificates BACKGROUND: The Registrar’s Office requested small changes to the admissions requirements to align these programs with standard VCC practice to allow a 2-year expiry date for both IELTS and TOEFL results. This is also consider with other post-secondary practices. DISCUSSION: David Wells, Dean of Arts & Sciences, presented the proposal. The Committee took the opportunity to update some out-of-date course numbers and language. Those changes have been made. Denis Seremba from Registrar’s Office requested removing the list of equivalencies for admissions requirements as the RO has an internal list; Mr. Wells will discuss with his department for future action. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to the University Transfer Arts Certificate program and the University Transfer Pathway to Health Sciences Certificate. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

103

11/29/2018 90: University Transfer Arts Certificate



Program Name:University Transfer Arts Cer�ficate


Effec�ve Date: January 2019


Department UT Humani�es(2016)

Contact(s)




Larry Perras(lperras): Approvedfor 2016 Leader

2. 11/08/18 11:39 am David Wells


3. 11/28/18 10:59 am Todd Rowla�



clmig-jwehrheim


Viewing: University Transfer Arts Cer�ficateLast approved: 12/20/17 8:58 amLast edit: 11/28/18 10:47 amChanges proposed by: ygracheva


Larry Perras [email protected] ext. 7289


104







Goal

The University Transfer Arts Cer�ficate is offered to provide students with the opportunity to explore op�ons anddemonstrate success at the first year level of university transfer study. It will prepare them for university or otherpost-secondary programs of their choice. Students who have completed all program requirements must contactthe Registrar’s Office to apply for gradua�on. For 2nd year transfer agreements with other public, post-secondarycolleges, ins�tutes and universi�es, please see our website: www.vcc.ca.Students will:increase readiness for degree-level studygain transfer credits to degree programsgain advanced standing into specified university/college programs through signed ar�cula�on (transfer)agreements.Upon successful comple�on, and once an applica�on to the Registrar’s Office has been submi�ed, students willreceive a Cer�ficate in University Transfer Arts. VCC cer�ficate.


All students must meet the general college entrance requirements.Grade 12 gradua�on, GED or equivalent. Please provide an official transcript.English 12 with a ‘C+’ or greater.

For students who do not have English 12 with a C+, the following are recognized equivalencies:VCC ENGL 1101 or ENGL 1127 or ENGL 1127 or equivalent.Language Proficiency Exam (LPI) wri�en within last 2 years, with a 4 overall, 5 minimum in English Usage and aminimum score of 26 in composi�on. For admission to most courses, you need a score of at least 26 on the Essaysec�on of the test (24 for admission to English 1101). If you have a score of 24 or 25 on this sec�on, you musttake ENSK 0902 Wri�ng Skills 12 or ENSK 0926 Wri�ng Skills 12 and ENGL 1127 concurrently.ENGL 1127 concurrently.VCC English Language Assessment (ELA) wri�en within the last 12 months, with a score of 145 overall and aminimum score of 16/20 on the essay por�on of the composi�on sec�on.Langara English Test (LET) wri�en within last 2 years with a 4 overall.Interna�onal English Language Tes�ng System (IELTS) wri�en within the last 24 12 months. Academic version witha minimum 6.5 overall and no score less than 6.0.Test of English as a Foreign Language (TOEFL) wri�en within the last 24 12 months with a score of 82 overall onthe Internet based test and minimum scores of 21 in reading and listening and minimum scores of 20 in wri�ngand speaking.Note: Students are required to have successfully completed prerequisite course(s) or equivalents leading tocourses in the Cer�ficate (for example: prerequisite course Chemistry 12 or equivalent needs to be successfullycompleted in order to take CHEM 1121-Chemistry 1).Meet the individual course pre-requisites.

105

http://www.vcc.ca/

https://curriculum.vcc.ca/search/?P=ENGL%201101



https://curriculum.vcc.ca/search/?P=ENSK%200902

https://curriculum.vcc.ca/search/?P=ENSK%200926






None


The program is at minimum 30 credits. Full-�me students can complete the program in twelve months. Part-�mestudents have three years in which to complete the program.Intake for the program is three �mes a year: September, January and May.


A graduate with a University Transfer Arts Cer�ficate has reliably demonstrated to a first year university level theability to:Incorporate cri�cal thinking into systema�c inquiry, theore�cal reasoning and decision-making.Demonstrate teamwork by working collabora�vely with colleagues to achieve shared goals.Demonstrate informa�on literacy skills to determine the nature and extent of informa�on required.Apply the appropriate rhetorical mode and presenta�on style to produce clear, accurate and effec�ve wri�en,verbal, and visual communica�on for clients and other professionals regarding issues, informa�on, andknowledge in their discipline.U�lize accepted research process and abili�es in all professional inquiries, communica�on, and scholarship.Apply and incorporate meta-cogni�ve processes for con�nued learning.Demonstrate the quan�ta�ve and analy�cal skills for entrance into second year arts courses.


The courses are presented using a variety of instruc�onal strategies, resources and ac�vi�es including guestspeakers, case studies, computer instruc�on and lectures.

106




Evalua�on of the courses is determined by the instructor and may include a combina�on of prac�cal assignments,projects, theory exam and/or prac�cal exams.The required GPA for transfer may vary based on transfer agreements with other ins�tu�ons. Please see ourwebsite: www.vcc.ca.Successful comple�on of a minimum of 30 credits of university transfer ar�culated first year courses as per theBri�sh Columbia Council on Admission and Transfer Guide (BCCAT) is required for comple�on of the cer�ficate. Credit distribu�on in the following subjects is required:

Course ListCode Title CreditsEnglish 6Humani�es/ Social Science 18Math or Science Elec�ve 6Total Credits 30


Demonstrate proficiency in the English language with excellent oral and wri�en communica�on skill.Mo�vated and disciplined.Possess analy�cal and cri�cal thinking skills.Some word processing experience required.

Courses

Courses listed below may include university-transfer, ar�culated courses approved for transfer credit at the �meof applica�on for the cer�ficate.

Course ListCode Title CreditsEnglish (minimum of 6 credits)Select a minimum of 6 credit from the following groups: 6

Group 1:ENGL 1127

& ENGL 1229

and EnglishENGL 1100

& ENGL 1200English 1

and University Transfer English 2Group 2:ENGL 1101

& ENGL 1001English

and Integrated Language Support 1ENGL 1102

& ENGL 1002English

and Integrated Language Support 2

107

http://www.vcc.ca/











Code Title CreditsHumani�es/Social Science (minimum of 18 credits) 18

PSYC 1100 & PSYC 1200

Psychology 1 and Psychology 2

SOCI 1100 & SOCI 1200

Sociology 1: Introductory Sociology and Sociology 2: Canadian Society

ECON 1100 & ECON 1200

Microeconomics and Macroeconomics

Math or Science Elec�ves (minimum of 6 credits) 6MATH 1120

& MATH 1111Discrete Mathema�cs

and Introduc�on to Sta�s�csMATH 1020

& MATH 1111Precalculus

and Introduc�on to Sta�s�csMATH 1100

& MATH 1200Calculus 1

and Calculus 2BIOL 1100

& BIOL 1200Biology 1

and Biology 2CHEM 1121

& CHEM 1223Chemistry 1

and Chemistry 2PHYS 1100

& PHYS 1200Physics 1

and Physics 2BIOL 1120

& BIOL 1220Human Anatomy & Physiology 1

and Human Anatomy and Physiology 2Total Credits 30This guide is intended as a general guideline only. The College reserves the right to make changes as appropriate.



Grading Standard


Equivalency

Grade PercentageDescrip�on Grade PointEquivalency

A+ 90-100 4.33A 85-89 4.00A- 80-84 3.67

108

https://curriculum.vcc.ca/search/?P=PSYC%201100


https://curriculum.vcc.ca/search/?P=SOCI%201100


https://curriculum.vcc.ca/search/?P=ECON%201100








https://curriculum.vcc.ca/search/?P=BIOL%201100


https://curriculum.vcc.ca/search/?P=CHEM%201121


https://curriculum.vcc.ca/search/?P=PHYS%201100

https://curriculum.vcc.ca/search/?P=PHYS%201200






The change requested by Registrar's Office to align with VCC ELP official guidelines that has 2 years expiryperiod for both IELTS and TOELF results. This is also consistent with all other post-secondary ins�tu�ons.


B+ 76-79 3.33B 72-75 3.00B- 68-71 2.67C+ 64-67 2.33C 60-63 2.00C- 55-59 1.67D 50-54 Minimum Pass 1.00F 0-49 Failing Grade 0.00S 70 or


N/A


N/A





109



Consulta�ons



ReviewerComments

Key: 90


Registrar's Office Requested change.


110

11/29/2018 91: University Transfer Pathway to Health Sciences Certificate



Program Name:University Transfer Pathway to Health Sciences Cer�ficate





Contact(s)




Nicole Degagne(ndegagne):Approved for 2016Leader

2. 11/08/18 12:08 pm David Wells


3. 11/28/18 10:59 am Todd Rowla�



clmig-jwehrheim


Viewing: University Transfer Pathway to HealthSciences Cer�ficateLast approved: 12/20/17 9:00 amLast edit: 11/28/18 10:45 amChanges proposed by: ygracheva


Larry Perras [email protected] ext. 7289


111







Goal

The University Transfer Pathway to Health Sciences Cer�ficate is offered to provide students with the opportunityto explore and demonstrate success at the first year level of university transfer study. Successful comple�on willprepare students to meet the pre-requisites for entrance into a number of health science programs, which includeVCC’s Dental Hygiene and the Bachelor of Science in Nursing. The successful comple�on of the program and/orcomple�on of all pre-requisites does not guarantee entrance to VCC’s Dental Hygiene or Bachelor of Science inNursing Programs. For informa�on regarding the required GPA and applica�on process please see: www.vcc.caStudents will:increase readiness for degree-level studygain transfer credits to degree programsgain advanced standing into specified university programs through signed ar�cula�on (transfer) agreementsUpon successful comple�on, and once an applica�on to the Registrar’s office has been submi�ed, students willreceive a Cer�ficate in University Transfer Pathway to Health Sciences. VCC cer�ficate.


All students must meet the general college entrance requirements.Grade 12 gradua�on, GED or equivalent. Please provide an official transcript.English 12 with a ‘C+’ or greater.

For students who do not have English 12 with a C+, the following are recognized equivalencies:VCC ENGL 1101 or ENGL 1127 or ENGL 1127 or equivalent.Language Proficiency Exam (LPI) wri�en within last 2 years, with a 4 overall, 5 minimum in English Usage and aminimum score of 26 in composi�on. For admission to most courses, you need a score of at least 26 on the Essaysec�on of the test (24 for admission to English 1101). If you have a score of 24 or 25 on this sec�on, you musttake University Prep Wri�ng Skills 0902 or Wri�ng Skills 0926 and English 1127 concurrently.VCC English Language Assessment (ELA) wri�en within the last 12 months, with a score of 145 overall and aminimum score of 16/20 on the essay por�on of the composi�on sec�on.Langara English Test (LET) wri�en within last 2 years with a 4 overall.Interna�onal English Language Tes�ng System (IELTS) wri�en within the last 24 12 months. Academic version witha minimum 6.5 overall and no score less than 6.0.Test of English as a Foreign Language (TOEFL) wri�en within the last 24 12 months with a score of 82 overall onthe Internet based test and minimum scores of 21 in reading and listening and minimum scores of 20 in wri�ngand speaking.Note: Students are required to have successfully completed prerequisite course(s) or equivalents leading tocourses in the Cer�ficate (for example: prerequisite course Chemistry 12 or equivalent needs to be successfullycompleted in order to take CHEM 1121-Chemistry 1).Meet the individual course pre-requisites.

112

http://www.vcc.ca/

http://www.vcc.ca/deptUploads/Focused_GED.pdf







None


The program is at minimum 30 credits. Full-�me students can complete the program in twelve months. Part-�mestudents have three years in which to complete the program.Intake for the program is three �mes a year: September, January and May.


A graduate with a University Transfer Pathway to Health Science Cer�ficate has reliably demonstrated to a firstyear university level the ability to:Incorporate cri�cal thinking abili�es into systema�c inquiry, theore�cal reasoning, and decision-making.Demonstrate teamwork by working collabora�vely with colleagues to achieve goals.Demonstrate informa�on literacy skills to determine the nature and extent of informa�on required.Apply the appropriate rhetorical mode and presenta�on style to produce clear, accurate and effec�ve wri�en,verbal, and visual communica�on for clients and other professionals regarding issues, informa�on, andknowledge in their discipline.U�lize accepted research process and abili�es in all professional inquires, communica�ons and scholarship.Apply and incorporate meta-cogni�ve processes for con�nued learning.Demonstrate quan�ta�ve and analy�cal skills for entrance into second year university level health sciencecourses.


The courses are presented using a variety of instruc�onal strategies, resources and ac�vi�es including guestspeakers, case studies, computer instruc�on and lectures.

113




Evalua�on of the courses is determined by the instructor and may include a combina�on of prac�cal assignments,projects, theory exam and/or prac�cal exams.Successful comple�on of a minimum of 30 credits of university transfer ar�culated first year courses as per theBri�sh Columbia Council on Admission and Transfer Guide (BCCAT) is required for comple�on of the cer�ficate.Credit distribu�on in the following subjects is required:

Op�on A: Pathway to the Bachelor of Science in Nursing(BScN)

Pre-requisites for the BScN are 3 first year courses = 18 credits marked with ►Course List

Code Title CreditsEnglish ► 6Human Anatomy & Physiology ► 6Humani�es/Social Science ► 6Sta�s�cs 3Elec�ves Unspecified *(minimum 3 courses) 9Minimum Program Total Credits 30

Op�on B: Pathway to the Dental Hygiene Program

Course ListCode Title CreditsEnglish 6Human Anatomy & Physiology 6Chemistry 6Psychology 6Sta�s�cs 3Elec�ve Unspecified *(minimum 1 course) 3Minimum Program Total Credits 30


Demonstrate proficiency in the English language with excellent oral and wri�en communica�on skill.Mo�vated and disciplined.Possess analy�cal and cri�cal thinking skills.Some word processing experience required.

114



Courses

Courses listed below may include university-transfer, ar�culated courses approved for transfer credit at the �meof applica�on for the cer�ficate.

Op�on A: Pathway to the Bachelor of Science in Nursing(BScN)

Course ListCode Title CreditsEnglish (minimum 6 credits)Select one of the following groups: 6

Group 1:ENGL 1127

& ENGL 1229




& ENGL 1001English

and Integrated Language Support 1 (co-requisite)ENGL 1102

& ENGL 1002English

and Integrated Language Support 2 (co-requisite)Human Anatomy & Physiology (minimum 6 credits) 6

BIOL 1120 & BIOL 1220

Human Anatomy & Physiology 1 and Human Anatomy and Physiology 2

Humani�es/Social Science (minimum 6 credits)Select one of the following groups: 6

Group 1:PSYC 1100

& PSYC 1200Psychology 1

and Psychology 2Group 2:ECON 1100

& ECON 1200Microeconomics

and MacroeconomicsGroup 3:SOCI 1100

& SOCI 1200Sociology 1: Introductory Sociology

and Sociology 2: Canadian SocietySta�s�cs (minimum 3 credits) 3

MATH 1111 Introduc�on to Sta�s�csElec�ves Unspecified (minimum 9 credits) 9

Minimum of 3 addi�onal University Transfer courses

115




















Code Title CreditsTotal Credits 30

Op�on B: Pathway to the Dental Hygiene Program

Course ListCode Title CreditsEnglish (minimum 6 credits)Select one of the following groups: 6

Group 1:ENGL 1127

& ENGL 1229




& ENGL 1001English

and Integrated Language Support 1 (co-requisite)ENGL 1102

& ENGL 1002English

and Integrated Language Support 2 (co-requisite)Human Anatomy & Physiology (minimum 6 credits) 6

BIOL 1120 & BIOL 1220

Human Anatomy & Physiology 1 and Human Anatomy and Physiology 2

Chemistry (minimum 6 credits) 6CHEM 1121

& CHEM 1223Chemistry 1

and Chemistry 2Psychology (minimum 6 credits) 6

PSYC 1100 & PSYC 1200

Psychology 1 and Psychology 2

Sta�s�cs (minimum 3 credits) 3MATH 1111 Introduc�on to Sta�s�cs

Elec�ves Unspecified (minimum 3 credits) 3Minimum 1 addi�onal University Transfer courses

Total Credits 30This guide is intended as a general guideline only. The college reserves the right to make changes as appropriate.



116


















Grading Standard


EquivalencyA+ 90-100 4.33A 85-89 4.00A- 80-84 3.67B+ 76-79 3.33B 72-75 3.00B- 68-71 2.67C+ 64-67 2.33C 60-63 2.00C- 55-59 1.67D 50-54 Minimum Pass 1.00F 0-49 Failing Grade 0.00S 70 or


N/A


N/A





117




The change requested by Registrar's Office to align with VCC ELP official guidelines that has 2 years expiryperiod for both IELTS and TOELF results. This is also consistent with all other post-secondary ins�tu�ons.


Consulta�ons



ReviewerComments

Key: 91


Registrar's Office requested change


118

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: New program: Associate of Arts Degree BACKGROUND: The Associate of Arts Degree is a widely recognized credential and is the equivalent of the first two years of a bachelor degree. The School of Arts and Sciences has been developing additional second year courses over the last three years to populate the College’s offerings in support. The Associate of Science Degree was approved in June 2018. DISCUSSION: David Wells, Dean of Arts & Sciences, and Larry Perras, Department Head of UT Humanities, presented the proposal. There were a number of revisions requested for the admission requirements and the list of courses. The Committee discussed the inclusion of an Indigenous Studies course. Mr. Wells acknowledged that there was one course INDG 1100 on the current list but that it was not a required course. That is a discussion he wants to continue. The Committee also requested the developers and the Chair review the requirements for an Associates degree as established in the BC Transfer Guide. This has been done and the requirements are in line. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the curriculum for the Associate of Arts Degree, and recommend approval of the credential to the Board of Governors. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

119

11/29/2018 126: Associate of Arts Degree



Program Name:Associate of Arts Degree

Creden�al Level: Associate Degree

Effec�ve Date: September 2020



Contact(s)


Commi�ee Chair4. EDCO Chair5. Ministry Review6. Board of Directors


Nicole Degagne(ndegagne):Approved for 2016Leader

2. 11/08/18 12:07 pm David Wells


3. 11/28/18 12:04 pm Todd Rowla�


New Program ProposalDate Submi�ed: 10/23/18 2:30 pm

Viewing: Associate of Arts DegreeLast edit: 11/28/18 11:28 amChanges proposed by: ygracheva


Larry Perras [email protected] 604-871-7000, 7289

Yulia Gracheva [email protected] 604-871-7000, 7202


120









Goal

The Associate of Arts degree comprises two years of undergraduate university study in the Arts and Sciences,equivalent to the first two years of a four-year bachelor’s degree. While the goal is to provide students with anacademic founda�on for further university studies, an associate degree is also a stand-alone creden�al. TheAssociate of Arts degree is widely recognized by post-secondary ins�tu�ons in the Bri�sh Columbia Council onAdmissions and Transfer (BCCAT).Students who successfully complete the Associate of Arts degree have an increased likelihood of transferring to auniversity and entering the third year of a four-year bachelor's degree program. Students are strongly advised to check the admissions policies of their desired transfer ins�tu�on, specifically toensure that they meet any addi�onal criteria for specific program areas, such as majors and minors. A minimumAssociate of Arts degree GPA may be required.


Grade 12 gradua�on or equivalent; andEnglish 12 with a C+ or equivalent, OR English language proficiency at the Grade 12 levelNotes:

Students are required to have successfully completed prerequisite course(s) or equivalents leading tocourses in the Associate degree (for example: prerequisite course Pre-calculus 11 or equivalent needs to besuccessfully completed in order to take ECON 1100 Microeconomics)Specific post-secondary courses may be used to subs�tute for secondary school courses at the discre�on ofthe appropriate departments.


PLAR provides students with the opportunity to have their learning assessed and recognized in the form ofacademic credit toward the requirements of the degree creden�al. Refer to individual course outlines or checkwith the appropriate departments for more informa�on on PLAR.


The expected length of the program is 24 months. Most courses are offered during the VCC Academic Year, fromSeptember to April. Courses are also offered in the Summer Term, from May to August. There is the op�on ofpart-�me studies, which would result in a longer �me frame for comple�on of the creden�al. The maximumallowable �me for students to complete the program is four years.

121




Graduates with an Associate of Arts degree will be able to:Analyze, evaluate, and interpret wri�en, spoken, and/or visual texts from a variety of academic disciplinesAnalyze, evaluate, and synthesize informa�on collected through classroom presenta�ons and individual researchConstruct effec�ve essays, reports, and oral presenta�ons that demonstrate an understanding of appropriateacademic rhetorical strategies and research documenta�onIntegrate knowledge from a variety of academic disciplinesApply general and specific disciplinary knowledge to solving problems in a classroom environmentWork well independently and in teamsDemonstrate effec�ve computer skills to successfully complete academic projectsApply the knowledge and skills gained in the associate degree to higher-level study in third and fourth-yearcourses at a university or related ins�tu�on


Courses are presented using a variety of instruc�onal strategies, resources, and ac�vi�es and may include thefollowing, depending on the academic discipline and specific course objec�ves: lectures, class discussion, groupwork, guest speakers, films/videos, demonstra�ons, case studies, field trips, laboratories, applied prac�calexperiences and other approaches as determined by the instructor.


Student evalua�on is determined by the specific evalua�on plan listed in each course outline, and may include acombina�on of the following methods, depending on the academic discipline and course objec�ves: assignmentsand projects, such as essays, reports, and oral presenta�ons; quizzes and tests; theore�cal and/or prac�cal midand/or final exams, or other appropriate methods in line with the current scholarship on teaching and learning inhigher educa�on.Upon successful comple�on of the program, the student will receive an Associate of Arts Degree.


Successful students are:Proficient in English, with good oral and wri�en communica�on skillsMo�vated, with a posi�ve a�tude towards learningAnaly�cal, with the ability to think cri�cally and ra�onallyComputer literate, with some word processing experience and related technology skills

Courses

122



University transfer courses can be taken as stand-alone credits. Students do not have to declare their inten�on ofcomple�ng the Associate of Arts degree to register in courses. Courses are open to any student who meets thegeneral and specific requirements for each course.However, students must meet the Associate of Arts program admissions requirements before courses can be usedto sa�sfy the Associate of Arts degree.Note: Course lists, such as below, can never be exhaus�ve. New courses will be developed to meet the needs ofthe program and react to ongoing changes in higher educa�on. Please speak to Advising or the Department forsupport in selec�ng courses. For detailed course descrip�ons, consult the course outlines available on the main VCC website.Students must complete:A. 6 credits in first-year English B. 9 credits in Science which shall include at least:

B1. 3 credits in Mathema�cs, or Compu�ng Science or Sta�s�cs B2. 3 credits in a laboratory science

C. 36 credits in Arts which shall include:C1. A minimum of 18 credits in second-year Arts taken in two or more subject areasC2. 6 credits in the Social SciencesC3. 6 credits in Humani�es (including the Crea�ve and Performing Arts) other than English

D. 9 credits in Arts, Science, or other areas.Total Program Credits: 60.0 (minimum)



Grading Standard


Equivalency


A+ 90-100 4.33A 85-89 4.00A- 80-84 3.67B+ 76-79 3.33B 72-75 3.00B- 68-71 2.67C+ 64-67 2.33C 60-63 2.00

123




The Associate of Arts degree is a provincial creden�al widely recognized by many post-secondaryins�tu�ons. It is the equivalent of the first two years of a four-year bachelor’s degree and includesuniversity transfer (UT) courses in a variety of academic disciplines (“areas”). Upon its successfulcomple�on, students ladder into third-year courses at their desired transfer ins�tu�on.

According to the 2017/18 VCC Integrated College Plan, UT programming con�nues to be a growth area, andis a priority for the College through 2022. The College Founda�ons 2018 Program Review Ac�on Plan liststhe development of the Associate of Arts as a main objec�ve. Addi�onally, in progress is the closely relatedAssociate of Science degree, approved by EdCo in March 2018.

The Associate of Arts Degree New Program Proposal was completed in August 2016 and approved by theBoG. The ini�al Associate of Arts PCG was seen at the Curriculum Commi�ee on November 15, 2016 but

C- 55-59 1.67D 50-54 Minimum Pass 1.00F 0-49 Failing Grade 0.00S 70 or


N/A


N/A





124



was not recommended to EdCo. Many new UT courses, including second-year courses in the Arts andSciences, have successfully passed through College Governance since 2016. Addi�onal courses are or will bedeveloped.

Based on feedback from November 2016 and February 2018 (Curriculum Commi�ee), March 2018 (EdCo,Associate of Science), and from the College community at large, this PCG has been extensively redra�ed.


Expected costs are detailed in Part 2: Implementa�on Plan of the Proposal, presented by David Wells toEdCo in October 2016 and updated by Dean David Wells and Yulia Gracheva in 2018.

Addi�onal curriculum development of new courses will be costed in the following ways:

1. Current academic areas with regular faculty – Assigned Duty and/or Professional Development and/or CDFunds 2019/20

2. Current areas with no regular faculty – Term contract for Curriculum Development and/or CD Funds2019/20

3. New areas with no faculty – Term contract for Curriculum Development and/or CD Funds 2019/20

It is expected that as the program grows and enrolment increases, more sec�ons of the current suite ofcourses will be offered and new courses—par�cularly at the second-year level and in new areas--will needto be developed to meet demand and program outcomes. This will increase the opera�ng costs of theAssociate of Arts program in terms of new faculty hires in current and new areas, office space alloca�on,and most importantly IRA/Department Leader release �me and poten�ally more program assistance toadminister an expanded program comprised of courses in Criminology, Economics, English, Geography,Indigenous and First Na�ons Studies, Law, Poli�cal Science, Sociology and likely other areas.

Literature database subscrip�on is required. There are two op�ons:

Gale Literature Resource Center -- $10,100. USD annually or

ProQuest Literature Online -- $8000. USD annually

Consulta�ons


125




Faculty/Department Costa Karavas – Department Leader, College Founda�ons and UT Mathema�cs (May 23,2018): Review Program Learning Objec�ves

Diem Ly Van – Department Leader, College Founda�ons and UT Science (May 23, 2018):New lab facili�es at Broadway for second-year science courses will likely not becompleted un�l 2022/23

Larry Perras – Department Leader, College Founda�ons and UT Humani�es (May 5,2018): More Humani�es IRA release �me is required to further develop and administeran expanded UT program

Jennifer Read – English Term Faculty, College Founda�ons and UT Humani�es (April 20,2018): Offer courses in fewer academic areas to start

DepartmentSupport Staff

Jo�e Grewalson – Department Assistant, College Founda�ons and UT (June 21, 2018 andJuly 3, 2018): Emails sent

Bethany Raouf – Program Assistant, College Founda�ons and UT (June 21, 2018 and July3, 2018): Emails sent

OtherDepartment(s)

Francesco Barillaro – Faculty, EAL and Canadian Business Management (June 19, 2018):Develop a ‘student success course’ to support the transi�on to (Canadian) post-secondary from secondary and from abroad (i.e. interna�onal students)

Laurence Mollerup – Department Leader, Music (June 21, 2018 and July 3, 2018): Emailssent

Suzanne Touahria – Department Leader, Bachelor of Science in Nursing (June 21, 2018and July 3, 2018): Emails sent

Monique Paassen – Department Leader, Hospitality Management (June 21, 2018 and July3, 2018): Emails sent

KJ Hills – Department Leader, College and Career Access (June 21, 2018 and July 3, 2018):Emails sent

IndigenousEduca�on &CommunityEngagement (IECE)

Tami Pierce – Director, Indigenous Educa�on and Community Engagement (June 18, 2018and July 3, 2018): Emails sent

126




Assessment Centre Rachel Warick – Director, Assessment Centre (June 20, 2018): Keep admissions languagein the PCG as open as possible, such as “English 12 or equivalent”

Centre for Teaching,Learning, andResearch (CTLR)

Elle Ting and Andy Sellwood – Instruc�onal Associates (May 11, 2018): Consult with otherdepartments and service areas; align some of the PCG language with the Associate ofScience PCG language, as appropriate (Sellwood)

Andy Sellwood – July 3, 2018: On page 2 under ‘specific requirements’ add the statement“60 semester credits of first and second year courses. These must include a minimum of18 credits in Arts at the second-year level taken in two or more subject areas.” July 5,2018: Add similar language to the course lists “Any course such as, but not limited to, thefollowing” to allow for flexibility and ongoing course development

Elle Ting – July 3, 2018: Some recommenda�ons to the grid (readability) and a few li�legramma�cal sugges�ons.

Counselling Nona Coles – Department Leader, Counselling (June 18, 2018 and July 3, 2018): Emailssent

Financial Aid Murray MacGregor – Supervisor, Financial Aid (July 3, 2018): Email sent

Learning Centre Emily Simpson – Coordinator, Learning Centre: (June 18, 2018 and July 3, 2018): Emailssent

127




Library Todd Rowla� – Department Head, Library Public Services: (June 18, 2018 and July 3,2018): Emails sent

Virginia Adams:

For the literature database subscrip�on, I would suggest one of the following:

Gale Literature Resource Center -- $10,100. USD annually or

ProQuest Literature Online -- $8000. USD annually

My preference would be for Gale Literature Resource Center, but I would like to consultwith faculty now that everyone is back from the summer break.

For the one-�me infusion of funding to update the Canadian literature collec�on, wewould require $3000. This would allow for an augmenta�on which would include avariety of works including fic�on, non-fic�on, poetry, drama and film. The selec�onswould be made in consulta�on with the instructors and course developer(s) and woulddirectly support the curriculum.

In total, our funding request would be $16,000 CDN for the first year, and $13,000/yearongoing.

Registrar's Office Denis Seremba – Associate Registrar, Registrar’s Office (July 4, 2018): Could you pleaseline up the admissions language similar to those of the Associate of Science program?

All students must meet the general University Transfer requirements.

• Grade 12 gradua�on or equivalent

• English 12 with a C+ or equivalent Or

• English language proficiency at an English 12 level

Dave McMullen – Registrar, Registrar’s Office: (July 3, 2018): Email sent

Interna�onalEduca�on

1. Jennifer Gossen – Director, VCC Interna�onal; and 2. Alison Rudko – Associate Registrar, Interna�onal Educa�on (June 21, 2018):

Interna�onal students are interested in a breadth of courses—consider developing moresecond-year courses; maintain communica�on with Interna�onal to improve advisingand packaging of courses for students; consider open or limited prerequisites on all UTcourse outlines, especially at the first-year level

128





ReviewerComments

Key: 126


Advising &Recruitment

Wendy LaFrance – Supervisor, Advising (July 5, 2018): Email sent

Finance Mee�ng held on August 29, 2018 with Jamie Choi and Andre Duinkerke to addressques�ons. No further concerns expressed.

Marke�ng &Communica�ons

Discussed with MCO and Recruiter on August 09, 2018


129

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: New program: Trades Instructor Short Certificate BACKGROUND: The Trades Instructor Short Certificate in a new program designed to support trades instructors in BC and across Canada, and to feed students into the full Provincial Instructor Diploma Program (PIDP). It focuses on the unique needs of trades training. It is a 7 credit credential with both online and face-to-face options. DISCUSSION: Karen Brooke from Instructor Education presented the proposal. The Committee asked why there was no reflective writing assignments in this program (as there is a significant amount in the PIDP). The department did not feel that approach fit as well given the short nature of this credential. Ms. Brooke also confirmed the four courses could be taken in any order, giving significant flexibility to students. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the curriculum for the Trades Instructor Short Certificate, and recommend approval of the credential to the Board of Governors. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

130

11/29/2018 125: Trades Instructor Short Certificate



Program Name:Trades Instructor Short Cer�ficate

Creden�al Level: Short Cer�ficate


School/Centre: School of Instructor Educa�on

Department Provincial Instructor Diploma(1500)

Contact(s)

In Workflow1. 1500 Leader2. SIE Dean3. Curriculum

Commi�ee Chair4. EDCO Chair5. Ministry Review6. Board of Directors


Doug Mauger(dmauger):Approved for 1500Leader

2. 11/07/18 9:48 am Shirley Lew (slew):

Approved for SIEDean

3. 11/28/18 12:25 pm Todd Rowla�


New Program ProposalDate Submi�ed: 11/05/18 1:18 pm

Viewing: Trades Instructor Short Cer�ficateLast edit: 11/28/18 12:20 pmChanges proposed by: kbrooke


Karen Brooke [email protected] 7507


131









Goal

This short cer�ficate will address the unique needs of being a trades/voca�onal instructor. Various teaching andlearning methodologies and philosophical approaches in the delivery of voca�onal and appren�ceship trainingwill be addressed with a focus on the methodologies and documents of the Industry Training Authority (ITA). Thecer�ficate will be of interest to current and poten�al instructors who want to develop their skills in teaching invoca�onal and trades training contexts.


English 11 or Communica�ons 12 with a C-, or equivalent.Applicants will be required to have a trade cer�fica�on and be currently teaching or preparing to teach in avoca�onal se�ng, or receive departmental approval.


You can request an exemp�on for a course based on your formal educa�on, previous experience and current levelof knowledge and skills.Please contact the office and request Prior Learning Assessment Recogni�on (PLAR) for one course at a �me. Youwill be directed to the Department Leader who will supply you informa�on about comple�ng PLAR. You mayapply for a maximum of 2 credits of PLAR and transfer credit.Please contact the office for fees charged for PLAR. Process:Apply and meet all the entrance requirements Contact the program office to request PLAR for a par�cular course.Speak with the Department Leader and compile the par�cular informa�on and evidence requested tosubstan�ate your request.Include payment for the request and submit it together with the por�olio of informa�on that you have compiled.Include a covering le�er that iden�fies the course for which you are reques�ng PLAR.See Policy D.3.5 for more informa�on about VCC’s PLAR procedures.


7 credits (105 hours)Comple�on �me will vary depending on individual circumstances. The program is designed to allow for flexibility,and may be completed at an accelerated pace.The program must be completed within 3 years.

132




Upon comple�on of the program, students will be able to:Design, deliver and evaluate adult learning and teaching reflec�ng various voca�onal instruc�onal approaches. Create and manage a posi�ve and engaging voca�onal learning environment that promotes respect for thediversity of learners. Act in an ethical and professional manner when working in an adult voca�onal educa�on se�ng. Integrate cri�cal reflec�on and self-regulated learning into personal and instruc�onal prac�cesDemonstrate and promote cri�cal thinking skills as a professional.


Instruc�onal strategies may include interac�ve lecture, presenta�ons, assignments, guest speakers, discussions,group work, field trips, case studies.Courses may be offered in online, face-to-face, and blended formats.


Evalua�on of student learning is based on comple�on of course assignments. Due dates and criteria for successfulcomple�on of each course assignment will be outlined by the instructor at the beginning of each course.Students must achieve a grade of "S" in every course to be awarded the creden�al.Upon successful comple�on of this program, the student will receive a Trades Instructor Short Cer�ficate.


Students should have:a willingness to par�cipate in a wide variety of instruc�onal strategies, both face-to-face and onlinethe ability to work independently and with others

Courses

Course ListCode Title CreditsTRAI 3001 Industry Training Authority Fundamentals 1TRAI 3002 Trades Specific Facilita�ng Learning 2TRAI 3003 Assessment and Evalua�on of Voca�onal Training 2TRAI 3004 Trades Specific Student Engagement Techniques 2Total Credits 7


The evalua�on of learning outcomes for each student is prepared by the instructor and reported to the Student

133

https://curriculum.vcc.ca/search/?P=TRAI%203001






The evalua�on of learning outcomes for each student is prepared by the instructor and reported to the StudentRecords Department at the comple�on of each course. The transcript typically shows a le�er grade or S/U(successful/unsuccessful) for each course. The grade point equivalent for a course is obtained from le�er gradesas follows:

Grading Standard


EquivalencyA+ 98-100 4.33A 94-97 4.00A- 90-93 3.67B+ 85-89 3.33B 80-84 3.00B- 75-79 2.67C+ 70-74 2.33C 65-69 2.00C- 60-64 1.67F 0-59 Failing Grade 0.00S 60 or


N/A


N/A




134




The Trades Instructor Short Cer�ficate is being proposed as a founda�onal level introduc�on to teachingskills required in the trades, as well as the curriculum and assessment methods used by the IndustryTraining Authority (ITA). In the immediate future we expect some PIDP students to take these courses as analterna�ve to 3220 and 3230, with no net gain or loss in student numbers in the ini�al years. As the ITAtraining materials are standardized across the country, and as there are currently few op�ons for newtrades instructors to become trained in using ITA curriculum and assessments, we are excited at theopportunity to expand our market by a�rac�ng trades instructors from across Canada. The TradesInstructor Short Cer�ficate will also feed into the PIDP, possibly resul�ng in more students for that program.The ITA has been consulted in the development of this proposal in supports the new creden�al.


Consulta�ons



ReviewerComments



Centre for Teaching, Learning, andResearch (CTLR)

CTLR has been helping us with these proposals.

Registrar's Office Denis Seremba has met with us to determine course numbers.

Finance We have met with finance several �mes to put together a businesscase for the program.

Marke�ng & Communica�ons Marke�ng has been contacted.


135

11/29/2018 TRAI 3001: ITA Fundamentals



Course Name:Industry Training Authority Fundamentals



Department: Provincial Instructor Diploma(1500)

Contact(s)

Banner CourseName:

ITA Fundamentals

Subject Code: TRAI - Trades Instructor Educa�on

Course Number 3001

Year of Study 3rd Year Post-secondary





2. 11/08/18 8:43 pm Shirley Lew (slew):


3. 11/28/18 12:31 pm Todd Rowla�


New Course ProposalDate Submi�ed: 11/05/18 1:08 pm

Viewing: TRAI 3001 : ITA FundamentalsLast edit: 11/09/18 10:16 amChanges proposed by: kbrooke



Programsreferencing thiscourse

125: Trades Instructor Short Cer�ficate 82: Provincial Instructor Diploma Program

Is this a non credit course?

136






mailto:Banner

https://curriculum.vcc.ca/programadmin/?key=125




Credits: 1

Course Descrip�on:The Industry Training Authority (ITA) Fundamentals course provides an overview of the ITA’s methodologiesand documents and the role of the ITA. The focus of the course will be on how appren�ceship training iscreated, maintained and supported. This overview will provide greater insight into the trainers role inimplemen�ng ITA training material.


Yes

Details of PLAR:1. Actual curriculum products / ar�facts created and used by the applicant in their workplace which arejudged equivalent to course assignments.

2. A successful interview with the SIE Department Leader or delegate. 3. An essay that describes the development of their thinking on the themes, issues, and concepts in the

course.



Instruc�onal strategies may include in-class workshops, ac�ve learning instruc�onal strategies, experien�allearning ac�vi�es, discussions, group work, online ac�vi�es, and self directed learning.




CLO #1 Describe the role of ITA in managing trades training.

CLO #2 Explain the process and documents created in developing training material.

CLO #3 Explain the three levels used to classify knowledge and skills

CLO #4 Classify the verbs used to designate competency required.

CLO #5 Explain the importance of alignment in crea�ng valid and reliable assessments.

137




Grading System: Sa�sfactory/Unsa�sfactory

Passing grade:60



15


Prac�cum


Course Topics

Evalua�on Plan:


Assignments 35 Presenta�on

Assignments 35 Group Project

Exam 30 Exam

Course Topics:

Appren�ceship Training Stakeholders

Course Design Methodologies Domains of learning

Competency verbs Alignment

Assessment of learning Evalua�on Criteria


138

11/29/2018 TRAI 3002: Trades Specific Facilitating



Course Name:Trades Specific Facilita�ng Learning




Contact(s)

Banner CourseName:

Trades Specific Facilita�ng


Course Number 3002








3. 11/28/18 12:31 pm Todd Rowla�



Viewing: TRAI 3002 : Trades Specific Facilita�ngLast edit: 11/09/18 10:17 amChanges proposed by: kbrooke





139






mailto:Banner





Credits: 2

Course Descrip�on:The Trades Specific Facilita�ng Learning course provides par�cipants with the opportunity to prepare,deliver and debrief three mini-lessons that reflect voca�onal training best prac�ces. Par�cipants areencouraged to select one lesson from each of the three domains of learning (cogni�ve, affec�ve,psychomotor). They are expected to use a variety of techniques while they present content and processesin a clear, enthusias�c and interac�ve manner. They will provide useful feedback to other coursepar�cipants.


Yes



course.






CLO #1 Align objec�ve, instruc�on, and assessment in a lesson.

CLO #2 Prepare and deliver interac�ve lessons that would be appropriate to a voca�onal training context.

CLO #3 Use instruc�onal techniques and media to support learning.

CLO #4 Assess and evaluate learning that reflects alignment.

140



Instruc�onal strategies may include in-class workshops, ac�ve learning instruc�onal strategies, experien�allearning ac�vi�es, discussions, group work, online ac�vi�es, and self directed learning



Passing grade:60



30


Prac�cum


Course Topics

Evalua�on Plan:


Assignments 25 Presenta�on 1



Assignments 25 Debrief and feedback

Course Topics:

Instruc�onal delivery models/frameworks Planning instruc�on or facilita�on

Instruc�onal techniques and processes Giving and receiving feedback Assessing learning

Debriefing lessons


141

11/29/2018 TRAI 3003: Trades Specific Assess Eval



Course Name:Trades Specific Assessment and Evalua�on




Contact(s)

Banner CourseName:

Trades Specific Assess Eval


Course Number 3003








3. 11/28/18 12:31 pm Todd Rowla�



Viewing: TRAI 3003 : Trades Specific Assess EvalLast edit: 11/09/18 10:18 amChanges proposed by: kbrooke





142






mailto:Banner





Credits: 2

Course Descrip�on:The Trades Specific Assessment and Evalua�on course examines the prac�ces that support the assessmentand evalua�on strategies used in voca�onal training se�ngs and organiza�ons. The course enables thepar�cipants to plan, construct and use valid and reliable assessment instruments that are appropriate to avoca�onal training context. The course provides the knowledge and skills to design and implement acomprehensive strategy for obtaining informa�on that is used to inform learners of their progress bothformally and informally and guide them to successful comple�on.


Yes



course.






CLO #1 Develop and analyze evalua�on strategies and techniques.

CLO #2 Align evalua�on strategies with learning outcomes and instruc�onal ac�vi�es.

CLO #3 Create valid and reliable assessment instruments used in voca�onal training se�ngs

CLO #4 Use formal and informal assessment strategies to provide feedback to enhance learning

CLO #5 Demonstrate ethics and professionalism in all aspects of the assessment and evalua�on of learners.

143



Instruc�onal strategies may include in-class workshops, ac�ve learning instruc�onal strategies, experien�allearning ac�vi�es, discussions, group work, online ac�vi�es, and self directed learning.



Passing grade:60



30


Prac�cum


Course Topics

Evalua�on Plan:


Assignments 25 Alignment ra�onale

Assignments 25 Authen�c instrument

Assignments 25 Cogni�ve Instrument

Assignments 25 Ethics and professionalism scenario

Course Topics:

Assessment and evalua�on terminology and concepts Theories and approaches to evalua�on and assessment

Ethical issues in assessment and evalua�on Knowledge assessment instruments

Performance assessment instruments (rubrics, ra�ng guides and checklists) Informal assessment strategies

Curriculum Alignment Evalua�on strategies

144

11/29/2018 TRAI 3004: Trades Specific Student Engage



Course Name:Trades Specific Student Engagement Techniques




Contact(s)

Banner CourseName:

Trades Specific Student Engage


Course Number 3004








3. 11/28/18 12:31 pm Todd Rowla�



Viewing: TRAI 3004 : Trades Specific StudentEngageLast edit: 11/09/18 10:19 amChanges proposed by: kbrooke





145






mailto:Banner





Credits: 2

Course Descrip�on:The Trades Specific Student Engagement Techniques course provides par�cipants with the opportunity tointegrate instruc�onal strategies and techniques that reflect voca�onal contexts. Par�cipants willinves�gate and apply mo�va�onal strategies in order to be�er engage their students in both the theore�caland prac�cal components. Managing students and handling difficult situa�ons in a respec�ul, ethical andprofessional manner will be addressed. Par�cipants will use techniques and frameworks to help theirstudents learn how to learn, think cri�cally, and self-regulate.


Yes



course.





CLO#1

Analyze and adapt strategies and techniques that support learning in voca�onal se�ngs

CLO#2

Apply mo�va�onal models and approaches that support learning in voca�onal se�ngs

CLO#3

Apply techniques to help adults learn how to learn, think cri�cally and become self regulated learners.

CLO#4

Apply classroom management skills to support an inclusive and suppor�ve learning environment

146







Passing grade:60



30


Prac�cum


Course Topics


CLO#5

Demonstrate ethical and professional decision making required of a voca�onal trades educator and atradesperson

Evalua�on Plan:


Assignments 25 Classroom Management Scenario

Assignments 25 Instruc�onal Best Prac�ces Presenta�on

Assignments 25 Mo�va�onal Case Study

Assignments 25 Ethical and Professionalism Scenario

Course Topics:

147



Yes


No

Primary ProposalTrades Instructor Short Cer�ficate



ReviewerComments

Course Topics:

Instruc�onal strategies Instruc�onal techniques

Mo�va�on theories Teaching and Learning theories and perspec�ves

Thinking skills (cri�cal thinking, crea�ve thinking, metacogni�on) Classroom management

Techniques to help adults learn how to learn (SQ4R study technique, visual tools, ques�oning techniques, notetaking, etc.)

Ethical decision making and frameworks





Are there anyC l �

148

DECISION NOTE

PREPARED FOR: Education Council DATE: December 11, 2018 ISSUE: Major revisions to Provincial Instructor Diploma Program BACKGROUND: This redesign of the Provincial Instructor Diploma Program (PIDP) comes out of the program’s recent educational renewal. The renewal recommendations included: developing pathways that address distinctive needs and interests, integrating more online teaching pedagogy and educational leadership options, complying with VCC policies around credits and credentials, and creating professional development options for PIDP alumni and practitioners. PIDP is an unusual program in that it is a licensed program from the BC Ministry of Advanced Education, Skills, and Training, and was designed to train experts how to teach. As such, it was never designed to look similar to a standard diploma program of 60 credits. The redesigned version increases both the number of hours and the overall number of credits to 30; it proposes to treat the subject-matter expertise of the students as the equivalent of 30 credits. That is reflective of the importance of expertise to teaching, and recognizes the learning of the students. The program consulted extensive with the Chair of Education Council in developing this proposal. DISCUSSION: Karen Brooke from Instructor Education presented the proposal. Curriculum Committee had no concerns around the credits for the program. Some changes were requested around admissions language and to correct some errors with the credits. The Committee discussed a shift in the reflective writing evaluations; for several courses, the weighting increased to 20 percent from 15, but the number of reflective writing assignments were reduced from 3 to 2. Ms. Brooke explained that students had commented that there was too many reflective writing assignments for a small percentage of marks; shifting to 2 assignments each worth 10 percent reducing the number while recognizing the importance of reflection to instructional practice. RECOMMENDATION: THAT Education Council approve, in the form presented at this meeting, the revisions to the Provincial Instructor Diploma Program. PREPARED BY: Todd Rowlatt, Chair, Curriculum Committee DATE: November 28, 2018

149

11/29/2018 82: Provincial Instructor Diploma Program



Program Name:Provincial Instructor Diploma Program

Creden�al Level: Diploma

Effec�ve Date: January 2020 June 2018


Department Provincial Instructor Diploma(1500)

Contact(s)




Todd Rowla�(trowla�): Approvedfor 1500 Leader



3. 11/28/18 12:25 pm Todd Rowla�



clmig-jwehrheim2. May 30, 2018 by

Karen Brooke(kbrooke)


Viewing: Provincial Instructor Diploma ProgramLast approved: 05/30/18 12:03 pmLast edit: 11/28/18 12:07 pmChanges proposed by: kbrooke




150







Goal

The BC Provincial Instructor Diploma Program (PIDP) provides both new and experienced instructors with theknowledge, skills and and a�tudes needed to instruct adults. Course ac�vi�es and assignments are intended toprovide the skills needed to be an effec�ve, competent instructor. instructor.The prac�cum provides an opportunity for par�cipants to integrate and demonstrate their newly acquiredknowledge.VCC manages the BC Provincial Instructor Diploma Program on behalf of the Ministry of AdvancedEduca�on, Skills & Training. The PIDP is recognized by public and private colleges and ins�tutes.


English 11 or 11, Communica�ons 12 with a C-, or equivalentor equivalent. Evidence of subject ma�er exper�se (diploma, bachelor's degree, trades cer�fica�on, substan�alworkplace experience) or departmental approvalRelevant documents (cer�ficates, diplomas or transcripts) which indicate the training you have received in yourspeciality.If your training has been work related, a current resume is acceptable.A one page le�er of introduc�onoutlining educa�on background and your mo�va�on in taking our program.


You can request Prior Learning Assessment Recogni�on (PLAR) an exemp�on for a course in the PIDP based onyour formal educa�on, previous experience and current level of knowledge and skills.Please contact the office and request Prior Learning Assessment Recogni�on PLAR for one course at a �me. Youwill be directed to the Department Leader Head who will supply you informa�on about comple�ng PLAR. Youmay apply for a maximum of 12 credits of three courses for exemp�on through PLAR and transfer credit. priorcourse equivalency. However, PIDP 3270: However, the Capstone Project cannot be completed by means of priorlearning assessment.Please contact the office for fees charged for PLAR. The fee for Prior Learning Assessment is half the tui�on in that par�cular course at that �meProcess:Apply and meet all for acceptance to the entrance requirements for the PIDP BC Provincial Instructor Diploma Program. Contact the program office to request PLAR Prior Learning Assessmentfor a par�cular course.Speak with the Department Leader about Head and compile the PLAR process and compile the par�cularinforma�on and evidence requested to substan�ate your request.Complete Include payment for the applica�on for PLAR request and submit payment. it together with thepor�olio of informa�on that you have compiled.See Policy D.3.5 for more informa�on about VCC’s PLAR procedures.Include a covering le�er that iden�fies the course for which you are reques�ng PLAR.

151




30 credits (450 hours)Comple�on �me will vary depending on individual circumstances. The program is designed for workingprofessionals. It is designed to allow for flexibility, and may be completed at an accelerated pace. The minimumcomple�on �me is ten months. The program must be completed within 5 years. 230 hours


Upon comple�on of the program, students will be able to:Design, deliver and evaluate adult learning and teaching on a con�nuum of instruc�onal approaches.Create posi�ve and engaging learning environments that promote respect for the diversity of learners.Communicate effec�vely and work collabora�vely in the workplace and in the community.Act in an ethical and professional manner when working in an adult educa�on se�ng.Integrate cri�cal reflec�on strategies to stay current in educa�on and bring about change in one’s own prac�ce.Prac�ce cri�cal reflec�on.Promote cri�cal thinking skills as a professional.


A wide variety of instruc�onal strategies is used in the program. Instruc�onal strategies may include interac�velecture, presenta�ons, assignments, guest speakers, discussions, group work, field trips, and case studies.Courses may be offered in online, face-to-face, and blended formats.The program consists of seven 30-hour courses, and a Capstone Project.Upon successful comple�on of theprogram, graduates are awarded the Bri�sh Columbia Provincial Instructor Diploma.The program is delivered byVancouver Community College on behalf of the BC Ministry of Advanced Educa�on, Skills & Training.The PIDP isrecognized by public and private colleges and ins�tutes.Courses are offered throughout Bri�sh Columbia on aregular basis.


The PIDP consists of eight core courses (23 credits) and elec�ves (7 credits) to total 30 credits.Evalua�on of student learning is based on comple�on of course assignments. assignments or projects. Due datesand criteria for successful comple�on of each course assignment will be outlined by the instructor at thebeginning of each course. Students must achieve a minimum grade of C- in each course with le�er grades, or Sin each course with successful/unsuccessful grades to be awarded the PIDP.To achieve the Provincial Instructor Diploma, students must successfully complete 23 credits from eight corecourses and seven (7) credits from elec�ve courses for a total of 30 credits.To achieve the Train the Trainer Short Cer�ficate, students must successfully complete PIDP 3210 CurriculumDevelopment, PIDP 3220 Delivery of Instruc�on, and PIDP 3230 Evalua�on of Learning.

152

https://curriculum.vcc.ca/search/?P=PIDP%203210






The PIDP is appropriate from those with no teaching experience to those with substan�al teaching experiencebut li�le training in instruc�onal skills. Students should have:-a willingness to par�cipate in a wide variety of instruc�onal strategies, both face-to-face and online-basic computer skills-the ability to work independently and with othersIf you can visualize yourself as a confident adult educator who leads learners through the complex process ofmastering new knowledge, skills and a�tudes, then the PIDP can help you reach that professional goal.TheProvincial Instructor Diploma Program provides new instructors with the competencies needed to design, manageand evaluate the instruc�on of adults in postsecondary educa�on, business, industry and non-tradi�onal adultlearning environments.It also provides instructors with an accredited development program leading to diplomasand degrees at Vancouver Community College and other ins�tu�ons.Upon comple�on of the program, graduatesare able to design curriculum, plan lessons, select ac�vi�es, conduct classroom instruc�on in variousenvironments, deal with individuals and groups effec�vely, assess learning and evaluate student performance, aswell as assess course and instructor effec�veness.The program places a priority on developing the prac�calabili�es that are needed to fulfill the role and responsibili�es of working instructors.As well, the programemphasizes the development of the personal a�ributes needed to assume the du�es of a professionaleducator.Some of the important skills stressed in the program include classroom leadership and facilita�on skills,mo�va�onal skills and human rela�ons skills.

Courses

Course ListCode Title CreditsPIDP 3100 Founda�ons of Adult Educa�on 3PIDP 3210 Curriculum Development 3PIDP 3220 Delivery of Instruc�on 3PIDP 3230 Evalua�on of Learning 3PIDP 3240 Media Enhanced Learning 3PIDP 3250 Instruc�onal Strategies 3PIDP 3260 Professional Prac�ce 3PIDP 3270 Capstone Project 2Total Credits 0

Course ListCode Title CreditsCore Courses (23 credits)PIDP 3100 Founda�ons of Adult Educa�on 3PIDP 3210 Curriculum Development 3PIDP 3220 Delivery of Instruc�on 2PIDP 3230 Evalua�on of Learning 3

153















Code Title CreditsPIDP 3240 Media Enhanced Learning 3PIDP 3250 Instruc�onal Strategies 3PIDP 3260 Professional Prac�ce 3PIDP 3270 Capstone Project 3Elec�ves (7 credits) 7

PIDP 3300 Teaching Adults with the Brain in MindPIDP 3310 Intercultural CompetencePIDP 3320 Facilita�ng Learning Online FundamentalsPIDP 3330 Facilita�ng Learning Online DesignTRAI 3001 Industry Training Authority FundamentalsTRAI 3002 Trades Specific Facilita�ng LearningTRAI 3003 Assessment and Evalua�on of Voca�onal TrainingTRAI 3004 Trades Specific Student Engagement TechniquesEDUC 4150 Online/eLearning: Principles and ProcessesEDUC 4151 Design and Develop Interac�ve eLearningEDUC 4152 Delivery of eLearning

Total Credits 30This guide is intended as a general guideline only. The college reserves the right to make changes as appropriate.


The evalua�on of learning outcomes for each student is prepared by the instructor and reported to the StudentRecords Department at the comple�on of each course. The transcript typically shows a le�er grade or S/U(successful/unsuccessful) for each course. semesters. The transcript typically shows a le�er grade for eachcourse.The grade point equivalent for a course is obtained from le�er grades as follows:

Grading Standard

Grading Standard Grade Point Average (GPA)Pre-Defined Table


Equivalency


A+ 98-100 4.33A 94-97 4.00A- 90-93 3.67B+ 85-89 3.33B 80-84 3.00B- 75-79 2.67C+ 70-74 2.33

154













https://curriculum.vcc.ca/search/?P=EDUC%204150






The PIDP redesign is intended These outcomes are being revised slightly to address avoid redundancy, oneof the recommenda�ons coming that came out of the program’s recent renewal process, in par�cular therecommenda�ons to: program renewal.

-develop pathways that address dis�nc�ve needs and interests

-explore the integra�on of ONEL and PIDP -integrate online teaching pedagogy into PIDP

-comply with VCC policies C.1.3 Gran�ng of Creden�als, and C.1.4 Assignment of Credits to Creden�als. -bring the number of instruc�onal hours into alignment with course credit hour requirements as stated in

C.1.4 (assuming a 15:1 credit hour ra�o) -create professional development courses of interest to PIDP alumni and prac��oners

C 65-69 2.00C- 60-64 1.67D 50-59 1.00F 0-59 Failing Grade 0.00S 60 or


N/A


N/A





155



The changes will allow the PIPD to align with other programs in terms of credits required for a diploma,and instruc�onal hours required per credit. This will ensure that the diploma will be recognized as suchthroughout the province and country. The changes will also allow students to take courses more relevantto their roles and interests.


no

Consulta�ons




Faculty/Department These outcomes were revised with input from all regular faculty and some terminstructors at a department mee�ng.

Centre for Teaching,Learning, and Research(CTLR) cid

Garth Manning has been involved par�cipated in the redesign. mee�ng wherethese outcomes were revised as part of the program renewal.

Registrar's Office Denis Seremba met with us to assign course numbers and provide feedback.

Department Support Staff Our support staff have been very involved in the redesign by a�ending alldepartment mee�ngs and having ongoing discussions throughout the redesignprocess.

Finance Andre Duinkerke met with us to put together the business case.

Marke�ng &Communica�ons

Marke�ng is aware of the changes coming up and is working with us.

Indigenous Educa�on &Community Engagement(IECE)

We have met with Tami Pierce.


156

11/29/2018 PIDP 3100: Foundations of Adult Education



Course Name:Founda�ons of Adult Educa�on




Contact(s)







3. 11/28/18 12:28 pm Todd Rowla�


History1. May 8, 2018 by



Viewing: PIDP 3100 : Founda�ons of AdultEduca�onLast approved: 05/08/18 4:39 amLast edit: 11/07/18 9:52 amChanges proposed by: kbrooke




82: Provincial Instructor Diploma Program

157






mailto:Banner




Banner CourseName:

Founda�ons of Adult Educa�on

Subject Code: PIDP - Provincial Instructor Diploma

Course Number 3100


Credits: 3

Course Descrip�on:The Founda�ons of Adult Educa�on course introduces par�cipants to knowledge and skills which will bedeveloped in subsequent courses of the Provincial Instructor Diploma Program.The Founda�onsPar�cipants will review key elements from the background and theory of Adult Educa�on courseintroduces par�cipants to key elements from the background and theory of adult educa�on and thecogni�ve sciences. They will discuss the characteris�cs of the adult learner and adult learning, and outlinekey roles of the adult educator. In addi�on, par�cipants will develop skills related to reflec�ve prac�ce,communica�on, and the use of learning tools. They will use search strategies to access resources whichthey will require in their work. Par�cipants will be introduced to concepts and techniques used to plan forteaching and learning. They will examine ways to create posi�ve environments for learning in courses,workshops, presenta�ons, and short forms of on-the-job training.


Yes No


2. A successful interview with the SIE Department Head or delegate. 3. An essay that describes the development of their thinking on the themes, issues, and concepts in the

course.




158




This course is taught both face-to-face and online.Instruc�onal Face-to-face instruc�onal strategies mayinclude in-class workshops, ac�ve learning instruc�onal strategies, experien�al learning ac�vi�es,interac�ve instructor presenta�ons, discussions, group work, online ac�vi�es, independent research andself directed learning reflec�ve wri�ng. Online instruc�onal strategies may include instructor-made video,discussion forums, group work, independent research and reflec�ve wri�ng.


Grading System: Le�er Grade (A-F)

Passing grade:C-

Upon successful comple�on of this course, students will be able to:Upon successful comple�on of this course, students will be able to:

CLO#1

Create posi�ve learning environments Iden�fy ways to enhance student learning and engagement.create a posi�ve learning environment.

CLO#2

Compare and contrast adult learning theories to inform prac�ce. theories.

CLO#3

Formulate an ini�al teaching philosophy and professional iden�ty. Formulate a personal teachingphilosophy.

CLO#4

Search, find, and cri�que educa�onal adult educa�on resources.

CLO#5

Examine current trends in educa�on how instruc�onal roles impact classroom and how they impactteaching and workplace learning.

CLO#6

Describe how current cogni�ve science research can be applied to teaching prac�ce. Examine trends ineduca�on and the ways they impact teaching.

CLO#7

Apply cri�cal reflec�ve prac�ces to concepts and issues within adult learning. Apply cogni�ve scienceresearch to your prac�ce.

Evalua�on Plan:


Assignments 20 Learning Theory Report

Assignments 20 Cogni�ve Science Report

Assignments 25 30 Personal Philosophy of Teaching

Assignments 15 Report on Roles of the instructor and Trends in one's field

159





45 30


Prac�cum


Course Topics

Yes


No Yes

Primary ProposalProvincial Instructor Diploma


Other 20 15 Reflec�ve Wri�ng

Course Topics:

Posi�ve learning environments

Online database searches

Adult educa�on philosophies, theories, teaching perspec�ves, roles

Communica�on skills

Reflec�ve prac�ce

Cogni�ve sciences research



160

11/29/2018 PIDP 3210: Curriculum Development



Course Name:Curriculum Development




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�





Viewing: PIDP 3210 : Curriculum DevelopmentLast approved: 05/15/18 4:38 amLast edit: 11/05/18 12:38 pmChanges proposed by: kbrooke





161






mailto:Banner




Banner CourseName:

Curriculum Development


Course Number 3210


Credits: 3

Course Descrip�on:The Curriculum Development course introduces par�cipants to a range of theories and approaches tocurriculum development, such as competency-based educa�on and outcomes-based educa�on. Althoughthis course introduces such general concepts of curriculum theory and prac�ce, the course focusesprimarily upon the design and development of curriculum documents. In par�cular, par�cipants willdevelop material related to their own work environment. In addi�on, par�cipants will develop skills relatedto instruc�onal design such as the development of plans for teaching and learning. The course highlightsthe importance of alignment; that is, the connec�on between course outcomes/goals, delivery ofinstruc�on, and the assessment and evalua�on of learning. The course also prompts reflec�on upon theimportance of designing and developing posi�ve learning environments.


Yes

Details of PLAR:1. Actual curriculum products / ar�facts created and used by the applicant in their workplace which arejudged equivalent to the curriculum documents required in the PIDP 3210 course assignments.

2. A successful interview with the SIE Department Head or one of the full-�me SIE faculty. 3. An essay in which the applicant describes the development of their thinking related to the themes,

issues, and concepts of the PIDP 3210 course.





162




This course is taught both face-to-face and online.Instruc�onal The primary face-to-face instruc�onalstrategies may include for the course are in-class workshops, ac�ve learning instruc�onal strategies,experien�al learning ac�vi�es, interac�ve instructor presenta�ons, discussions, group work, onlineac�vi�es, independent research and self directed learning reflec�ve wri�ng. The primary online strategiesfor the course are instructor-made video, discussion forums, group work, independent research andreflec�ve wri�ng.



Passing grade:C-


CLO#1

Develop or revise outcomes curriculum for a course or workshop using an appropriate design model andprovide a ra�onale. workshop.

CLO#2

Create a lesson plan that reflects an instruc�onal process and alignment and provide a ra�onale. plan.

CLO#3

Create a course outline/syllabus or similar document that demonstrates alignment and expecta�ons foryour course and provide a ra�onale. syllabus.

CLO#4

Apply cri�cal reflec�ve prac�ces to concepts and issues within curriculum development. Provide ara�onale for course development and curriculum documents.

CLO#5

Apply the concept of alignment in curriculum documents.

Evalua�on Plan:


Assignments 25 30 Outcomes-based or Competency-based curriculum documents

Assignments 15 10 Course outline/syllabus or workshop descrip�on

Assignments 15 Lesson or workshop plan

Assignments 25 30 Ra�onale Essay (Ra�onale for curriculum documents documents)


163





45 30


Prac�cum


Course Topics

Yes


No

Primary ProposalProvincial Instructor Diploma PIDP 3100:Founda�ons of Adult Educa�on

Course Topics:

Curriculum terminology

Theories and models of curriculum development

Needs assessment

Competency-based approaches - goals and objec�ves

Outcomes-based approaches - course mapping

Course outline/syllabus

Lesson or workshop plans




164

11/29/2018 PIDP 3220: Delivery of Instruction



Course Name:Delivery of Instruc�on




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�





Viewing: PIDP 3220 : Delivery of Instruc�onLast approved: 05/08/18 4:40 amLast edit: 11/16/18 9:50 amChanges proposed by: kbrooke





165






mailto:Banner




Banner CourseName:

Delivery of Instruc�on


Course Number 3220


Credits: 2 3

Course Descrip�on:The Delivery of Instruc�on course provides par�cipants with the opportunity to prepare, deliver and debriefthree short (10 min.) mini-lessons with the rest of the class. Par�cipants are encouraged to select onelesson from each of the three domains of learning (cogni�ve, affec�ve, psychomotor). They are expected touse a variety of techniques while they present content and processes in a clear, enthusias�c and interac�vemanner. They will provide useful feedback to other course par�cipants. The instructor will cri�que eachlesson as well. Par�cipants will then reflect cri�cally on each lesson they taught and prepare a wri�enreflec�ve report describing their progress and learning during the course. This par�cular approach has beenproven to be highly effec�ve in increasing instruc�onal skills in adult educators.


Yes

Details of PLAR:No PLAR is available.

However, the Instruc�onal Skills Workshop (ISW) is accepted as a transfer credit.





CLO#1

Plan, develop and deliver a lesson that reflects appropriate instruc�onal strategies. Align objec�ve,instruc�on, and assessment in a lesson.

166




The instruc�onal strategies include demonstra�on and prac�ce of mini-lessons and providing oral andwri�en feedback.



Passing grade:60 C-



30



CLO#2

Give, receive and act on feedback to improve instruc�on and the learning environment. Prepare anddeliver interac�ve lessons.

CLO#3

Apply cri�cal reflec�ve prac�ces to peer and self-assessment of delivery of instruc�on. Use instruc�onaltechniques and media to support learning.

CLO#4

Assess learning during a lesson.

CLO#5

Give, receive, and act on construc�ve feedback.

Evalua�on Plan:


Assignments 30 100 Lesson plans Three lesson sets, which include a lesson plan, mini-lesson, andreflec�on.Par�cipa�on in feedback sessions a�er classmates' mini lessons.

Assignments 30 Mini lessons

Assignments 30 Reflec�ons

Par�cipa�on 10 Feedback to peers

167



Prac�cum


Course Topics

Yes


No




Course Topics:

Planing instruc�on or facilita�on

Instruc�onal delivery

Instruc�onal techniques and processes

Managing process, people and place

Giving and receiving feedback

Assessing learning

Debriefing the process



Comple�on of all three lesson sets and feedback to classmates results in a grade of A.Having oneincomplete set of lessons or feedback sessions results in a grade of B.Having two incomplete sets of lessonsresults in a grade of F.


168

11/29/2018 PIDP 3230: Evaluation of Learning



Course Name:Evalua�on of Learning




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�




2. Jul 27, 2018 byNicole Degagne(ndegagne)


Viewing: PIDP 3230 : Evalua�on of LearningLast approved: 07/27/18 4:41 amLast edit: 11/05/18 12:42 pmChanges proposed by: kbrooke




169






mailto:Banner




Banner CourseName:

Evalua�on of Learning


Course Number 3230


Credits: 3

Course Descrip�on:The Evalua�on of Learning course examines the prac�ces that support the assessment and evalua�onstrategies used in educa�on and training. The course provides the knowledge and skills to design andimplement a comprehensive strategy for obtaining informa�on that is used to inform learners of theirprogress and guide them to successful comple�on. The course enables the par�cipants to plan, constructand use assessment instruments that are appropriate and ethical to their teaching context.


Yes



issues, and concepts of the 3230 course.







170







Passing grade:C-


CLO#1

Develop, align assessment Develop and analyze evalua�on strategies and instruc�onal techniques withlearning outcomes. techniques.

CLO#2

Create valid & reliable instruments that document student learning. Align evalua�on strategies withlearning outcomes and instruc�onal ac�vi�es.

CLO#3

Use assessment-as-learning & informal assessment strategies to provide con�nuous feedback toimprove student learning and promote self-regulated learning. Create assessment instruments.

CLO#4

Provide a ra�onale for assessment and evalua�on decisions. Use informal assessment strategies.

CLO#5

Apply cri�cal reflec�ve prac�ces to ethical implica�ons and issues associated with assessment andevalua�on. Integrate feedback strategies into assessment and evalua�on instruments.

CLO#6

Provide ra�onale for ethical implica�ons in evalua�on decisions.

Evalua�on Plan:


Assignments 15 20 Evalua�on plan and ra�onale

Assignments 25 Knowledge instrument, marking scheme and ra�onale

Assignments 25 Authen�c assessment instrument, marking scheme and ra�onale

Assignments 15 Informal Report (informal assessment strategy and ra�onale ra�onale)


171





45 30


Prac�cum


Course Topics

Yes


No



Course Topics:

Assessment and evalua�on terminology and concepts

Theories and approaches to evalua�on and assessment

Ethical issues in assessment and evalua�on

Knowledge assessment instruments

Performance assessment instruments (rubrics, ra�ng guides and checklists)

Informal assessment strategies

Curriculum Alignment

Evalua�on strategies



172

11/29/2018 PIDP 3240: Media Enhanced Learning



Course Name:Media Enhanced Learning




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�





Viewing: PIDP 3240 : Media Enhanced LearningLast approved: 05/15/18 4:38 amLast edit: 11/05/18 12:43 pmChanges proposed by: kbrooke





I thi dit ?

173






mailto:Banner




Banner CourseName:

Media Enhanced Learning


Course Number 3240


Credits: 3

Course Descrip�on:The Media Enhanced Learning course enables par�cipants to create, select, use and jus�fy media,technology and tools for their various teaching and learning environments. The course emphasizes theapplica�on of media related concepts, copyright laws, media approaches and learning theories in thecrea�on and selec�on of instruc�onal media. Par�cipants will inves�gate the current trends and issues, andwill work with a wide range of instruc�onal media tools.


Yes








CLO#1

Adhere to relevant crea�ve commons guidelines and copyright laws and guidelines when selec�ng andcrea�ng material to uphold professional standards. material.

174




This course is taught online only. The primary instruc�onal strategies for the course are instructor-madevideos, discussion forums, group work, independent self-directed research and reflec�ve wri�ng.



Passing grade:C-



45 30



CLO#2

Determine how the impact of current trends and issues in the use of learning technologies impact onteaching and learning.

CLO#3

Select, create Select and use appropriate learning technologies media to support learning in a variety ofdelivery formats. learning.

CLO#4

Provide ra�onale for the selec�on of learning technologies. media.

CLO#5

Apply cri�cal reflec�ve prac�ces to concepts and issues associated with learning technologies.

Evalua�on Plan:


Assignments 20 25 Instruc�onal Video or Podcast

Assignments 30 Instruc�onal Media Assignment 1 (students may choose from a variety of formats)

Project 30 Instruc�onal Media Assignment 2 (students may choose from a variety of formats)


175



Prac�cum


Course Topics

Yes


No



Course Topics:

Opera�onal defini�ons

Crea�ve commons guidelines and copyright law

Characteris�cs of different media/tech/tools

Trends and Issues in technology and tools

Models for selec�ng media/technology/tools

Impact of conceptual frameworks on selec�ng media/technology/tools

Instruc�onal technology and tools (e.g. blogs, wikis, clickers)




Are there anyt d t

C lt �

176

11/29/2018 PIDP 3250: Instructional Strategies



Course Name:Instruc�onal Strategies




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�





Viewing: PIDP 3250 : Instruc�onal StrategiesLast approved: 05/15/18 4:37 amLast edit: 11/05/18 12:43 pmChanges proposed by: kbrooke





177






mailto:Banner




Banner CourseName:

Instruc�onal Strategies


Course Number 3250


Credits: 3

Course Descrip�on:The Instruc�onal Strategies course provides par�cipants with the opportunity to experience and learnabout a variety of instruc�onal strategies and and techniques which they can apply to their own teachingprac�ce. Par�cipants will develop and adapt mo�va�onal strategies to be�er engage their students. Theywill also learn how to manage classrooms and handle difficult situa�ons in a respec�ul, professionalmanner. Par�cipants will use crea�ve techniques and frameworks to help their students learn how to learnand how to think cri�cally and crea�vely.


Yes








CLO#1

Compare Analyze strategies and contrast strategies and techniques that support learning.

178







Passing grade:C-



45 30


CLO#2

Select mo�va�onal strategies and student engagement techniques that align with lesson outcomes.Enable adult learning by applying mo�va�onal models and approaches.

CLO#3

Select ac�vi�es to promote cri�cal thinking, metacogni�on and self-regulated learning in your students.Apply techniques to help adults learn how to learn.

CLO#4

Apply classroom management skills to create a posi�ve learning environment. skills.

CLO#5

Apply cri�cal reflec�ve prac�ces to concepts and issues associated with mo�va�on and instruc�onalstrategies.

Evalua�on Plan:


Assignments 20 Mo�va�on Report

Assignments 30 Classroom Management Case Study

Assignments 30 35 Instruc�onal Strategies Report


179




Prac�cum


Course Topics

Yes


No




Course Topics:

Instruc�onal strategies

Instruc�onal techniques

Mo�va�on

Thinking skills (cri�cal thinking, crea�ve thinking, metacogni�on)

Classroom management

Techniques to help adults learn how to learn (SQ4R study technique, visual tools, ques�onning techniques, notetaking, etc.)




180

11/29/2018 PIDP 3260: Professional Practice



Course Name:Professional Prac�ce




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�





Viewing: PIDP 3260 : Professional Prac�ceLast approved: 05/15/18 4:38 amLast edit: 11/08/18 8:26 pmChanges proposed by: kbrooke





181






mailto:Banner




Banner CourseName:

Professional Prac�ce


Course Number 3260


Credits: 3

Course Descrip�on:The Professional Prac�ce course introduces par�cipants to the issues, themes and concepts of effec�veinstruc�on, instructor competencies, informal and formal assessment and evalua�on of instruc�on, as wellas ethics, professionalism and career management. A central focus of the course is the use of feedbackmechanisms to guide instruc�on and to improve one’s professional prac�ce. Par�cipants are alsointroduced to the purposes and methods of course evalua�on. They will define their vision of effec�veinstruc�on and design feedback instruments that assess their instruc�onal competencies. Par�cipants willanalyze dilemmas and suggest resolu�ons to the problems that confront many adult educators. Usingethical principles and codes of conduct as reference points, they will strengthen and ar�culate theirunderstanding of professionalism, which highlights the importance of ethical and professional behavior intheir prac�ce. The course also highlights the importance of developing a career management strategywhich includes a professional development plan.


Yes






182








Passing grade:C-


CLO#1

Create and develop strategies, techniques and instruments to get feedback on instruc�onal effec�venessat the workshop or course level.

CLO#2

Formulate a professional development plan to remain current in your profession. Develop a careermanagement strategy that includes a professional growth plan.

CLO#3

Analyze ethical dilemmas and formulate appropriate solu�ons.

CLO#4

Describe and design course evalua�on strategies.

CLO#5

Analyze values and moral reasoning to manage classroom diversity and implement ins�tu�onal policy.

CLO#6

Apply cri�cal reflec�ve prac�ces to concepts and issues associated with your professional prac�ce.

Evalua�on Plan:


Assignments 20 25 Evalua�on Strategies Report

Assignments 25 Feedback Instrument design and ra�onale for use

Project 15 Case analysis and report on ethical issues

183





45 30


Prac�cum


Course Topics

Yes



Assignments 20 Career management strategy and professional development plan


Course Topics:

Effec�ve instruc�on

Instructor competencies

Assessment and evalua�on of instruc�on

Course or program evalua�on

Ethical dilemmas

Professionalism

Career management




184



No




ReviewerComments

Key: 7232

Preview Bridge



Are there any

185

11/29/2018 PIDP 3270: Capstone Project



Course Name:Capstone Project




Contact(s)







3. 11/28/18 12:29 pm Todd Rowla�


History1. Apr 28, 2018 by



Viewing: PIDP 3270 : Capstone ProjectLast approved: 04/28/18 4:40 amLast edit: 11/05/18 12:50 pmChanges proposed by: kbrooke





186






mailto:Banner




Banner CourseName:

Capstone Project


Course Number 3270


Credits: 3 2

Course Descrip�on:During the Capstone Project, par�cipants will outline and describe what relevant life and work experiencesthey brought into the program.During They will then reflect upon the Capstone Project, par�cipants willreflect upon the themes and concepts, key insights and points of learning from each PIDP course and howthey understand the the integra�on of these insights in terms of their own work. The par�cipants willdevelop and deepen the reflec�on of their personal experiences in the program and the implica�ons fortheir prac�ce, and ar�culate a personal teaching philosophy. prac�ce. Last, the par�cipants will design,deliver, digitally record and self-assess a 45-90 minute lesson which will be delivered in a real se�ng.

This is a self-paced course in which par�cipants work on their own, in consulta�on with their PIDP Advisor,to complete the course requirements.


No





CLO#1

Design, deliver and evaluate learning and teaching on a con�nuum of instruc�onal approaches.

CLO#2

Create posi�ve and engaging environments that promote respect for the diversity of learners.

187




This is a self-paced course in which par�cipants work on their own, in consulta�on with their PIDP Advisor,to complete the course requirements.



Passing grade:C-



CLO#3

Use instruc�onal strategies and educa�onal technologies appropriately to support and enhance teachingand learning.

CLO#4

Communicate effec�vely and work collabora�vely in the workplace and in the community.

CLO#5

Act in an ethical and professional manner when working in an adult se�ng.

CLO#6

Develop professionally in response to trends and issues in one's field of prac�ce and in adult learning.

CLO#7

Demonstrate reflec�ve prac�ce.

CLO#8

Ar�culate a personal teaching philosophy.

Evalua�on Plan:


Assignments 10 Lesson or workshop plan

Project 20 Digital recording of teaching

Assignments 20 Report of workplace lesson (context, ra�onale, cri�que)

Assignments 30 50 Meta-reflec�ve wri�en essay or digital recording based on PIDP course journals,content and ac�vi�es

Assignments 20 Personal teaching philosophy

188





Prac�cum


90 20

Course Topics

Yes


No

Primary ProposalProvincial Instructor Diploma PIDP 3100 :Founda�ons of Adult Educa�on


Course Topics:

Lesson or workshop planning

Workplace delivery of a lesson or workshop

Context, ra�onale, and cri�que of workplace lesson or workshop

Reflec�on and documenta�on of learning and insights related to all PIDP courses




Are there any

189

11/29/2018 PIDP 3300: Teaching Adults Brain in Mind



Course Name:Teaching Adults with the Brain in Mind




Contact(s)

Banner CourseName:

Teaching Adults Brain in Mind


Course Number 3300








3. 11/28/18 12:29 pm Todd Rowla�



Viewing: PIDP 3300 : Teaching Adults Brain inMindLast edit: 11/08/18 8:31 pmChanges proposed by: kbrooke





190






mailto:Banner




Credits: 2

Course Descrip�on:At the end of this course, learners will be able to design, deliver, and evaluate adult educa�on courses andprograms in a manner that is compa�ble with the latest research on how the brain learns, remembers, andforgets. Learners will have an understanding of how the brain func�ons. They will be able to discussintelligently contemporary issues in brain research such as the brain and mental illness, cri�cal thinking,moral development, new theories of intelligence, differences in male and female brains, wisdom andintelligence and others. An underlying goal is to have students become very interested in brain research andits implica�ons for educa�on to the point that they will con�nue to follow developments in this field for therest of their lives.


Yes








CLO #1 Describe the principles of a brain compa�ble curriculum

CLO #2 Apply knowledge of the link between emo�ons and learning to teaching

CLO #3 Design curriculum for mindful learning

CLO #4 Design evalua�on techniques that are appropriate for a brain friendly classroom

CLO #5 Nurture intelligence, crea�vity, and healthy emo�ons in learners

191







Passing grade:60



30


Prac�cum


Course Topics


CLO #6 Describe the nature/nurture controversy and epigene�cs

CLO #7 Describe theories of moral development and their implica�ons for instructors

Evalua�on Plan:


Assignments 40 Essay, project, or presenta�on on course topic

Assignments 20 Book review

Assignments 20 Website review

Assignments 10 Classroom observa�on report

Exam 10 Coopera�ve exam

192



Yes


No

Primary ProposalPIDP



ReviewerComments

Key: 8526

Preview Bridge

Course Topics:Course Topics:

the physical brain learning and memory

intelligence cri�cal thinking

the social brain




Provide

193

11/29/2018 PIDP 3310: Intercultural Competence



Course Name:Intercultural Competence




Contact(s)

Banner CourseName:

Intercultural Competence


Course Number 3310








3. 11/28/18 12:29 pm Todd Rowla�



Viewing: PIDP 3310 : Intercultural CompetenceLast edit: 11/15/18 1:52 pmChanges proposed by: kbrooke





194






mailto:Banner




Credits: 3

Course Descrip�on:This course will focus on the challenges and opportuni�es of teaching in contexts of increasing culturaldiversity. Par�cipants will examine benefits and drawbacks of using models of culture and cultural values inanalyzing classroom behaviours. Par�cipants will iden�fy strategies for promo�ng inclusion, respect, andtrus�ng rela�onships between students in mul�cultural groups of learners.


Yes



course.








CLO #1 Describe how diverse values may underlie varia�ons in classroom behaviour.

CLO #2 Develop strategies to promote a culturally inclusive learning environment.

CLO #3 Promote the development of students’ intercultural competence.

195




Passing grade:60



15


Prac�cum


Course Topics

Yes


No

Primary Proposal

Evalua�on Plan:


Assignments 30 Cultural values

Assignments 30 Intercultural instruc�onal strategies

Assignments 40 Reflec�ve Wri�ng

Course Topics:

Models of cultural difference and values Intercultural conflict

Culturally responsive instruc�on



196

11/29/2018 PIDP 3320: FLO Fundamentals



Course Name:Facilita�ng Learning Online Fundamentals




Contact(s)

Banner CourseName:

FLO Fundamentals


Course Number 3320








3. 11/28/18 12:30 pm Todd Rowla�



Viewing: PIDP 3320 : FLO FundamentalsLast edit: 11/05/18 1:03 pmChanges proposed by: kbrooke





I hi di ?

197






mailto:Banner




Credits: 2

Course Descrip�on:Facilita�ng Learning Online Fundamental provides par�cipants with the opportunity to facilitate a short,pre-designed online learning ac�vity for other course par�cipants, usually with a small group. Online toolssuch as polls and forums will be used to facilitate learning ac�vi�es. Par�cipants will prac�ce providinguseful feedback in an online se�ng to other par�cipants as they facilitate their own ac�vi�es. Par�cipantswill also engage in reflec�on each week focusing on what has been learned and how it might be applied toother contexts.

Facilita�ng Learning Online Fundamentals was first made available by BCcampus under a Crea�veCommons A�ribu�on 4.0 Interna�onal License.


Yes



course.





CLO #1 Build and sustain online community.

CLO #2 Support diverse learners online.

CLO #3 Facilitate collabora�ve and individual learning.

CLO #4 Provide construc�ve feedback and assessment.

CLO #5 Manage the online course environment.

198




This course is taught online only. Instruc�onal strategies may include instructor-made video, discussionforums, synchronous sessions, group work, independent research and reflec�ve wri�ng.



Passing grade:60



30


Prac�cum


Course Topics

Evalua�on Plan:


Assignments 25 Facilitate an online learning ac�vity

Par�cipa�on 25 Par�cipate in classmate's online learning ac�vi�es

Assignments 25 Give construc�ve feedback

Assignments 25 Reflect on learning

Course Topics:

Posi�ve online learning environments Providing construc�ve online feedback Responding to online feedback

Suppor�ng diverse learners Suppor�ng online groups


199

11/29/2018 PIDP 3330: FLO Design



Course Name:Facilita�ng Learning Online Design




Contact(s)

Banner CourseName:

FLO Design


Course Number 3330








3. 11/28/18 12:30 pm Todd Rowla�



Viewing: PIDP 3330 : FLO DesignLast edit: 11/05/18 1:04 pmChanges proposed by: kbrooke





200






mailto:Banner




Credits: 2

Course Descrip�on:Facilita�ng Learning Online Design provides par�cipants with the opportunity to plan a unit of onlinelearning and a prototype learning ac�vity using an inten�onal design strategy. Progress on design projectswill be shared weekly using simple visual tools. Par�cipants will give and act on construc�ve feedbackweekly, and present their projects to each other at the end of the course. Par�cipants will also engage inreflec�on each week focusing on what has been learned and how it might be applied to other contexts.

Facilita�ng Learning Online Design was first made available by BCcampus under a Crea�ve CommonsA�ribu�on 4.0 Interna�onal License.


Yes



course.





CLO#1

Discuss important elements of online learning design, including quality, accessibility and designguidelines.

CLO#2

Plan a short unit of online learning and a prototype ac�vity that demonstrates an inten�onal strategy orlearning approach.

CLO#3

Par�cipate in collabora�ve, construc�ve review and feedback of peer design projects.

201




This course is taught online only. Instruc�onal strategies may include instructor-made video, discussionforums, synchronous sessions, group work, independent research and reflec�ve wri�ng.



Passing grade:60



30


Prac�cum


Course Topics


CLO#4

Present and explain design choices and pedagogical perspec�ves of online design project.

CLO#5

Par�cipate in a final collabora�ve, construc�ve review and feedback of peer design projects.

Evalua�on Plan:


Assignments 25 Project Plan – structure and communica�on

Assignments 25 Give construc�ve feedback

Par�cipa�on 25 Par�cipate in workshop ac�vi�es

Assignments 25 Reflect on learning

202



Yes


No




ReviewerComments

Key: 8520

Preview Bridge

Course Topics:Course Topics:

Online course quality Online accessibility

Instruc�onal design strategies Providing construc�ve online feedback






Are there any

203

11/29/2018 PIDP 3340: Collabo Learning College Class



Course Name:Collabora�ve Learning in the College Classroom




Contact(s)

Banner CourseName:

Collabo Learning College Class


Course Number 3340








3. 11/28/18 12:30 pm Todd Rowla�



Viewing: PIDP 3340 : Collabo Learning CollegeClassLast edit: 11/28/18 12:30 pmChanges proposed by: kbrooke



204






mailto:Banner



Credits: 2

Course Descrip�on:This course is designed for instructors who would like to implement collabora�ve learning strategies in theirclassrooms. It is a very prac�cal course that will give learners experience working in collabora�ve learninggroups using a variety of instruc�onal techniques. Learners will plan implementa�on strategies for theirown classrooms.


Yes










CLO #1 Describe various collabora�ve learning approaches

CLO #2 Explain how to structure individual accountability and posi�ve interdependence

CLO #3 Describe and set up three types of coopera�ve learning groups

CLO #4 Plan a coopera�ve learning lesson

CLO #5 Describe evalua�on strategies for coopera�ve learning ac�vi�es

205




Grading System: Percentages

Passing grade:60



30


Prac�cum


Course Topics

Evalua�on Plan:


Assignments 35 Unit plan

Assignments 35 Class presenta�ons

Par�cipa�on 10 Group par�cipa�on

Exam 20 Final exam

Course Topics:

Coopera�ve, compe��ve, and individual goal structures Individual accountability and posi�ve interdependence

Group grades Coopera�ve learning group types

Trouble-shoo�ng problems between group members



206

November 14, 2018 PREPARED FOR: Education Council ISSUE: C.1.6 Registration Policy and Procedures BACKGROUND: The registration policy informs students of the institutional practices for program and course registration. We have worked on this policy for some time; this round of changes involved some narrowing of the principles and re-wording of some clauses for clarity. DISCUSSION: After discussion, policy principle 5 was removed because it was seen as too directive – It directed instructors as to what they should do, regarding the use of student services, if a student encounters difficulty in a course—these courses of action remain available, but it was felt that they need not be listed in a policy principle. The meaning of “insert student” was also discussed and clarified – the Committee agreed that an insert student is student who wishes to re-enter and complete a program they had previously begun, and not simply a student who has been at VCC and now wishes to take any new or different course. The Continuing Studies section of the definition of “Admission” was also clarified. MOTION: MOVE THAT Education Council recommends the Board of Governors approve C.1.6 Registration Policy and Procedures.

Prepared by: John Demeulemeester Chair, Education Policy Committee

DECISION NOTE

207

C.1.6 Registration Policy Page 1 of 2

POLICY

Policy No. C.1.6 Title Registration Approval Body Education Council, Board of Governors Policy Sponsor Vice President Academic, Students & Research Last Revised/Replaces May 30, 2018 Effective Date

CONTEXT AND PURPOSE

This policy informs students of institutional practices regarding program and course registration at Vancouver Community College (VCC, the College).

SCOPE AND LIMITS

This policy applies to all registration activity for credit and non-credit programs and courses offered by VCC. This policy does not apply to Continuing Studies non-credit courses.

STATEMENT OF POLICY PRINCIPLES

1. VCC will apply a consistent registration process that is fair, transparent, accessible, and timely for all students.

2. VCC values and promotes the principles of student success and academic progression, and is committed to working with students to achieve their educational goals.

3. VCC’s registration processes are based on and promote priority registration system for individuals and groups that include, but are not limited to: Indigenous students, students with disabilities, international students and returning students.

4. VCC is committed to publishing registration information and commencing registration for classes as far in advance as possible.

5.

DEFINITIONS

Admission: The formal process by which students are granted the opportunity to be considered a student at the College and would be eligible to register for courses. In order to be admitted, students are required to fulfill the requirements stipulated in the program they are applying to. This may include specific course completion and/or grade level completion, some with specific grades. In addition, some programs will require students to present documented evidence of having met specific requirements that may not be academic in nature but are salient to the program in which they are applying. For Continuing Studies courses, there may not necessarily be a formal admissions process and, as such, the process itself revolves around the submission of an application with required demographic data so that students can be entered into the student records system for the purposes of appropriate tracking. In such situations,

208

C.1.6 Registration Policy Page 2 of 2

students will be admitted, which serves institutional purposes of allowing the College to ensure good record keeping and this will allow the student to register for a particular course in question. Auditing Student: A student who is approved to audit a course will attend classes and may participate in class discussions, but will not write exams, submit assignments or receive a grade or credit for the course.

Insert Student: A student who has previously completed a portion of a VCC program and has returned to complete remaining courses in that program.

Pre-requisite: A required course that a student must have taken to ensure that they have the level of understanding and competency in order to successfully complete the course which they are registering in.

Registered Student: A person who has been recorded within the Banner Student Information System as having been placed in a seat in a full-time or part-time credit or non-credit course offered by VCC.

Registration Area: The following areas of the College are responsible for registering students into specific programs:

• Registrars’ Office (RO) • Continuing Studies (CS) • International Education (IE) • School of Instructor Education (SIE)

RELATED LEGISLATION & POLICIES Legislation: British Columbia Human Rights Code Immigration and Refugee Protection Act

Policies: A.3.1 Prevention of Harassment, Discrimination and Bullying C.1.1 Course/Program Grading C.1.3 Granting of Credentials C.2.1 International students on Study Permits C.2.2 Eligibility for Domestic Fees C.3.3 Suspension and/or Discontinuance of Programs D.3.5 Prior Learning Assessment and Recognition D.3.6.1 Flexible Admissions D.3.7 Tuition and Fees D.3.8 Criminal Record Check D.3.10 Aboriginal Education Enrolment D.4.1 Students with Disabilities D.4.2 Student Grievance RELATED PROCEDURES Refer to C.1.6 Registration Procedures

209

C.1.6 Registration Procedures Page 1 of 2

PROCEDURES

Policy No. C.1.6 Title Registration Approval Body Education Council, Board of Governors Policy Sponsor Vice President Academic, Students & Research Last Revised/Replaces May 30, 2018 Effective Date

1. To register in courses, a student must have completed the admission process for a course and/or program, or have received permission to register for courses where there is no formal admissions process, such as in Continuing Studies.

2. Students are responsible for:

a. the accuracy of their registration at VCC. b. determining if their selected courses will meet requirements for graduation at VCC

or transfer to another institution (if required to meet the student’s future educational goals).

c. paying all required fees by the published deadlines. d. withdrawing from courses by published deadlines. If a student fails to do so, they

are responsible for all outstanding fees and the resulting grade. e. ensuring that the appropriate Registration Area has their current mailing and e-mail

address and phone numbers on file at all times.

3. If pre-requisites are not met before the course start date, the student must withdraw from the course or may be withdrawn. The Registration Area must have proof of relevant course pre-requisites on file for each registered student.

4. Students registering as insert students must contact the Department Leader for their program. The Department Leader will forward in writing the appropriate information, including the courses the student is to be registered in, to the Registration Area. If a program has been discontinued or undergone revision, a returning student will need to apply to the revised version of the program prior to registration.

5. The following guidelines apply to individuals registering as Auditing Students:

a. A completed Audit Request Form must be approved by the Department and submitted to the Registrar’s Office at the time of registration.

i. A student who has already registered in a course and wishes to switch to audit status must submit an approved Audit Request Form to the Registrar’s Office prior to the course start date.

b. A student cannot register as an auditor until two weeks prior to the course start date provided an empty seat is available.

210

C.1.6 Registration Procedures Page 2 of 2

c. A student can only register as an auditor once in a specific course. Exceptions may be made on an individual basis provided the student provides supporting documentation.

d. Audited courses will appear on a student’s transcript with a grade of R.

6. Students may occasionally wish to register in additional courses beyond what their program calls for within a given term. After consultation with the Department Leader and the Registration Area, students may be permitted to register in additional courses as an overload. The determination will be based on a student’s past academic performance to ensure they are reasonably assured of being successful.

7. Students who have not been registered in a course for a period of 12 consecutive months will have their academic status changed to “inactive”, and will need to contact the Registration Area to re-activate their account prior to registering for courses.

RELATED POLICY Refer to C.1.6 Registration Policy.

211

Audit Request Form

Name Student # LAST FIRST INITIAL

Program Banner Term

Students who wish to attend classes without participating in assignments or examinations may apply to the Department Head for permission to audit a course prior to the start of the course or program.

Written permission must be received in the Registrar’s Office prior to the start of the course or program.

Audit status cannot be changed to credit. Student must repeat the course(s) and receive a credited grade to be eligible for Certificate/Diploma.

Student pays regular course/program fees for audited courses.

Course Name Subject Course # CRN Grade

R

R

R

R

Reason for auditing course(s):

Student’s Signature: Date:

Departmental Approval: Yes No

Departmental Approval Name (Please Print):________________________________________ Signature: Date:

Distribution: White copy – submitted to Admissions for registration Yellow copy – department to keep for records

I:\sr\forms\audit request form

212