oorinators’ gui 2015 - vanier college · vanier college: coordinators’ guide 2015 | 7 vanier...
TRANSCRIPT
Prepared by: Shirley Pettifer Autumn 2012 Updated by: Wilma Brown Autumn 2015
COORDINATORS’ GUIDE – 2015
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 2
Table of Contents
Introduction and Acknowledgements ...................................................................... 6
Vanier College Mission Statement .......................................................................... 7
COLLEGE SITE MAP ................................................................................................. 7
Who We Are: The Three Faculties .......................................................................... 8
Faculty of Careers and Technical Programs.............................................................................. 8 Faculty of Science and General Studies .................................................................................... 8 Faculty of Social Science, Commerce, Arts and Letters ........................................................... 9
4 Types of Academic Coordination ....................................................................... 10
Fieldwork (Stage or Clinical) Coordination is Program Specific ........................................... 10 Program Committee Coordination: Excerpt from FNEEQ Collective Agreement 2010-2015
(p. 23) ...................................................................................................................................... 11
The Coordinator’s Role ........................................................................................... 12
COORDINATOR AS PEER - FIRST PRINCIPLE ................................................. 12 QUALITIES OF A GOOD COORDINATOR ............................................................ 12 ELECTION OF COORDINATOR ................................................................................ 13
FNEEQ COLLECTIVE AGREEMENT 2010-2015: EXCERPTS ..................... 13 Departments:........................................................................................................................ 13
Department Coordinators: ................................................................................................... 15 COORDINATOR’S SIGNATURE: SIGNING AUTHORITY ............................... 17
MONEY MATTERS: DEPARTMENT BUDGET ..................................................... 17 Managing the Department Budget....................................................................................... 17
Cheque Requisition ............................................................................................................. 18 Expense Report .................................................................................................................... 18 Petty Cash ............................................................................................................................ 18
Capital Requests – Purchase Orders .................................................................................... 19 Useful Practices for Budget Management ........................................................................... 19
DEPARTMENT FILES .................................................................................................... 20 STUDENT FILES (CAREERS) .................................................................................... 21
STUDENT RECRUITMENT .......................................................................................... 21 ADMISSIONS INTERVIEWS (CAREERS, MUSIC) ............................................. 21 WORKING WITH SUPPORT STAFF (TECHNICIANS) ..................................... 22 ANNUAL WORK PLAN AND ANNUAL REPORT ................................................. 23
PASSING THE TORCH: SUPPORT FOR IN-COMING COORDINATOR .. 24
COORDINATOR’S TIME LINE ................................................................................... 25
AUTUMN SEMESTER ............................................................................................................ 25 W INTER SEMESTER ............................................................................................................. 29
Meetings: Department, Faculty and Joint Coordinators ............................................. 32
DEPARTMENT .................................................................................................................. 32
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 3
FACULTY COORDINATORS ........................................................................................ 34
JOINT COORDINATORS ............................................................................................... 34 JOINT COORDINATORS COMMITTEE BYLAWS* ..................................................... 35
OTHER MEETINGS OF RELEVANCE TO COORDINATORS ......................... 36
Department Committees .......................................................................................... 37
SETTING UP THE COMMITTEES ............................................................................ 37 CHEATING AND PLAGIARISM REVIEW COMMITTEE (DISCIPLINE) .. 38 CREDIT EQUIVALENCE (EQ) COMMITTEE ....................................................... 39 GRADES REVIEW COMMITTEE ............................................................................... 40 MEDIATION COMMITTEE .......................................................................................... 41
ACCREDITATION COMMITTEE ............................................................................... 43 ADMISSIONS INTERVIEWS/AUDITIONS COMMITTEE ................................ 43 ADVISORY BOARD ......................................................................................................... 43 CURRICULUM COMMITTEE ...................................................................................... 44 SELECTION (HIRING) COMMITTEE: .................................................................... 45
Department Policies and Procedures .......................................................................... 52
FORMATIVE ASSESSMENT POLICY ...................................................................... 52 NOTE: Summative Evaluation of Non-Permanent Teachers ............................................. 53
COURSE OUTLINE POLICY ........................................................................................ 55
INTERNAL RULES OF OPERATION ....................................................................... 56 CONFLICT RESOLUTION ............................................................................................ 57
Workload Distribution and Course Assignment ........................................................ 59
SOME BACKGROUND INFORMATION ON ALLOCATION TO
DEPARTMENTS/DISCIPLINES ................................................................................. 59
WORKLOAD DISTRIBUTION AND COURSE ASSIGNMENT: THERE’S A
DIFFERENCE! .................................................................................................................. 60
Scheduling ................................................................................................................. 63
VERIFICATION OF PROGRAM GRID AND COURSES OFFERED TO
CAREER STUDENTS ...................................................................................................... 63 COURSE SCHEDULING INFORMATION .............................................................. 63 SCHEDULING BY DEPARTMENTS: ........................................................................ 64 COMPLEMENTARY COURSES: ................................................................................. 64
TEACHER SCHEDULING PREFERENCES ........................................................... 64 SPECIAL SCHEDULING REQUESTS ...................................................................... 65 PROOFREADING OF SCHEDULE ............................................................................ 65 REGISTRATION PERIOD ............................................................................................. 65 CLASSROOM CHANGE REQUESTS ......................................................................... 65
Indication of Standing/Mid-Term Assessments ......................................................... 66
Equity in Multiple Sections of the Same Course ....................................................... 67
EQUITY IN COURSE OUTLINES AND IN COURSE OUTCOMES ............... 67
WHAT IS AN EQUITY PROBLEM AND HOW CAN TEACHERS /
DEPARTMENTS DEAL WITH IT? ............................................................................. 68
Integrating and Mentoring New Teachers .................................................................. 70
THREE TYPES OF TASKS ............................................................................................ 70
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 4
Mentor’s Check List ................................................................................................................ 76
Where to Go/Who to Contact… ............................................................................. 77
Academic Department / Library Contact Person........................................................ 82
Glossary of Terms .................................................................................................... 83
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 5
QUICK LINKS TO IMPORTANT DOCUMENTS
Section 1: Academic Policies
IPESA-Institutional Policy on the Evaluation of Student Achievement ....... 7210-38_IPESA-1.pdf
Attendance Guidelines ............................................................................. Attendance Guidelines.pdf
Cheating and Plagiarism Policy ........................................... 7210-31_Cheating_and_Plagiarism-4.pdf
Course Outlines Policy ...................................................................... 7210-10_Course_Outline-5.pdf
Giving Students Indication of Standing Policy ... 7210-2_Giving_Students_Indication_of_Standing-2.pdf
Grades Review Policy ....................................................................... 7210-16_Grades_Review-2.pdf
Student Academic Complaints Policy .............................. 7210-8_Student_Academic_Complaints.pdf
Student Misconduct in the Classroom Policy ............................. 7210-19_Student_Misconduct-2.pdf
Student Proficiency in Language of Instruction Policy .............................................................. 7210-33_Student_Proficiency_in_the_Language_of_Instruction.pdf
Section 2: Evaluation of Teachers
Formative Assessment Policy ................................................. 7210-13_Formative_Assessment-1.pdf
Summative Evaluation Policy ..................................................... 7160-37 Summative Evaluation.pdf
Section 3: Human Resources Policies
Employment Equity .......................................................................... 7160-5 Employment Equity.pdf
Staffing .................................................................................................... 7160-38 Staffing Policy.pdf
Replacement Teachers ................................................................ 7160-17 Replacement Teachers.pdf
Substitute Teacher Policy ........................................................ 7160-16 Substitute Teacher Policy.pdf
Transfer of Availability Policy ............................................ 7160-15 Transfer of Availability Policy.pdf
Section 4: Other Relevant Documents
FNEEQ Collective Agreement 2010-2015 ........................................... FNEEQ CSN 2010-2015.pdf
Guest Speaker Guidelines—Forms A and B ......................................... Form A.pdf and Form B.pdf
Student Trips Policy ................................................................................7210-34_Student_Trips.pdf
Student Trips—Examples of Forms......................................................... Formal Proposal Form.pdf Waiver & Consent Form.pdf
Student Itinerary.pdf Student List.pdf
COVER CREDITS:
Cover Design: Ivanka Hillel
Cover Photo (Building): Odette Côté
Second Cover Photo: Vanier Images online
Cover Spine Conception: Ourania Zafiri
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 6
Introduction and Acknowledgements
This Vanier College Coordinators’ Guide 2015 for academic department coordinators is based
on several sources:
Vanier College Coordinators’ Guide (Shirley Pettifer, 2012);
The updated FSSCAL Coordinator’s Guide (Shirley Pettifer, 2012);
The Faculty of Applied Technologies Coordinators’ Guide (Louise Robinson, 2006);
Factors Affecting Coordinators’ Release Time Needs (Eva Stelzer, 2011);
The FNEEQ document, A Look at Departments (2011);
The FNEEQ•CSN/CEGEP Professors Collective Agreement 2010-2015;
Interview data from past and present coordinators who kindly agreed to speak with me
about coordination in their respective departments and to comment on the strengths and
weaknesses of the two existing Vanier coordinators’ guides.
This updated Vanier College Coordinators’ Guide 2015 applies to all programs in the college.
Although it somewhat general in nature, it contains pertinent information for all Coordinators.
The data obtained from interviews with coordinators reveal significant differences in their tasks
both within and across Faculties. Hence, it is not a replacement for the specific departmental
information out-going coordinators need to share with in-coming coordinators when the torch is
passed on, though hopefully, it will facilitate that task.
Preparing this updated version of the Vanier College Coordinators’ Guide 2015 was closely
based on the previous version, compiled by Shirley Pettifer in 2012. Others helped with the
development of that Coordinator’s Guide: Odette Côté, Ivanka Hillel, and Ourania Zafiri
Many other individuals, over several years, have added to this guide. Everyone’s generous
spirit—the epitome of much that is great at Vanier College—is truly appreciated:
Fred Andrews
Barrie Benton
Patrick Bouwman
Loïc Boyer
Wilma Brown
Joanne Cardone
Mark Cohen
Johanna Cosentino
Roxanne Coulombe
Ron Curtis
Miles DeNora
Andrea Di Domenico
Catherine Greffard
Robert Isabelle
Estelle Lamothe
Debbie Larin
Jock Mackay
Patricia McClurg
Stephan Newbigging
Diane Nyisztor
Janice Paquette
Alena Perout
Hilda Schwartz
Nora Soukiassian
Michelina Thissen
John Tromp
Quentin Van Ginhoven
Costa Voutsinas
Updated, Winter 2015
NOTE: The French version, FNEEQ•CSN•CEGEP Personnel Enseignant Convention
Collective 2010-2015 is the official version of the Collective Agreement. References to the
Collective Agreement in this Vanier College Coordinators’ Guide 2015 are to the English
version.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 7
Vanier College Mission Statement
Vanier is a publicly-funded English language CEGEP which strives to educate its students as
individuals and to prepare them to participate fully in Quebec, Canada and the world.
Our mission is to make pre-university, professional and technological education accessible
while maintaining the highest possible standards of teaching and learning. To achieve this we
are committed to:
PROVIDING our students with a welcoming and caring learning environment
HELPING each student to identify and attain individual academic, career and personal goals
STIMULATING our student's curiosity and appreciation of knowledge, beauty and life-long
learning
PRESENTING each student with a challenge while providing the pedagogical and student
support systems necessary to meet that challenge
FOSTERING appreciation and respect for the rich cultural and ethnic diversity of our students
and staff
DEVELOPING our students' sense of their civic, social and environmental responsibilities at
both the local and global levels
ENCOURAGING all individuals and groups to participate fully in college life and to learn
about and value each other
PROMOTING the dedication, mutual cooperation and continuous professional growth of our
faculty, staff and administrators in order to enrich the learning environment
WELCOMING the participation and support of members of the surrounding communities in
our activities and programs
COLLEGE SITE MAP
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 8
Who We Are: The Three Faculties
FACULTY OF CAREERS AND TECHNICAL PROGRAMS
13 Departments/Programs
Faculty Office Dean Michael Sendbuehler N-301 Ext. 7555
Administrative Assistant Elena Esposito N-301 Ext. 7554
Faculty Clerk Cynthia Cicci N-301 Ext. 7580
Departments/Programs:
Animal Health Technology N-Bldg. 4th Floor
Architectural Technology N-Bldg. 3rd Floor
Building Systems Engineering Technology A-Wing 1st Floor
Business Administration N-Bldg. 2nd Floor
Computerized Systems Technology D-Wing 3rd Floor
Computer Science Technology D-Wing 2nd Floor
Early Childhood Education N-Bldg. 1st Floor
Environmental and Wildlife Management N-Bldg. 4th Floor
Industrial Electronics K-Wing 3rd Floor
Nursing D-Wing 4th Floor
Office Systems Technology: Micropublishing and Hypermedia N-Bldg. 3rd Floor
Respiratory & Anaesthesia Technology D-Wing 4th Floor
Special Care Counselling N-Bldg. 1st Floor
FACULTY OF SCIENCE AND GENERAL STUDIES
Faculty Office Dean Eric Lozowy B-208-
A
Ext. 7945
Assistant to the Dean Wendy Ault B-208 Ext. 7946
Faculty Clerk Dianna Monte B-208 Ext. 7939
General Studies Departments
English Department
French Department
Humanities Department
Physical Education Department G-Bldg. - Sports Complex
Science Departments/Programs – Pure and Applied Science and Health Science
Biology Department
Chemistry Department
Mathematics Department & Peer Tutoring Program
Physics Department
Honours Science Program
Science Access Program
Double DECs—Music and Science; Science and Commerce
Bilingual DEC—in development
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 9
FACULTY OF SOCIAL SCIENCE, COMMERCE, ARTS AND LETTERS
Faculty Office Dean Alena Perout A-286 Ext. 7570
Assistant to the Dean Nora Soukiassian A-286-A Ext. 7572
Faculty Clerk Ivanka Hillel A-286 Ext. 7571
Departments/Programs
French English DEC—in development
Commerce - Regular and 2 Majors:
International Business
Entrepreneurship
Communications: Art, Media, Theatre
Fine Arts
Photography
Cinema
Theatre
Explorations - 3 Profiles:
Pathways
Prerequisites
Transition
Liberal Arts
Modern Languages:
German, Italian, Russian, Spanish, Mandarin
Double DEC - Music and Modern Languages
Music - Pre-University and Professional
3 Double DECs with Modern Languages, Science, Social Science
Social Science:
Political Science & Economics Department
Psychology Department
Social & Cultural Sciences Department:
Anthropology, Geography, History,
Philosophy, Religious Studies, Sociology
Methodology
Majors:
Child Studies
Law & Society
Psychology
Sports & Leisure
Honours Social Science and Commerce
Peer Tutoring Program
College Wide Majors:
Jewish Studies
Women’s Studies
East European and Slavic Studies
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 10
4 Types of Academic Coordination
This Guide focuses on department coordination, but does address over-lap and connection to
the other types of coordination as well as principles common to all coordination.
Department, Program and Fieldwork coordination is accomplished by four types of
coordination:
Department Coordination: the focus of this Guide;
Curriculum Coordination (some departments/programs; (See p. 43);
Fieldwork (Stage) Coordination (Career Programs; See below.)
Program Committee Coordination; (See Collective Agreement excerpt, p. 10)
FIELDWORK (STAGE OR CLINICAL) COORDINATION IS PROGRAM SPECIFIC
Each career program that requires students to complete a stage—practical courses that involve
placement in a workplace environment—has developed its own methodology and/or manual for
accomplishing the tasks this involves. This complex aspect of the career program requires that
the Fieldwork Coordinator work closely with the Department Coordinator and the Program
Committee.
As part of the Program or Curriculum Committee, the Fieldwork Coordinator is in a good
position to address curricular issues related to stage.
Working closely with the Department Coordinator is the only way to ensure balanced workload
of teachers in the program. In this regard, both Department and Fieldwork Coordinators need to
understand how the CI formula works regarding stage supervision and courses so as not to
exceed the maximum individual teacher CI workload of 88. The electronic CI calculator is
available from the VCTA or the Faculty Dean. (See Workload Distribution…p. 58)
While many of the Fieldwork Coordinator’s tasks are program-specific, what follows is a brief
overview of common fieldwork coordination tasks:
Establishing contacts and maintaining liason with department heads and clinical or agency
coordinators in the fieldwork setting;
Evaluating the fieldwork site;
Preparing the schedules for students, faculty members and cooperating educators and
ensuring that these schedules fit with the Vanier College calendar;
Updating fieldwork documents and manuals;
Providing pertinent fieldwork information:
the fieldwork location, telephone number and contact person;
student contact numbers for teachers;
In cooperation with the Vanier College Health Service, keeping track of student
immunization records and ensuring that these are up to date prior to entering fieldwork
settings that require immunizations.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 11
Through the Registrar’s Office, facilitating and organizing the process for students to have
the police check completed, when required by the Program.
Supporting the student evaluation process in the fieldwork setting.
Resolving scheduling difficulties with students who are out-of-phase in their program
courses;
Dealing with any issues raised by supervisors, stagaires or agency personnel.
Accreditation (some career programs): Preparing all required documents, in collaboration
with the Department Coordinator, and in consultation with the Department, the clinical
affiliates and the college administration.
Preparing a work plan and annual report.
PROGRAM COMMITTEE COORDINATION: EXCERPT FROM FNEEQ COLLECTIVE AGREEMENT 2010-2015 (P. 23)
4-1.02
a. The parties agree on the creation of a program committee for each of the programs of
study leading to a DEC offered by the College. The committee shall include professors
in subjects taught in the program. The committee may also include members from other
categories of employment. Professors on the Committee shall be appointed by the
department.
b. The mandate of the committee shall be:
To define its internal regulations and to form such committees as are necessary;
To ensure the quality and pedagogical harmonization of the program, the
integration of learning and interdisciplinary consistency;
To participate in the development, implementation and evaluation of the
program;
To make recommendations that are likely to improve the quality of the program;
To develop the comprehensive examination guidelines;
To submit a working plan and file an annual report.
c. The Committee shall appoint a program committee coordinator. Generally
speaking, this person shall be a professor and member of the committee. The College
may remove the program committee coordinator from office, with just cause.
d. The program committee coordinator performs the following activities:
To hold and facilitate meetings;
To follow up on work performed by the committees and sub-committees;
To maintain the communications required to fulfill the program committee’s
mandate, with the College and departments, and other bodies, individuals or
groups outside the program;
To participate, based on local practices, in the program coordinators meeting;
To draft the work plan and annual report.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 12
The Coordinator’s Role
COORDINATOR AS PEER - FIRST PRINCIPLE
A coordinator is a peer who is elected by department members to represent them and to
coordinate decisions taken by them. A department or program coordinator:
Coordinates the activities of the department or program;
Assures that departmental decisions (or those of the program) are carried out and that its
recommendations are sent to the appropriate bodies;
Is not the boss of her/his colleagues and cannot, under any circumstances, put pressure
on colleagues as an authority figure;
Cannot take positions in the name of the department without first consulting in a
department meeting.1
QUALITIES OF A GOOD COORDINATOR
While Department Coordinators vary in the style and the individual skills they bring to the
position, there are some basic qualities that ensure effective coordination2 :
Basic knowledge and understanding of College, Faculty and Department policies and
procedures;
Clear understanding of the functioning of the Department;
Clear understanding of the Program, including the requirements and placement of
program specific and General Education courses;
Teaching experience within the Department;
Good organization, administrative and leadership skills;
Ability to deal diplomatically, fairly and cooperatively with people;
Good communication skills—English fluency, both oral and written;
Working knowledge of French.
1 Patrice Roy, La Réplique, Cegep Lionel Groulx, Sept. 1, 2009; Translated and reprinted in the VCTA Newsletter, Jan. 2010, p.6 2Excerpted with some adaptions/changes: Louise Robinson, Vanier College Faculty of Applied Technologies Co-ordinators’ Guide (2006, p. 2-1)
…peer management in departments is an acquired right that (enables
teachers) to exercise real power over our work. What is more, given the
major shift in personnel we are experiencing at the moment {…} it is
important to reaffirm that peer management comes from a democratic
vision of teaching, that it came about through the desire of the first college
teachers to be active participants in the decisions that affect them…
(Cited in FNEEQ document, A Look at Departments, 2011, p.9)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 13
ELECTION OF COORDINATOR
The Coordinator is elected by Department members for a one-year, renewable term. In most
departments, the election of the Coordinator takes place in March, after department members
have been informed well in advance or at the previous meeting, when the election will take
place. The Coordinator’s name must be forwarded to the Faculty Dean by April 1.
All teachers in the department have the right to vote. All teachers, including non-tenured and
part-time teachers have the right to become department coordinator, provided that no additional
allocation of teaching resources is required.
Each department establishes its own procedures for nominating and voting for the Coordinator.
It is generally best if these procedures are written into department policy or, if the department
has one, a constitution. Procedures must be fair, equitable and transparent.
Most departments wisely opt for secret ballot, in a two-step procedure: First a round of
nominations with the nominees accepting or refusing the nomination; Second, a vote, whereby
the nominee with the most votes, becomes Coordinator. If only one teacher has accepted the
nomination, a ratification vote takes place, with department members voting yes or no. A
majority of yes votes means that the teacher has been elected.
In the unusual case of a department failing to elect a Coordinator, the College has the
responsibility for doing so. Further, the College may remove a department Coordinator from
the position, for just cause.
FNEEQ COLLECTIVE AGREEMENT 2010-2015: EXCERPTS
The election of the Coordinator (by April 1) and the responsibilities of the Department and
Department Coordinator are described in Work Organization (Chapter 4, pages 23-29) ) of the
FNEEQ•CSN/CEGEP Professors Collective Agreement 2010-2015. These articles are
excerpted here in the same order as they appear in the Collective Agreement.
Note: The French version is the official version of the Collective Agreement.
Article 4-1.00 – Departments and Department Coordination
4-1.01 All resources allocated for departmental coordination are set out in article 8-5.00.
4-1.02 Program Committee: See p. 10
Departments: 4-1.03
For the purpose of this collective agreement, a department shall consist of all the regular professors in
one or more subjects at a given college or campus.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 14
4-1.04
The criteria for creating departments and establishing their number shall be established by the College
after consultation of the Commission pédagogique. (Academic Council at Vanier College)
4-1.05
The functions of the departmental assembly are
performed based on the strategic development plan
(which includes the success plan). The functions of
a departmental assembly are as follows:
1. Those exercised jointly with the work of the
program committees in which its discipline
takes part:
1.1 To advise program committees which
its discipline contributes to or takes
part in;
1.2 To appoint professors to the program
committees which its discipline
contributes to or takes part in.
If applicable, the common general education
professor, member of an issue table (Table
de concertation) or of a general education
committee (Comité de la formation
générale) shall perform the above-
mentioned activities and make the necessary
adjustments.
2. Those arising from the learning
management related to the teaching of its
discipline:
2.1 To define its internal rules of
operation and to form such
committees as are necessary;
2.2 To distribute and weigh pedagogical
activities, including teaching loads,
based on the resources allocated and
on the activities related to the
recognition of time worked;
2.3 To appoint professors to the selection
committee for regular education in
accordance with article 4-4.00 and to
appoint a professor to participate in
the selection process for continuing
education in accordance with article
8-7.00;
2.4 To appoint professors to the
Ministère (de l’Éducation)
committees and to inform the College
of these appointments;
2.5 To recommend to the College choices
for complementary courses to be
offered;
2.6 To recommend to the College, if
applicable, any special conditions for
admitting students within the
framework of the general conditions
established by the basic regulation;
2.7 To give advice on retraining projects
in the case of retraining for a reserved
position;
2.8 To make recommendations to the
professional development committee
regarding the requests made by the
teaching personnel;
2.9 To analyze the human, material and
technological resource requirements,
and make recommendations regarding
the hiring of support personnel (e.g.
workshop technician and doorkeeper)
or the purchase of material;
2.10 To participate in the development of
the department budget estimates;
2.11 To recommend a policy to the College
with a view to enabling the region to
benefit from departmental resources;
2.12 To develop an annual work plan,
contribute to its implementation and
write an annual report;
2.13 To define the objectives, apply the
teaching methods and establish the
means of evaluation for each course
for which it is responsible, taking into
account the College’s policy on the
evaluation of learning;
2.14 To adopt course plans prepared by the
members of the department;
2.15 To make recommendations to the
College and the Commission
pédagogique that are likely to
improve the quality of teaching;
2.16 To select internship sites, and jointly
take on the practical organization of
internships;
2.17 To seek and implement, with respect
to the professional services rendered,
support strategies in order to improve
student success rates, taking into
account the institutional success plan;
2.18 To ensure professional assistance to
new professors.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 15
Department Coordinators: 4-1.06
A department’s professors, using their own procedures, shall appoint a department coordinator for the
following teaching year no later than April 1. They may, if applicable, other professors from the
department to assume specific activities among those described in clause 4-1.10. In such a case, the
department may apportion the leave provided for in clause 4-1.13 accordingly. The College is then
informed of the names of the coordinator and, if applicable, the names of the other professors.
4-1.07
Should the professors fail to appoint a coordinator, the College shall take responsibility for doing so,
and the provisions of clauses 8-5.04 and 4-1.13 shall not apply to this particular department. The
College may remove a department coordinator from office for just cause. The College may also remove
a department coordinator at the department’s request.
The parties may agree to appoint a person to act as tutor. They shall then agree on the use of amounts
allocated for departmental coordination.
4-1.08
The department coordinator shall be a professor who, at the beginning of his/her term of office, is
employed by the College.
However, the appointment of a professor on availability or of a non-tenured professor shall not result in
any additional allocation of teaching resources to the department’s subjects.
4-1.09
The term of office for a department coordinator shall be one (1) year and shall be renewable.
4-1.10
The departmental coordinator shall coordinate the department’s activities as provided for in clause 4-
1.05 and shall perform the administrative tasks inherent in his/her position. For these purposes, the
department coordinator performs the following specific tasks:
As part of the internal governance activities: 1. To ensure departmental meetings are held and facilitated;
2. To follow up on departmental rules, taking into account institutional policies;
3. To prepare, and submit to the departmental assembly, a project for the distribution of teaching
loads and activities with respect to the professional services rendered within the norms
established by the collective agreement and the College;
4. To enable the flow of information and communication between members of the department;
5. To forward the department’s requests to the various college bodies or outside organizations;
6. To follow up on the various requests submitted to the department by students, individuals or
outside organizations, based on the department’s directions.
As part of the teaching activities:
1. To carry out the necessary follow-up in order to implement activities related to the reception
and integration of students with respect to the professional services rendered; (173 hours)
2. To make sure the course plans are adopted;
3. To carry out the necessary follow-up so that the operations related to teaching classes,
evaluation conditions, facilities and equipment requirements, schedules, and internships, can
take place;
4. To carry out the necessary follow-up in order to implement success support activities with
respect to the professional services rendered. (173 hours)
As part of activities related to the budget and material resources: 1. To take part in budget estimates;
2. To administer the department’s operating and investment budgets;
3. To recommend the purchase of instructional and course material (books, magazines, DVDs,
etc.) and, in the absence of technical staff, prepare purchase requisitions;
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 16
4. To follow up on retrofit projects, on determining the need for specialized facilities, or on the
physical layout of the laboratories.
As part of activities related to relationships with peers: 1. To make sure support is provided to professors who are having difficulties;
2. To carry out the necessary follow-up to ensure professional assistance is provided to new
professors.
As part of the activities related to relationships with support personnel: 1. To take part in the selection of laboratory support personnel (technician, stock keeper,
doorkeeper);
2. To take part in planning the layout of laboratories with the laboratory support personnel
(technician, stock keeper, doorkeeper);
As part of activities related to relationships with the College: 1. To participate, based on local practices, in the department coordinators meeting;
2. To follow up with the director of studies (Academic Dean) on the following departmental
activities:
a) Distributing and weighting teaching activities within the norms established by the collective
agreement and by the College;
b) Ensuring that objectives are defined, that teaching methods are applied and that means of
evaluation are established for each course for which the department is responsible, taking
into account the College’s policy on the evaluation of learning;
c) Ensuring that all courses for which the department is responsible are given and to guarantee
their quality and content;
d) Preparing the department’s budget estimates;
e) Studying, establishing and maintaining, if applicable, appropriate relationships with
institutions, organizations and companies, taking into account the means made available by
the College;
f) Setting up a review committee made up of three (3) people, including the professor in
question, and empowered to modify students’ final marks, if applicable;
g) Preparing the department’s annual work plan, ensuring its follow-up and preparing an
annual report of its activities.
4-1.11
The departmental coordinator shall forward the department’s annual work plan and report to the
College. The information contained in these documents may not be used to evaluate professors.
The department’s annual report sets out:
The activities included in the work plan specifying the measures put in place for their
implementation;
The adjustments made during implementation;
The relevant recommendations;
The information included in paragraph d) of clause 8-4.03.
4-1.12
Hospitals or clinics shall be selected in collaboration with the departments in question; the same shall
apply to the organization of internships.
4-.1.13 a) For the purposes of the article, the College shall release full-time professors or the equivalent resulting
from the application of clause 8-5.04 to take on the duties of department coordinator and the coordination
of departments dispensing vocational training in the form of internships or workshops, subject to clause 8-
5.08.
b) The College shall apportion the reduction in workload resulting from paragraph a) of this clause after
submitting the matter to the Labour Relations Committee (LRC). This reduction may vary from one
department to another.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 17
COORDINATOR’S SIGNATURE: SIGNING AUTHORITY
At Vanier College, the Department Coordinator’s signature and the Faculty Dean’s signature
are required when a teacher in the Department completes the requisite forms requesting any of
the following. These are all available from the Faculty Dean’s Office; some are on the Vanier
Web under Teachers; for some forms and for the Substitute Teacher Policy and the Transfer of
Availability Policy, click on the links below.
Guest Speaker Form A.pdf and Form B.pdf
Student Trip 7210-34_Student_Trips.pdf
Substitute Teacher 7160-16 Substitute Teacher Policy.pdf
Transfer of Availability 7160-15 Transfer of Availability Policy.pdf
Budget Requests & Expense Reports
Cheque Requisition
Petty Cash
MONEY MATTERS: DEPARTMENT BUDGET
Relevant Documents:
The previous year’s departmental expenditures—both operational and capital;
Periodic statements of individual teacher spending for supplies from the Bookstore and
from Graphics and Printing for photocopies and copy services; (Note: These statements
are often out of phase with actual spending, and so cannot be relied upon for exact up to
date spending in these areas.)
Monthly (roughly) statement of the spending and balance in each budget category
issued by Accounting;
FNEEQ Collective Agreement 2010-2015, Article 4-1.05, 2.10 on Department
responsibilities and Article 4-4.10 on Coordinator budget responsibilities. (See p. 12-15
of this Guide, or FNEEQ CSN 2010-2015.pdf )
Managing the Department Budget With the cooperation of the Department, the Coordinator is responsible for preparing the
department’s budgetary estimates and for managing the department’s budget. This is more
complicated in some departments than others. In Career Programs and in the Science Program,
Coordinators work with the lab technicians to prepare operational budget needs and requests. In
some departments, such as Early Childhood Education, which operates a nursery lab, orders for
materials are voluminous and ongoing, akin to running a small business.
In Career Programs with fieldwork placements and supervising responsibilities of teachers,
travel costs may also have to be figured into the department budget.
The Coordinator in some programs will also need to anticipate future equipment needs based
on technological developments. Close consultation with faculty and staff is needed to
accomplish this.
Though not a practice in all departments, keeping track of individual teacher spending,
checking the receipts from the Bookstore and the Print Shop ensures that teacher spending is in
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 18
line with the department’s operational budget. In some departments, Coordinators periodically
make reports of this spending to the department. While some may feel uncomfortable that their
spending is known to others, financial accountability and transparency are part of our
professional responsibility in managing funds that come to us from the public purse—Quebec
tax payers.
However, a Coordinator will not be able to keep accurate track of photocopy costs for
department members who teach program courses such as Methodology and Explorations or
courses in other departments such as Humanities. For these situations, a solution still needs to
be found for the management of budgets in regard to using Vanier ID cards to make
photocopies.
Cheque Requisition When a teacher or Coordinator pays for an approved departmental expenditure that is over $50,
a cheque requisition is in order. However, prior to any such spending, the teacher or
Coordinator must check to see if the item is available at the Bookstore or through Purchasing.
If this is not done, the cheque requisition will most likely be refused.
The form is available in the Faculty Dean’s Office and requires receipts as well as the
Coordinator’s and the Faculty Dean’s signatures before submitting the form to Accounting.
Typically, the claimant asks the Coordinator’s signature and then brings the form to the Faculty
Dean’s Office; the Faculty Dean then forwards the form to Accounting.
Expense Report The Expense Report form is submitted in order to request an advance or to ask for payment of
expenses incurred while working for the College. Typical expenses claimed on an Expense
Report are for travel and meals, but may include other expenses as well.
Receipts must be attached to the form which is available in the Faculty Dean’s Office. Both the
Coordinator’s and the Faculty Dean’s signatures are required. Typically, the claimant gets the
Coordinator’s signature, and then brings the form to the Faculty Dean’s Office; the Faculty
Dean then forwards it to Accounting.
Petty Cash Petty cash is for the emergency purchase of sundry materials or for minor local travel expenses.
Items that are available through the Bookstore or through Purchasing cannot be claimed as
petty cash.
The maximum amount for an advance payment is $40 per day. The maximum reimbursement is
$50 per day. Only one advance per department is permitted at any one time, and until it is
settled, all subsequent requests will be denied. The signed form and receipts must be brought to
the Cashier (H-300) during the petty cash hours: 9:00 am to 12:00 pm.
The petty cash form is available from the Faculty Dean’s Office. Receipts and the Faculty
Dean’s signature are required. Though the Coordinator’s signature is not a requirement, it is a
good idea for teachers to ask for this signature or, at the very least, to inform the Coordinator of
the expense claim so as to facilitate the management of the departmental budget.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 19
Capital Requests – Purchase Orders
When materials and equipment that are not part of the department’s operational budget are
needed, the Coordinator must make a capital request to the Faculty Dean. When the request is
approved, either the Coordinator or the Faculty Dean completes a purchase order, the Faculty
Dean signs it and then submits it to the Purchasing Department.
The Faculty Dean asks coordinators early in the winter semester to identify department and
teacher needs for the coming year and to submit those requests before the end of semester.
Some requests may be made early in the Autumn semester. Department members should be
consulted regarding these requests before they are submitted.
Useful Practices for Budget Management
Keep on file and refer to the previous year’s operational and capital expenditures.
Early in the autumn semester, it is a good idea to do a calculation of monies available
per section in each discipline—a very useful guideline for teachers. For example, a
discipline with a budget of $5000 that offers 65 sections per year could allocate $70 per
section ($4550 total) with some monies ($450) left over for other costs. So a teacher
with eight sections for the year could plan on having about $560 to spend on supplies
and printing. Typically some teachers spend less than what is budgeted per section
while others spend more. The point is to provide a spending guideline for teachers in the
department.
Periodically report department expenditures to department members—make it an
agenda item at every second or third department meeting. This will enable department
members to participate in the department budget estimates as per the FNEEQ Collective
Agreement 2010-2015, Article 4-1.05, number 2.10.
When teachers spend a lot on printing for course hand-outs, the Coordinator could
suggest that they prepare a course pack which the students could purchase through the
Bookstore. The Bookstore can inform the teacher about the requirements for course
packs.
While the Coordinator should keep track of department spending on a regular basis,
there are key moments in the academic year when the Coordinator should do a very
careful accounting regarding how much has been spent, how much is left:
o End of Autumn semester;
o Midway through the Winter semester.
At these two moments, the Coordinator can estimate if the department budget is
sufficient to get through to the end of the academic year; if the department spending has
to be curtailed; if a request should be made to the Faculty Dean for additional monies.
In the latter case, forewarning is extremely important.
Towards the end of the Winter semester, Coordinators are informed when certain
budget categories will “close”. If there are monies left in the budget, it is wise to spend
it before these closures—for example, on supplies such as toner and paper which could
be used in resource rooms in the coming year.
Teacher Expenditures:
o Maintain an Excel Spreadsheet of individual expenditures and department
materials costs.
o Take a half-day Excel Workshop offered by the College, Employee Training and
Equity.
Important Reminder: All purchases must be made through the Purchasing Department
or the Bookstore. Otherwise there is no guarantee that one will be reimbursed.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 20
DEPARTMENT FILES
Because so many documents are produced and referred to in department coordination, maintaining
department files can be a challenging task. It helps to have a filing system—for keeping on top of
department business and to facillitate the work of a new department coordinator.
The following suggestion for maintaining department files is adapted from the FNEEQ document,
A Look at Departments (2011, p. 43-44) ) and can be adapted to departmental needs, for both
electronic and paper files.
FILING PLAN
A. POLICIES
1. Department policies, by-laws, constitution 2. IPESA—Institutional Policy on the
Evaluation of Student Achievement
B. THE DEPARTMENT
1. Administration
a. Seniority List
b. Minutes
c. Department Committees: Membership
and Mandate
d. Correspondence with the College
administration
e. Hiring
f. Welcome, integration and mentoring of
new teachers
g. Workload allocation
h. Budget
Capital expenditures
Operational expenditures: Teaching
materials, office supplies, printing,
laboratory budget
Other
i. Student Complaints
j. Laboratories
k. Student fieldwork (stages)
2. Pedagogical Affairs
a. Scheduling Forms - submitted each
semester
b. Course outline reviews
c. Complementary course policy
d. Student Progress Records
(Career Programs with Stage)
e. Student support
Tutoring program
Resource centres
f. Programs of study
Curriculum committee, program
committees and general studies
coordination committee
Ministry Documents, model course
outlines and materials, etc.
Program comprehensive
assessments
Program Evaluation(s)
g. Teachers’ associations, professional
orders
C. THE VCTA
1. Constitution
2. Minutes
3. Professional Development Guidelines
4. VCTA Newsletters
5. FNEEQ•CSN•CEGEP Professors
Collective Agreement 2010-2015
D. THE COLLEGE: CONSULT VANIER WEB SITEMAP
1. Academic Policies
2. By-laws
Mission Statement
Strategic Plan
Other
3. Employee Assistance Plan
(1-800-667-2683;
www.physimed.com)
4. Human Resources Policies
5. Human Rights Policy and Procedures
6. International Education
7. Open House
8. Parking
9. 9. Program Evaluation
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 21
STUDENT FILES (CAREERS)
Some departments in the career programs keep confidential student progress records. This may
be done by a department committee or the Department Coordinator. One of the main reasons to
carry out this task is to resolve problems for those students who have failed program courses.
The task is complex because of transcript confidentiality and what may be limited opportunity
for a student to make up a failed course. Some courses in the program may be offered only
once a year. Because some courses must be completed before students can do their stage work,
the Department and Fieldwork Coordinator need to share these files and problem solving
strategies.
STUDENT RECRUITMENT
Officially, the College (Communications Office) is responsible for recruitment. Their
recruitment strategies often rely on the participation of teachers to give potential students an
insider’s view of their programs of study. Coordinators are informed of recruitment activities
and either they, the Curriculum Coordinator or the department recruitment committee arrange
for teachers to represent their program at these events. Open House in the autumn semester is
the largest of these. Student-for-a-Day goes on throughout the semester.
Some Career programs have more on-going involvement in student recruitment. In addition to
events held at Vanier, the Coordinator or the department committee may organize department
members to attend career fairs organized by various school boards and/or feeder high schools
as well as to speak with guidance counsellors. In Environment and Wildlife Management,
recruitment also includes bussing in students from feeder schools to an Open House at the Field
Station in Lachute.
This program recruitment work is done in conjunction with the Communications Office,
typically with the person in charge of recruitment. The Communications Office will supply
College publicity materials fo such events.
When the work is done outside of the regular working hours, participating teachers may request
a transfer of availability. (Transfer of Availability Policy: 7160-15 Transfer of Availability Policy.pdf)
ADMISSIONS INTERVIEWS (CAREERS, MUSIC)
Department Coordinators in some Career Programs, in cooperation with the Curriculum
Coordinator and the Fieldwork Coordinator, ensure that all applicants meet the program
admission standards.
This is followed by the coordination and scheduling of student interviews. Once the interviews
are complete, the Coordinator compiles the interview reports and makes a list of
recommendations which is sent to the Admissions Office. The final selection of students is
done with the Admissions Officer. Hence, cooperation and communications with the Registrar
and Admissions is essential to admitting qualified students.
It is much the same process for auditions, a requirement of admission to the Music Program.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 22
WORKING WITH SUPPORT STAFF (TECHNICIANS)
Collegial, cooperative and respectful relationships with support staff in all areas of the College
ensure a good working environment. This is especially true of the coordinator/department’s
relationship with the technician(s) working in their area.
It should be clearly understood that the technicians report to the Faculty Dean. Neither the
Coordinator nor the department teachers are the boss of the technicians. The Collective
Agreement (p. 27) describes the role of the Coordinator vis a vis activities related to the
relationship with support personnel thus:
To take part in the selection of laboratory support personnel;
To take part in planning the layout of laboratories with the laboratory support personnel.
Meeting program needs, running safe and efficient laboratory sessions and addressing the
myriad of issues that arise unexpectedly, are best accomplished with the Coordinator, Program
teachers and technicians working as a team with shared goals that are identified and agreed to.
Each is indispensable in ensuring quality education for our students. Cooperation, flexibility,
good will, mutual respect and responsibility—combined with clearly defined roles, tasks and
timetables—are key elements in building and maintaining a good team.
A good team recognizes and values the contribution of each member and has mechanisms to
resolve conflicts that may arise. The Coordinator can play an important role in building and
maintining this team approach.
Close cooperation between the Coordinator and the Technician(s) is necessary to meet many
program needs. Scheduling is one of them. Once the schedule is established for the
Technician’s hours, the Coordinator is expected to send that information to the Faculty Dean’s
Office and to Human Resources—for both day and Cont. Ed. Technicians. When a Technician
is away, it is the Faculty Dean’s responsibility to figure out how to cover the absence, though
Coordinators in some departments take on the task.
When laboratory materials need to be purchased, it is often the Technician who draws up the
list which is then reviewed and signed by the Department Coordinator. Usually, it is the
Technician who is in the best position to keep an inventory of laboratory materials.
Some Department Coordinators invite the Technician(s) to their department and curriculum
committee meetings. While attendance at these meetings is not a contractual obligation on the
part of Technicians, their participation in these meetings often gleans excellent advice from a
perspective different from that of coordinators and teachers in the department. Their
participation also enhances program or department team-building, especially when the focus is
on common goals.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 23
ANNUAL WORK PLAN AND ANNUAL REPORT
According to the FNEEQ Collective Agreement 2010-2015, the Department Coordinator must
forward the department’s annual work plan and report to the College. At Vanier, this means
forwarding the annual work plan and report to the Faculty Dean. The Collective Agreement
stipulates that information contained in this document may not be used to evaluate teachers.
The Vanier academic administration has provided a grid to facilitate the writing of the annual
report, and to connect the report to the College’s Strategic Plan. As specified in the Collective
Agreement, Article 4-1.11 (p.28) the requirements for the annual work plan and annual report
are as follows:
The department annual report sets out:
The activities included in the work plan specifying the measures put in place for
their implementation;
The adjustments made during implementation;
The relevant recommendations
The information included in paragraph d) of clause 8-4.03 (p. 183), namely:
Professional Services Rendered (This is often referred to at Vanier as “The 173
Hours”—which coordinators address in the annual report by completing Form D
and Form E, available from the Faculty Dean’s Office.)
Preamble (Clause 8-4.03):
With respect to the recognition of professional services rendered by CEGEP
professors, without limiting the scope of articles 4-1.00 (Department Coordination
and Program Committee), article 8-3.00 (Provisions Relating to Availability), article
8-4.00 (Teaching Load), article 8-5.00 (Number of Regular Professors) and article
8-6.00 (Calculation of a Professor’s Workload), and without increasing the
workload of CEGEP professors, the provincial parties agree that recognized
professional services rendered shall also include collaborative school life activities
inherent in the programs, as well as pedagogical activities. These pedagogical
activities shall be part of one or the other of the following fields: learning assistance,
support and supervision in order to improve students’ success, pedagogical training
and professional assistance. (…)
d) The time devoted to pedagogical activity shall include preparation, performance
and follow-up of the activity.
At the end of each year, each professor shall report to the members of the
department the pedagogical activities performed in order to evaluate their impact
and make recommendations. This information is included in the department’s
annual report as provided for in clause 4-1.11.
Student recruitment activities and admissions interviews (or auditions) should also
be included in the annual report.
Finally, Department members should be consulted regarding the content of the annual report
and approve it before it is submitted to the Faculty Dean. (Refer to Collective Agreement,
Article 4-1.05, e.12, page 25.)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 24
PASSING THE TORCH:
SUPPORT FOR IN-COMING COORDINATOR
The Coordinator is elected or re-elected by department members before April 1 for a one year
term. There is no stipulation in the Collective Agreement that limits the number of consecutive
terms a coordinator may serve.
However, some departments do limit the number of consecutive terms one person may serve as
coordinator. The Dept. of Social and Cultural Sciences, for example, limits both the
Department and Curriculum Coordinator to three consecutive terms. Further, in this large six-
discipline department, the Coordinator and the Curriculum Coordinator must be from different
disciplines. In this way, the department avoids becoming dependent on a single person, ensures
rotation and sharing of the work, and gives the opportunity to other department members to
develop coordination skills.
This is not a practical option for many departments. Some are just too small and it must be
recognized that not all teachers have the inclination, the experience, the organizational,
communication and diplomatic skills that the position requires.
Regardless of the department’s approach to the number of consecutive terms a person can serve
as coordinator, it is a good idea to have a backup plan for coordinator replacement. Current
coordinators may go on leave, fall ill, take a leave of absence for professional development or
for personal reasons and retire. When a current coordinator keeps department files up to date,
unexpected departures are better dealt with. (See Department Files section, p. 19)
The timing for when the new Coordinator takes over has to be carefully and collegially worked
out. It makes sense to start the turn-over of files in May. Officially the academic year comes to
an end in June. However, because the Coordinator needs to keep in touch with email and phone
messages during the summer, it is most helpful for the out-going Coordinator to be available
during this time, at least in an advisory capacity.
In a good case scenario, the out-going Coordinator and in-coming Coordinator work
cooperatively in May and June, keep in touch during the summer and share the tasks in early
August during registration; that the new Coordinator is well informed, has all the relevant files
and is set to completely take over before classes begin.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 25
COORDINATOR’S TIME LINE
AUTUMN SEMESTER
SUMMER Coordinator Availability
Although not a contractual obligation, coordinators cannot
do their jobs well without checking their email and phone
messages during the registration of returning students in
June and new students in August. Unforeseen events that
could have a significant impact on the department/program
can occur during this time and require action on the part of
the Coordinator.
NOTE: Coordinators’ work outside of the official
availability period, though recognized, is not easily
compensated: neither through transfer of availability nor
financial payment.
AUGUST Teacher Availability
Contractual obligation—or “availability” to the College—
typically begins one or two weeks before the first day of
classes. (Teachers will have been informed of these dates
by Human Resources before the end of the previous
semester.)
Many Coordinators choose to be available as soon as
Registration of new students begins.
Registration
The Coordinator reads the daily reports—or better yet, the
Live Schedule with enrolment tallies (the link is available
from the Faculty Dean)—of student enrolment in each
section of the courses in the department.
Adjustments between maximum enrolments of the
complementary and regular sections of a course often need
to be made. The Coordinator emails the Faculty Dean, who
contacts the Scheduler to make these adjustments.
In some programs, the Coordinator needs to keep an eye on
sections dedicated to majors: once majors students are pre-
registered, the Coordinator should check with the
Scheduler to make sure those sections are open to non-
majors students.
In consultation with the Faculty Dean, decisions are made
to add or drop sections depending on student enrolment.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 26
Welcome Back Message
The Coordinator typically sends a welcome back message to
the teachers in the department just before classes begin.
The message could include a brief introduction to newly
hired teachers, the department meeting dates for the semester
(and the minute-takers for these meetings), a “heads-up”
about any issues or concerns likely to arise during the
semester, inspiring quotations, news of student successes,
student bloopers—what is important is that new Coordinators
develop their own style and content to establish contact with
department members at the beginning of the semester.
Department Meetings Dates
The Coordinator schedules the Department meetings for the
semester and informs Department members. Note: Ideally,
the meeting dates will not conflict with other College
meetings such as Academic Council or Association Council.
In cases where some department members teach in other
departments, that department’s meeting schedule should also
be considered.
A list of minute-takers should be distributed. Typically,
department members rotate this task by alphabetical order.
Department Members’ Coordinates
The Coordinator updates the list of faculty members, by
discipline in multi-discipline departments.
Coordinates include: Teacher’s Name, Office, Office
Telephone Extension, Email address and often, home or cell
phone number as well.
A list of substitute teachers can be very useful.
SEPTEMBER Department Committees
These Committees are formed and their membership is forwarded
to the Faculty Dean. See Department Committees, p. 36 to 50.
Cheating & Plagiarism Review Committee
Credit Equivalence Committee
Curriculum Committee (includes students in some programs)
Discipline “Responsables” are named in multi-discipline
departments
Grades Review Committee
Mediation Committee (an equal number of students and faculty)
Selection (Hiring) Committee, including a designated
Chairperson
Other department standing committees, such as: Advisory
Committee (some Career Programs - membership usually
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 27
includes persons representing industrial settings where students
do fieldwork and where they may later find employment.) Recruitment and Retention Committee in some Career Programs.
OCTOBER Scheduling Information is Due
See Workload Distribution and Course Allocations, p.58
Scheduling Information and Preferences, p.62
Mid-Term Assessments/Indication of Standing:
The Coordinator reminds the Department that according to
College Policy, Giving Students Indication of Standing in a
Course at Midpoint of Semester, each teacher must give
each student an indication of his/her current standing in the
course. See 7210-2_Giving_Students_Indication_of_Standing-2.pdf.
In addition, teachers should complete the Mid-Term
Assessment designated by the College. This information is
used by the College to contact at-risk students to offer
strategies and support for successful completion of the
semester.
PED DAY! (Vanier Community Connection Day)
The Coordinator reminds teachers that this is not only an
opportunity for professional development and collegial
interaction but also that attendance is a contractual
obligation.
NOVEMBER Open House:
The Coordinator (or the Curriculum Coordinator or a
designated department member) finds volunteers to be
present during this event. Note: Teachers may count this
participation in a transfer of availability since the activity is
held during the weekend.
Budget
Prepare Capital Requests if needed for current year;
consider needs for the next academic year.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 28
Teaching Position Postings for Winter Semester
Reminder to Non-Tenured Teachers
Many coordinators take the time to remind non-tenured
teachers that now is the time to apply for teaching position
postings if they did not sign and submit a GOS (General
Offer of Service) to Human Resources in April of the
previous school year, (or in the autumn if they are new
“hires”).
Teachers who signed a GOS and who subsequently turned
down workload, must apply for any new position posting
for which they wish to be considered. Remind teachers to
check Employment Opportunities on the Vanier website
and submit a letter to Human Resources within the posting
period, citing the posting number.
A Local Agreement between the Vanier College Teachers
Association (VCTA) and the Vanier administration (Apr.
28, 2011) makes the GOS applicable to all teaching
positions in the day, Continuing Education and Summer
School.
DECEMBER Important Dates to remind teachers:
Marks Submission Deadline
Mark Update Deadline
Teacher Availability dates
Department Budget
Deadline for Capital Budget Requests for the next
academic year
Half the academic year is over: now is the time to review
the department’s operational budget, assess what has been
spent, estimate what monies are needed to complete the
academic year, inform department members if spending
will need to be curtailed or if requests for additional monies
will need to be made to the Faculty Dean.
Prepare for Review Boards
Plan for January Review Boards: The Coordinator asks for
volunteers in the Department members to meet with
students who are not in good academic standing (have not
passed the minimum number of courses required by the
Program) and submits the list to the Faculty Dean’s Office.
Proofread Schedule(s) for the Winter Semester
The Coordinator proofreads the day and Cont. Ed.
Schedules and submits required changes if any, to the
Faculty Dean, within the deadline set by the Registrar.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 29
WINTER SEMESTER
JANUARY Registration
Same as for Autumn semester, August. (See p. 24.)
Review Boards
The Coordinator might consider sending out an email as a
reminder to the teachers who have volunteered to sit on
Review Boards.
Student Progress Records- Career Programs
Department Coordinators and Fieldwork Coordinators in
Career Programs need to check student progress records to
identify and plan for students who may have failed a
program course and who may be out-of-phase with the
program grid.
Capital Requests
Some programs—Science, for example, are asked to
submit capital requests for the following academic year by
the end of January.
FEBRUARY Budget:
Assess operational budget; Deadline for requests for
operational budget requests for the next academic year.
Recruitment Activities – Career Programs
Career Program Coordinators organize teachers to attend
feeder school career fairs.
Planning for admissions interviews/auditions begins.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 30
MARCH
Mid Term Assessments
Same as October in Autumn Semester (See p. 26)
Scheduling Information for Autumn Semester
If the department/discipline allocation for the coming year
has not been finalized, Coordinators will be asked to plan
for allocation based on data from the Registrar’s Office. If
the Allocation Project is still in discussion at the CRT,
Coordinators may be asked to delay submitting scheduling
information until CRT allocation discussions are
completed. (See April, below.)
Department Election:
The Coordinator and, if the department has one, the
Curriculum Coordinator, must be elected before April 1.
Admissions Interviews/Auditions:
In cooperation with the Registrar and Admissions, Music
and some career programs start the process of coordinating
and scheduling interviews with student applicants. This
may be done by the Coordinator or a departmental
committee.
APRIL Allocation for the Next Academic Year
The College presents the “Allocation Project” at the CRT
(Labour Relations Committee). See Workload
Distribution: p. 58
Coordinators are invited to attend CRT to discuss
allocations.
Budget
Check Balance
Check closing dates for some budgets
Forecast for end-of-semester needs
Teaching Position Postings for Summer School:
Reminder to Non-Tenured Teachers
Same as previous semester. Teachers who did not sign a
GOS—General Offer of Service—must apply for any
summer school courses they wish to teach, within the
posting period.
Teaching Positions in the day for the coming year:
All non-tenured teachers should sign and submit a GOS—
General Offer of Service—to Human Resources, with a
copy to the VCTA. The GOS is good for the full academic
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 31
year for regular day, Continuing Education and Summer
School courses. (Local Agreement, April 28, 2011)
MAY Proof Read Schedule for Autumn Semester
Same as previous semester (December). (See p. 27)
Teaching Positions in Cont. Ed. for the Autumn
Semester
According to the Local Agreement, teachers who signed a
GOS (General Offer of Service) in April, will
automatically be considered for autumn Continuing
Education courses.
Budget
Note that spending in some accounts closes in May.
Supplies: See Money Matters, p. 16
Review Boards
Same as in December: The Coordinator asks for teacher
volunteers to meet with students who are not in good
academic standing; meetings take place in early June,
shortly after mark submission deadline
Annual Report and Work Plan
The Annual Report for the current year and the Work Plan
for the next academic year should be approved by the
Department at the last meeting of the year. (See p. 22)
June:
Annual Report and Work Plan
As approved by the Department, this is submitted to the
Faculty Dean before the last day of availability. This
enables the Deans to include Department/Program reports
in their own annual reports and work plans. (See p. 22)
Review Boards:
Some Coordinators send an email reminding teacher
volunteers of the dates for these meetings with students
who are not in good academic standing.
Verification of Student Progress – Career Programs
Department and Fieldwork Coordinators in Career
Programs check student progress reports to identify and
make plans for “stage” and for students who have failed
program courses and who may be out-of-phase with the
program grid.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 32
Meetings: Department, Faculty and
Joint Coordinators
DEPARTMENT
Meeting Time, Dates &
Minute-Takers:
The request for a department meeting time is
submitted along with course scheduling
information. When the schedule is received
for proof-reading, the Coordinator finds out if
the requested time has been granted or if
another time has been scheduled. When
student enrolment is very high, particularly in
the Autumn semester, the scheduling
pressures are such that not all meeting time
requests can be accommodated.
Before classes start, it is wise for the
Coordinator to announce the Department
meeting dates for the semester and to include
the list of minute takers. In most departments,
minute-taking is rotated among members,
typically in alphabetical order.
In setting meeting dates, the Coordinator
should try, as much as possible, to avoid
conflicts with those of other departments or
programs that any members are expected to
attend, and College-wide meetings such as
Academic Council as well as the Association
Council of the VCTA. Meeting dates for
Academic Council are posted online.
Contact the VCTA (Sheree) at Ext. 7503 or
Association Council meeting dates.
Departments with a constitution or internal
operating rules will have conditions under
which additional special meetings can be
called, by what minimum number of
department members, and in what time frame. (See Department Policies and Procedures,p.51)
In some departments, program technicians are
invited to attend and participate. This is not a
contractual obligation for the technicians.
The Agenda and the Minutes:
The Coordinator is responsible for preparing
and distributing the agenda for department
meetings. This initial step is often taken in
discussion with the Curriculum/Fieldwork
Coordinator.
While the agenda must be approved at the
meeting—items can always be added or
deleted— distributing the proposed agenda a
week prior to the meeting is a good idea. This
gives members time to reflect on the topics
and an opportunity for input. Any documents
relevant to the meeting agenda should also be
sent in advance.
If the minutes of the previous meeting have
not already been distributed, these too should
be sent to members in advance of the meeting.
Some departments set rules about when the
agenda and the minutes from the previous
meeting must be sent to members.
Agenda items about pedagogy, curriculum,
strategies for dealing with classroom or course
problems, student progress reports, program
committee reports, members’ concerns—i.e.
items that are not solely about business or
what we sometimes call “housekeeping”
items—will make department meetings more
interesting and lively—maybe even not-to-be-
missed occasions! The department meeting is
a contractual obligation, and teachers are
expected to attend.
• Department meetings are a contractual obligation for teachers.
• Ensuring that department meetings are held and facilitated is a Coordinator’s
task in the FNEEQ Professors Collective Agreement 2010-2015: Article 4-1.10
Internal Governance #1, p. 26.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 33
Coordinators usually develop a standard agenda that is modified as needed.
Sample Agenda
Approval of the Agenda
Approval of the Minutes of the previous meeting (date)
Reports and Announcements
Business Arising (from minutes of previous meeting)
New Business
Members’ Concerns
Special Item: A Pedagogical, Curricular, or Classroom Management Issue; possibly an
invited guest from another area of the College, such as Student Services,
TLC, or a Program Committee Member from General Studies.
Varia
Chairing the Meeting
The Coordinator usually chairs the meeting. In some departments, the Curriculum Coordinator or
another department member may assume this role. Meetings should be conducted in a spirit of
collegiality and mutual respect. Much like a classroom, the Chair encourages the participation of
all present and tries not to let any one teacher or position dominate. If conflicts arise, it is best to
resort to set rules, such as the department’s internal rules of operation, or even Robert’s Rules of
Order.
In cases of persistent conflict, the Coordinator would be wise to initiate a conflict resolution
process. See p. 56.
See also Department Policies and Procedures, section on Internal Operating Rules, Department
Meetings, p. 55.
Qualities of a good department meeting:
All department members are present.
The meeting is well planned.
All relevant documentation was distributed and read in advance.
The chair summarizes any decisions taken before moving to the next topic.
Everyone participates; no one dominates.
Members are fully informed of important issues in the College and have
their say about them.
Procedures for passing motions are respected; motions are duly recorded in
the minutes.
Coordinators are entrusted to act on the motions, which may include
bringing the motions to the appropriate College bodies.
The agenda includes items that stimulate pedagogical interest and discussion.
Members leave the meeting with a sense of time well spent.
.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 34
FACULTY COORDINATORS
The Coordinator represents the department at the Faculty Coordinators meetings. Who chairs
the meeting and who takes minutes varies, depending on the meeting. For example, it may be
the Faculty Dean who sets the agenda and chairs the meetings. In other Faculty meetings, it is a
Department Coordinator who performs these tasks. Who is responsible for minute-taking also
varies: it may be the Faculty Dean’s Assistant or the task may be rotated among coordinators.
A program may have a single coordinator in attendance, such as the Music Department
Coordinator or several, such as the Social Science Program which is so large, it is divided into
three different departments, each with a coordinator, in addition to coordinators for
Methodology, Majors, Honours and Peer Tutoring—all part of the same program. For some
departments and for some of these meetings, Curriculum Coordinators and Fieldwork
Coordinators are also in attendance.
These meetings are important occasions for coordinators to:
Receive and discuss information relevant to their departments and programs;
Seek input and support from other coordinators regarding department/program issues
and concerns;
Inform about new courses when these are being considered by the Program Committee.
(See p. 10.)
Find common ground—across disciplines, departments and programs;
Present motions from their departments/ programs;
Draft motions to bring to Joint Coordinators or other College bodies.
JOINT COORDINATORS
Joint Coordinators was formed over three decades ago by coordinators of academic
departments who saw the need to exchange information of relevance to all departments. The
Joint Coordinators Committee has grown to include representation of all sectors of the College.
There are members with voting rights and those without. The Committee was formalized in
2010 with a set of Bylaws and a membership list. The membership list was unanimously
amended in August 2011.
Joint Coordinators has always been chaired by a teacher coordinator of an academic program,
elected by the members, who chairs meetings jointly with the Academic Dean.
Joint Coordinators receives reports about all of the Faculty Coordinators meetings, usually
given by a Coordinator volunteer from each Faculty. Regular reports are also given by the
Vice-chair of Academic Council, who is a voting member of this Committee. Academic
Council in turn, receives reports and recommendations from Joint Coordinators.
Many diverse topics are dealt with at Joint Coordinators. It is a forum where coordinators
receive information, debate issues, bring concerns and motions from their departments and
Faculties—generally have a say in College affairs. It is a valued consultative body for
Academic Council and other College bodies.
The Joint Coordinators Committee Bylaws are listed below. For a current list of members go to
Joint Coordinators on the Vanier Web or click here: joint-coordinators/members
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 35
JOINT COORDINATORS COMMITTEE BYLAWS*
1. Mandate
The Joint Coordinators Committee
(“Joints”) is a recognized, legitimate
College committee. Its main functions
are to allow for the exchange of
information, to deal with issues of
concern to coordinators and to serve as a
consultative body which discusses and
may make recommendations to various
College constituents.
2. Meetings
All meetings are open to any College
employee. Meetings are usually held
every three weeks during the Fall and
Winter semesters.
3. Composition and Voting Rights
Joint Coordinators is composed of a
representative of the following sectors.
This list is to be reviewed and updated at
the beginning of each academic year by
Joint Coordinators.
a. Members with voting rights
All department and program
coordinators (1 vote per
department or program)
Registrar
Academic Advising
Information Technology Support
Services
Student Services
Continuing Education
The Library
The Learning Centre
The Academic Dean
The 3 Faculty Deans
The Vice-Chair of Academic
Council
Institutional Development and
Research Office
Pedagogical Development Office
b. Members without voting rights
The Director General
The Director of Administrative
Services & Secretary General
The Director of the
Communication Office
The Director of Human
Resources
The Director of Finance
One faculty representative from
the Board
One representative of the three
College unions: Teachers,
Support and Professionals
4. Chairperson
The Chairperson of Joints is a
department or program coordinator.
Election for the position of Chairperson
is normally held at the first meeting of
the academic year, which is chaired by
the Chair of the previous semester.
Notice of the election is given at the last
meeting of the winter semester.
5. Procedures
Decisions regarding the procedures of a
meeting shall ideally be achieved by
consensus. When there is an irresolvable
disagreement regarding procedure, the
Chairperson shall apply Robert’s Rules
of Order.
The agenda of Joint Coordinators
meetings is set by the Chair of Joints in
collaboration with the Academic Dean.
Any member of the Vanier community
can request that an item be placed on the
agenda of Joints. The agenda and
relevant documents are distributed by
the staff of the Academic Dean’s Office.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 36
The minutes are taken, written up and
distributed by the staff of the Academic
Dean’s Office.
When a member of Joints presents a
motion from a department, program or
faculty, it is the member’s responsibility
to indicate if the motion is presented
solely as a point of information or as
notice of motion to be discussed and
voted upon at a Joints meeting.
6. Quorum
Quorum is made up of 50% plus one (1)
of all voting members.
7. Reports
Joints receive reports at each meeting
from the following bodies:
a. Academic Council
b. The Board of Directors
c. Each of the 3 Faculties:
Faculty of Social Science,
Commerce, Arts and Letters
Faculty of Careers and Technical
Programs
Faculty of Science and General
Studies - with a report from each
sector
d. Continuing Education
*NOTE: Though Joint Coordinators has been a functioning committee at Vanier College for over
three decades, unlike Academic Council, it is not an official body in the Collective
Agreement or the Colleges Act.
OTHER MEETINGS OF RELEVANCE TO COORDINATORS
Program Committee Meetings
Academic Council & its Standing Sub-Committees:
Academic Space Committee
Information Technology in Teaching and Learning Committee
International Education Committee
Long Range Planning Committee
Library Committee
Teaching Excellence Award Committee
Association Council: See VCTA online
CRT: Labour Relations Committee (See Workload Distribution Section)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 37
Department Committees
Academic Policy Committees:
Policies governing the functions of these committees are currently being
reviewed by the Academic Policy Committee. What is provided here is basic
information: the purpose of the committees, their composition, and the
steps/timeframe to observe in the exercise of the committees’ duties.
These committees include:
Cheating and Plagiarism Committee (Discipline)
Credit Equivalence Committee (Discipline)
Grades Review Committee (Discipline)
Mediation Committee (Department)
Other Department/Discipline Committees:
Accreditation Committee (Some Career Programs)
Advisory/Industrial Relations Committee (Some Career Programs)
Curriculum Committee (Department and/or Discipline)
Selection (Hiring) Committee (Discipline + Coordinator)
In addition to these standing committees, the Department may see fit to
form others, either as ad hoc committees to address particular issues or as
standing committees.
A NOTE ON PROGRAM COMMITTEES: The FNEEQ Collective Agreement 2010-2015, stipulates that departments are responsible
for appointing professors to the Program Committees which its discipline(s) take part in and for advising these committees. (Article 4-1.05, #1, p. 24.) See p. 13
SETTING UP THE COMMITTEES
Choosing teachers for department standing committees should be on the agenda of the first
department meeting of the Autumn semester. However if the Department anticipates hiring in
August, the Selection Committee may be set up at the end of the previous semester or the
Selection Committee members of the previous academic year continue in that function until
new members are named to the Selection Committee.
Typically, department members suggest names or volunteer to sit on these committees for the
full school year. The coordinator then forwards their names to the Faculty Dean before the Oct.
15 deadline (Sept. 15 for Mediation Committee; June 15 for Summer School Mediation
Committee).
The Department Mediation Committee includes two students, preferably with a third student
as an alternate. Departments vary in how they select students. Some ask teachers to explain the
role of the Mediation Committee to their classes and to ask for student volunteers. Others
contact the VCSA—the Vanier College Student Association—to request that they name two
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 38
students and one alternate to the Mediation Committee. This usually takes more time. The
student representatives must be enrolled in the program offered by the Department
The Coordinator might want to remind teachers that serving on these committees is part of their
professional responsibilities. Rotation of committee membership ensures that all department
members share the committee work and are actively involved in the work of the department.
In multi-discipline departments, each discipline must choose members for certain committees.
CHEATING AND PLAGIARISM REVIEW COMMITTEE (DISCIPLINE)
NOTE: The Cheating and Plagiarism Policy (Aug. 2011) is separate
from the Grades Review Policy. Unlike Grades Review,
contested accusations of cheating and plagiarism may be
dealt with at any point in the semester by the department or
discipline Cheating and Plagiarism Review Committee.
Relevant Document: Cheating and Plagiarism Policy 7210-31. Available on the Vanier Web
under Academic Policies, or: 7210-31 Cheating_and_Plagiarism-4.pdf
Composition: 3 members of the department or discipline in which the offense occurred.
The membership is determined by the department or discipline and must
include the teacher concerned or a substitute at the teacher’s discretion.
Steps/Timeframe:
The Coordinator informs the Faculty Dean of the members of the discipline Cheating
and Plagiarism Review Committee by Oct. 15.
The Coordinator will want to ensure that the members of the Cheating and Plagiarism
Review Committee have access to the Cheating and Plagiarism Policy and that it is
carefully reviewed prior to the Committee meeting.
The following passages, excerpted from the current Policy, specify the actions and
timeframes for dealing with a student’s cheating or plagiarism review request:
Before a Cheating and Plagiarism Review Committee meeting is called, the
teacher will explain to the student the reason why the work is seen as an
academic offense, within ten working days of detecting the offense. If the
teacher remains convinced that the student has cheated or plagiarized, the
teacher must complete the Cheating and Plagiarism Form (Appendix 1 of the
Policy) and submit it to the Registrar’s Office within 15 working days of
detecting the offense or conferring with the student.
A student who wishes to contest the accusation of offense must complete the
Cheating and Plagiarism Offense Review Request Form (Appendix 2 of the
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 39
Policy) and submit it to the Registrar’s Office within ten working days of the
notification of the offense by the Registrar.
The Registrar forwards a copy of the Cheating and Plagiarism Review Request
Form to the teacher and to the Coordinator of the Department in which the
offense occurred. The Department Coordinator forwards the form to the
Cheating and Plagiarism Review Committee. (This communication may take
place electronically and via internal email.)
The meeting and deliberations of the Review Committee must be held in
confidence and completed within ten working days of the receipt of the Review
Request. If the request is received later than 15 working days after the last day
of classes, the Review Committee may hold its meetings at the start of the
following semester. In cases involving graduating students, every effort must be
made to complete the process as quickly as possible.
Following its deliberations and final decision, the Cheating and Plagiarism
Review Committee informs the Registrar’s Office, department coordinator, the
teacher and the student of its decision in writing within five working days.
There is no appeal of the Cheating and Plagiarism Review Committee’s decision.
However, the Academic Dean can require the Committee to review the case again if it is
demonstrated that the Committee did not follow procedures.
CREDIT EQUIVALENCE (EQ) COMMITTEE (DISCIPLINE)
Relevant Document:
IPESA—Institutional Policy on the Evaluation of Student Achievement, Section 2.2.1. - 7210-38_IPESA-1.pdf
Composition: 2 discipline teachers
Definition/Steps:
A credit equivalence (EQ) indicates that a student has previously attained the
competencies of the course for which the equivalence is requested.
The student makes the application for credit equivalence to the Registrar’s Office which
then asks the Department to evaluate the request.
The Coordinator then forwards the request to the discipline Credit Equivalence
Committee. It is a good idea to also forward the relevant section of the IPESA along
with the request.
NOTE: The EQ may be requested for previous studies or for on-the-job training.
The student must submit supporting documents, as outlined in the IPESA.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 40
GRADES REVIEW COMMITTEE (DISCIPLINE)
Relevant Documents:
The Grades Review Committee is defined in the FNEEQ Collective Agreement 2010-
2015. See Article 4-1.10, (#2.f.), p. 28.
Academic Policies:
Grades Review Policy, Subject 16, U.B.R. # 7210 - 7210-16_Grades_Review-2.pdf
See also IPESA: Section 2.3.3. - 7210-38_IPESA-1.pdf.
Composition: 2 discipline teachers plus the teacher concerned;
One alternate or substitute in case of non-availability of the teacher whose
mark is being reviewed.
Steps/Timeframe:
The Coordinator informs the Faculty Dean of the discipline Grades Review
Committee members by Oct. 15.
Before a Grades Review Committee meeting is called, the student should first
complete a Mark Update Request at the Registrar’s Office, within 15 working
days after transcripts are issued. This is forwarded to the teacher who
completes the form and returns it to the Registrar’s Office.
The coordinator ensures that this step has been taken before asking the
Grades Review Committee to meet.
After receiving the response to the Mark Update Request, the student may
ask that the grade be reviewed by the Grades Review Committee.
The deadline for grades review requests is the mid-point of the semester
following the semester in which the grade was given.
The Coordinator provides the members of the Grades Review Committee
with a copy of the Grades Review Policy, which outlines the step-by-step
procedures the Committee will follow when a grades review request is
received. (See 7210-16_Grades_Review-2.pdf.) The Policy is also accessible on
the Vanier Web: Academic Policies.
One member of the Committee is asked to serve as the Chair. The Chair is
responsible for:
calling the meeting within 10 working days of receiving the grades
review request;
ensuring that the step-by-step procedures outlined in the Grades
Review Policy are followed;
ensuring that minutes of the meeting are taken by a Committee
member. The minutes are kept by the Chair for two semesters and then
destroyed;
informing the Registrar’s Office of the Committee’s decision.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 41
MEDIATION COMMITTEE (DEPARTMENT)
Relevant Documents:
Student Academic Complaints Policy, Subject 8, U.B.R.# 7210, under Academic
Policies on the Vanier Web - 7210-8_Student_Academic_Complaints.pdf
IPESA: Section 2.3 - 7210-38_IPESA-1.pdf.
NOTE: The Student Academic Complaints Policy provides for two types of Mediation
Committees: Departmental and Faculty.
The Student Faculty Mediation Committee (SFMC) is departmental.
Faculty-based mediation committees are established by the Faculty Deans in
consultation with the Faculty to mediate where there is no departmental
mediation committee, and for departments or teachers who choose to use the
Faculty Mediation Committee.
Purpose: “To provide for fair and expeditious hearing for students’ academic complaints.
To encourage a student to seek mediation of an academic complaint through the
appropriate mediation committee as this is most likely to effect a solution
satisfactory to both parties…
Complaints may relate to any and all academic concerns about the teaching and
learning experience (such as) a teacher’s behavior that does not encourage a
positive teaching-learning environment, course outlines not being followed
throughout the course.” (Student Academic Complaints Policy,
7210-8_Student_Academic_Complaints.pdf)
NOTE: The Student Academic Complaints Policy encourages students to
first approach the teacher with whom they have the problem. When
this is not deemed possible or successful, the Student Academic
Complaints Policy provides for both informal and formal mediation,
as well as appeal procedures.
Composition of Department Student-Faculty Mediation Committee (SFMC):
2 teachers and an alternate
2 students and an alternate
One of the teachers is selected or volunteers to chair the committee.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 42
Steps/Timeframe:
The Coordinator forwards the names of the members of the Student-Faculty
Mediation Committee to the Faculty Dean by Sept. 15; by June 15 for Summer
School.
Departments vary in how they name the student representatives to this
Committee. Some explain the Committee’s role to a class and ask for student
volunteers. Others go through the VCSA—Vanier College Student Association—
by asking them to name two representatives and an alternate. This takes more
time. The student representatives must be enrolled in the Program.
The Coordinator provides a copy of the Student Academic Complaints Policy to
the members of the Committee - 7210-8_Student_Academic_Complaints.pdf. This Policy
is available on the Vanier Web: Academic Policies.
The Coordinator posts the names and phone numbers of the department Student-
Faculty Mediation Committee members in areas that are readily accessible to
students.
A teacher member of the Committee is designated as Chair and is responsible for
calling the meeting(s) and ensuring that the procedures outlined in the Student
Academic Complains Policy are followed.
NB: The following types of complaints are NOT covered by the Student
Academic Complaints Policy and should therefore NOT be dealt with
by the Student-Faculty Mediation Committee:
Discrimination and Harassment
Zero Tolerance
Grades Review
Student Misconduct in the Classroom
Breaches of a teacher’s contractual obligations
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 43
ACCREDITATION COMMITTEE (SOME CAREERS)
For Coordinators in Career Programs that are initiating or undergoing a periodical review of
their professional accreditation, the tasks are weighty and lengthy. They cannot be reasonably
accomplished without appropriate release time. The process involves an outside provincial or
national accreditation agency that examines the program curriculum, the fieldwork
organization, and usually also includes on-site visits to Vanier College as well as to the
fieldwork sites.
The Coordinator, along with the Curriculum Coordinator and the Fieldwork Placement
Coordinator, spearhead this process. All program teachers must be involved in the considerable
preparation required prior to the actual accreditation evaluation. Preparation involves a review
of all course content, program competencies, laboratories and teaching methods; evaluation of
fieldwork placements; review of department policies such as those for fieldwork supervision
substitution.
When done well, the program itself and the department teachers benefit from their involvement
in the accreditation process: the review of all course content and the fieldwork placements
enable teachers to gain a macro vision of the program and the part each plays in providing a
quality program to the students. The Coordinator is responsible for the department’s follow-up
to the accreditation evaluation.
ADMISSIONS INTERVIEWS/AUDITIONS COMMITTEE (MUSIC
AND SOME CAREER PROGRAMS)
For some Career Programs and for the Music Program all student applicants are interviewed or
auditioned by teachers in the program. The Coordinator, the Curriculum Coordinator or both,
work in conjunction with Admissions and the Registrar to organize and schedule teachers and
prospective students. Often, this involves fielding multiple calls from prospective students as
well as arranging visits for interested students.
Once the interviews have been completed, the Coordinator compiles interview reports and
formulates a list of recommendations to the Admissions Office. With the Admissions Officer,
the Coordinator makes the final selection of students.
Periodically, the Coordinator and the Curriculum Coordinator may need to review the interview
questions or audition format and the evaluation grid used by members of this committee.
Follow-up meetings are organized by the Coordinator.
ADVISORY BOARD (SOME CAREERS)
(May be called the Industrial Relations Committee or the Liaison Committee)
Some Career Programs see fit to establish an Advisory Committee (or Industrial Relations
Committee, and/or a Liaison Committee). Some include faculty representatives; some do not.
But they always include outside representatives in the professional field of which the Program
is a part—the stakeholders, so to speak. For some programs, such as Respiratory and
Anesthesia Technology, the Advisory or Liaison Committee includes subcommittees that
address life and death issues students deal with right from the start in intensive care:
pulmonary function, adult respiratory care, neonatal pediatric respiratory care, anesthesia, for
example.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 44
The frequency that the Advisory Committee meets is defined by department policy: once a year
for some programs; once a semester for others; possibly more often when problems occur
within the program or field placement sites.
Establishing and maintaining contacts with professionals in the fieldwork placement sites and
with professional associations, setting up the committees as well as seeing to it that they meet
and that they address issues of key importance to the Program involves extensive external
communication, professionalism and diplomacy on the parts of the Coordinator and the
Fieldwork Coordinator.
CURRICULUM COMMITTEE (DEPARTMENT AND/OR DISCIPLINE)
A department with a well-functioning Curriculum Committee ensures quality teaching,
quality courses and equity across multiple sections of the same course. The Curriculum
Committee may also provide valuable pedagogical support to new teachers. The
Department Coordinator plays a key leadership role in setting up and encouraging the
functioning of the Curriculum Committee.
Composition: Curriculum Coordinator and/or Department Coordinator plus a designated
number of teachers in the Department. The designated Curriculum
Coordinator chairs the meetings.
In multi-discipline departments, the Department Curriculum Committee
should include representatives of all of the disciplines;
Disciplines may set up their own curriculum committee either as a standing
committee or as an ad hoc committee to deal with specific issues such as
equity in multiple sections of the same course.
Functions: These vary by department and can include the following:
Review of the “rendement scolaire”—the class averages, percentage of
passes and failures in every section of courses offered in the previous
semester. Note: Equity in multiple sections of the same course is such
an important issue, it is dealt with separately, on pages 66 to 68.
Review of Course Outlines to ensure that all of the required elements are
present and properly stated, according to the College Policy on Course
Outlines: (7210-10_Course_Outline-5.pdf ) Note: Article 4-1.05, 2.14, p. 25,
FNEEQ Collective Agreement 2010-2015, lists this as a department
task.
Revision of new course proposals before they go to the Department, the
Program Committee, Academic Advisory Committee and Academic
Council for approval;
Comparison of student workload and student assessment strategies in
initiation courses across disciplines or in multiple sections of one course;
i.e. number of pages of assigned reading, number of tests, number of
questions on a test, types of questions on a test, other assignment
requirements;
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 45
Formative assessment, feedback and support for new teachers and for
teachers of new courses. For example, with the consent of the new
teacher, the Psychology Department Curriculum Committee—
Asks all new teachers with less than 3 years seniority, to administer
a student evaluation of their courses. The results are then reviewed
by the teacher and the Curriculum Committee to identify strengths
and weaknesses and for comparison to the cumulative data base of
student evaluation results for all teachers in the Department.
Teachers of new courses are also encouraged to go through this
process.
One Curriculum Committee member does a classroom visit with
every new teacher during the teacher’s 2nd or 3rd semester and
gives feedback to the teacher on the strengths and weaknesses
observed as well as possible improvement strategies; in case of
problems, the Curriculum Committee member will do a 2nd and
even a 3rd classroom visit.
All reports resulting from student course evaluations and classroom
visits go to the whole Curriculum Committee for discussion and
follow-up where needed.
SELECTION (HIRING) COMMITTEE:*
REGULAR DAY AND CONTINUING EDUCATION (DISCIPLINE)
*Non-permanent teachers with hiring priority have first rights to workload.
The selection process begins only if there is a need to hire external
candidates.
NOTE : The revised Selection Committees process was initiated by the Director
of Human Resources to ensure equitable hiring practices as well as
compliance with The Charter of Human Rights and The Privacy Act.
In May 2012, an ad hoc committee composed of four teacher
representatives, two Human Resources (HR) representatives, a Faculty
Dean and a consultant worked on the revisions—which culminated with
a proposed model for Selection Committee members to follow. It is
likely that more refinements will be brought to the hiring process as
Selection Committee members put this model into practice.
Understanding and applying the revised process may involve Selection
Committee members attending a workshop prior to participating in the
hiring process.
Relevant Documents:
FNEEQ Collective Agreement 2010-2015: Article 4-4.00 to 4-4.06, p. 37. Note
that the Articles in this section are subject to Article 5-4.00 (Job Security), p. 50
and Article 2-4.00 (Affirmative Action), p. 12. Note: The French version is the
official version.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 46
Human Resources Policies:
Staffing: 7160-38 Staffing Policy.pdf
Replacement Teachers: 7160-17 Replacement Teachers.pdf
Employment Equity: 7160-5 Employment Equity.pdf
Job Posting Information – Vanier Web/Employment Opportunities
Selection Committee Forms and Workshop Materials (From Human Resources)
Composition: 5 people including the Chairperson: 3 teachers chosen by the Department (or discipline); at Vanier, the practice
has been to include the Department Coordinator and a designated substitute,
should the teacher become unavailable;
2 administrators chosen by the College; a Faculty Dean or other designate;
and one representative from Human Resources;
The Human Resources representative is the Chairperson of the Committee.
The Selection Process: 6 Key Steps
I. Preparation - Meeting of Selection Committee Members:
The purpose of this meeting is to prepare the selection process—to review,
understand and complete the tasks involved in the selection process. This meeting can
be called at any time—there is no need to wait for the need to hire to review the
criteria and establish testing schemes. The preparation meeting of the Selection
Committee involves completing a number of tasks:
A. Review the Teacher Profile - the competencies/skills required for the
position—and rank order each one. There are two main parts to the Teacher Profile: the generic skills required of
all Vanier teachers and the specific competencies/skills required by the
program/discipline. The generic part of the Profile was revised by the ad hoc
committee and is available from HR.
The specific profile must be written by the department/discipline to identify
the competencies/skills they seek in a candidate.
At this point, the Selection Committee should decide on any testing and/or
presentations wish to employ during the interview.
The next step is to rank order all of the competencies/skills: from essential, to
important, to less important (or, can be acquired in the course of
employment), to not relevant.
B. Formulate the Interview Questions There are standard interview questions that have been formulated to solicit
information directly related to the competencies/skills in the Teacher Profile.
The Selection Committee may modify or add additional questions.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 47
C. Prepare Interview Ranking Grid Form (provided by HR).
The questions will be placed on this form where the applicant’s name will be
written, the interview questions are listed, there is a space to jot down notes
of the candidate’s response to each question, and a space to rank the response
on a four point scale - where 1 = Poor; 2 = Needs Improvement; 3 = Good; 4
= Excellent.
NOTE: Interview questions must respect The Charter of Human Rights
which prohibits discrimination based on 13 characteristics. Hence there
should be no questions about race, colour, sex, pregnancy, sexual orientation,
civil status, age, religion, political convictions, language, ethnic or national
origin, social condition, or handicap.
EXAMPLE:
Competency/Skill: Ability to effectively deal with disruptive behaviour in the
classroom.
Interview Question: How would you deal with students who are constantly
talking in class and interfering with the learning of other
students?
Rate Response: Use a 4-point scale where 1 = Poor, 2 = Needs
Improvement, 3 = Good, and 4 = Excellent.
II. Selection of Candidates to Interview
A. Decision to Interview External Candidates: For each job posting, Human Resources, the Department Coordinator and the
Faculty Dean will evaluate if there is a need to hire external candidates. If yes,
Human Resources will set up at least two meetings: the first to select candidates
to interview; the second to conduct the interviews.
B. Human Resources (HR) Pre-Screening of Applicant Files:
HR will review all applicant files based on the predetermined hiring criteria.
C. Pre-Selection Meeting If the Selection Committee has not completed preparation steps described in # I.
above, they must do so before proceeding to the next step.
D. Preliminary Review of Application Files: The Selection Committee reviews the applications and ranks the applicants in
terms of their qualifications: A = absolutely must interview;
B = might want to interview;
C = do not want to interview.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 48
HR prepares the files for each Selection Committee Member. The file contains
the CVs of the applicants, the prequalification grid, the job posting, the
interview questions and the Ranking Grid. HR will circulate the CVs at the
meeting. At this point in the process, if a member of the Selection Committee
becomes aware of a conflict of interest (e.g. they personally know a candidate),
they must declare it. See Staffing Policy for further details
NOTE: These confidential files should not leave the room; they must be
collected by the HR Chairperson. These files as well as the content of the
interviews are completely confidential and protected by The Privacy Act.
Excerpt: Vanier College Employment Equity Policy:
Vanier College is committed to:
Sound management of human resources which strives for equitable representation
of members of designated groups (women, people with disabilities, visible
minorities and aboriginal peoples) in all sectors of employment…
An equitable representation of members of designated groups in all employment
sectors of Vanier College which should serve as a role model for the career
choices of students…
An Employment Equity Program which does not put aside the quality nor
competence of its human resources. Such a program cannot favour the access to
jobs if applicants are not qualified for positions where they are still under-
represented.
(B. Statement of Principles, items 3, 4, 6 on page 1)
.
III. Scheduling the Interviews
A. If not done at the previous meeting, Human Resources reviews the Microsoft
Outlook Calendars of the Selection Committee members in order to set potential
times for the interviews and will send an electronic invitation to the Selection
Committee members. HR ensures that a room is available in which to conduct the
interviews.
B. The interviews are planned for a minimum of 45 minutes. There will be additional
time allotted for Selection Committee members to complete the Interview Ranking
Grid Form and to discuss any issues.
C. HR contacts the selected candidates to set up the interview time and place, and:
1. Informs them of any testing and/or presentation requirements and what
equipment will be available to them. HR emails the candidates a
minimum of 48 hours ahead of the interview in order to prepare for the
test, interview, and presentation.
2. HR forwards the candidates the Reference Check Form to be completed
and submitted at the interview.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 49
IV. Interviewing the Candidates:
The HR Chairperson convenes the Selection Committee 15 minutes ahead of the first
interview to:
A. Distribute copies of the candidates’ CVs and cover letters to the Selection
Committee members; the job posting, the agenda for the interviews, the interview
questions and the Ranking Grid.
B. Review the hiring criteria, interview questions, Ranking Grid, the candidates’
resumes and cover letters.
Important: Selection Committee members are reminded that all information
regarding the application and the interviews is confidential.
C. The Selection Committee members will decide who will ask each question. The
questions will be asked in the same order and manner to each candidate.
D. When the Selection Committee is ready for the candidate, either the HR Chairperson
or the Faculty Dean invites her/him in. The Selection Committee members may be
introduced by the Chair or introduce themselves. The aim is to create a friendly and
favourable environment for the interview.
E. The interviews are conducted, and include the “mini presentation” by the candidate.
F. When the interview is complete, and before the candidate leaves, the HR
Chairperson should inform the candidate of the next stages and when the decision is
expected to be made.
V. Post Interview Process – Evaluation, Selection and Follow-up
A. Evaluation
The Selection Committee members rank the responses of each candidate on a 4-
pointscale, following each interview. A discussion ensues in which observations are
pooled and each facet of information is analyzed.
B. Selection
Selection is made according to the rankings made on the Ranking grid. If all
members of the Selection Committee agree on a candidate, the ranking will reflect
it. There is therefore no need to vote unless there are candidates with equal rankings.
The recommendation form to hire is signed by all members of the Selection
Committee.
If no candidate is deemed acceptable, the Selection Committee may decide to post
the position again or to reconsider applicants in the file who had not been selected
for an interview or to consider other avenues such as hiring with certain conditions
or restrictions.
Before the meeting is adjourned, the HR Chairperson reminds the Selection
Committee members that all of the selection proceedings are confidential. The HR
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 50
Chairperson collects all of the candidates’ files, and returns them to Human
Resources. Members of the Selection Committee will not be allowed to leave the
room with these documents as they are protected by The Privacy Act.
C. Follow-Up
1. Once a candidate is selected, the HR Chairperson
contacts the candidate’s three references by telephone.
2. Once the references are checked, the HR Chairperson
informs the candidate if s/he has been selected;
makes arrangements for the successful candidate to contact a designated
department member or the Department Coordinator to begin the process of
information and integration as well as to complete the necessary Human
Resources and Payroll forms.
Many departments have set up a new-teacher mentor system, someone to call with
all their questions: very helpful to the new teacher and the department. See
Integrating and Mentoring New Teachers, p. 70. See also the FSSCAL Teacher
Handbook 2012, available in electronic format from the FSSCAL Faculty Office:
A282 or [email protected] This Handbook can be easily adapted to meet
the needs of teachers in other Faculties.
3. The HR Chairperson writes to the candidates who were interviewed, but not
selected, to inform them of the Selection Committee’s decision. If a non-
selected candidate contacts anyone on the Selection Committee, they must be re-
directed to the HR chairperson. Only the HR chairperson may discuss the results
with the candidate.
4. If additional candidates are recommended, but no current positions are available,
HR will keep their names on a list of approved candidates and they can be
immediately hired, should the need arise.
VI. Hiring Recommendation & New Teacher Documents
Once the reference checks are done, the Department Coordinator and the Faculty Dean
sign a “hiring” form which the Faculty Dean will forward to Human Resources. An
offer letter and a teaching contract are prepared by HR and signed by the new teacher. If
a teacher is hired under restrictions or with conditions, an additional letter will be sent
to the new teacher.
The new teacher will be asked by Human Resources to meet with them in order to
provide the required documents: official proof of scholarity and experience. The new
teacher’s pay scale will be based on these documents.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 51
OVERVIEW of the SELECTION PROCESS
Meeting of Selection Committee Members
Teacher Profile/Criteria Form
Interview Ranking Grid Form
HR Pre-Screening of Applications
Selection Committee Chooses Most Qualified Candidates to Interview
Interviews with Candidates
Analysis and Ranking of each Candidate’s Responses
Selection of Qualified Candidates
Contact References
Contact Successful Candidate
HR Informs Faculty Dean
HR Writes to Unsuccessful Candidates
New Teacher meets with HR
Mentoring and Integration Plan for the New Teacher
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 52
Department Policies and Procedures
Some policies and procedures are the department’s prerogative, some may come as strong
suggestions from the Faculty Coordinators’ Meeting and at least one is required by College
policy: a department policy and procedure for the formative assessment of teachers.
Department policies and procedures are established by a majority vote of those in attendance
when the meeting agenda has been communicated in advance—how far in advance may itself
be the subject of a department policy or constitution, as will be the minimum number of
department members who must be present (quorum) for a vote to take place. Policies should be
reviewed periodically and updated as necessary.
It is helpful when the Coordinator reminds teachers, at the beginning of each school year, about
the department’s policies and procedures.
FORMATIVE ASSESSMENT POLICY
Formative assessment is about feedback for teachers regarding their teaching. The purpose is to
increase teacher effectiveness and promote professional development. Formative assessment
differs from Summative Evaluation which is an administrative procedure to decide if the
teacher remains on or is removed from the hiring list.
It is the department’s responsibility to specify how frequently and by what means teachers in
the department are expected to do course evaluations: Academic Policy, Formative Assessment, Subject #13, U.B.R. # 7210. 7210-13_Formative_Assessment-1.pdf
The Coordinator makes sure that a plan is in place to carry out formative assessment. In some
departments, it is the Selection Committee that takes on this task. In other departments, the
Curriculum Committee is responsible for formative assessment and may include classroom
visits as well as questionnaires administered to students. (See Note on Summative Evaluation,
pages 52 to 53)
Usually teachers are expected to do course evaluations every semester when they are new to
the College and, in some departments, when they are teaching a course for the first time. More
senior teachers may be expected to do course evaluations less frequently—every two years, for
example.
Formative assessments are extremely useful for all teachers and most especially for new
teachers. They yield data about how students perceive our teaching methods, the course
content, what is working well, what isn’t—and for new teachers, they provide the opportunity
to correct problems before their Summative Evaluation is carried out. (See next page.)
End of semester course evaluation should guarantee anonymity to the students and the
results should be available to the teacher only after marks have been submitted.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 53
Feedback from Students Early in the Semester:
Some teachers, particularly those who have taken Performa/Master Teacher courses, have
learned that a qualitative course evaluation about a third of the way into the semester is a useful
way to discover and correct problems they might not otherwise know about. Beneficial to all
teachers—even those with a lot of teaching experience—the Coordinator could encourage the
practice by providing the evaluation questionnaire to all department members electronically or
at a meeting early in the semester.
Example of a questionnaire teachers can use for student feedback early in the course
Course Assessment Early Feedback for the Teacher
1. What are the three most important things you have learned so far?
2. What aspects of the course do you find most useful?
3. Are there aspects of the course that you would change? In what way?
4. In what ways does the teacher facilitate your learning?
5. In what ways does the teacher interfere with your learning?
6. In what ways are you facilitating your own learning?
7. In what ways are you interfering with your own learning?
NOTE: Summative Evaluation of Non-Permanent Teachers This is for information purposes only. Summative evaluation is NOT the
responsibility of the Department or the Coordinator.
Non-permanent teachers must undergo Summative Evaluation twice during the two
year probation period. (Human Resources Policy, Summative Evaluation, Subject
#37, U.B.R. #7160 7160-37 Summative Evaluation.pdf )
The two obligatory Summative evaluations are carried out by the Faculty Dean,
usually in the second and fourth semesters. This data is used to decide whether to
grant the non-permanent teacher job priority (i.e. the teacher remains on or is
removed from the hiring list). The Department may ask the College to use its own
questionnaire, provided that certain major elements are included. Alternatively, the
Coordinator may ask to see the questionnaire the Faculty Dean intends to use and
share this with the teacher to be evaluated. It is useful to be aware of the evaluation
criteria. See an example of a Summative Evaluation Questionnaire below.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 54
Example of Questionnaire for Summative Evaluation of New Teachers This questionnaire gives you the chance to comment anonymously about this course and the way it was taught. Use the rating scale below to mark the one response for each statement that is closest to your view. Fill in the appropriate box to the right of the statement. MARK SA If you strongly agree with the item A If you agree moderately with the item D If you moderately disagree with the item SD If you strongly disagree with the item
SA A D SD
1. The teacher is knowledgeable about the subject.
2. The teacher conveys enthusiasm about this subject.
3. The teacher uses effective teaching methods.
4. The teacher explains things clearly.
5. The teacher creates a positive learning environment.
6. The teacher uses class time effectively.
7. The teacher provides useful feedback on my progress in this course.
8. The teacher seems to be aware when we do not understand the material.
9. The teacher is approachable.
10. The teacher treats students with respect.
11. The teacher encourages class participation.
12. The teacher encourages different viewpoints.
13. The teacher encourages student feedback on the classes.
14. The teacher returns marked assignments promptly.
15. The teacher is available during scheduled office hours.
16. The objectives and requirement of the course are clear.
17. The learning activities help me apply the content and skills learned in this course.
18. The course content and skills relate to other courses and real-life situations.
19. Learning in this course is interesting and meaningful.
20. Assignments and tests help me learn.
21. Assignments and tests are graded fairly and impartially.
22. Quizzes, tests and exams reflect what was covered in the course.
23. The overall effectiveness of the teacher is excellent.
24. The overall quality of his course is excellent.
Vanier College Course Evaluation (Note: More response space is provided on the actual questionnaire.)
This is an important source of information. Please do not identify yourself in any way – no names and no identifiable handwriting. You may print your answers.
25. What did you like about this course?
________________________________________________________________________________________
26. In what ways can this course be improved?
________________________________________________________________________________________
27. Would you encourage a friend to take a course with this teacher? Why or why not?
________________________________________________________________________________________
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 55
COURSE OUTLINE POLICY:
Relevant Documents:
The required elements of course outlines are defined by college policy (See Academic
Policies, Course Outlines, Subject # 10, U.B.R, 7210 - revised May, 2011)
7210-10_Course_Outline-5.pdf and the IPESA, Sections 3.2 and 3.3 7210-38_IPESA-1.pdf)
See below for COURSE OUTLINE CHECK LIST.
Some departments/disciplines establish additional requirements for their course outlines. This
could involve a department policy requiring teachers to use course templates, to include the
Bibliography section in a certain format (APA, for example), and/or to include definitions,
statements of principle and references to other college policies, such as Proficiency in the
Language of Instruction.
The Department is responsible for adopting course outlines prepared by its teachers. (FNEEQ
Collective Agreement, Article 4-1.05, #2.14, page 25)
Course Outline Check List (Based on Course Outline Policy, Revised May 2011)
Course Information + Student Learning
Name of College
Name of Faculty or Continuing Education
Name of Department or Program
Course Title
Course Number: 8 characters: – regular (e.g. 330-920-VA) and complementary (e.g. 330-HSA-03)
Course Category—if applicable (e.g. 100=Initiation; 200=Analysis; 300=Application; 400=Enrichment)
Course Ponderation (Theory, Lab, Homework - e.g. 3-0-3)
Course Prerequisites
Section Number(s)
Semester (Winter 2012)
Course Description—from official program framework
Statement of the competency—from official program framework—with Code, e.g. 022R
Achievement Context
Competencies and Performance Criteria—from official program framework
Teaching Methods
Course Content
Weekly (or Unit) Plan (optional)
Approximate Dates of major assessments and other important activities
Evaluation—a list of the major assessment activities, including %’s
Attendance and Participation Requirements (NOTE: no marks can be given simply for attendance)
Required Reading (Include price if available)
Bibliography
Additional Expenses
Teacher Information
Teacher’s Name, email address, office hours, office location, telephone number
Availability to students beyond classroom times (e.g. Office Hours)
College Policies A statement regarding the College policies on: Student Academic Complaints(see 7210-8) Cheating and Plagiarism (see 7220-12) Student Misconduct in the Classroom
(7210-19) Zero Tolerance (see 7110-2) and Religious Holy Day Absences (see 7210-20)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 56
EXAMPLE of a FACULTY POLICY on Course Outlines: FSSCAL Policy: In addition to the items listed above, the following statements MUST
appear on all course outlines in the Faculty of Social Science, Commerce, Arts and Letters:
Cheating and Plagiarism: Any form of cheating and plagiarism will result in a grade of zero on the test or assignment, and a letter from the teacher will be placed in your file. A repeated offence may lead to even more serious consequences. Please consult the Student Agenda (available from Student Services, C203), and your teacher for more information.
Good Academic Standing To be in good academic standing in the College and be permitted to register for the following semester, pre-university students must have passed at least 4 courses and more than 50% of the courses in which they are registered in the previous semester. Full-time Continuing Educations students must pass more than 50% of the courses in which they are registered. Many programs have specific additional requirements for student success, which are made known to students in program requirement documents and in the Standing and Advancement Policy. SEE: Cheating and Plagiarism Policy and Standing and Advancement Policy
INTERNAL RULES OF OPERATION
Written operating rules or a constitution can serve a Department well, particularly when there is
conflict or disagreement over an issue. However, it is never a good idea to set about creating
internal rules of operation or a constitution when there is persistent, unresolved conflict within
a department. It is better to resolve the conflict first. See Conflict Resolution p. 56.
For departments that wish to establish or revise internal operating rules and procedures, the
FNEEQ document, A Look At Departments (2011, pages 27-41) is a good place to start. It is
available in English on the FNEEQ Web: www.fneeq.qc.ca/en/cegep/Collective_Agreements_Tools/Formation-departements-anglais-2011-04.pdf
A hard copy can be requested from FNEEQ (the teachers’ federation), through the VCTA.
The section on department operating rules begins with a review of departmental and
coordinator responsibilities as defined in the FNEEQ Collective Agreement 2010-2015:
Chapter 4—Work Organization, and excerpted in this Guide on p. 12 - 15.
The topics on which a department may decide to create or revise its internal operating rules are
suggested below, followed by an example of internal operating rules for department meetings.
The list of topics come from the FNEEQ document as well as from suggestions made by some
Vanier Department Coordinators.
Topics for Establishing Internal Rules of Operation:
Department Meetings
Department Elections
Hiring of New Teachers (See Selection Committee, p. 44 for information regarding
establishing hiring criteria and a standardized grid in compliance with departmental
requirements).
Integration and Mentoring of New Teachers (See p. 69.)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 57
Principles for Assigning Courses, Department Responsibilities, Other Allocation. (See
Workload Distribution, p. 58)
Department Files (See p. 19)
Placing Reading Materials on RESERVE for students
Rules for Course Materials and Course Outlines
Substitute Teaching (for example, a rule that favours offering substitute teaching to
non- permanent teachers with the highest level of seniority first; or to those that have
the necessary expertise)
Laboratory or Fieldwork Manuals
University Student Field Workers (Interns) in Teaching
Amendments to Internal Operating Rules
Example of Operating Rules for Department Meetings (Blanks to be filled in by the Department)
1. All members of the Department, whatever their status, have the right to vote.
2. Quorum is set at _____ (50% plus 1, for example.)
3. Notification of the meeting (in writing, by email), including the meeting agenda,
must be sent out by the Coordinator at least ____ working days prior to a regular
meeting and ____ working days prior to a special meeting . Special meetings can
be called by ___ (specify number) of department members.
4. Minutes are to be distributed (electronically or in hard copy) no later than _____
following the meeting. The minutes must minimally include a clearly stated agenda
and the decisions made by the Department.
5. The schedule of regular meetings shall be set at the beginning of each semester.
6. Department meetings will be chaired by __________________.
7. Minutes will be taken by _______________________.
NOTE: A Department is not required to send its minutes to the administration.
CONFLICT RESOLUTION
As in all social life, conflict within a department/program is likely to occur from time to time.
The causes can vary: differing goals and values, competing interests, perceived unfairness in
distribution of workload or departmental tasks, authoritarian leadership, power-based
relationships between colleagues, personal conduct, etc.
The FNEEQ document, A Look at Departments, (2011) offers a guide to resolving conflicts that
may arise within departments. The first principle is to address the conflict. Ignoring or avoiding
a persistent conflict allows it to fester, to become ingrained in department dynamics. Inaction
can negatively affect the quality of the program and most certainly diminishes the quality of
life in the workplace.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 58
If a coordinator feels cool and confident to lead the conflict resolution process, the FNEEQ
guidelines presented in A Look at Departments may suffice. If not, it would be wise to seek the
assistance of a non-department person who is neutral, capable and trusted by all parties. This
might be an external mediator proposed by the Faculty Dean or the Human Rights Coordinator.
The FNEEQ document, A Look at Departments (pages 135-136) proposes that a step-by-step
strategy be taken. These can be adopted by whoever is leading the conflict resolution process.
The following steps are excerpted and adapted from this document.
1. Clearly identify the conflict.
With the condition that they not blame or judge others, ask all parties to express
how they feel or how they experience the conflict. Ensure that all points of view are
stated.
Attempt to depersonalize the conflict by putting it in a larger context—by focusing
on needs and goals, for example.
Analyze the conflict. This may involve asking each party to define the conflict from
their point of view and the point of view of the others as they understand it.
Define the conflict(s). Everyone must agree on the definition(s). Do not move to the
next step until this one is completed.
2. List solutions.
Ask the parties to brainstorm for solutions, discounting none.
3. Evaluate Solutions
Identify the pros and cons of each proposed solution.
Which solution(s) are most relevant, realistic, respectful of needs, equitable?
Eliminate those which all agree are inadequate.
4. Choose solutions.
To avoid a winner/loser dynamic, choose the solution(s) that have the support of all
parties.
Avoid trying to convince any of the parties to accept a solution.
Record the solution(s) for future reference.
5. Plan and take action.
Specify who does what and when.
The plan of action should be established and put in place as soon as possible after
reaching the agreement.
6. Follow up on the solution(s).
Take the actions defined in the plan of action immediately.
Be flexible: make the required adjustments, along the way.
When no solution(s) can be found, it is a good idea to call on help from outside the Department.
The employee assistance program may be of help. Alternatively, the Faculty Dean can be asked
to provide resources for professional mediation.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 59
Workload Distribution and Course
Assignment SOME BACKGROUND INFORMATION ON ALLOCATION TO
DEPARTMENTS/DISCIPLINES
The Allocation Project Each year, the Administration presents the Allocation Project which specifies teaching
allocation for each discipline and also specifies release time for coordination and for special
projects.
The teaching allocation to the discipline/program is based on enrolment forecasts—data
provided by the Registrar’s Office—as well as on how much allocation the discipline generated
the previous year. This is called the PES, Periodes Étudiants par Semaine - a calculation based
on student contact hours—the sum of the “ponderation” for theory plus lab. Homework time is
not considered.
Program needs and the over-all student enrolment in the College are also considered. MELS
(Ministry of Education, Leisure and Sports) funds the College at a calculated rate per program
for PES generated. The teaching allocation granted to each discipline/department might not be
the same as calculated by the Ministry since the College has the prerogative of making its own
internal distribution of teaching allocation (Fred Andrews, cited in Applied Technologies Co-
ordinators’ Guide, 2006).
Small changes to discipline/department allocation may take place later, during the registration
period to respond to actual course enrolment. The actual number of students is not truly known
until they complete the registration and validation process. The latter occurs in the 4th week of
the semester - generally around Sept. 20 for the Autumn semester and Feb. 20 for the Winter
semester—when students are asked to respond to a “Confirmation of Attendance” request via
Omnivox.
Whether or not the college is in a “deficit” situation (i.e. more allocation was distributed than
was received by the College in the previous year[s]), “surplus” (less allocation was distributed
than was given to the College), or breaking even—will also affect how much allocation
disciplines receive.
Another impact on discipline allocation is the College’s commitment to small disciplines and to
small programs which may have fluctuating enrolments. Some departments, such as English
have typically received additional allocation to maintain smaller classes for students with less
proficiency in the language of instruction. Physics will receive additional allocation in order to
reduce class sizes in their NYA course, in an effort to improve student success rates in this
course.
A further complexity is that some courses are weighted higher than others. For example, an
individual course may be worth over .250 of a workload, or less than .100.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 60
The CRT: Where the Allocation Project is Discussed by the VCTA and the
Administration
The Administration presents the College’s Allocation Project for the coming year at the CRT -
a French acronym referring to the Labour Relations Committee (Comité de Relations de
Travail) consisting of Administrators and VCTA teacher representatives. This process usually
begins towards the end of March, beginning of April.
It is crucial that Coordinators examine enrolment estimates very carefully because these
numbers determine the teaching allocation for the next year. Coordinators who are concerned
about their allocation should speak with their Faculty Dean. It is also very important to inform
the VCTA of these concerns as this is the only way the VCTA can get the information
necessary to argue your case at CRT.
Coordinators’ attendance at the CRT meetings that deal with allocations for the coming year is
also a very good idea. These meetings are usually held on Thursday afternoons. The VCTA
informs Coordinators of the time and place.
Though program/discipline allocation is given for the year, adjustments may be made during
the year to respond to unexpected fluctuations in student enrolment.
WORKLOAD DISTRIBUTION AND COURSE ASSIGNMENT:
THERE’S A DIFFERENCE!
Workload is a calculation based on the number of courses, number of classroom hours, course
preparations, number of students expected in each course and, for some Career Program, stage
supervision (teacher supervision of students involved in fieldwork). Workload is assigned by
seniority.
Course assignment, or course choice, refers to the specific courses teachers are assigned.
Seniority gives teacher the right to workload, not to first course choice. There is no rule defined
in the Collective Agreement for assigning courses and other allocations.
Workload Distribution Must Be Such That: Full-time, tenured teachers have a full workload for the year. If there is not sufficient
workload for tenured teachers, they may be placed on availability, referred to as Mise en
Disponibilité, or MED.
The remaining workload is distributed to non-tenured teachers, by seniority.
More senior teachers’ workloads must be full for the year before workload is assigned
to less senior teachers, whether tenured or not.
Human Resources distributes a Hiring Priority List near the end of each semester.
Coordinators should check to ensure that the workload distribution in the Scheduling
Information they have submitted to the College respects this list.
The Faculty Dean approves workload distribution and recommends the posting of
teaching positions for the hiring of non-permanent teachers. See Staffing Policy.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 61
Workload Calculations and Concerns: The CI Formula
o Individual teachers’ workloads are measured by the CI formula (Charge
Individuelle)—a calculation based on number of courses, number of
preparations, number of classroom hours, number of students and, for teachers
who supervise student fieldwork, stage supervision.
o The calculation of individual teaching loads is explained in the FNEEQ
Collective Agreement, Appendix 1-1, pages 209-213. FNEEQ CSN 2010-2015.pdf.
o Coordinators can download the CI Calculator to check CIs as workload is
distributed to the teachers/disciplines. This is available from the VCTA or the
Faculty Dean’s Office.
Tâche
o All Workloads are distributed in the Tâche module in Omnivox.
Non-tenured Teachers’ Workloads
o Unless a full course workload is recognized, non-tenured teachers will not
receive full pay or a full year of seniority until they reach a CI of 80. This also
affects their pension and may even affect hiring order.
o Coordinators should try to ensure that a non-tenured teacher has a CI of at least
42 or 43 (but not greater than 55) for the fall semester. This gives some leeway
if the teacher’s CI is lower in the winter semester and also ensures full pay and
full seniority for the fall semester.
o When regular day courses give a non-tenured teacher a CI of 50 or more for the
year, then Cont. Ed. and Summer School courses can be added to get a full
workload. However, if 80 CI is not reached, these courses will revert to being
paid on an hourly basis.
Try to avoid:
o Situations where many teachers have very high CIs, not over 88 which would
mean extra pay, but in the range of 86+: the workload is very heavy, there is no
extra pay, and it creates an imbalance in allocation. See Balancing Workload
and Discipline/Department Allocation below.
o Assigning a teacher a workload over 88 CI. The teachers are paid extra, but
this is generally discouraged and these teachers should be advised to consult the
VCTA.
Balancing Workload and Discipline/Department Allocation: Overall the Coordinator must ensure that the various allocation accounting systems all
balance—i.e. that there is a balance between all the CIs in the discipline/department, the
discipline’s/department’s PES and the course allocation, which is usually given in multiples of
.111, or .125 or.143 or.250.
Imbalance of the allocation accounting system occurs when there is inefficient distribution of
workload—too many preparations assigned to too many teachers in a discipline, for example.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 62
Course Assignment: Who Teaches Which Courses
Two Important Things to Know:
1st Who teaches which courses is NOT determined by tenure and seniority, contrary to
belief and practice in some departments/disciplines.
2nd There is no rule defined in the Collective Agreement for assigning courses to
teachers.
FNEEQ Collective Agreement 2010-2015: Articles 4-1.05. (2.2), p. 24 on department
functions, and 4-1.10 #3, p. 26 and #2.a., p. 28, on Coordinator’s tasks indicate that the
department distributes and weighs pedagogical activities in response to the
Coordinator’s proposal. Article 8-6.03, p. 192 refers to equitable distribution of
teaching load, which includes course choice for most departments.
The assigning of courses to teachers can become a persistent source of intra-departmental
conflict when the process is perceived as unfair. When collegiality, expertise, flexibility,
fairness and individual interest guide the decisions about who teaches which courses, equitable
course allocation is more likely to occur. The Coordinator may find it useful to remind teachers
of these values when the time comes to decide on course offerings and to submit scheduling
information. The Coordinator may also suggest that the Department form an ad hoc committee
to develop internal operating rules for assigning courses.
Course assignment begins once a discipline/department has decided what courses will be
offered in a semester. To ensure fairness in course assignments, Department guidelines can
include:
Means to ensure that non-permanent teachers have high CIs; (See p. 60.)
Asking teachers to submit their rank ordered course preferences—typically 3 courses on
the list; while the aim is always to accommodate teachers’ preferences, when there are
multiple demands for some courses, teachers whose first and second course preferences
are assigned in one semester/year, might not get their first and second preferences the
following semester/year;
A rotation of desired courses; rotation can be every year or every two years; exempted
from this rotation are typically courses that pre-university disciplines/departments offer
to career program students and courses that no other teacher(s) have requested;
Altering the order in which teachers choose courses by starting at a different place on
the seniority list: bottom up, for example;
At the very least, initiating the course assignment process with a discussion of equitable
ways to share all of the discipline’s/department’s responsibilities—including serving on
committees and participating in other pedagogical activities.
The decision regarding who teaches which courses ultimately belongs to the department.
Where there is conflict or disagreement, a teacher can ask the department for a vote. (FNEEQ
Collective Agreement 2010-2015, Article 4-1.05, 2.2, page 24.)
The Coordinator informs the Faculty Dean of the course assignments when submitting the
scheduling forms.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 63
Scheduling
VERIFICATION OF PROGRAM
GRID AND COURSES OFFERED
TO CAREER STUDENTS
Career Program Coordinators will receive an
email from the Office of the Registrar
containing their program grids. The
Coordinator reviews the program grid, makes
corrections as necessary and then has the
Faculty Dean approve the correct grid. This is
then forwarded to the Registrar by the stated
deadline, before scheduling information is
due. The Office of the Registrar will then
make the indicated corrections to their version
of the grid.
Coordinators of pre-university disciplines
which offer courses to career students must
obtain a list of the required courses from the
career program Coordinator, including the
estimated number of students per course
section. In multi-disciplinary departments,
the Coordinator informs the discipline
responsable of the required courses and their
estimated enrolment. These courses then
become part of the discipline’s course
offerings.
COURSE SCHEDULING
INFORMATION
Each semester the Coordinator submits
scheduling information to the Faculty Dean
who forwards this information to the
Schedulers. The due dates may vary from one
semester to another, but generally the
Schedulers aim for the following due dates:
Mid-October—Scheduling
Information for the Winter Semester
Mid-March—Scheduling Information
for the Autumn Semester—though this
cannot be finalized until the
department/discipline allocation has
been established for the coming year.
The Coordinators are asked to complete the
forms, provided by Scheduling, one for each
course:
Name of Department
Course Number
Course Title
Prerequisites if any
Restrictions (to a certain group of
students)
Total number of sections for each
course
The forms also include:
Teacher’s Name for each course
section
The Lecture Time Structure (eg. 2 x
1 ½ hours or 2 x 2 hours)
Building Preference (Old or New)
Maximum Number of Students per
Lecture
Specific Room Requests for
pedagogical needs
Number of Labs
Structure of the Labs (Time Length)
Lab Room Number
Maximum Number of Students per
Lab
Forced Time (Only if applicable:
Refers to the schedule the Department
has set for the Labs)
Section Specific Course Title (Only if
applicable: In some departments such
as English, Humanities and
Methodology, some courses may have
the same course number but different
course titles.)
Coordinators should keep a copy of the
scheduling forms submitted each semester for
reference during schedule proof reading, and
as valuable information to pass on to incoming
coordinators.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 64
SCHEDULING BY DEPARTMENTS:
Some departments, such as those that
incorporate student fieldwork (stage) and
teacher supervision of stage for half and full
days, choose to do their own scheduling.
Because of the complexities of the Music
Program, some scheduling is also done by that
department. Departments that offer courses
which include labs may decide to do their own
scheduling for the lab sessions.
When departments do all or some of the
scheduling of their courses and/or labs, they
must communicate this information to the
Scheduler: in the section of the scheduling
form titled “Forced Time”—which refers to
the department’s own scheduling for that
particular course or lab section.
Another concern when departments do their
own scheduling is ensuring that there are
sufficient free time blocks to allow for General
Studies courses to be scheduled. This is of
prime importance given that career students
often encounter difficulties in completing
their General Education courses in a timely
way, and the fact that in these courses,
students acquire significant communication
and critical thinking skills integral to their
program - but not always recognized as such.
COMPLEMENTARY COURSES:
In some disciplines, courses are also offered as
both program and complementary courses to
students outside of the program. When this is
the case, a separate scheduling form is filled in
with the complementary course number, an
indication that no prerequisites are required,
and the maximum number of complementary
students permitted to register.
Coordinators should remind teachers of
courses with complementary sections that the
expectations for complementary students are
not the same as for program students who have
completed the course prerequisites.
TEACHER SCHEDULING
PREFERENCES
Because this is often a touchy subject about
which some coordinators receive the most
complaints, when the scheduling information
is due, it is probably worth reminding
department members that scheduling requests
express preferences, not guarantees. The
scheduling process is complex: not all teacher
requests can be accommodated all of the time.
Typically Coordinators receive the Teacher
Information form that was completed the
previous semester. The Coordinator, or
discipline responsable verifies the
information with the teachers, makes the
requested changes, and submits this along
with the course scheduling forms.
Teacher scheduling preferences include:
Shift Preference: Early (8am – 4 pm
or Late (10am – 6pm). It is important
that there is a balance of late and
early shifts in each
discipline/department.
Back-to-back Classes: Yes/No—i.e.
whether the teacher accepts classes
scheduled back-to-back, not a
guarantee that classes will be
scheduled in this way.
Scheduled Lunch Hour: Yes/No
Employee Fitness Class: Specify
day/time
Meetings: Specify day/time
Other: Note that special scheduling
requests must be approved by the
Director of Human Resources.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 65
SPECIAL SCHEDULING
REQUESTS
Any scheduling request not listed above must
be made by the teacher to the Director of
Human Resources by the specified deadline
via an online form, available on the Vanier
Web site, under Teachers.
Requests may include, but are not limited to, a
medical condition, a specified time during
which the teacher wishes to pursue a program
of study, a specified time that the teacher is
offering a course at another institution. In the
latter case, if the teacher has a full teaching
load at the College, permission from Human
Resources is required.
PROOFREADING OF SCHEDULE
This important Coordinator’s task is usually
done in December for the Winter schedule and
in May for the Autumn schedule. The
Coordinator checks for any conflicts in
scheduling and tries to ensure that teacher
request have been accommodated.
Corrections are submitted to the Faculty Dean
for approval.
The Faculty of Applied Technologies
Coordinators’ Guide (Robinson, 2006, section
4, p.6) provides the following useful checklist
for Coordinators to use when verifying the
Master Schedule:
All courses to be taught by the
department in that semester are
accounted for
Correct number of sections per course
(including lab sessions and theory
classes)
Theory: hours/classes per week
Lab: hours/classes per week
Teacher(s) teaching the theory/lab
section(s) is/are correct
No conflicts between laboratory
rooms (i.e. no two lab groups
scheduled at the same time)
Required program courses do not
conflict (note that labs with multiple
sections may appear to conflict since
students are divided into different
groups)
No teacher is scheduled to teach in
two different classes/courses at the
same time
The correct lab is scheduled for each
course
Teachers with other commitments to
the College have the time slots
reserved in their schedules
Department meeting time is included
in all department members’ schedules
Courses with multiple lectures have
them distributed over the week (i.e.
not two lectures for the same course
on the same day)
Other considerations
REGISTRATION PERIOD
It is crucial that the Coordinator regularly
check the enrolment tallies during the
Registration period. This is when decisions
may be made to add or drop a course. See
Coordinator’s Time Line: June, August and
January.
CLASSROOM CHANGE REQUESTS
Coordinators are often asked for assistance to
change a classroom, but it is up to the
individual teacher to make the request: by
completing the form online, under Teachers.
Note that classroom changes are extremely
difficult to accomplish because of classroom
availability. Priority is given to medical and
room size requests. The teachers receive a
reply only if the room change is confirmed.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 66
Indication of Standing/Mid-Term
Assessments
Relevant Document: Academic Policy—Giving Students Indication of Standing in a
Course at Midpoint of Semester, Subject UBR #7210. Available
online under Academic Policies or at this link: 7210-2_Giving_Students_Indication_of_Standing-2.pdf
When the Coordinator reminds teachers of this College Policy and the reasons for it, there is a
good chance that all teachers in the department will comply. There are two aspects of the
policy.
The first is obligatory and involves teacher communication to each student: the teacher must
“…provide students with a suitable indication of their current standing in the course” at the
midpoint of the semester. It is up to the department/program to determine the “suitable
indication”—what is the adequate portion of the overall course assessment and in what form—
marking and returning tests, quizzes, essays, presentations, lab reports, stage evaluation, other
assignments. While some departments may leave this decision to each teacher, others may want
to provide department guidelines.
The second involves teachers providing information to the College. By completing the Mid-
Term Assessment designated by the College, teachers provide data that enables the College to
identify students at risk—those not in good academic standing. Student Services will contact
these students to offer appropriate support services. Generally, students react very positively
when contacted with offers of support by Student Services.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 67
Equity in Multiple Sections of the
Same Course
EQUITY IN COURSE OUTLINES AND IN COURSE OUTCOMES
Equity in multiple sections of the same course (and across courses) has two important aspects:
1. Course Outlines
2. Course Outcomes (Rendement Scolaire) - the pass/fail rates and class averages
Equity in Course Outlines means that: Course outlines are prepared in accordance with Ministry and College regulations as
well as policies developed by the departments and programs. (See Course Outlines,
p. 54), Course Outline Policy under Academic Policies or : 7210-10_Course_Outline-5.pdf
All the required elements of the course outline are presented clearly.
Course content, student workload and student assessment in multiple sections of the
same course are aligned.
Equity in Course Outcomes means that: Student achievement in multiple sections of the same course is reasonably similar—
there are no great variations in pass/fail rates or class averages in sections taught by
different teachers of the same course;
From a student’s point of view, equity means that course workloads are similar and that
the chance of success is the same whether the course is taught by Teacher X or Teacher
Y.
Teachers, Disciplines, Departments and Programs have the professional
responsibility for ensuring equity. This means that:
The department has a system for reviewing all course outlines and ensuring that
corrections are made when problems are identified.
Some departments have created course templates to simplify the reviewing process and
to ensure that all the required course outline elements are present.
The Coordinator receives the course outcome statistics every semester and then
distributes these to the teachers in the department/discipline. These statistics, called the
rendement scolaire, are available at the beginning of each semester for the preceding
semester.
The Coordinator may choose to identify any perceived problems or simply ask that the
teachers discuss the data, develop strategies to deal with any problems and report these
at a department meeting.
It is the department or discipline that deals with any equity problem; it is not the
Coordinator’s role to confront individual teachers.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 68
WHAT IS AN EQUITY PROBLEM AND HOW CAN TEACHERS /
DEPARTMENTS DEAL WITH IT?
Course Outline Equity Problems Can Include the Following:
The course outline is not consistent with the Ministerial, College and/or the department/
program requirements and objectives.
Required elements of the course outline are missing.
The official framework for the course is not accurately stated in those course elements
that require it.
The topics covered in the course are significantly different from other sections of the
same course.
The student workload is significantly less or significantly greater that other sections of
the same course.
The grading system does not follow the College policy and/or does not meet the
department/program requirements and/or is substantially different from other sections
of the same course.
Dealing with Equity Problems in Course Outlines: The Department should have a system in place whereby all course outlines are
reviewed, problems are identified and the teacher is informed of required corrections as
early as possible in the semester. Corrections are communicated to the students.
This task is most effectively carried out by a Department Curriculum Committee or a
Discipline Curriculum Committee.
In some departments, it is the Curriculum Coordinator who reviews the course outlines
and identifies any problems.
Many departments/discipline have adopted course templates which ensure that the
required elements of the course outline are present, and which also give individual
teachers some leeway in making the outline specific to their course.
NOTE: The FNEEQ Collective Agreement 2010-2015 gives the department the
responsibility to adopt course plans prepared by members of the department;
(Article 4-1.05. 2.14, page 25). The Coordinator is responsible for making sure
that the course plans are adopted; (Article 4-1.10, As Part of the Teaching
Activities, # 2, page 27)
Course Outcome (Rendement Scolaire) Equity Problems It is important that all teachers discuss all course outcomes of the previous semester. Variations
in pass/fail rated and class averages in different sections of the same course should be identified
and analyzed. The analysis should include a close look at strength of group indicators that are
now part of the Rendement Scolaire report.
There is a serious equity problem when significant variations in course outcomes occur over
two or more semesters—when a pattern starts to develop. This is typically seen when the pass
rates and class averages of a teacher are significantly lower or significantly higher than those of
colleagues and significantly diverge from the mean for all sections of the same course for two
semesters or more.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 69
Dealing with Equity Problems in Course Outcomes (Rendement Scolaire) The first steps are taken when the Coordinator receives all course outcomes, known as the
rendement scolaire. The Coordinator should distribute the rendement scolaire to the
department whether or not there is a problem, at the first meeting following reception of the
data.
When an equity problem is identified, the Coordinator may signal the problem or simply ask
the department/discipline teachers to review the data. In some departments, the Curriculum
Committee is charged with the task of identifying and resolving course equity problems.
Whatever the department strategy, it is important that teachers be given the data, that they
know how to identify an equity problem and that the department/discipline has strategies to
deal with it. NOTE: Even when there is no equity problem, it is important that teachers review
the rendement scolaire—course outcome data.
When dealing with equity problems in course outcomes, tact, collegiality and professionalism
are crucial. The teacher(s) with the problem section(s) need to feel engaged in a problem-
solving process that is supportive and constructive, not one involving criticism or personal
attack.
Discussion and Resolution of a Course Outcome Equity Problem: Try to figure out the reasons for the course outcome(s) in the problem section(s).
Pay close attention to the strength of group indicators included in the rendement
scolaire report.
If there are many “walk-aways” (students abandoning the course after the course delete
deadline), what might some of the reasons be? Ex. Students believing that they cannot
possibly pass the course; students not understanding what they can specifically do to
pass the course; students needing help with time management problems.
Review the topics covered in the course.
Compare and contrast student workload in the different sections of the course—
o Quantity and level of reading material;
o Number and types of student assessments;
o Spacing/timing of student assessments.
What is the evaluation criteria for student assignments—
o Are students given the evaluation criteria prior to completing the assignments?
o Are students given a chance to re-do assignments?
Would it beneficial to partner the teacher with another teacher of the same course for a
semester or two?
Interdisciplinary Equity
Equity also means that in multi-disciplinary programs, the discipline success rates, particularly
for the introductory level courses, are reasonable similar and within the parameters established
by the program.
To achieve this level of equity, the Faculty Dean reviews the rendement scolaire for the
disciplines in the program and informs coordinators when there is a problem that needs to be
addressed by the discipline teachers. The aim is for teachers in all disciplines to establish
evaluation criteria—as well as teaching and learning strategies—that are consistent, reliable
and at an appropriate college level. These evaluation criteria should be shared across
disciplines, among all teachers in the program. Program Committees can facilitate this sharing.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 70
Integrating and Mentoring New
Teachers
Attention to the integration of new faculty, making sure that they have quality mentoring and
that they are well socialized into Vanier culture, will go a long way to keeping good teachers at
Vanier. Positive aspects of Vanier culture include the sharing of pedagogical materials and
strategies, collegiality and treating students and employees with respect—especially employees
who provide services to teachers and students.
THREE TYPES OF TASKS
It may be useful to categorize the tasks involved in integrating a new teacher so that their
performance can be well organized and shared. Try to pace these so that the new teacher is
reasonably able to absorb the information.
1. “BUSINESS” TASKS—usually the responsibility of the Coordinator, in conjunction
with HR;
2. TOURS—by the Coordinator or a designated Faculty member or both;
a. Tour I: A walk through the Building(s): Offices, a sample of Classrooms and Labs,
Services and Resources including the PDO Office in F217.
b. Tour II: A cyberspace visit to important online resources under TEACHERS, on the
Vanier Web.
3. ONGOING MENTORING—experienced faculty who the new teacher can call upon at
any time with any questions, and who may, for the first semester, set up weekly or bi-
weekly meetings to discuss the new teacher’s experiences and to provide various types
of relevant information at a pace that the new teacher can handle.
1. THE “BUSINESS” TASKS
Some of these should be done as soon as the teacher is hired—by the Coordinator, the
Faculty Dean and/or a teacher from the discipline.
Others can be requested but will only be carried out when the new teacher has been assigned
an employee number—after Human Resources has received the bulk recommendation
signed by the Faculty Dean and the Coordinator, and after the new teacher has provided
signed references and official proof of qualification documents.
See “Business” Tasks Check List, below.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 71
Check List: “Business” Tasks to Integrate a New Teacher
□ Course Materials: Text Books, Lab and Stage Manuals Provide a copy of the course Lab and Stage Manuals.
Course Text Book: If the discipline course(s) have specified texts, make these
available immediately and/or provide the name and phone number of the Publisher
Representative so that the new teacher can request swift delivery.
Book Orders for Courses/Course Packs: Inform the new teacher of the procedure to
order texts for day classes (Vanier online, under Teachers) and through the
Coordinator for Cont. Ed and Summer School courses.
□ Course Outlines: provide copies as models and course templates when they are used.
□ Copy Machine Access and Access to Electronic Classroom & Elevators—the teacher’s
Photo ID (see below) is required and the swipe code needs to be programmed onto it:
Service Department: C-103.
□ Office Space: This is worked out with the Faculty Dean who contacts the Facilities
Manager (Arlene Yamamoto)
□ Keys for Teacher’s Office, Lab, Kitchen, Staff Lunch Room, Resource Rooms: Service
Department C-103.
□ Phone and Staff Directory: Contact Debra Tavenor Ext. 7658;
email: [email protected]
□ Email Address: Contact Marisa Cannatelli in Administrative Services, Ext. 7525; email
[email protected] (Same as for office phone.)
□ Mail Box Key: Print Shop B-121
□ Photo ID: D-301. The teacher must have a signed contract to obtain this. The Photo ID is
then programmed in the Service Department C103 for copy code access and access to
electronic classrooms.
□ Bookstore: Put the new teacher’s name on the department/discipline list and give the new
teacher an approximate budget for supplies, keeping in mind that new teachers may need to
stock up with basic teaching/office supplies.
□ Omnivox—an introduction to the system. The teacher will have access once an employee
number has been assigned. For Omnivox connection, contact Florent Nunes in Information
Technology, Ext. 7161, email [email protected]
□ Parking: Decals and day passes are obtained from Security, F-231, Ext. 7249, Email: [email protected]
□ Teacher Handbook: Some departments have written manuals or handbooks for new
teachers. The Teacher Handbook - Faculty of Social Science, Commerce, Arts and Letters
(Winter 2012) contains substantial information of relevance to most new teachers and could
easily be adapted for use by new teachers in the other Faculties. An electronic copy can be
requested from Ivanka Hillel in the Faculty Office: Ext. 7571, Email: [email protected]
□ Vanier College Student Agenda: contains useful information for teachers which the
Department could provide for the new teacher at minimal cost.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 72
2. TOUR I: THE BUILDINGS—OFFICES, SERVICES, RESOURCES
Faculty Dean’s Offices Faculty of Career and Technical Programs: N-301
o Faculty Dean: Michael Sendbuehler Ext. 7555
o Administrative Assistant: Elena Esposito Ext. 7554
o Faculty Clerk Cynthia Cicci Ext. 7580
Faculty of Science and General Studies: B-208
o Faculty Dean: Eric Lozowy Ext. 7945
o Assistant to the Dean Wendy Ault Ext. 7946
o Faculty Clerk Dianna Monte Ext. 7939
Faculty of Social Science, Commerce, Arts and Letters: A-286
o Faculty Dean Alena Perout Ext. 7570
o Assistant to the Dean Nora Soukiassian Ext. 7572
o Faculty Clerk Ivanka Hillel Ext. 7571
Academic Advising: A201 (Optional: this is a service for students.)
Professional Development Office (PDO) F-217 o Wilma Brown Ext. 7020
The Learning Centre (TLC): B-205 o Study Guide and Tip Sheets
o Services for Students with Disabilities (including exam accommodation)
o Services for Teachers, including workshops for classes
o Vanier Native Program
o English and French Peer Tutoring
o SEE: Learning Centre on Vanier Web for a full list of programs and services.
http://www.vaniercollege.qc.ca/tlc/
Student Services: C-203
o Counselling Services
o Financial Aid
o Health Services
o Student Development: STAR and CORE Programs, Leadership Training, etc.
o Services for Students with Physical Disabilities
o Student Advocate
o Student Employment
o Sustainability
o Behaviour Policies
o SEE: Student Services on Vanier Web for a full list of programs and Services.
http://www.vaniercollege.qc.ca/student-services/
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 73
The Library: F-300
o Codes for accessing online databases
o Reserve Desk
o Services: Tutorials/Workshops for Classes
o SEE: Library on Vanier Web
http://www.vaniercollege.qc.ca/vc-library/
Department and Student Resource Rooms, Classrooms, Labs
Print Shop/Mailroom: B-121
Service Department: C-103 o Keys, ID Card coding for access to electronic classrooms, elevators and
photocopy machines.
VCTA Office and Faculty Lounge C-101
o Sheree Sitahal, Secretary for the VCTA Executive, Ext. 7053
o Executive Members, if present
Let the new teacher know that a one-time $2 membership fee must be
paid to officially become a member of the VCTA and to be able to vote
at meetings.
N-Bldg: Staff Lounge, Copiers and Mail Boxes if teacher’s office is in N-Bldg.
H-Bldg:
o Point out where this is; the new teacher will have met someone from Human
Resources on the day of the selection interview and will return there to sign the
teaching contract.
Sports Complex: Employee Fitness Program; Fitness Centre.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 74
TOUR II: CYBERSPACE VISIT TO IMPORTANT VANIER SITES
FOR TEACHERS
The new teacher should know about some sites right away. Encourage the teacher
to return to the TEACHERS site often. http://www.vaniercollege.qc.ca/teachers/
Omnivox
o Web Mail
o Class Lists
o Course Management System
o Teacher Absence Reporting—both the instructions and the procedure
o Pay Stubs
o Etc.
Academic Policies o These are available online, under Academic Policies, Vanier Web.
o IPESA—Institutional Policy on the Evaluation of Student Achievement. The
sections listed below are of immediate importance. 7210-38_IPESA-1.pdf
Section 2. Specific Guidelines for the Evaluation of Student Achievement:
2.2.2 Grading Responsibilities and Marking Scheme
2.2.3 Calendar for Student Assessment
2.2.4 Evaluation Tools
2.2.5 Cheating and Plagiarism
2.2.6 Student Absence for Holy Days
2.2.7 Missed Tests
Section 3. Rights and Responsibilities
1.1 Students
1.2 Teachers
1.3 Departments
o Course Outline Policy
o Student Misconduct in the Classroom
o Tests During the Last Two Weeks of Semester
Human Resources Policies o Reporting of Absence
o Substitute Teacher Policy—Item 2, page 1. Whether substitution can occur at
the first absence, or only after the first absence, is reviewed on a semester-by-
semester basis and announced at the beginning of each semester. The
Coordinator needs to inform all faculty of the practice for the current semester.
Guest Speakers o Must be approved at least 2 weeks prior to the event, including speaker’s fee if
requested;
o Print form (online/Teachers) and have it signed by Coordinators and Faculty
Dean.
o Guest Speakers Guidelines, Forms A and B - Form A.pdf and Form B.pdf
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 75
Student Trips o Note that there are many different forms; selection depends on type of trip.
o Form must be signed by the Coordinator and the Faculty Dean
o Student Trips Policy ................................................................. 7210-34_Student_Trips.pdf
o Student Trips, Examples of Forms........................................... Formal Proposal Form.pdf
Waiver & Consent Form.pdf Student Itinerary.pdf
Student List.pdf
Library—AV Material and Instruction Requests o Academic Department / Library Contact Person (see
o Requests for Library services—AV material, instruction sessions for students,
placing material on Reserve for students, etc. are all done online. From the
Vanier Web, click on Library, then on Faculty. Select the desired service listed
under Faculty Resources and complete the online form. o The Library instruction sessions provide students with a hands-on introduction
to the Vanier College collection of books and AV material, electronic databases,
as well as strategies for researching these sources.
o Note that the AV collection is accessible online: Library Catalogue.
.
Plagiarism Detection System o The Turnitin.com system is widely used by Vanier teachers for detecting
plagiarism. Teachers can receive assistance for using turnitin.com in the PDO
Office: F217.
o The Vanier Library site on the Vanier Web provides some information about
how to cite sources.
o An ounce of prevention is worth a pound of cure: encourage new teachers to
discuss what academic integrity means, and to provide cogent examples for
students when they are given a research assignment.
o The Academic Dean has allocated resources to enhance academic integrity,
prevent plagiarism, and to deal with problems of cheating and plagiarism when
they occur.
3. ONGOING MENTORING
The Coordinator should ensure that the new teacher receives good mentoring during the first
year. How the mentor is designated varies by department/discipline. If the current system is
working well, keep it. If not, consider alternate ways to designate a mentor:
An office mate agrees to serve as mentor;
An experienced teacher is asked to take on the mentor role;
The Coordinator or the Curriculum Coordinator serves as mentor;
Teachers who enjoy and are very good at mentoring volunteer;
The new teacher gravitates toward one or more experienced teachers who become the
de facto mentor(s);
The department/discipline formally establishes procedures for designating mentors.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 76
However it is done, the Coordinator ensures that:
The new teacher has a designated mentor;
The mentor is well informed:
o Is able to answer new teacher questions or to figure out where to search for the
answers;
o Can identify areas of information the new teacher should know but may not
have asked about yet; (See Mentor’s Check List below.)
During the first semester, periodic contact is made with both the new teacher and the
mentor, just to see how it’s going;
The new teacher is strongly encouraged to attend the New Teacher sessions organized
by the Academic Dean’s Office through the Professional Development Office (PDO)
and the VCTA.
MENTOR’S CHECK LIST
□ Ensures that the teacher has all of the necessary teaching materials—
sample course outlines and access to course outline templates if they are used;
copies of texts, manuals, course notes, student assessments, marking criteria or
rubrics;
any other materials needed for the course and labs.
□ Ensures that the teacher is aware of the Course Outline Policy of the College and the
Department—including how to submit the course outline to the College; See Course Outline
Check List, p. 54.
□ Visits the classroom/lab with the teacher to ensure familiarity with the equipment;
□ Is generally available to the new teacher, or specifies best times to meet;
□ Encourages the new teacher to leave no question unasked—to feel free to call or email as
often as needed;
□ Suggests weekly or bi-weekly meetings for general discussion of the teacher’s experiences;
□ Engages in pedagogical discussions: teaching and learning strategies, the returning of
student assignments in a timely manner with appropriate feedback, etc.
□ Encourages the new teacher to visit the Professional Development Office (PDO) F217 and to
collect their teaching tips collection that have appeared in Intercom;
□ Reviews important topics that the new teacher will not have had time to fully absorb in the
first weeks of teaching:
Contractual obligations, including attending department meetings
Reporting Absences/Cancelling Classes/Substitution Policy
College Resources for Teachers/Students
Mid-Term Assessment
Formative Assessment—Department Policy
Submission of Final Marks
Equity in multiple sections of the same course, monitoring course outcome statistics and
teachers’ professional responsibility to address problems in this area
□ Encourages the new teacher to attend the social events periodically organized by the VCTA
and the College such as the Happy Hours, the Employee Picnic, etc.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 77
Where to Go/Who to Contact…
ACADEMIC ADVISING A-201 Ext. 7556 [email protected]
ACADEMIC DEAN
Danielle Lafaille F-220 Ext. 7512 [email protected]
Academic Dean—Assistant
Olga Mardas - F-220 Ext. 7512 [email protected]
ACCIDENT REPORT
Health Services C-203 Ext. 7892 [email protected]
Security F-243 744-7575 [email protected]
Written Report H-201 Ext. 7948 [email protected]
ADMINISTRATIVE SERVICES
Lise Bégin, Director H-201-B 744-7965 [email protected]
ADMISSIONS OFFICE H-110 744-7100 [email protected]
BOOKSTORE
Textbook Orders (Online/Teachers)
Office Supplies C-129 744-7957 [email protected]
BUS RENTAL
Purchasing Dept. H-205-B Ext. 7517 [email protected]
Fiorella De Luca Calce H-205A Ext. 7519 [email protected]
CAFETERIA SERVICES D-1st Floor Ext. 7938 Fax: 514-744-7937
Staff Cafeteria D-140
CLASS CANCELLATIONS OMNIVOX 744-7940 Phone only if unable to access
Omnivox
CLASSROOM REPAIRS
Service Department C-103 Ext. 7932 [email protected]
CLEANING SERVICES
Joanie Robert H-201-C Ext. 7110 [email protected]
COMMUNICATIONS OFFICE
College Receptionist F-224 744-7500 [email protected]
Enrolment Management F-229 Ext. 7543 [email protected]
Media Relations F-229 Ext. 7596 [email protected]
Recruitment F-229 Ext. 7613 [email protected]
COMPUTER HELP DESK Ext. 7529 [email protected]
CONTINUING EDUCATION E-115 744-7000 [email protected]
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 78
COPY MACHINE ACCESS See Keys and Photo ID below
COUNSELLING C-203 744-7885 [email protected]
DAY CARE CENTER 744-2506 [email protected]
DIRECTOR GENERAL
Normand Bernier F-226 744-7025 [email protected]
Administrative Assistant
Silvana Cannatelli F-226 744-7025 [email protected]
EMAIL ADDRESSES Ext. 7529 [email protected]
FACULTY DEAN OFFICES
Faculty of Careers and
Technical Programs Faculty Dean N-301 Ext. 7555 [email protected]
Admin. Assistant N-301 Ext. 7554 [email protected]
Faculty Clerk N-301 Ext. 7580 [email protected]
Faculty of Science
And General Studies Faculty Dean B-208-A Ext. 7945 [email protected]
Assistant to Fac. Dean B-208 Ext. 7946 [email protected]
Faculty Clerk B-208 Ext. 7939 [email protected]
Faculty of Social Science,
Commerce, Arts and Letters
Faculty Dean A-286 Ext. 7570 [email protected]
Assistant to Fac. Dean A-286-A Ext. 7572 [email protected]
Faculty Clerk A-286 Ext. 7571 [email protected]
FAX B-121 514-744-7952
FINANCIAL SERVICES H-300 Ext. 7913 [email protected]
GRAPHICS AND PRINTING B-121 Ext.7950 [email protected]
Ext. 7951
HEALTH SERVICES C-203 Ext. 7892 [email protected]
HUMAN RIGHTS OFFICE A-201 Ext. 7941 [email protected]
HUMAN RESOURCES
Director:
Andrew Mackay H-317 Ext. 7201 [email protected]
Assistant to the Director:
Angie Alberico H-318 Ext. 7202 [email protected]
Human Resources Operations
TBA H-302 Ext. 7203
Talent Acquisition:
Andrea di Domenico H-316 Ext. 7066 [email protected]
INTERCOM
Faculty & Staff Newsletter Ext. 7596 [email protected]
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 79
IT
Help Desk Ext. 7529 [email protected]
Information Systems H-208-C Ext. 7156 [email protected]
IT Support Services D-302 Ext. 7861 [email protected]
KEYS
Offices, Elevators,
Resource Rooms,
Swipe Code on Photo ID
Security F-243 Ext. 7575 [email protected]
LIBRARY: F-300
See Library online for full range of services.
See Academic Department / Library Contact Person
Pick-up AV Material F-300 / D-301 / N-215
Faculty Online Request Forms Film & Media Collection Bookings
Course Materials Reserves
New Library Material Request Form
Request Library Instruction Session
Inter-Library Loans
E501 Schedule
MAIL ROOM/MAIL BOXES
Mitch Matosoglu B-119 Ext. 7393 [email protected]
MASTER TEACHER PROGRAM Professional Development Office (PDO)
Wilma Brown F-217 Ext. 7020 [email protected]
OFFICES: CHANGES/REQUESTS
Joanie Robert H-201-C Ext. 7110 [email protected]
OPEN DOOR NETWORK Ext. 6046 [email protected]
OMNIVOX Connection
Florent Nunes H-213-C Ext. 7161 [email protected]
PARKING
Decals/Guest Passes
Elizabeth Kafenzakis F-231 Ext. 7249 [email protected]
PAYROLL
Lise Bégin, Director H-201-B 744-7965 [email protected]
PDO – Professional Development Office
Wilma Brown F-217 Ext. 7020 [email protected]
PHOTO ID D-301
PROSPECTUS
General Information about
Programs & the College
Hard Copy: F-229 Ext. 7533 [email protected]
Online: http://www.vaniercollege.qc.ca/publications/prospectus/current/
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 80
REGISTRAR’S OFFICE H-100 744-7100 [email protected]
ROOM BOOKINGS
Boardroom F216
Janelle Villanueva F-224 Ext. 7794 [email protected]
Amphitheatre
Debbie Larin Ext. 7303 [email protected]
Auditorium
Bookings A-103 [email protected]
Room F224B
Janelle Villanueva F-224 Ext. 7794 [email protected]
Faculty Dean Meeting Rooms
A282 - Ivanka Hillel F-286 Ext. 7571 [email protected]
B208 - Dianna Monte B-208 Ext. 7939 [email protected]
N301 - Elena Esposito N-301 Ext. 7554 [email protected]
SCHEDULING
Debbie Larin H-107 Ext. 7303 [email protected]
Janet Perkins H-107 Ext. 7114 [email protected]
SECURITY F-243 744-7575 [email protected]
SERVICE /MAINTENANCE
(BUILDINGS)
Brendan Flynn C-103 Ext. 7932 [email protected]
SHREDDING B-116 Ext.7536
Confidential Documents, old tests, etc.
West Island Readaption Centre
Angela Maciocia, Educator
SPACE AND FACILITIES
Joanie Robert H-201-C Ext. 7110 [email protected]
SPORTS COMPLEX G-Bldg
Fitness Centre
Employee Fitness Program Ext. 7507 [email protected]
Sports and Recreation –
Mireille Béland G-134 Ext. 7133 [email protected]
STUDENT SERVICES: C-203 744-7885
Director: Monique Magnan C-201 Ext. 7964 [email protected]
Health Services
Counseling Service
Financial Aid
Student Development: STAR Program, CORE Program, Leadership Training, etc.
Services for Students with Physical Disabilities
Behaviour Policies
SEE: Student Services, on Vanier Web for a full list of programs and services.
TELEPHONE Requests/Changes
Debra Tavenor D-301 C Ext. 7658 [email protected]
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 81
THE LEARNING CENTRE (TLC) B-205
Study Guides and Tip Sheets
Services for Students with Learning Disabilities (including exam accommodation)
Services for Teachers, including workshops for classes
Vanier Native Program
English and French Peer Tutoring
SEE: Learning Centre on Vanier Web for a full list of programs and service.
VCTA OFFICE C-101
Office Secretary: Sheree Sitahal C-101 Ext. 7053 [email protected]
VCTA Executive:
President C-101 Ext. 7413
Vice President-External C-101 Ext. 7415
Vice President-Internal/
Communications C-101 Ext. 7416
Secretary/Treasurer C-101 Ext. 7414
Faculty Lounge C-101
N-1st floor
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 82
Academic Department / Library Contact Person
NINA ARABIAN E410 [email protected] X7544
Collection Services Librarian
Physical Education Anthropology
Economics Geography
Jewish Studies
Philosophy
Political Science
Psychology Religious Studies
Slavic Studies
Sociology
Women's Studies
*Explorations
SUSAN BISSONNETTE F342 [email protected] X8222
Public Services Librarian
Architectural Technology & Building Systems
Environmental and Wildlife Management
Early Childhood Education
Communications: Art, Media & Theatre
Commerce
English
Humanities
Liberal Arts
Modern Languages
Music History
Micropublishing and Hypermedia
*Integrated Project (IP)
JOËL GAUTHIER E306 [email protected] X7693
Systems and Technical Services Librarian
Nursing
Respiratory and Anaesthesia
Special Care Counselling
Animal Health
Business Administration
Biology
Chemistry
Computer Science & Computerized Systems Technology
Industrial Electronics
Mathematics
Physics
French
*Research Methods (RM)
*All librarians support these programs
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 83
Glossary of Terms3
Academic Council The 19 members of Academic Council include representatives of all sectors of
Vanier College: students, teachers, support staff, professionals and
administration as well as the Academic Dean, who is the official Chair. At
Vanier the elected Vice-chair is one of the teacher representatives, who works
with the Academic Dean to set the agenda and who chairs the meetings, which
are held every 3rd Friday afternoon, and are open to all of the Vanier
community.
Academic Council makes recommendations to the College and to the Board of
Directors on all matters pertaining to the academic and pedagogical life of the
College—including programs and courses in the regular day and Continuing
Education division.
Academic Council must be consulted and make recommendations to the Board
of Directors regarding the hiring and the mandate renewal of the Director
General and the Academic Dean (Colleges Act).
Its specific mandate is outlined in By-Law 3, accessible on the Vanier Web.
Academic Year The academic year is divided into the Autumn and Winter semesters.
The semesters are often abbreviated thus: A14 for Autumn 2014; H15 (H as in
“Hiver”) for the Winter 2015 semester.
Each semester has 15 weeks of classes: 75 days, plus 7 examination period
days. If teaching days are lost due to a storm or something else, the missed
days will be added on at the end of the semester to ensure that there are 75
days of classes.
The Autumn semester classes start in late August and end in December.
The Winter (Hiver) semester classes start in January and end in May.
Summer School, which is run by Continuing Education, is approximately
seven weeks long; it begins in early June and ends in mid- to late-July.
Fewer courses are offered in Summer School.
Intersession Courses may be offered during the break in January and again
in May. See Below.
AEC Attestation d’Études Collégiales: a certificate or attestation of college studies
that does not include General Education courses; differs from a DEC, which
includes General Education courses. See below.
AQPC Association Québecoise de Pédagogie Collégiale—an organization of over 800
members from Quebec CEGEPs which aims to promote pedagogical
development within the college network. See: www.aqpc.qc.ca
3 Many of the terms in this Glossary were taken from the Academic Advising Web Page as well as from Vanier College Faculty of Applied Technologies Co-ordinators’ Guide (Louise Robinson, 2006)
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 84
Assessment An instrument used for measuring the learning and performance of students;
may also be used as a learning tool. Assessments can be summative (marks
towards the final grade) or formative—work that facilitate learning but is not
necessarily done for marks.
Association Council Composed of two teachers from each of the Faculties, two at-large
representatives and two members appointed by the VCTA, this body advises
the VCTA Executive, discusses syndical issues, and makes recommendations to
the VCTA General Assembly. Meetings are usually held Thursday afternoons
and are open to all Vanier teachers.
Availability Full-time teachers are contractually obligated to be available to the College for
32 ½ hours per week, 6 ½ hours per day, between 8 am and 6 pm, Monday
through Friday, during the entire availability period.
Official Teacher Availability dates for each Academic year are announced
by Human Resources (HR), in accordance with the Collective Agreement
and with the agreement of the VCTA—Vanier College Teachers
Association. A full-time teacher has the right to two consecutive months of
paid vacation in the summer.
Availability begins before the start of classes in August, continues after
classes end in December, continues through January and through the mid-
term break in March, and typically ends in early to mid-June.
Transfer of Availability—A teacher may request a transfer of availability
if she/he wishes to trade some portion of the vacation period against an
equal portion of the usual 10-month availability. The rules governing this
are defined in Human Resources Policy #7160, Transfers of Availability.
The transfer of availability request must be signed by the Coordinator and
the Faculty Dean.
Block A Courses English, French and Humanities courses taken by all students in all Diploma
programs.
Block B Courses English, French and Humanities courses specific to a student’s Diploma
program.
Career Programs Technical or professional three-year programs that culminate in a DEC
(diploma of college studies) or an AEC (attestation of college studies); both
may lead to the job market while a DEC leaves open the possibility of further
studies at university. There are 13 such DEC day programs at Vanier College.
Some AEC programs are offered in Continuing Education.
CEGEP French acronym for Collège d’enseignement générale et professionnel; in
English—College of General and Technical Education. The CEGEPs, unique to
Quebec, were established in the late 60’s and early 70s as an outcome of the
Parent Report to democratize post-secondary education and as a replacement
for the elitist Collège Classique.
CI French acronym for charge individuelle, referring to an individual teacher’s
workload as measured by the CI formula—a calculation based on number of
courses, number of preparations, number of classroom hours, number of
students and, for teachers who supervise student fieldwork, stage
supervision.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 85
The calculation of individual teaching loads is explained in the FNEEQ
Collective Agreement, Appendix 1-1, pages 209-213. FNEEQ CSN 2010-
2015.pdf.
Coordinators can download the CI Calculator to check CIs as workload
is distributed to the teachers/disciplines. This is available from the
VCTA or the Faculty Dean’s Office.
CPNC Conseil Patronal de Négociation des Cégeps: Represents the employer
side during contract negotiations for a collective agreement
Commandite Two kinds of Cours Commandite:
Internal Commandite—when permission is (exceptionally) granted by
an Academic Advisor to a Vanier full-time day student to take a course
in Continuing Education at Vanier.
External Commandite—when permission is granted by an Academic
Advisor to a Vanier day student to take a course at another college;
occurs more often during Summer School than during the Autumn and
Winter semesters. An external commandite may also involve a student
from another college who has been given permission to take a course at
Vanier College.
Competency Based Education
Introduced in the CEGEPs in the early 2000’s and—as “The Reform”—
in elementary and high schools around the same time; a set of
statements that indicate what the student must know and do in each
course or program; an instructional system structured around abilities
students are expected to develop.
Statement of the Competency (over-all objective) and the Elements of
the Competency (more detailed objectives) are defined by the Ministry.
Learning Outcomes (also referred to as Performance Criteria or
Standards))—are written by the program/discipline to define what
students must do to acquire each Element of the Competency, and
ultimately, to reach the over-all course/program objective (Statement of
the Competency). Achievement Context, also written by the discipline/
program to describe the method by which the students will demonstrate
their competence.
All of these are systematically outlined on a formatted Course
Framework—not to be confused with the Course Outline. (See below.)
Complementary Course
Courses chosen from disciplines other than those in a student’s
concentration/specialization; considered part of General Education; All
Diploma students take two complementary courses.
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 86
Comprehensive Program Assessment
Also referred to by its French name, Épreuve synthèse de programme (ESP),
this is an assessment of a student’s acquisition of the learning objectives in their
program; may take the form of a test, an assignment, a portfolio or a project.
Concentration Course
Discipline courses that are given in a pre-university program; (in contrast to
specialization courses which are specific to three-year career programs and the
Music Program).
Co-requisite A course that must be taken concurrently with another course; e.g. Waves and
Modern Physics must be taken with Calculus II (unless Calculus II has been
passed).
Course Number A combination of 8 digits or letters that identifies a course; e.g. 201-NYA-05 or
350-102-VA or 603-101-31.
Course Outcomes See Rendement Scolaire below.
Course Outline A detailed description of a course distributed to students on the first day of
class; must include all of the required elements outlined in Appendix I of the
Course Outline Policy: See p. 54 of this Guide, or Vanier Web under
Academic Policies, or click here: 7210-10_Course_Outline-5.pdf Course outlines
can be regarded as a contract between teacher and students.
Credit A unit equivalent to 45 hours of learning activities; calculated by adding the
number of class, laboratory and projected homework hours per semester and
dividing by 45.
CRT French acronym for Comité de relations de travail—the Labour Relations
Committee composed of representatives of the Vanier College Teachers
Association and the Administration; discusses work related issues, including
allocations.
CSN Conseil Syndical Nationale; represents many workers, including those in the
health field and teachers belonging to FNEEQ (the teacher’s federation to
which the Vanier College Teachers Association is affiliated; see below)
DEC / DCS Diplôme d’études collégiales or DCS - Diploma of Collegial Studies—a
document which attests to the completion of a two-year pre-university or three-
year career program: all course requirements have been met; English Exit
Examination has been passed; Comprehensive Program Assessment has been
satisfied.
Delete Deadline Deadline by which students may delete a course or withdraw from the College
without incurring failures; the Autumn semester delete deadline is the last
working day prior to September 20 and the last working day prior to February 15
for the Winter Semester.
DI (Dispense) A notation that appears on a transcript and program planner that indicates that a
student has been exempted from a particular course; no grade or credits are
assigned; the course does not have to be replaced.
Discipline A subject area; e.g., Mathematics (201), Sociology (387), English (603).
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 87
EC (Échec) A notation that appears on a transcript to indicate a failing grade—between 0
and 59%.; the grade is recorded, no credits are assigned.
English Exit Examination
Examination set by the Minister of Education; written after students have
passed 603-101, 603-102 and 603-103 or have passed two of these courses and
the third one is in progress; written in May, August or December.
Épreuve synthèse de programme (ESP)
See Comprehensive Program Assessment.
EQ (Équivalence) A notation that appears on a transcript and program planner to indicate that a
student has been given an equivalence for a course done at a post-secondary
institution other than a CÉGEP; no grade is recorded; credits are assigned.
Fédé Fédération des Cégeps—composed of directors general and academic deans.
Fin-de-DEC A special status accorded by an Academic Advisor to students who need less
than 4 courses or 12 hours of class time per week in their graduating semester;
Fin-de-DEC students do not pay part-time tuition fees.
FNEEQ Fédération Nationale des enseignantes et enseignants de Québec—the largest
federation of CEGEP teachers in the province; is affiliated with the larger CSN,
Conseil Syndical Nationale, which represents many workers in Quebec,
including those in the health field. The Vanier College Teachers
Association is affiliated with FNEEQ and the CSN..
FTE Full-time equivalent; An FTE of 1.000 is equivalent to a full workload. FTE
may also refer to over-all number of full teaching workloads in a discipline,
program, or the College.
Full-time Student A student who is registered in at least 4 courses or 12 hours of class time per
week; full-time students do not pay tuition fees.
General Education Courses
The compulsory 4 English, 2 French, 3 Humanities, 3 Physical Education and
2 complementary courses that are part of all Diploma programs.
General Offer Of Service (GOS)
A letter sent by non-tenured teachers to Human Resources in April (or in the
autumn if they are new “hires”) to inform the College that they wish to teach
any available courses in the coming year. The GOS applies to regular day,
Continuing Education and Summer School courses. Human Resources reminds
non-tenured teachers to complete the GOS in April.
IN (Incomplet) A notation that appears on a transcript to indicate that there are documented
serious extenuating reasons for a student’s not having completed a course; no
grade or credits are assigned.
Intensive Courses Physical Education courses offered on a few late afternoons or evenings and
usually one weekend instead of 2 hours per week for 15 weeks.
Intersession Courses Courses offered for 2 or 3 weeks in August before the regular Autumn semester
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 88
starts, in early January before the regular Winter semester starts, or in late
May/early June after the regular Winter semester ends.
IPESA Institutional Policy on the Evaluation of Student Achievement; a
comprehensive and very important academic policy which all Coordinators and
teachers should be familiar with. Available on the Vanier Web under
Academic Policies or click here: 7210-38_IPESA-1.pdf
IT (Incomplet temporaire)
A notation that appears on a transcript and program planner to indicate that a
final grade for a course has not yet been submitted.
KPI Key performance indicator; used to measure student achievement.
MED Mise en disponibilité; refers to a tenured teacher who does not have sufficient
workload, is considered “surplus”, and is thus placed on “availability”; See
FNEEQ Collective Agreement 2010-2015, Article 5-4.00, Job Security, pages
50-84.
MELS Ministère de l’Éducation, du Loisir et du Sport:
Non-credit Courses All courses taught at CÉGEP carry credits but not all courses count towards a
CÉGEP Diploma program; e.g., Secondary 4 Mathematics (201-013-50) or
Preparation for College French (602-008-03).
ODN Open Door Network—a project with the mandate to help create a campus that
is free of discrimination on the basis of sexual orientation and sexual identity.
Part-time Student A student registered in less than 4 courses or less than 12 hours of class time per
week; part-time students pay tuition fees.
(Different from Fin-de-DEC students; See above.)
Performa Perfectionnement et Formation des Maîtres au Collégial: Master Teacher
Program. Contact PDO, F217 for information.
Permanent Code Identification number assigned to all students in the Quebec educational system
by the Ministry of Education.
PES Periodes Étudiants par Semaine—a calculation based on student contact
hours—the sum of the “ponderation” for theory plus lab. Homework time is not
considered. MELS (Ministry of Education, Leisure and Sport) funds the
College at a calculated rate per program for PES generated.
Pre-assigned Courses
Program-specific courses in which career, Science, Music, pre-university
Majors, and Explorations students are registered by College staff.
Pre-requisite A course that must be passed before a subsequent course may be taken.
Pre-university Programs
Two-year programs that lead to further studies at university.
Profile Plan of courses by semester; also called program grid or pattern of study.
Program Planner Summary of courses that a student has passed and of overall program
Van ier Co l lege: Coord ina tors ’ Gu ide 2015 | 89
requirements; includes courses in progress; accessed via For Students Only on
the Vanier Web.
RE (Réussi) A notation that appears on a transcript and program planner to indicate that the
English Exit Examination has been passed and the Comprehensive Program
Assessment requirement has been satisfied.
Rendement Scolaire Course outcomes data—the pass/fail rates and class averages for every
course/discipline—of the previous semester; usually distributed to Coordinators
early in the new semester; provides a basis for departmental discussions about
student success and equity in course outcomes.
Registration The process by which students choose their courses for the coming semester;
attending students register in June for the Autumn semester, new students
register in August for the Autumn semester, new and attending students register
in January for the Winter semester; registration for Summer School takes place
in May.
RREGOP Régime de retraite des employés du gouvernement et des organismes publics;
Government and Public Employees’ Retirement Plan.
R-Score A method of comparing and ranking CÉGEP students; used by Quebec
universities for admitting CÉGEP graduates; calculated by the Ministry of
Education; also called CRC (cote de rendement au collégial).
SOBEC Système des Objets d’Études Collégiales: A MELS (Ministry of Education,
Leisure and Sport) document which lists all the competencies in the program,
lists each specific competency and the courses that it is linked to. Each program
grid is submitted to the Ministry of Education by the Registrar’s Office and the
Ministry provides each program with their SOBEC document. These
documents should be available from both the Registrar’s Office and the Faculty
Dean’s Office.
Specialization Courses
Courses that are specific to three-year career programs and the Music Program;
(in contrast to concentration courses which are specific to two-year pre-
university programs).
Sport-Études A program for outstanding student-athletes who combine a rigorous training
and competition schedule with their academic program. Vanier is the only
English CEGEP that is part of Sport-Études,
SRAM Service Régional d’admission du Montréal métropolitain; the online student
application system for admission to those CEGEPs which use their service—
includes Vanier College.
SU (Substitution) A notation that appears on a transcript and program planner to indicate that a
course passed in a student’s previous program is being used to replace a course
in the student’s present program; no grade or credits are assigned for the
replacement course.
Transcript (College Studies Transcript)
The record of all courses taken at CEGEP and the grades achieved.