cape breton university accountability report 2014-15

ACCOUNTABILITY REPORT 2014-15

CBU.ca

05001000150020002500300035004000

Aboriginal Cape Breton Rest of Nova Scotia Rest of Canada International2014-152013-142012-132011-122010-11

TOTAL FALL/WINTER ENROLMENT

FOREWORD ........................................................1

STUDENT SUCCESS ..............................................3

COMMUNITY ENGAGEMENT .......................................9

ENTREPRENEURSHIP ...........................................13

EXPERIENTIAL LEARNING ....................................15

RESEARCH, DEVELOPMENT & COMMERCIALIZATION .......17

CBU COMMUNITY ................................................20

TABLE OF CONTENTS

I am delighted to present the second annual Cape Breton University Accountability Report. Last year we described in some detail how CBUs new strategic direction reflected our commitment to the communities of Cape Breton Island and, of course, our continued strong emphasis on educational support for our Aboriginal communities. We described our approach to multiculturalism and internationalism, and we shared details of the very significant economic contribution made by CBU to Cape Breton Island and Nova Scotia.This year we describe the solid progress we are making on meeting the priorities of our students, our staff and faculty and our provincial government. So we include updates on our support for students from all cultures (pages 3-8) as well as our continued commitment to the diverse communities that make up Cape Breton Island (pages 9-12). A new section this year addresses the importance we place on people who work at CBU, and we provide details of our follow through on our first ever employee engagement survey (page 20). This is especially important to us as we need to reduce our staff costs whilst maintaining our commitment to the wellbeing, personal development and career aspirations of the nearly 400 people who work at CBU. Every one of our staff and faculty is committed to making a personal contribution to the success of our students and the Institution as a whole, and we owe them a great debt of gratitude.We also focus on three areas that have been identified by the Province of Nova Scotia as especially important for post-secondary educational institutions to provide leadership for the future economic, social and cultural wellbeing of the province. These areas are: Entrepreneurship (pages 13-14), Experiential Learning (pages 15-16) and Research, Development and Commercialization (pages 17-19). In each case the province has established working groups to address these and other topics under the direction of an Innovation Team, where post-secondary leaders, provincial and federal public servants and other representatives come together to promote positive change in the sector.I hope you are as proud of Cape Breton Islands university as I am. Like many institutions, we face demographic and financial challenges, but we also have much to celebrate. We are a unique institution with a unique mission in a unique geography. We must continue to build on the efforts of our founders and ensure that CBU continues to flourish for the good of current and future generations of students.

DR. DAVID WHEELERPresident & Vice ChancellorCape Breton University

FOREWORD

MESSAGE FROM THE CHANCELLOR

Reading through the 2014-15 Cape Breton University Accountability Report, I am struck by the depth and authenticity of commitments the university brings to its relationships with students and communities around the world. We know how vital the University is to the social, cultural and economic renaissance of Cape Breton Island. And we know how sincere the faculty and staff of the University are to ensuring an inspiring and culturally inclusive educational experience for every one of our students. This Accountability Report provides yet more evidence of how the University makes that happen.As someone who grew up on Cape Breton Island, it is a continuing source of pride to me to see the numbers of our Aboriginal graduates growing every year. And our convocations in Cape Breton and Cairo demonstrate just what an internationalized and multicultural institution we have become. Our success in supporting provincial government priorities is remarkable, whether that is in promoting entrepreneurship, employment opportunities in Nova Scotia, the commercialization of research or immigration. This is a university with a sense of service, accountability and transparency which I believe is unprecedented in our country.I hope you will enjoy reading about the many commitments and accomplishments of our University. The Institution grows in reputation and respect every year. I hope you will continue to champion the cause of Cape Breton University as a student, staff or faculty member, alumni, parent or community member.

ANNETTE VERSCHURENChancellorCape Breton University

ENSURING STUDENT SUCCESSCape Breton Universitys mission is to be a multicultural, creative, innovative and entrepreneurial academic institution committed to teaching excellence, world changing research and deep engagement with the social, economic, environmental and cultural aspirations of every community and individual we serve.Within that mission, we have a mandate to put our students first and their success is paramount. To foster student success, CBU ensures that class sizes are small, provides a high degree of faculty-student interaction, introduces students to high-impact practices1 and firmly commits to delivering high- quality programs. Over the past two years, we have enhanced our academic support services and implemented a comprehensive model of student advising to better support the varied needs of our diverse student body. Within this model, all first-year students go through our First-Year Advising

Centre, where they meet with an Academic Success Coach to discuss their academic goals and how to reach them. First-year students are also assigned a Peer Success Coach, an upper-year student leader who supports other students in their transition from high school to university studies. Peer Success Coaches reach out to first-year students at the start of the year and continue to maintain communications throughout the year to ensure they are aware of resources and support services available to them, including Academic Success Coaching, the Math and Science Centre, the Writing Centre, Personal Counselling, the Jennifer Keeping AccessAbility Centre and other resources.Driven by the desire to ensure that appropriate and effective services are being offered and delivered to CBU students, an internal and external review of Student Services took place in 2015. Work is currently underway to address the feedback of those reviews.

Many of us working at larger institutions would be very envious of the commitment and ability of CBU to ensure that every new student meets with someone on campus for an advising appointment before class registration. Ensuring that there is at least one human connection with each student, and that connection includes information about how to get involved and where to go for help, is a huge strength of the commitment CBU makes to its students.Heather Lane Vetere, Vice-Provost, StudentsRyerson University

3ACCOUNTABILITY REPORT 2014-15

]high-impact practicesDue to their positive associations with student learning and retention, certain undergraduate opportunities are designated high-impact. High-impact practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback.

[1

STUDENT SUCCESS

CBU CANADA (2014-15)

11% 6%

50%37%

CBU CANADA (2014-15)

56% 52%30% 27%

100%

Participated in one HIP

Participated in two or more HIPs

FIRST YEARLearning Community, Service-Learning, and Research with FacultySENIORLearning Community, Service-Learning, and Research with Faculty, Internship, Study Abroad and Culminating Senior Experience

In the Strategy for Cape Breton University 2014-2019, one of our objectives is to continually improve student satisfaction and retention. Student satisfaction measures are collected annually from CBUs participation in the National Survey of Students Engagement (NSSE). This survey is used by degree-granting institutions throughout Canada and the United States to measure the extent to which students engage in effective educational practices linked to learning, personal development and other outcomes such as persistence, satisfaction and graduation. One of the aspects the survey measures is student engagement in high-impact practices, such as working with faculty on research projects, participating in community-based projects, completing

an internship or clinical placement, or studying abroad. As shown in the chart below, both first-year and senior-year students at CBU participate in more high-impact practices than the average for Canadian universities. This demonstrates that CBU education goes well beyond the classroom. Another important measure of student satisfaction is students experiences with faculty. Since CBUs first participation in NSSE in 2011, our students have consistently responded very positively to measures related to their interactions with faculty members. As a result, we can claim some of the highest student-faculty interaction scores in the country. The table on the next page shows four key indicators of student-faculty engagement.

STUDENT ENGAGEMENT AND SATISFACTION



Through NSSE, our fourth-year students consistently report high levels of student satisfaction relative to the rest of Canada. As shown in the chart below, 88 per cent of senior students at CBU rated their entire educational experience as Excellent or Good, compared to the national average of 80 per cent. Our Five-Year Plan aims to increase senior year satisfaction to a minimum of 92 per cent annually for senior students and 87 per cent for first-year students.

88% of senior-year students rated their CBU education positively, compared to the national average of 80%

100%

2011 2012 2013 2014

CBUCANADA

90%80%70%60%50%40%30%20%10%0%2015

STUDENT SUCCESS

STUDENT-FACULTY INTERACTION

CBU CANADA 2014-15

FIRST-YEAR STUDENTS

Talked about career plans with a faculty memberWorked with faculty on activities other than coursework(committees, student groups, etc.)

Discussed course topics, ideas, or concepts with a faculty member outside of classDiscussed academic performance with a faculty member

05101520253035 SENIOR STUDENTS

Talked about career plans with a faculty memberWorked with faculty on activities other than coursework(committees, student groups, etc.)

Discussed course topics, ideas, or concepts with a faculty member outside of classDiscussed academic performance with a faculty member

010203040506070

ENTIRE EDUCATIONAL EXPERIENCE EXCELLENT OR GOOD (SENIOR)

PROGRAM SATISFACTION

83.6% of CBU students are satisfied or very satisfied with their overall experience in their programs of study. The Master of Business Administration in Community Economic Development (MBA in CED) tops the list with 92% overall student satisfaction and 96% satisfaction with the quality of teaching received.

BEd and Bachelor of Health Sciences (Public Health) students are the most satisfied with the concern shown to them as individuals. These students, together with the Bachelor of Science, Nursing (BScN) students, are most satisfied with the availabity of instructors outside the classroom.

To establish a baseline for program-level student satisfaction, students were asked to complete a short questionnaire specific to their program of study. 44% of the student population participated in the survey.

0%10%20%30%40%50%60%70%80%90%

OVERALLEXPERIENCE IN PROGRAM OF

STUDY

QUALITYOF

TEACHINGRECEIVED

QUALITYOF

COURSEMATERIAL

AVAILABILITYOF INSTRUCTORS

OUTSIDE THE CLASSROOM

CONCERN SHOWN FOR STUDENTS

ASINDIVIDUALS

AVAILABILITY OF ACADEMIC

SUPPORTSERVICES

% Satisfied or Very Satisfied

PROGRAM-LEVEL STUDENT SATISFACTION



EXCELLENCE IN REAL WORLD, COMMUNITY CONNECTED TEACHING

In 2014, Tom was elected Chair of the National Trust for Canada, dedicated to historic places and the regeneration of communities. His teaching, research and volunteer service work cover innovative projects and approaches in community development, crime prevention and culture. Tom chairs the parish council of St. Marys Polish Church in Whitney Pier,

which is rebuilding following a devastating fire. Tom is the author of four books.

DR. TOM URBANIAK, CHAIR, DEPARTMENT OF POLITICAL SCIENCE

Kate is passionate about teaching and social justice. She developed a pedagogy of play: an approach to teaching that emphasizes student engagement both inside and outside the classroom. Kates research focuses on sexualities, genders and identities, and brings to light some of the everyday challenges faced by queer and trans-gender folk.KATE KRUG, ASSISTANT PROFESSOR, CHAIR, DEPARTMENT OF ANTHROPOLOGY/SOCIOLOGY

Heathers current research includes the role of music in motivating Gaelic language learning, Cape Breton step dance and disaster songs of Atlantic Canada (disastersongs.ca). Her new interactive digital exhibit, Canary in the Mine: Nova Scotia Mining Disaster and Song will tour provincial museums over the next few years.DR. HEATHER SPARLING, CANADA RESEARCH CHAIR IN MUSICAL TRADITIONS

Kens teaching hasnt been in the classroom but rather in Cape Breton Highlands National Park during a two-

week field course. He has also co-supervised grad students working on projects that include drug delivery,

pelleting Port Hawkesbury Paper sludge for a biomass substitute or commercial sales and evaluating the

impacts of moose overabundance in the Cape Breton Highlands National Park.

DR. KEN OAKES, CHAIR OF ENVIRONMENTAL REMEDIATION, VERSCHUREN CENTRE AND ASSISTANT PROFESSOR, BIOLOGY

Dannies research interests lie in the areas of job satisfaction, retirement and entrepreneurship all with an international perspective. He recently published research that assessed students expectations of future job satisfaction. The results found both generational and cultural differences, which will help employers prepare for new employees. His teaching style is interactive with an emphasis on relationship building. DR. DANNIE BROWN, ASSISTANT PROFESSOR, ORGANIZATIONAL MANAGEMENT

Deannes research in geology lies in unraveling the histories of ancient mountain belts by investigating physical structures, minerals and rocks through field work and laboratory analysis. Through her research she gets to know parts of Canada that most people will never see, and she is continually inspired to share the beauty of Canada and its geology with students and the community.DR. DEANNE VAN ROOYEN, ASSISTANT PROFESSOR OF GEOLOGY

Patricks research looks at ways to connect the knowledge required to live in healthy, sustainable communities with the education of future teachers. CBUs Bachelor of Education (BEd) is the only teacher education program in Atlantic Canada to have Education for Sustainability (EfS) as a core focus. Coming to CBU in 2016 is a Master of Education in Sustainability, Creativity and Innovation program. The program will provide educators with the core competencies to become leaders in sustainability education.

DR. PATRICK HOWARD, ASSOCIATE PROFESSOR, EDUCATION

STUDENT SUCCESS

The long-term vision for CBU foresees students coming from Cape Breton Island, Nova Scotia, the rest of Canada and the rest of the world, in appropriate numbers, quality and diversity that befits a global campus in an ambitious region. The University has fully embraced multiculturalism and celebrates genuine

diversity, which introduces students to the global village where they gain an increased understanding, respect and appreciation for cultures of their peers. The welcoming spirit of Cape Breton Island originates with the traditions of our Indigenous Mikmaq, who welcomed European settlers to Cape Breton Island. We are proud to maintain those traditions today at CBU.

CBU has successfully increased its international student enrolment in each of the past five years. As of 2014, the University had 941 registered international students from 42 countries, comprising approximately 30 per cent of CBUs student body. With such recruitment success, Cape Breton

University now has the second largest proportion of international student enrolment in the Maritimes.1In 2014, CBU launched its Multiversity Cultural Festival2 an outdoor multicultural festival that celebrates the cultures at the University. The event

included a mix of professional performers representing diverse cultures and CBU student groups who performed traditional music and dance from Africa, Saudi Arabia and Asia. The event also featured food vendors offering a taste of the world and many cultural displays. It is estimated that nearly 1000 people from the Cape Breton Island community attended the festival.While the Multiversity Cultural Festival marked the beginning of the University year, the Multiversity Gala was one of the events that marked the close of the year. The gala, attended by approximately 800 people, was an opportunity to highlight Cape Bretons growing multicultural community among both students and residents. The event included an Aboriginal Welcome Song, a traditional Cape Breton Square Dance Set, a Saudi Arabian Dance, a Chinese Dragon Dance and other dances from around the world.3 In addition to those events, CBU also celebrated Chinese New Year, National Saudi Day and an Afro-Caribbean night.

PROVIDING A MULTICULTURAL STUDENT EXPERIENCE


INTERNATIONAL STUDENT POPULATION BY GEOGRAPHIC REGION (2014-15 FALL/WINTER)% of Total Visa 2014

SUB-SAHARA MIDDLEEAST

LATINAMERICA

EUROPE ASIA UNITEDSTATES

4.3%

31.8%

1.2% 3.3%

59%

.4%

1 Maritime Provinces Higher Education Commission (MPHEC) website, Enrolment Statistics (http://www.mphec.ca/media/84301/Enr_Table5_2013_2014E.pdf) 2 http://www.cbu.ca/news-events/story/cbu-brings-the-world-to-sydney-with-multiversity-cultural-festival/3 http://www.cbu.ca/news-events/story/cbu-multiversity-celebrates-first-gala/


CBU is a global university with a deep commitment to our community. It was in response to the communitys demand to have a university for Cape Breton Island that CBU was founded and connections to community continue to be vital. A significant part of this community connectivity is our commitment to supporting the education of our children and youth. One initiative is our Childrens University project, which has just completed its second year. Based on a concept that is popular in Europe, Childrens University introduces learning experiences on a wide variety of topics to children aged 8 to 13 years old, demonstrating that learning can be fun and exciting. Each month from October to June, CBU faculty presented wide-ranging topics from A Horrible History of Halloween to Sharks, Fossils and Meteors How Geologists Gave the Earth a Birthday.

The eight events held in 2014-15 were well attended with approximately 75 to 100 children at each presentation.Another way of connecting with youth is through our summer camps. This year, CBU organized and hosted 11 summer camps, both at our campus and at locations around the Island. The camps ranged from an Innovative Explorers Camp and a Boardmore Theatre Camp to numerous sports camps offered by CBU Athletics, including Fun-damentals Multi-Sport, Volleyball and Basketball camps. Approximately 300 children and youth participated in the camps over the course of the summer.CBU hosted its fifth annual Mall of Science Event in May 2015 at Sydneys Mayflower Mall. The event features hands-on science activities, exciting demonstrations and interactions with CBU professors, lab instructors and students. In total, 582 children participated in the Mall of Science, with representation from 11 preschools, 38 elementary schools, five middle schools, three high schools and some home- schooled children.For the past five years, CBU has held its annual Women in Science event that helps introduce young females to the fascinating careers a science background supports. Since its inception, the event has welcomed nearly 100 female high school students and engaged more than 20 female CBU undergraduate students as event volunteers each year.

CONNECTING TO OUR COMMUNITY

COMMUNITY ENGAGEMENT

BOARDMORE THEATRE

Nearly 100 CBU students participated in various areas of theatre in 2014-15. Close to 180 community/CBU student participation in Boardmore Theatre activity in 2014-15.Average attendance each Season of Plays - 5,500.Close to 1,200 elementary school student interactions in 2014-15.About 1,000 high school students visited the Boardmore Theatre in 2014-15.

BEATON INSTITUTE

115 high school student interactions with the Beaton Institute through school presentations, Heritage Fair workshops and research, Lumire workshops and community presentations in 2014-15. 325 CBU students visited the Beaton Institute for orientations, internships, directed studies, class tours, lab work, assignment assistance and work opportunities in 2014-15.CBU ART GALLERY

124 high school students visited the CBU Art Gallery through class visits and educational programs in 2014-15. 145 CBU students experienced the CBU Art Gallery through class visits and Gallery events in 2014-15.

ATHLETIC ROLE MODELS AND COMMUNITY ENGAGEMENT

CAPERS ATHLETICSBY THE NUMBERS


Our varsity student-athletes continue to inspire the youth of Cape Breton Island to engage in sports and achieve local and national acclaim.This year, three CAPERS student-athletes were chosen to represent Canada on the national Canadian Interuniversity Sport (CIS) soccer teams at the 2015 Summer Universiade in Gwangju, South Korea. Striker, Karolyne Blain, was selected for the Canadian womens squad, while fellow strikers, Justin Maheu and Ian Greedy, were named to the Canadian mens squad. The three are the only soccer players from the Atlantic University Sport Conference (AUS) to be named to the national teams. Blain and Maheu were also respectively named the AUS Most Valuable Players in their sport and Maheu was named CIS Player of the Year. Blain set the AUS womens soccer record for most goals in a single season with 16, while Maheu was prolific on the mens side with 15 goals. Greedy completed his career as CBUs all-time leading scorer with 42 goals overall.

190 junior high and elementary students participated in CAPERS Basketball Camps.70 junior high and elementary students

attended CAPERS Volleyball Camp.45 junior high and elementary students enrolled in weekly Monday Night Basketball School.25 high school aged basketball players participated in both the Regional Training Centre

and Island Performance Basketball Academy for high level players.

WE ARE EXTREMELY PLEASED TO SEE OUR STUDENT-ATHLETES

RECOGNIZED AMONGST THE BEST IN THE COUNTRY JOHN RYAN, CBU DIRECTOR

OF ATHLETICS

2014-15 CAPERS STANDINGS (AUS) W L T PTsMens Basketball 11 9 30 Mens Soccer 8 4 1 25Womens Basketball 9 11 26Womens Soccer 7 4 2 23Womens Volleyball 0 16 0

As part of our 2015-16 budget process, CBU regrettably decided to discontinue its womens varsity volleyball program. CBU will continue to honour all committed Athletic Financial Awards as long as the student-athletes remain eligible. We want to thank all of the student-athletes affected for their dedication and professionalism in adjusting to this decision. We also announced that owing to the imminent opening of two state-of-the-art ice surfaces at Membertou, we would also likely have to repurpose the Canada Games Complex. To help us plan for this eventuality, a task force was struck, chaired by community leaders, Anita Delazzer and Kirk MacRae, and a series of consultations commenced across Cape Breton Island.KAROLYNE BLAIN was the first CBU student-athlete to win

the AUS James Bayer Memorial Scholarship Award.

RURAL-URBAN IMMIGRATION PILOT PROJECT

1 Now or Never: An Urgent Call to Action for Nova Scotians, Nova Scotia Commission on Building Our New Economy, 2014.2 Next Steps: Immigration and Settlement to Cape Breton Island, Rural-Urban Immigration Pilot for Cape Breton, May 2015 (http://www.cbimmigrationpilot.ca/wp-content/uploads/2015/05/Final-Report.pdf).


The One NS Report1 called for an increase in immigration of 7,000 people per annum. In response to the report, our Rural-Urban Immigration Pilot for Cape Breton Island was initiated with the support of the Nova Scotia Office of Immigration. The University has worked with partners across the Island to assess the needs and current issues surrounding immigration to Cape Breton Island in order to encourage permanent settlement.A survey of international students studying in Cape Breton found that the majority are entrepreneurial,

well- educated and want to stay on the Island. 88 per cent are planning to apply for a post-graduate working visa, while 35 per cent want to start their own businesses. Given that two-thirds of those surveyed are between the ages of 20 and 25, the settlement of these students could help address some of the demographic challenges facing Cape Breton.2While 91 per cent of international students reported that they felt welcome on the Island, much work needs to be done to facilitate the immigration process for those who want to settle here.

Working with a Task Force of municipal, educational and Aboriginal leaders, a list of recommendations to address the questions of immigration on Cape Breton Island was developed. This includes such areas as becoming a more welcoming Island, increasing connections between the local business community and international students, enhancing services and supports for newcomers and increasing awareness of the positive impacts of immigration to the Cape Breton economy. 35 PER CENT OF INTERNATIONAL STUDENTS WANT TO START THEIR

OWN BUSINESSES

COMMUNITY ENGAGEMENT

1 http://www.cbu.ca/aboriginal-affairs/purdy-crawford-chair-in-aboriginal-business-studies/in-business/

BUILDING LINKS WITH ABORIGINAL COMMUNITIESA cornerstone of CBUs multicultural vision is our relationship with the Mikmaq and other Aboriginal communities across Canada. Through listening to Elders and other Aboriginal leaders, CBU has collaborated with First Nation communities to design programs that meet their educational needs for four decades. An important part of our educational delivery for First Nations is in-community classes, where Aboriginal students conduct community-based research and community interventions. CBUs Unamaki College has led the development of in-community programming, initially in the Maritimes and then into Listuguj, Quebec. In-community programming is also happening with MBA in CED cohorts in Ontario and in Western Canada.

CBU has built links with Aboriginal communities across the country through the Purdy Crawford Chair in Aboriginal Business Studies. The Chair promotes interest among Canadas Aboriginal communities in the study of business at the post-secondary level, while undertaking research specific to Aboriginal business development. In 2014, the Purdy Crawford Chair launched In.Business: A National

Mentorship Program for Indigenous Youth.1 Based on its successful mentorship pilot project in Nova Scotia, In.Business teams Aboriginal high school students with Aboriginal business mentors, working professionals with a background in business. Through the program, participating students work on business challenges facilitated by their mentors, which allow them to explore various facets of business, which may motivate them to pursue future education in business. The five regions where the In.Business programs operate are shown in the map below.

THE IN.BUSINESS NATIONAL MENTORSHIP PROGRAM FOR INDIGENOUS

YOUTH HAS APPROXIMATELY 300 STUDENTS AND 50 MENTORS FROM

ACROSS CANADA.


Credentials Granted to Aboriginal Students2010-2011 - 362011-2012 - 462012-2013 - 452013-2014 - 472014-2015 - 43

CREATING A STARTUP CULTURE

A key goal of the One Nova Scotia1 report is that Nova Scotia should generate more than 4,000 business startups per year, a 50 per cent increase over the current average. To respond to the reports call to action, the Nova Scotia Department of Labour and Advanced Education formed an Innovation Team with five working committees. CBU President, David Wheeler, serves as Co-Chair of the Entrepreneurship Working Committee, which works to broadly embed a culture of entrepreneurship within all universities and the Nova Scotia Community College. This work involves creating and fostering partnerships with the private sector in order to promote innovation, technology transfer and new startups within post-secondary institutions.CBU is committed to growing the entrepreneurial culture, both within the CBU community and throughout the wider Cape Breton Island community. Significant actions have been taken in this area of focus over the past year at CBU.

When CBU alumnus, Gavin Uhma, started his company, GoInstant (later acquired by Salesforce.com in 2012), he and his cofounders found it challenging to hire skilled developers in Cape Breton, making it difficult to grow the company locally. In response to this challenge, he started the Uhma Institute of Technology (UIT) Startup Immersion program in partnership with the CBU Shannon School of Business. This ten-month program teaches prospective entrepreneurs the methods behind the worlds most successful startups. Students learn technology, product and business skills leading up to the launch of their own company. The program recently graduated its first class of entrepreneurs, some of whom are now involved in startup enterprises and others who have bolstered the teams at existing local technology companies. Through training more people in technology and entrepreneurship, UIT is contributing to the startup ecosystem as a catalyst for the creation of more local companies and as a provider of skilled developers to help existing companies grow.

I CAME TO UIT WITH NO IDEA WHAT TO EXPECT. IT WAS BY COMPLETE SURPRISE THAT I FOUND MYSELF BECOMING AN

ENTREPRENEUR, AND LOVING IT.BRIAN BEST, UIT GRADUATE

STUDENTS FROM UIT, CBU AND THE NOVA SCOTIA COMMUNITY COLLEGE

MARCONI CAMPUS PARTICIPATED IN THE FIRST

SOCIAL STORM GLOBAL HACKATHON WHERE THEY

COLLABORATED AND COMPETED WITH PEERS

FROM AROUND THE WORLD TO TACKLE A SOCIAL ISSUE.


1 Now or Never: An Urgent Call to Action for Nova Scotians, Nova Scotia Commission on Building Our New Economy, 2014.

ENTREPRENEURSHIP

WITH AN IMMERSIVE EXPERIENCE THAT COMBINES ENTREPRENEURSHIP AND

TECHNOLOGY, WE CAN SUPPORT THE GROWTH OF EXISTING

COMPANIES AND INSPIRE NEW COMPANIES TO START.

GAVIN UHMA

STARTUP CAPE BRETON is another new initiative that was launched in the past year. It began with the presentation of Ryerson Universitys successful DMZ (Digital Media Zone) model, Canadas leading university-based technology-business incubator, to the Cape Breton startup community. Following the theories of what makes successful startup communities, STARTUP CAPE BRETON is helping to shape a movement toward a more entrepreneurial, inclusive and diverse Cape Breton. Held at the Verschuren Centre at CBU, these quarterly public events promote and encourage innovative thinking, new ideas and opportunities in technology, business and education.


EMBEDDING ENTREPRENEURIAL THINKING IN PROGRAMS

As the CEO of Health Outcomes Worldwide and a professor in the CBU Nursing Department, Corrine McIsaac was passionate about introducing entrepreneurial thinking to nursing students. As a result, the Population Health Course for fourth-year nursing students now contains a component where students are required to identify a pain point within the health care system and develop a solution to address the problem. The solution must include the development of a business case that demonstrates improvement in patient outcomes and a return on investment for the health system.

This course inspired a group of nursing students to enter the Innovacorp Spark Competition in 2014, where they won $25,000 for their FootChek prototype, an innovative real-time foot-monitoring device to reduce diabetic foot ulcers. Winning the award has allowed the launch of TACKK Mobile Health Solutions, a new startup that is

developing the FootChek product that would save the Nova Scotia health system hundreds of thousands of dollars per annum. It should be noted that one member of the FootChek team, Tanas Sylliboy, was one of the first two male Aboriginal students to graduate from the CBU Nursing program.Within CBUs MBA in CED, 41 students participated in a hands-on approach to entrepreneurship over the past year to encourage them to become employment creators. Many of the participants were international students with a particular interest in developing startups as a means to facilitate immigration and permanent settlement in Canada.Working in teams, the students collaborated in the launch of five new business startups. An additional 13 business concepts are in development, either at the funding or business planning stage. Overall, 125 MBA students participated in the program, gaining practical skills necessary to start and run a successful business.

WE THINK [FOOTCHEK] CAN HAVE A SIGNIFICANT IMPACT IN REDUCING HEALTH CARE SPENDING, SAVING PATIENTS

AND SAVING LIMBS CHRIS WALKER, CBU NURSING

GRADUATE AND CEO OF TACKK MOBILE HEALTH SOLUTIONS

I BELIEVE ANYONE WHO IS IN [THIS] CLASS WILL LEARN A LOT ABOUT STARTUP BUSINESS AND HOW TO OPEN THEIR OWN

VENTURES. SIWEN REN, MBA IN COMMUNITY ECONOMIC DEVELOPMENT STUDENT


EMBEDDING ENTREPRENEURIAL THINKING IN PROGRAMS

At Cape Breton University, striving for teaching excellence is a vital component of both our long-term plans and our daily activities. As noted earlier, we pride ourselves on delivering an enriching educational experience, which includes ensuring small class sizes, providing a high degree of faculty-student interaction and introducing students to high impact practices. A growing part of this focus is through providing collaborative and experiential learning opportunities.In 2012, CBUs Department of Student Services conducted research on the CBU student experience. As a result, goals were set to facilitate more and better quality peer-to-peer interactions.

For example, a Math & Science Centre was established primarily to support first-year students, using a model that encourages collaborative interactions.Such collaboration has been recognized by the NSSE as being important to student learning and retention. Since 2013, NSSE has measured collaborative learning among first-year and senior students through the four survey items found in the chart below. Over the past three years, there has been a steady increase in the percentage of CBU first-year students responding very often or often to these items.

LEARNING BEYONDTHE CLASSROOM

EXPERIENTIAL LEARNING

COLLABORATIVE LEARNING FIRST-YEAR STUDENTS 2013-2015

30%35%40%45%50%55%60%65%70%

2013 2014

Worked with other students on course projects or assignmentsPrepared for exams by discussing or working through course material with other studentsExplained course material to one or more studentsAsked another student to help you understand course materials

2015


Consistent with provincial policy, promoting all forms of experiential learning has become a top priority for CBU. Within the Shannon School of Business, a Co-op Internship Program was introduced as an option for Bachelor of Business Administration students in 2014-15. Students worked with Grant Thornton, ReMax Park Place and CBUs Department of Marketing and Communications. The program went from zero to 13 students, with the first entrants set to graduate in the Fall of 2015. The Bachelor of Hospitality and Tourism Management program within the Shannon School of Business had 100 students participate in paid internships during 2014-15 with such employers as Fairmont Canada, the Banff Centre and Fox Harbr Golf Resort and Spa. Through the IHG (InterContinental Hotel Group) Academy hosted at CBU1, the first in Canada, the number of Academy placements doubled in 2015.

The School of Arts & Social Sciences is also active in providing experiential learning opportunities. The Bachelor of Arts Community Studies requires its 130 enrolled students to complete two work placements of 100 hours each. The School also has a new Co-op designation that provided employment for three students this past summer.

IN 2014-15, MORE THAN 400 STUDENTS PARTICIPATED IN EXPERIENTIAL LEARNING PROGRAMS, SUCH AS CO-OP

INTERNSHIPS.

1 http://www.cbu.ca/news-events/story/ihg-and-cape-breton-university-establish-first-ihg-academy-in-canada/

CBU EXPERIENTIAL LEARNING 2014-15

130 BACS students in work placements190 research assistants100 BHTM students in paid internships25 students hired for part-time work on campus

16 students hired for Summer Camps13 BBA students in

Co-op Internship Program

5 international MBA in CED students volunteered with Canadian organizations3 students in Summer Co-op placements

2 MBA in CED students working with historical documents2 students studied abroad

Cape Breton University fosters a culture that supports research, innovation and creative thinking. Our scholars are engaged in world-class research that often includes valuable partnerships with colleagues, communities, public institutions, businesses and industries.In the Strategy for Cape Breton University 2014-2019, our vision notes a commitment to world changing research1 and, indeed, our research is making an impact in our communities on Cape Breton Island and far beyond. Research projects have been conducted in such diverse places as South Sudan, Canadas North and Cape Bretons Bras dOr Lake.World changing research continues to happen through our Canada Research Chairs. Three Tier II Canada Research Chairs have been appointed since 2013-14 at CBU2, including: A Tier II Canada Research Chair in Musical Traditions, Dr. Heather

Sparling, whose research is exploring how traditional music helps to sustain communities;

A Tier II Canada Research Chair in Determinants of Healthy Communities, Dr. Ashlee Cunsolo Willox, whose research supports and enhances the determinants of healthy communities in resource-dependent, rural and remote, and Aboriginal populations across Canada; and

A Tier II Canada Research Chair in Culture and Communities, Dr. Marcia Ostashewski, whose research improves understandings of music, dance and digital media, and how we create and make them meaningful in our lives.

In addition to these Canada Research Chairs, many CBU faculty and researchers continue to be very active in research with 103 articles published and 247 articles reviewed, 9 books published, and 237 presentations made at conferences.

BUILDING A CULTURE OF RESEARCH, INNOVATION AND CREATIVE THINKING

1 Strategy for Cape Breton University 2014-2019, Cape Breton University, Sydney, NS, Spring 20142 http://www.cbu.ca/research/research-at-cbu/research-chairs

17ACCOUNTABILITY REPORT 2014-15RESEARCH, DEVELOPMENT & COMMERCIALIZATION

100150

050


VERSCHUREN CENTRE SNAP SHOT

33 Team Members17 Member Advisory Board

31 Research Contracts$2.5M Revenue Generated

800+ Meetings/Events Held35 Staff Presentations

$648K New Lab Equipment6 Clean Tech Teams7 Research Students

WORKING WITH CBU AND THE OFFICE OF RESEARCH AND GRADUATE STUDIES HAS BEEN VERY REWARDING AND VALUABLE TO OUR BUSINESS. IN PARTICULAR, WEVE FOUND OUR COLLABORATIVE PROJECTS WITH

FACULTY TO BE FANTASTIC, GOING BEYOND THE CALL OF DUTY BY

DELIVERING INGENIOUS SOLUTIONS TO OUR PROBLEMS. WE HOPE TO CONTINUE AND EXPAND OUR COLLABORATIONS WITH THE OFFICE IN THE FUTURE.

GAVIN ANDREWS, PROTOCASE

OTHERRESEARCHASSISTANTS

20142013TECHNICIANS POST-DOCTORAL FELLOWS GRADUATES UNDERGRADUATES

HIGHLY QUALIFIED PERSONNEL TRAINING

Creating opportunities for students to engage in research is an important component of the educational experience at CBU. These opportunities, particularly for undergraduate students, are limited at larger institutions but are a key point of differentiation that CBU offers over most comparative universities. Over the past year, more than 150 undergraduate students and 85 graduate students were engaged in research as assistants, as illustrated in the chart below.

The past year has continued to have a positive impact on the research opportunities and facilities offered to staff and students. Work is underway or completed for the following projects. A specialist psychology laboratory for the study of language processing and communication; A Collaborative Music and Movement Laboratory that promotes collaboration and community-based research in music, dance, performance and other media; An upgraded music performance room and recording facilities in the Centre for Cape Breton Studies; and A Centre for Community-Engaged Health Research, which focuses on collaboration in tackling complex health challenges.These projects have been realized through funding received from the Canada Foundation for Innovation and the Nova Scotia Research and Innovation Trust.

NURTURING ENTREPRENEURSHIP IN CLEAN TECHNOLOGY

THE [CAPE BRETON ISLAND FUTURES FUND] WILL HELP GROW AN ALREADY ACTIVE STARTUP COMMUNITY, NURTURE LOCAL

TALENT AND POSITIVELY IMPACT THE ECONOMY ISLAND WIDE.

DR. ANDREW SWANSON, CEO, VERSCHUREN CENTRE

Through the Verschuren Centre for Sustainability in Energy and theEnvironment, CBU is nurturing entrepreneurship and innovation in the Clean Technology sector. This commercially focused Centre is developing and delivering sustainable technology solutions in energy, food and resources management to businesses, governments and communities.Since its inception in 2012, the Verschuren Centres team has increased from three to 33 people. More than 30 research contracts are ongoing or have been completed, and over $6 million in future contracts has been secured. The Centre generated $2.5 million in revenues in 2014-15, a 34 per cent increase over the previous year. The Centre has a strong entrepreneurial mindset. Its highly qualified staff, established industry partnerships, along with collaborative laboratory and incubator space for research and development are attracting Clean Technology opportunities to Cape Breton Island and encouraging the development of local startups. Presently, five startup companies are working within the Centre, and this is expected to continue growing.Over the past year, the Island Sandbox was launched, co-hosted by the Verschuren Centre. The facility is in the first of three years of annual funding of $150,000 per year by the Province of Nova Scotia. The Sandbox

is a collaboration of CBU and the Nova Scotia Community College that is based on successful models that have been employed at the Massachusetts Institute of Technology and the University of Waterloo where innovative ideas are nurtured and provided the tools for growth. To capitalize on the activities at the Verschuren Centre, the primary stream of the Island Sandbox is in Clean Technology. Secondary streams have been established in Social Entrepreneurship and New Canadian Entrepreneurship. This partnership is contributing to the launch of more local startups, while encouraging students to create their own path to prosperity.To further support the startup ecosystem, the Verschuren Centre announced the creation of the Cape Breton Island Futures Fund in July 2015. The fund provides rapid financial assistance and business support to encourage the launch of promising ideas, to seed early stage startup companies and to foster existing small- and medium-sized enterprises, particularly those developing products or services within the sustainable business, clean technology and digital technology sectors. The fund, currently at $500,000, is aiming to invest in 10 local companies in 2015-16. In addition to needed investment, these firms will be provided access to the Island Sandbox mentors, advisors and business meeting services.

19ACCOUNTABILITY REPORT 2014-15RESEARCH, DEVELOPMENT & COMMERCIALIZATION


In 2015, CBU conducted its first Employee Engagement Survey1. 72 per cent of faculty and staff responded to the survey. The survey showed a number of positive results that demonstrate that the University is a good place to work, including these highlights:

While these results are very positive, the survey also indicated a number of areas where improvement is needed, including communications, management and leadership relations, and involvement in decision-making. Following the completion of the survey, steps were outlined to share the school and department specific results, to develop institution-wide recommendations and to conduct institution-wide consultations. Following these steps, an institution-wide action plan will be implemented in 2015-16 to address the areas of where improvement is needed. The data within the survey may then form a benchmark against which progress may be monitored.

DEVELOPING OUR PEOPLE

F Faculty S StaffJOB SATISFACTION

S

F

OPPORTUNITY TO DO INTERESTING WORK

S

F

FEEL PASSIONATE

ABOUT WORKING FOR

CBU S

FABLE TO MAKE POSITIVE IMPACT ON STUDENT EXPERIENCES

F

CBU IS AMONG THE BEST EMPLOYERS IN CAPE BRETON

SF

1 http://www.cbu.ca/faculty-staff/employee-engagement-survey-results/


NUMBER OFEMPLOYEES

FACULTY:174 FULL-TIME &

48 PART-TIME

STAFF:212 FULL-TIME &

15 PART-TIME

NEARLY HALF OF ALL CBU EMPLOYEES GIVE TO SCHOLARSHIP AND BURSARY CAMPAIGNS

In less than 10 years, CBUs endowment fund has grown from $7 million to more than $30 million. In 2014, Cape Breton University ranked 5th among other Canadian universities for endowment growth.

CBU COMMUNITY

SINCE 2006, FUNDRAISING EFFORTS AT CBU HAVE HELPED

TO ADD AN ADDITIONAL 102,000 SQUARE FEET

OF INFRASTRUCTURE TO CAMPUS

THIS IS THE EQUIVALENT OF NEARLY TWO FOOTBALL FIELDS*

*football field is 57,600 sq ft

Since 2006, donations to CBU have increased by 200% and gift sizes by:500%

WE HAVE MORE THAN

20,000 ALUMNI WORLDWIDE, MORE THAN HALF CALL

CAPE BRETONHOME

IN 2015, CBU OFFERED MORE THAN

$1.8 MILLION IN SCHOLARSHIPS AND

BURSARIES AN INCREASE OF

5.5%


CAPE BRETON UNIVERSITYStatement of OperationsYear ended March 31, 2015, with comparative figures for 2014

REVENUESGovernment grants and contracts $21,770,973 $ $ $ $21,770,973 $21,593,736Tuition and related fees 24,350,795 24,350,795 23,509,674 Scholarship revenue 806,106 806,106 650,350Sale of services 178,077 178,077 175,422Investment income 178,065 677,920 855,985 1,414,168Other income 1,778,857 1,778,857 1,902,144Ancillary enterprises 3,401,689 205,015 3,606,704 4,088,460Special purpose and researchrevenue 7,791,746 7,791,746 7,471,542Amortization of deferred capitalcontributions 2,665,497 2,665,497 2,403,159 52,464,562 8,674,681 2,665,497 63,804,740 63,208,655

EXPENSESInstruction and non-sponsoredresearch 26,289,469 26,289,469 25,132,948Library 1,946,603 1,946,603 1,824,963Student services 4,924,359 4,924,359 4,804,492Administration and general 3,192,680 3,192,680 3,202,566Development and recruiting 3,503,507 3,503,507 3,029,442Facilities management 5,452,932 5,452,932 5,054,620Computing 1,339,657 1,339,657 1,351,727Ancillary enterprises 3,700,598 12,779 3,713,377 4,231,583Special purpose and researchexpenses 7,791,746 7,791,746 7,471,542Amortization of capital assets 5,048,267 5,048,267 4,456,875Transition and renewal costs 266,033 266,033 431,218Service awards, net periodic benefitcost recognized 314,121 314,121 300,796Net change in vacation accrual 157,357 157,357 (67,619) 51,087,316 7,804,525 5,048,267 63,940,108 61,225,153

EXCESS (DEFICIENCY) OF REVENUES OVER EXPENSES $1,377,246 $870,156 $(2,382,770) $ $(135,368) $1,983,502See accompanying notes to financial statements.

Operating Fund

Special Purpose and Research

Fund Capital FundEndowement

Fund Total Total

2015 2014(Restated)


CAPE BRETON UNIVERSITYStatement of Changes in Fund BalancesYear ended March 31, 2015, with comparative figures for 2014

BALANCE, BEGINNING OF YEARAs previously reported $(320,471) $16,090,067 $12,219,387 $20,886,879 $48,875,862 $43,723,954Restatement (240,171) (240,171) (303,653)As restated (560,642) 16,090,067 12,219,387 20,886,879 48,635,691 43,420,301Transactions during the year Excess (deficiency) of revenues over expenses 1,377,246 870,156 (2,382,770) (135,368) 1,983,502 Service awards remeasurement (350,092) (350,092) 66,617 Contributions 620,735 620,735 1,245,049 Investment income on scholarship endowments in excess (deficiency) of scholarships awarded (400,201) 1,327,091 926,890 (406,726) Change in fair value of investments 524,684 1,275,470 1,800,154 2,326,948 Net change in investment in capital assets (2,082,366) (192,237) 2,274,603 Capital assets to be funded from future operations Residences (300,000) 300,000 Roads and parking (192,237) 192,237 Capital assets temporarily financed by operations (1,701,962) 1,701,962 Interfund transfers 2,605,548 (2,605,548) (643,863) (1,803,146) 2,086,032 3,223,296 2,862,319 5,215,390BALANCE, END OF YEAR $(1,204,505) $14,286,921 $14,305,419 $24,110,175 $51,498,010 $48,635,691

Fund balances are comprised of Investment in capital assets $ $ $14,305,419 $ $14,305,419 $12,219,387 Internally restricted funds 5,651,076 5,651,076 8,256,624 Endowment funds 8,635,845 24,110,175 32,746,020 28,720,322 Unrestricted (1,204,505) (1,204,505) (560,642) $(1,204,505) $14,286,921 $14,305,419 $24,110,175 $51,498,010 $48,635,691

See accompanying notes to financial statements.

Complete audited financial statements are available on our website at www.cbu.ca/about-cbu/governance/financials/

Operating Fund

Special Purpose and Research

Fund Capital FundEndowement

Fund Total Total

2015 2014(Restated)

BOARD OF GOVERNORS

Ms. Annette Verschuren, ChancellorDr. David Wheeler, President and Vice ChancellorDr. Dale Keefe, SecretaryMr. Gordon M. MacInnis, TreasurerMr. Ambrose White, ChairMr. Roland Thornhill, Vice-ChairMs. Judy Bailey

Mr. Pat Bates

Ms. Carol Beaton

Mr. Kenzie Cameron

Ms. Carmelita Cechetto-Shea

Ms. Millie Colbourne

Dr. Nelson Edward Davis

Dr. Anne Francis DIntino

Mr. Brandon Ellis

Mr. Bob Fowler

Ms. Daphne Hutt-MacLeod

Mr. Rany Ibrahim

Mr. Terry Kelly

Mr. Brian LeBlanc

Mr. Clayton Locke

Mr. Keith MacDonald

Ms. Elizabeth Quirk

Ms. Carol Ripley

Mr. John G. Paul

Mr. Darryl Poirier

Mr. Robert Sampson

Mr. Liam Shannon

Mr. Mark Shannon

Dr. Scott Stewart

Mr. Steve Wadden

Mr. Howard Windsor

SHANNON SCHOOL OF BUSINESS ADVISORY BOARD

Mr. Joseph P. Shannon, Atlantic Corporation Limited, AIT Services, Seaboard/Harmac Transportation Group, RBC Fund, Stora Enso Port Hawkesbury Limited, Atlantic Shopping Centres, Medavie Blue CrossChief Terrance Paul, Membertou First Nation, National Capital Corporation AssociationMs. Susan Murray, SAMCI, National Government Relations CommitteeMr. John T. McLennan, MTS (Manitoba Telecom Systems) Inc., Emera, Allstream Canada, Air Jazz, Hummingbird CommunicationsMr. Louis J. Maroun, Sigma Real Estate Advisors, ING Real Estate Canada, Acadian Timber Corp., InStorage REIT, Roycom Inc.Mr. Meredith (Sam) Hayes, The CSL Group Inc.Mr. Denis J. P. Ryan, Nova Scotian CrystalMs. Stacey MacNeil, HP, Enterprise Group, InnovatiaThe Honourable Howard I. Wetston, Ontario Securities Commission, Ontario Energy Board

UNAMAKI COLLEGE ADVISORY BOARD

Mr. Patrick Augustine, Aboriginal Researcher and ConsultantDr. Marie Battiste, Director, Aboriginal Education Research Centre, University of SaskatchewanMr. Jason Bernard, First Nation Representative, Strait Regional School BoardDr. Marie Delorme, Chief Executive Officer, The Imagination Group of CompaniesMs. Sandra Germain, Director, Mikmaq/Maliseet Bachelor of Social Work Program,

Listuguj Education Partnership Program

Dr. Anita Olson Harper, ResearcherMr. James Youngblood Sakej Henderson, Human Rights LawyerMr. Donald M. Julien, Executive Director, Confederacy of Mainland MikmaqMs. Nancy MacLeod, Director of Education, Potletek

Mr. Albert Marshall, the designated voice for the Mikmaw Elders of UnamakiMs. Sheila Morris, Senior Manager, Aboriginal Affairs and Northern Development CanadaMs. Jeanette Paul, Education Director, Post-Secondary Programming, Indian Brook

BOARD OF GOVERNORS ANDADVISORY BOARDS 2014-15



Mr. John Jerome Paul, Director of Program Services, Mikmaw KinamatneweyMs. Laurianne Stevens, Director, First Nation School Success Program

Ms. Marjorie Pierro, Principal, Wagmatcookewey SchoolPURDY CRAWFORD CHAIR IN ABORIGINAL BUSINESS NATIONAL ADVISORY COMMITTEE

Dr. Paulette Tremblay, Vice President, Education and Training, AFOA CanadaMr. Brock Higgins, Managing Partner, Leaders InternationalMr. John G Paul, Executive Director, Atlantic Policy Congress of First Nation Chiefs SecretariatMs. Nina Kent, MBA in CED Student, Cape Breton UniversityMr. Brad Cline, Director, Aboriginal Procurement & Business Promotion Directorate, AANDCMr. Tosh Southwick, Director of First Nation Initiatives, Yukon CollegeMr. Wab Kinew, Associate Vice President, Indigenous Relations, University of Winnipeg

Ms. Jane Meader, Elder and educator, MembertouMr. John Jerome Paul, Director of Program Services, Mikmaw KinamatneweyMr. Dale Leclair, Chief of Staff, Assembly of First NationsMs. Julie Towers, Deputy Minister & CEO, Office of Aboriginal Affairs, Province of Nova ScotiaTHE VERSCHUREN CENTRE FOR SUSTAINABILITY IN ENERGY AND THE ENVIRONMENT ADVISORY BOARD

Dr. A. Kevin Francis, Founder & Chairman, Value Based Leadership Group Inc.Mr. James D. Irving, J.D. Irving, LimitedMr. R. Keith MacLeod, Chair, Canada-Nova Scotia Offshore Petroleum BoardMr. George W. MacDonald, Q.C., McInnes CooperMs. Gail Rudderham Chernin, Q.C., The Breton Law GroupMs. Marlene Usher, Sydney Ports Corporation

Mr. Hector Jacques, O.C., M.Eng. D.Comm. (HON.), P.Eng. FEIC, D. Law (Hon.)Mr. Robert Orr, Cuna Del MarDr. Vicky Sharpe, Senior Fellow, International Institute for Sustainable DevelopmentChief Leroy Denny, Eskasoni First NationMr. Rob Bennett, Emera Inc.Dr. Sheldon Levy, Ryerson UniversityEx-officio Members:

Ms. Annette Verschuren, NRStor Inc., Chancellor, Cape Breton UniversityDr. David Wheeler, President and Vice Chancellor, Cape Breton UniversityDr. Dale Keefe, Vice-President Academic & Research (Provost), Cape Breton UniversityMr. Gordon M. MacInnis, FCA, Vice-President Finance and Operations, Cape Breton UniversityDr. Andrew K. Swanson, Chief Executive Officer, Verschuren Centre, Cape Breton University

CBU.ca

cape breton university accountability report 2014-15

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