MEETING OF THE PLANNING COUNCIL FOR OPEN LEARNING

1 June, 2016

Time: 10:00 am - noon A G E N D A Place: OL 127 1. PRELIMINARY ITEMS

a. Call to Order b. Adoption of Agenda c. Adoption of Minutes – 9 December, 2015

2. BUSINESS ARISING FROM MINUTES

a. Demographics of Open Learning Students – J. Read, Director, Marketing & Communications b. Consortium Update – Irwin DeVries, Associate Vice-President, Open Learning c. Completion Rate Information – Irwin DeVries, Associate Vice-President, Open Learning

3. REPORT OF OFFICERS

a. Provost and Vice-President, Academic b. Associate Vice-President, Open Learning

4. OPEN LEARNING PROGRAMS/COURSES

a. Course/Program Report – Associate Vice-President, Open Learning b. Master of Nursing Admission Requirements – Associate Vice-President, Open Learning

5. INFORMATION

a. December 9, 2015 PCOL Report to Senate

6. ENROLMENTS

a. Enrolment Report – Associate Vice-President, Open Learning 7. CORRESPONDENCE

a. None 8. CLOSING REMARKS

a. Next Meeting – Tentative Date: 5 December, 2016 b. Adjournment

MEETING OF THE PLANNING COUNCIL FOR OPEN LEARNING

9 December, 2015

Time: 10:00 am - noon A G E N D A Place: OL 127 PRESENT: Christine Bovis-Cnossen (TRU) Gordon Tarzwell (TRU) Christine Adam (TRU) Tom Dickinson (TRU) John Sparks (TRU) Monica Sanchez (TRU) Brian Lamb (TRU) Michelle Seibel (TRU) (teleconference) Don Stanley (TRU) (teleconference) Michelle Lamberson (UBC) (videoconference) REGRETS: Irwin DeVries (TRU) Matthew Sympovsky (TRU Alumni) Kylie Thomas (NVIT) Kathy Denton (Douglas College) Jani Aragon (University of Victoria) John Patterson (TRU) GUESTS: Aniljit Uppal (TRU) Valerie Peachey (TRU) Sarah Langlois (TRU) Gloria Ramirez (TRU) Cindy Piwowar (TRU) Naomi Cloutier (TRU) Dave Sheets (TRU) Donna Petri (TRU) 1. PRELIMINARY ITEMS

a. Call to Order The meeting was called to order at 10:02 am.

b. Adoption of Agenda On motion duly made and adopted, it was RESOLVED to adopt the agenda as presented.

c. Adoption of Minutes – 2 June, 2015 On motion duly made and adopted, it was RESOLVED to approve the minutes of 2 June,

2015 as circulated. 2. BUSINESS ARISING FROM MINUTES

a. Decline in Consortium enrolments – Naomi Cloutier, Associate Director, Curriculum Development On November 19 and 20, 2015, Gordon Tarzwell, Interim Vice-Provost Open Learning, Don Poirier, Senior Director, Partnerships and Bert Annear, Associate Registrar, met with staff at the University of British Columbia, and the University of Victoria. A meeting with Simon Fraser University will be scheduled in the New Year. The purpose of the meetings is to discuss roles and issues with the Consortium partners, and to potentially reinvigorate the original intent of the partnership. It was agreed further discussion is needed to explore the role of the Consortium, mutual benefits, streamlining of processes, etc. Of interest is the development of a formal agreement (the current agreement is an informal arrangement, and is outdated). It was suggested it would be useful to include BCCAT in those conversations, as there may be interesting synergies.

b. Retention analysis – A. Uppal, Acting Director, Planning, Budget & Effectiveness It was discussed that the completion rates were a more relevant indicator of student success, rather than retention rates, for the following reasons. Even though retention is the term traditionally used, OL has difficulty using that terminology as most of our students are course-takers. OL could concentrate on program students, but these students may take courses from other institutions. Also, many students do not sign up for a program until late in their studies – they complete most or all of the courses, and then apply to the program, and then immediately apply to graduate. So, for OL, using the traditional definition of retention is not very helpful, and a completion rate analysis is more meaningful. A. Uppal reported that there were different types of, and timelines for, withdrawals. Formal withdrawal timelines for paced courses was the end of 7 weeks and for self-paced, independent study, students could withdraw up to the end of the 13th week. The Institutional withdrawals category consisted of students that had not completed any coursework (assignments and final exam) by the course completion date and had not submitted a withdrawal request within 13 weeks of the course start date. Such students were considered not to have started the course. A DNC (Did not complete) implied that the student did not withdraw and had completed some but not all of the mandatory coursework. The last category, NCG (No Credit Granted) was used for competency based courses to indicate that the course or program standard had not been met. The course completion rates (Successful completion rates – SCRs) were presented, as attached, for all enrolments as well as for enrolments net of withdrawals. It was noted that the completion rates trend was flat over the last 7 years. A Uppal clarified that while the overall trend for completion rates was flat, the SCRs within different course levels varied significantly. The SCRs ranged from a high of 90% for the

graduate courses to a low of 58% for the ABE courses. The SCRs were a little lower (47%) if we moved from the Web & Online courses to the Print courses. T. Dickinson enquired if there is a comparative we can use with different institutions. C. Bovis-Cnossen volunteered to look at data from the University of Highlands & Islands in the UK.

c. Head count – A. Uppal, Director, Planning, Budget & Effectiveness At the last PCOL meeting in June 2015, it was reported that the head counts had not grown for the 2014-15 year and there was in fact a small decline of 0.64% during this period. A. Uppal reported that head counts had started growing again and the growth for the first 6 months of this fiscal was 4.57%. Based on the information for September to November, it was felt that the head count growth would continue for the balance of the fiscal. Some of the reasons contributing towards the head count growth included:

• The creation of courses based on market research confirming the demand. • A change in the marketing strategy with a shift towards increasing the promotion of

programs as compared to the promotion of brand awareness. • The development of graduate programs and the success of the MBA program.

Action:

• OL will provide a snapshot of the annual enrolment and head count growth at the June 2016 meeting.

• The snapshots for the December meetings would include comparisons of the current year to date (April to September) time frame as well as for the prior fiscal year.

• The completion rates information (SCRs) is to be presented on an ongoing basis.

3. REPORT OF OFFICERS

a. Provost and Vice-President, Academic The search for the new Associate Vice President, Open Learning is continuing. The hiring

committee met last week reviewed the applications, and shortlisted to a reasonable number for the Geldart Group to do first stage telephone interviews. The committee will meet again next week to decide on 3 candidates to bring to campus for interviews in January 2016. There will be public lecture (topic to be determined), and candidates will meet various stakeholders. Applications were received from all across the world, and there are a number of very interesting candidates.

The TRU Board of Governors’ retreat is taking place in January 2016, and one agenda item is the Tri Cameral system which differentiates us from other institutions in Canada.

M. Lamberson reminded PCOL to emphasize the value of open education wherever possible,

because that tends to get lost as different ways to a run campus-based institution are explored. OL students come in under different approaches than campus students, and often have different kinds of career trajectories and desires, and we need to be able to represent that unique student body.

b. Vice-Provost, Open Learning PCOL has not had a student representative for the last few meetings, but an election will be called in the New Year and hopefully the position will be filled then. C. Bovis-Cnossen thanked all members of the Planning Council for all their hard work, especially those who come from afar, and their advocacy for open education.

4. OPEN LEARNING PROGRAMS/COURSES

NEW PROGRAMS – FOR APPROVAL

a. Graduate Certificate in Educational Studies Admissions Requirements Applicants will be expected to meet the following criteria:

• Four-year undergraduate degree from an accredited institution • Minimum GPA of 2.5 on a 4.33 point scale • IELTS of 6.0 (no bands below 5.5 or equivalent) • Letter of intent (not required for non-program students taking courses) • Three letters from professional or academic referees (not required for non-program

students taking courses) Residency Requirements

• A minimum of 50% TRU credits (distance or on campus) • PLAR cannot be used to meet residency requirements

Residency is consistent with the residency requirement for the Graduate Certiicate in Business Studies, and also with the residency requirements for the Masters of Business Administration. The program comprises 3 courses, so 50% residency means 2 of the 3 courses have to be taken with Open Learning. PLAR is allowed, but it cannot be used to meet residency requirements. At the undergraduate level, PLAR always counts for residency, but at the graduate level, it does not. That decision was made by PCOL and is reviewed annually. On motion duly made and adopted, it was RESOLVED to approve the admission and residency requirements for the Graduate Certificate in Educational Studies.

b. Masters of Education

Admission Requirements

• Applicants must be graduates of a four-year baccalaureate degree or equivalent • Minimum GPA of 3.00 on a scale of 4.33. • IELTS of 6.5 (no bands below 6.5 or equivalent) • Personal resume ** (PCOL amended this to: Personal resume not required for non-

program students taking courses) • Non-program students will not be allowed to register for the Capstone, Research

Design, Thesis course or project. After this, if they want to continue, they need to apply to be considered for the program.

At this point they need to submit: • A letter of intent (not required for non-program students taking courses) • Two letters of reference

Residency Requirements • 50% residency required • PLAR cannot be used to meet residency or thesis requirements

**After discussion, it was agreed that a personal resume would not be required for non-program students taking courses. On motion duly made and adopted, it was RESOLVED to approve the admission and residency requirements for the Masters of Education as amended.

NEW COURSES – FOR APPROVAL

Graduate Certificate in Educational Studies (GCES) Courses

a. EDUC 5001 Learning about Learning Pre-requisites: Meets the admission requirements to the TRU GCES Level I or GCES Level II

b. EDUC 5XX1 Writing in a Graduate Context Pre-requisites: Meets the admission requirements to the TRU GCES Level I or GCES Level II

c. EDUC 5601 Research Institute: Language, Culture, and Community Pre-requisites: Meets the admission requirements to the TRU GCES Level I or GCES Level II

On motion duly made and adopted, it was RESOLVED to approve the admission requirements for the above courses.

Master of Education Courses

a. EDUC 5021 Philosophy and History of Education

Pre-requisites: Meets the admission requirements to the TRU M.Ed. Program

b. EDUC 5041 Diversity: Constructing Social Realities Pre-requisites: Meets the admission requirements to the TRU M.Ed. Program

c. EDUC 5441 Understanding and Managing Conflict Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

d. EDUC 5421 Legal Issues in Education Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

e. EDUC 5401 Principles and Processes of Educational Leadership Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

f. EDUC 5461 Educational Management Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

g. EDUC 5991 Special Topics Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

h. EDUC 5591 Ethics in Counselling Pre-requisites: Meets the admission requirements to the TRU M.Ed. program in Counselling

i. EDUC 5031 Curriculum, Teaching, and Learning Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

j. EDUC 5XX1 Inquiry Across the Curriculum

Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

k. EDUC 5XX1 Learning Through Play Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

On motion duly made and adopted, it was RESOLVED to approve the admission requirements for the above courses.

NEW COURSES – FOR INFORMATION ONLY: a. BLAW 3921 Employment Law

Pre-requisites: BLAW 2911 and HRMN 2821 are recommended

b. HRMN 3831 Human Resource Planning and Staffing Pre-requisites: HRMN 2821 is recommended

c. HRMN 4831 Total Rewards Pre-requisites: HRMN 2821 is recommended

d. HRMN 4841 Organizational Learning, Training and Development Pre-requisites: HRMN 2821 is recommended

e. HRMN 4891 Selected Topics in Human Resource Management Pre-requisites: HRMN 3831 and HRMN 3841 are recommended

f. ORGB 3811 Organizational Theory and Design Pre-requisites: ORGB 2811 and CMNS 1290 are recommended

g. ANES 4003 Airway Management Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

h. ANES 4005 Anesthesia Adjunct Equipment Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

i. ANES 4061 Anesthesia Professional Skills Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

j. ANES 4071 Research Skills for Anesthesia Assistants Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

COURSE CHANGES – ACTION REQUIRED:

ANES 4101 Clinical Anesthesia

Current pre-requisites: ANES 4001, 4011, 4021, 4031 current ACLS certification and current enrolment in the Anesthesia Assistant program.

Proposed pre-requisites:

ANES 4001, ANES 4011, ANES 4021, ANES 4031, ANES 4003, ANES 4005, ANES 4061, ANES 4071, ** (PCOL added “current ACLS certification and current enrolment in the Anesthesia Assistant Program”) ANES 4101 is the clinical practicum, and we do not want students to take this course unless they have completed the prerequisite courses because of the health and safety of our students and clients. ** After discussion, PCOL amended the prerequisites by adding, “current ACLS certification and current enrolment in the Anesthesia Assistant Program”.

On motion duly made and adopted, it was RESOLVED to approve the admission requirements as amended for ANES 4101.

PROGRAM CHANGES – ACTION REQUIRED:

a. Health Care Assistant Certificate Current Requirements track changes to Proposed Requirements Admission Requirements

• The HCA Certificate program meets the requirements for registration with the BC Care Aid Registry.

• PLAR applies Prior to being admitted to the program, applicants must meet the following: Educational Requirements

• Successful completion of Grade 10 required; completion of Grade 11 strongly recommended

• Grade 10 English or equivalent required; Grade 11 English or equivalent is strongly recommended.

• English Competency Requirement for non-native English speakers as per the BC Care Aide Registry Requirements: See http://www.cachwr.bc.ca/getattachment/Educators/English-Language-Competency_HCA-Program-Entry.pdf.aspx A demonstrated ability to speak, read, comprehend and write English at a minimum Grade 10 level. • • General Admission Requirements • Ability to use the computer and Internet at a basic skill level.

Admission Recommendations Volunteering or experience working with the elderly Volunteering in a residential care facility, especially with seniors, is strongly recommended Discussion with a home support worker

Additional Admission Requirements

Following formal program admission and prior to enrolment in lab or practice course: • A Satisfactory and current Ccriminal Rrecord Ccheck (CRC) (see page 83). A clear

CRC is a pre-practicum and pre-employment requirement of most agencies • A signed `Health Status Declaration form: a signed form must be submitted • Standard First Aid • Red Cross Emergency First Aid with CPR Level C (or equivalent) or CPR-HCP

Certificate within the last two years • Up-to-date Immunization Record: required for the practice course • Food Safe Certificate Level 1 • WHMIS Certificate

The prospective HCA student should be in good health with no back problems. It is important that the prospective Health Care Assistant demonstrate a caring and interested attitude toward older adults and physically challenged persons and be willing to work with these clients and their families to encourage independence. Flexibility and maturity are desirable characteristics of a Health Care Assistant.

Residency Requirements A minimum of 6 TRU credits (distance or on-campus), specifically HLTH 1155 (skills practicum) and 1301 (Practice Experience in Multi-level or Complex Care

After discussion, it was agreed to delete “(see page 83) from the description of admission requirements, as the page numbers may change.

On motion duly made and adopted, it was RESOLVED to approve the admission requirements as amended for the Health Care Assistant Certificate.

PROGRAM CHANGES – FOR INFORMATION PURPOSES ONLY: a. Certificate in Information Technology

Current Admissions Requirements Provincial Grade 12 Diploma or equivalent (additional prerequisites may be required for optional courses) Proposed Admission Requirements Provincial Grade 12 Diploma or equivalent is recommended

COURSE CLOSURES – FOR INFORMATION PURPOSES ONLY: (these courses comprised programs that were closed and listed below)

a. APEC 1611 Introduction to First Nation Taxation b. APEC 1621 Establishing First Nation Tax Rates and Expenditures c. APEC 1641 Administration: Tax Notices, Collecting and Enforcement d. APEC 1611 Introduction to First Nation Taxation e. APEC 1621 Establishing First Nation Tax Rates and Expenditures f. APEC 1641 Administration: Tax Notices, Collecting and Enforcement g. APEC 1651 Communications, Tax Payer Relations and Dispute Resolutions h. APEC 1661 Service Contracts and Joint Agreements

i. APEC 1681 Capital Infrastructure and Debenture Financing j. APEC 2641 Residential and Commercial Development on First Nation Lands k. APEC 2651 Investment Facilitation on First Nation Lands

PROGRAM CLOSURES – FOR INFORMATION PURPOSES ONLY:

a. Certificate in First Nation Taxation, Open Learning b. Certificate in First Nations Applied Economics, Open Learning

5. INFORMATION

a. June 2015 PCOL report to Senate Note: all PCOL reports are available at website https://www.tru.ca/planningcouncil/reports.html

6. ENROLMENTS

a. Enrolment Report – Vice-Provost, Open Learning

OL’s enrolment growth for the first 6 months of this fiscal (April to September 2015) had been very encouraging, with the only concern being with the decline in the consortium enrolments. The growth over the various categories was as follows:

• FTEs 1.18% • Course Enrolments 5.03% • Headcounts 4.57% • ABE FTEs 34.1% • ABE Course Enrolments 34.11% • ABE Headcounts 28.92% • PLAR Headcounts 6.03% • Consortium FTEs (34.43%) • Consortium Course Enrolments (32.4%) • Consortium Headcount (28.95%)

Action:

• The enrolment report will be circulated with the agenda for future meetings. • Jennifer Read, Director of OL Marketing & Communications, will be invited to the next

meeting to give a short presentation on the demographics of OL students.

7. CORRESPONDENCE

a. None 8. CLOSING REMARKS

a. Next Meeting – tentative date: 6 June 2016. The OL Director of Marketing will be invited to do a presentation. G. Tarzwell is retiring, and his last day at TRU is today. Dr. Bovis Cnossen thanked Dr. Tarzwell all his hard work on behalf of Open Learning. On motion duly made and adopted, it was RESOLVED to give a huge vote of thanks to G. Tarzwell for all he has done for OL, TRU and all his colleagues.

b. Adjournment – the meeting was adjourned at 11:56 am.

PMAC REPORT TO PCOL June 9, 2016

COURSE REVISIONS – action required

a) APEC 1631 Assessments and Assessment Appeal Procedures Current prerequisites: APEC 1611-Introduction to First Nation Taxation (Inactive)

Proposed prerequisites: APEC 1610 -Introduction to First Nation Taxation

b) OCHS 3511 Occupational Health & Safety Legislation and Standards

Current prerequisites: Acceptance into the B. Technology (Trades and Technology Leadership) Program

Proposed prerequisites: Third year standing and previous education or experience in management or supervision is highly recommended.

c) SOCI 4311 Sociology of the Family

Current prerequisites: SOCI 1111-Introduction to Sociology I

Proposed prerequisites: No Prerequisite

d) HLTH 2501 Pathophysiology

Current prerequisites: Completion of two semesters of Anatomy and Physiology is strongly recommended

Proposed prerequisites: Completion of 6 credits of anatomy and physiology is highly recommended.

e) CMNS 1811 Business, Professional and Academic Composition

Current prerequisites: No prerequisites

Proposed prerequisites:

Recommended: English 12/ English 12 First Peoples with a minimum of 73% (or equivalent) Exclusion Requisites: CMNS 1811-Business, Professional, and Academic Composition

NEW COURSES - GRADUATE LEVEL – action required

a) EDUC 5998 Thesis Prerequisites: Admission to the M.Ed. program EDUC 5010-Research Methods or EDUC 5011-Research Methods and EDUC 5070-Research Project: Design

NEW COURSES – for information only (no prereqs)

a) CRIM 1011 Introduction to Criminology Prerequisites: None

b) CRIM 3311 Advanced Theoretical Perspectives in Criminology

Prerequisites: CRIM 1011-Introduction to Criminology recommended

c) CRIM 3321 Sociology of Law Prerequisites: CRIM 1011-Introduction to Criminology recommended

d) CRIM 3821 Socio-Ethnographic Research Methods

Prerequisites: CRIM 1011-Introduction to Criminology recommended

e) CRIM 4121 Crime and Media Prerequisites: CRIM 1011-Introduction to Criminology recommended

f) GEOL 2071 Geologic Hazards and Forensic Geology

Prerequisites: GEOL 1111-Introduction to Earth Science or equivalent recommended

PROGRAM CHANGES – action required

a) Anesthesia Assistant Diploma

Admission Requirements

• Qualification as a respiratory therapist, registered nurse (critical care experience) or an equally qualified individual (proof of association membership is required).

• At least one year of post-graduate clinical experience. • A letter from an anesthesiologist, recommending the candidate's

suitability.

ADMISSION AND TRANSFER/RESIDENCY (The institution should demonstrate that the program is designed to provide flexible admission and transfer arrangements.) a) Describe the admission requirements for this program. Calendar copy

• Students must be a qualified Registered Respiratory Therapist, Registered Nurse (critical care experience preferred) or an equally qualified individual (proof of association membership is required).

• At least one year of post-graduate clinical experience. • Students are solely responsible for finding a hospital that is willing to

undertake the training with them. • In addition, an Anesthesiologist must provide a letter recommending and

sponsoring the candidate's suitability.

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May 6, 2016 Master of Nursing Submitted by Thompson Rivers University Dr. Donna Murnaghan, Dean To: Planning Council for Open Learning PROGRAM OVERVIEW Location The MN program will be offered at Thompson Rivers University in Kamloops, BC. Courses will be offered using blended and distance learning modalities to accommodate students who are: a) working professionals, b) regional, national and international students who reside at a distance from Kamloops (e.g., in the Kootenay region), and c) on-campus students (i.e., local, national, and international students). School Offering the Proposed Degree Program The MN program will be offered by the School of Nursing, Thompson Rivers University. Anticipated Completion Time in Years or Semesters The TRU MN program will be available as both a full-time and a part-time program. The program will be equivalent to a 6 semester program completed on a full-time basis. Students enrolled will typically complete the program within 3 years, with a maximum completion time of 5 years. Summary of the Proposed Program The aim of the TRU MN program is to prepare nursing graduates with the knowledge, skills and abilities to provide principled and thoughtful leadership and critical and creative thinking within a complex and dynamic, ever-shifting healthcare system. The Program strengths include: PhD faculty with extensive

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experience and publications and strong teaching evaluations; advance the roles of nurses through theory, research and practice; curriculum embedded with cultural and indigenous understanding; innovative program, through its pathways to admission via RN diploma to MN stream; stream for enriched learning on Aboriginal health; leadership development of nurse educators; flexible graduate nursing education (full or part time) that will prepare nurses to provide leadership within a complex healthcare system. The TRU MN program will offer graduate nursing students a unique educational experience that provides the learner with opportunity to enhance clinical and organizational leadership knowledge, opportunities for engagement with Aboriginal people about Aboriginal health and international nurses about global health, and engage in critical inquiry or nursing research particularly in the areas of program and policy evaluation research designed to influence nursing practice and health policy. MN students will be able to continue their employment while enrolled part-time in a flexible program that draws upon faculty and university strengths including blended and distance multi-modal delivery methods, technologies, and interdisciplinary studies. Additionally, experienced Diploma prepared nurses will be provided with a unique entrance pathway for access to graduate studies. The proposed MN program furthers the mandate and strategic plan of TRU by serving TRU’s regional, national, and international learners and their communities through the provision of high quality, flexible, and accessible graduate education that is supported by and reflects exemplary nursing education, research, practice, and scholarship. MN students will have the opportunity to focus their study in areas of clinical practice, health policy and leadership, education, or research while developing a sophisticated understanding of healthcare systems and contexts. A range of coursework, advanced internship and practical learning experiences will allow students to build on their undergraduate nursing knowledge as well as on their individual nursing experience and competencies. TRU MN graduates will possess the leadership, knowledge, research skills, and workplace competencies to engage in clinical nursing practice at an advanced level, to take on leadership roles within diverse healthcare settings (including at all levels of decision and policy making), to act as nurse educators in academic as well as clinical settings, to create new knowledge through scholarship or to pursue further academic studies in nursing doctoral programs.

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ADMISSION REQUIREMENTS Normally candidates for the MN program will hold a completed baccalaureate degree in nursing or equivalent with a Grade Point Average of 3 or higher (on a 4.33 point scale, equivalent to 73% or B) in the last two years (or equivalent) of an undergraduate degree (TRU Graduate Studies Calendar and Handbook, 2014). Program applicants will be required to provide evidence of successful completion of an undergraduate introductory statistics course with a minimum C+ grade taken within 5 years prior to admission to MN program. It is anticipated that the TRU MN program will also be of interest to practicing nurses who, while prepared at the diploma level, have developed a rich, substantive base of nursing knowledge and competencies through a combination of diverse educational and clinical practice experiences as professional nurses. These individuals, who are often already in formal or informal leadership roles in nursing and healthcare, represent a significant resource within the nursing discipline and the healthcare system in terms of the knowledge, skills, and mentorship expertise they offer. Therefore, individuals not holding an undergraduate degree in nursing will be assessed on an individual basis for admission to the MN program upon completion of 15 core BScN credits (5 courses at the 3000 and 4000 level) with a 3.67 or greater (on 4.33 scale) Grade Point Average. This early admission option would offer qualified individuals expedited progress into the MN program. Currently no other program in Western Canada offers this option to experienced professional nurses, although it is offered by a number of schools in the U.S. (e.g., Gonzaga University), and a few schools in eastern Canada (e.g., York University).

PCOL Report to Senate 9 December, 2015

The Planning Council for Open Learning met on 9 December, 2015, and approved the following: EXISTING PROGRAMS – for information purposes only

a) Graduate Certificate in Educational Studies Admissions Requirements Applicants will be expected to meet the following criteria:

• Four-year undergraduate degree from an accredited institution • Minimum GPA of 2.5 on a 4.33 point scale • Applicants who did not complete their undergraduate degree from an

English language university must have o IELTS 6.0 (no bands below 5.5), or o TOEFL 550 with a TWE of 4.0 (paper-based test), or o 213 with an essay of 4.0 (computer-based test), or 80 (IBT) or o Successful completion (or exemption) of TRU ESAL Level 4

• Personal resume (not required for non-program students taking courses) • Letter of intent (not required for non-program students taking courses) • Three letters from professional or academic referees (not required for non-

program students taking courses) Residency Requirements

• A minimum of 50% TRU credits (distance or on campus) • PLAR cannot be used to meet residency requirements

b) Master of Education

Admission Requirements

• Applicants must be graduates of a four-year baccalaureate degree or equivalent

• Minimum GPA of 3.00 on a scale of 4.33. • Applicants who did not complete their undergraduate degree from an

English language university must have one of the following to enter the M.Ed. program: o IELTS of at least 6.5 with no bands below 6.5, or o Minimum TOEFL score of 570 with a TWE of 4.5 or higher (paper-

based test), or o Minimum TOEFL 230 with an Essay of 4.5 or higher (computer-based

test), or o Minimum TOEFL (IBT) 88 with no section below 20, or

o CAEL of at least 70 with no subtest below 60, or o Successful completion (or exemption) of TRU ESAL Level 5

• Personal resume (not required for non-program students taking courses) • Non-program students will not be allowed to register for the Capstone,

Research Design, Thesis course or project. After this, if they want to continue, they need to apply to be considered for the program.

At this point they need to submit: • A letter of intent (not required for non-program students taking courses) • Two letters of reference (not required for non-program students taking

courses)

Residency Requirements • 50% residency required • PLAR cannot be used to meet residency or thesis requirements

NEW COURSES – Action required

Graduate Certificate in Educational Studies (GCES) Courses

a) EDUC 5001 Learning about Learning Pre-requisites: Meets the admission requirements to the TRU GCES

b) EDUC 5601 Research Institute: Language, Culture, and Community Pre-requisites: Meets the admission requirements to the TRU GCES Master of Education Courses

c) EDUC 5021 Philosophy and History of Education Pre-requisites: Meets the admission requirements to the TRU M.Ed. Program

d) EDUC 5041 Diversity: Constructing Social Realities Pre-requisites: Meets the admission requirements to the TRU M.Ed. Program

e) EDUC 5441 Understanding and Managing Conflict Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

f) EDUC 5421 Legal Issues in Education Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

g) EDUC 5401 Principles and Processes of Educational Leadership Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

h) EDUC 5461 Educational Management Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

i) EDUC 5991 Special Topics Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

j) EDUC 5031 Curriculum, Teaching, and Learning Pre-requisites: Meets the admission requirements to the TRU M.Ed. program

NEW COURSES – for information purposes only a) BLAW 3921 Employment Law

Pre-requisites: BLAW 2911 and HRMN 2821 are recommended

b) HRMN 3831 Human Resource Planning and Staffing Pre-requisites: HRMN 2821 is recommended

c) HRMN 4831 Total Rewards Pre-requisites: HRMN 2821 is recommended

d) HRMN 4841 Organizational Learning, Training and Development Pre-requisites: HRMN 2821 is recommended

e) HRMN 4891 Selected Topics in Human Resource Management Pre-requisites: HRMN 3831 and HRMN 3841 are recommended

f) ORGB 3811 Organizational Theory and Design Pre-requisites: ORGB 2811 and CMNS 1290 are recommended

g) ANES 4003 Airway Management Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

h) ANES 4005 Anesthesia Adjunct Equipment Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

i) ANES 4061 Anesthesia Professional Skills Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

j) ANES 4071 Research Skills for Anesthesia Assistants

Pre-requisites: It is highly recommended that the student be a RRT, RN, MD or an equally qualified individual with at least one year of clinical experience prior to taking this course. A background as an AA, RRT, RN, MD or equivalent is strongly recommended. Taking this course does not imply admission to the Anesthesia Assistant program.

COURSE CHANGES – Action required

ANES 4101 Clinical Anesthesia Pre-requisites:

ANES 4001, ANES 4011, ANES 4021, ANES 4031, ANES 4003, ANES 4005, ANES 4061, ANES 4071

PROGRAM CHANGES – ACTION REQUIRED:

a) Health Care Assistant Certificate

Admission Requirements Prior to being admitted to the program, applicants must meet the following:

• Successful completion of Grade 10 required; completion of Grade 11 strongly recommended

• Grade 10 English or equivalent required; Grade 11 English or equivalent is strongly recommended.

• English Competency Requirement for non-native English speakers as per the BC Care Aide Registry Requirements: See http://www.cachwr.bc.ca/getattachment/Educators/English-Language-Competency_HCA-Program-Entry.pdf.aspx

• Ability to use the computer and Internet at a basic skill level. Admission Recommendations Volunteering in a residential care facility, especially with seniors, is strongly

recommended Discussion with a home support worker Additional Admission Requirements

Following formal program admission and prior to enrolment in lab or practice course:

• A criminal record check (CRC) (see page 83) • A signed Health Status Declaration form • Standard First Aid • CPR Level C (or equivalent) or CPR-HCP Certificate within the last two

years

• Up-to-date Immunization Record: required for the practice course • Food Safe Certificate Level 1 • WHMIS Certificate

The prospective HCA student should be in good health with no back problems. It is important that the prospective Health Care Assistant demonstrate a caring and interested attitude toward older adults and physically challenged persons and be willing to work with these clients and their families to encourage independence. Flexibility and maturity are desirable characteristics of a Health Care Assistant.

Residency Requirements A minimum of 6 TRU credits (distance or on-campus), specifically HLTH 1155 (skills practicum) and 1301 (Practice Experience in Multi-level or Complex Care

PROGRAM CHANGES – for information purposes only

a) Certificate in Information Technology Admission Requirements Provincial Grade 12 Diploma or equivalent is recommended

COURSE CLOSURES – for information purposes only (these courses comprised programs that were closed and listed below)

a) APEC 1611 Introduction to First Nation Taxation b) APEC 1621 Establishing First Nation Tax Rates and Expenditures c) APEC 1641 Administration: Tax Notices, Collecting and Enforcement d) APEC 1611 Introduction to First Nation Taxation e) APEC 1621 Establishing First Nation Tax Rates and Expenditures f) APEC 1641 Administration: Tax Notices, Collecting and Enforcement g) APEC 1651 Communications, Tax Payer Relations and Dispute Resolutions h) APEC 1661 Service Contracts and Joint Agreements i) APEC 1681 Capital Infrastructure and Debenture Financing j) APEC 2641 Residential and Commercial Development on First Nation Lands k) APEC 2651 Investment Facilitation on First Nation Lands

PROGRAM CLOSURES – for information purposes only

a) Certificate in First Nation Taxation, Open Learning b) Certificate in First Nations Applied Economics, Open Learning

Planning Council Open LearningData Source: WHDPDNReport as of: 29-Feb-2016Author: OL P&E Team

FY2015

FTE FTE%Diff

FY2016

FTE FTE%Diff

DOMINTLTotal 4.94%

26.24%3.80%

3,384.42207.723,176.70

3,225.10164.553,060.55

Total OL FTE

FY2015

FTE FTE%Diff

FY2016

FTE FTE%Diff7.79%77.9372.30

ABE FTE

FY2015

FTE FTE%Diff

FY2016

FTE FTE%Diff

-24.98%78.71104.92

Consortium FTE

FY 2015

#Enrol Enrol%Diff

FY 2016

#Enrol Enrol%Diff

DOMINTLTotal 6.87%

29.92%5.52%

24,9701,68523,285

23,3641,29722,067

Total OL Enrolments

FY 2015

#Enrol Enrol%Diff

FY 2016

#Enrol Enrol%Diff7.44%664618

ABE Enrolments

FY 2015

#EnrolEnrol%Diff

FY 2016

#EnrolEnrol%Diff

32.60%1,139859

PLAR Enrolments

FY 2015

#Enrol Enrol%Diff

FY 2016

#Enrol Enrol%Diff

SFUUvicTotal -24.66%

-6.74%-30.29%

608180428

807193614

Consortium Enrolments

FY 2015#HeadCnt

HeadCnt%Diff

FY 2016#HeadCnt

HeadCnt%Diff

DOMINTLTotal 6.61%

32.56%4.89%

12,816977

11,847

12,021737

11,295

Total OL Headcount

FY 2015

#Head Cnt HeadCnt%Diff

FY 2016

#Head Cnt HeadCnt%Diff1.11%457452

ABE Headcount

FY 2015

#Head Cnt HeadCnt%Diff

FY 2016

#Head Cnt HeadCnt%Diff8.66%364335

PLAR Headcount

FY 2015

#Head Cnt HeadCnt%Diff

FY 2016

#Head Cnt HeadCnt%Diff

-22.61%397513

Consortium Headcount

FY2015

FTE FTE%Diff

FY2016

FTE FTE%Diff1.97%486.44477.02

PLAR FTE

Intended for TRU-OL internal use only. See Notes page for report details.

Planning Council Open LearningData Source: WHDPDNReport as of: 29-Feb-2016Author: OL P&E Team

Report Run: 05-May-2016Report Description: This workbook details Open Learning enrolments, headcounts and FTEs for the Planning Council for Open Learning.

Figures are based on: Stable DateIncludes: Open Learning Registrations, Withdrawals, Extensions are included as an additional enrolment, Consortium, ABE, PLARExcludes: DropDeletes, Cancellations

Notes:- All FTE statistics are provided by the Institutional Planning & Analysis division of TRU.- Fiscal year comparisons are for the same time frame (ex. April - February).

Definitions:- FTE (Full Time Equivalant): FTE is the key metric used by the Ministry for accountability purposes. It is a standard enrolment metric that can be comparedacross institutions and modes of delivery in a consistent and meaningful way.- PLAR: Prior Learning Assesment & Recognition.- UP: a course level code for all ABE/University Prep courses.- ABE (Adult Basic Education): this report counts all enrolments in courses where the course number starts with "0" (zero) and has a course level code of "UP".- Stable Date: For continuous courses it is 35 days after the registration date. For Paced courses it is 7 days after the start date. For PLAR it is the registration date. For Extensions it is the extension start date.

Contact:Please contact TRU-OL Planning and Effectiveness at OLplanning@tru.ca for any further inquiry.

Intended for TRU-OL internal use only.