SENATE STANDING COMMITTEE ON TEACHING & LEARNING and... · Senate Standing Committee on Teaching & Learning Thursday, September 6, 2018 2:00 – 4:00 pm Surrey Cedar Boardroom Senate

SENATE STANDING COMMITTEE ON TEACHING & LEARNING Thursday, October 11, 2018

2:00 – 4:00 pm Surrey Cedar Boardroom

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AGENDA

1. Call to Order ....................................................................................................... David Burns 2:00

2. Confirmation of Agenda

2.1 Approval of Minutes, September 6, 2018

3. Chair’s Report .............................................................................................. …...David Burns 2:10

4. Vice Provost, Teaching and Learning Report. ................................................ Stephanie Chu 2:20

6. Items for Discussion

6.1 Defining Quality Teaching and Classroom Experiences ............................. David Burns 2:30

6.2 Teaching & Learning Responses to Pathways Data…………………………………David Burns 3:15

7. Adjournment ......................................................................................................................... 4:00

MINUTES OF REGULAR MEETING Senate Standing Committee on Teaching & Learning

Thursday, September 6, 2018 2:00 – 4:00 pm

Surrey Cedar Boardroom

Senate September 6, 2018 Page 1 of 2

Present: Ex officio, Non-Voting

Stephanie Chu Patrick Donahoe Melody Geddert Farhad Dastur Christina Page Louis Saumier Demers Heather Clark

Nancy Norman

Regrets: Senate Office: Guests:

Balbir Gurm Lee Boudier Robert Ironside

David Burns (Chair) Amanda Grey Sunita Wiebe

1. Call to Order

The chair called the meeting to order at 2:04 pm.

2. Confirmation of Agenda

The agenda was confirmed as presented.

Motion: (P. Donahoe/F. Dastur)

That the agenda be confirmed.

CARRIED

2.1 Approval of Minutes, May 1, 2018

Motion: (L. Saumier/S. Chu)

That the minutes be approved as presented.

CARRIED

3. Chair’s Report

3.1 Deferral of Experiential Subcommittee Proposal

The Chair deferred the creation of an Experiential Subcommittee to a future meeting.

MINUTES OF REGULAR MEETING Senate Standing Committee on Teaching & Learning

Thursday, September 6, 2018 2:00 – 4:00 pm

Surrey Cedar Boardroom

Senate September 6, 2018 Page 2 of 2

4. Vice Provost, Teaching and Learning Report

The Vice Provost, Teaching and Learning, reported on activities being undertaken in the Teaching

and Learning Commons. She introduced the new hires joining the Commons and the expanded

service offerings they make possible. Scholarly Inquiry Grants were discussed.

5. Items for Discussion

5.1 Review of Action Items, Teaching and Learning Strategy

The Vice Provost, Teaching and Learning invited questions and comments on the Teaching and

Learning Action Plan. The Committee expressed broad support for the plan. Areas for future

discussion and emphasis included increasing the attendance at professional development

sessions, reaching out to non-regular faculty members and support for research enriched

classroom experiences.

Action Item: The Vice Provost will reach out to the incoming AVP Research to indicate

that support might be required in the Office of Research and Scholarship for research-

classroom links. She will then report back to SSC Teaching and Learning.

5.2 Aligning the T/L Strategy with Survey Instruments

The Committee considered the appropriate role of the SSC Teaching and Learning in the

discussion of survey instruments and other metrics of student experience and course quality.

Action Item: The Chair will include an item in the October meeting that will give the

Committee an opportunity to begin to define quality teaching and classroom

experiences. This definition will be used as advice in the preparation of a number of

future documents, most notably by Institutional Analysis and Planning in their

preparation of classroom evaluation questions.

6. Adjournment

Motion: (S. Chu / M. Geddert)

That the meeting be adjourned.

CARRIED

The meeting was adjourned at 3:26 pm.

SENATE Agenda Item: 4 Meeting Date: Thursday, October 11, 2018 Presenter: Stephanie Chu

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Agenda Item: Vice Provost, Teaching and Learning Report

Action Requested:

Motion to Approve Discussion Information Education

Recommended Resolution:

N/A

Senate Standing Committee Report:

For Senate Office Use Only

Context & Background:

In SSCTL’s first meeting in May 2018, it was determined that the Vice Provost, Teaching & Learning would report to the SSCTL regularly by way of an update report.

Key Messages: Information will be provided to the committee on Teaching & Learning’s current activities and initiatives.

Resource Requirements:

N/A

Implications / Risks: N/A

Consultations: N/A

Attachments: 1. Vice Provost, Teaching & Learning Update Report

2 / 2

Submitted by: Katherine Boleszczuk on behalf of Dr. Stephanie Chu

Date submitted: 2018-10-05

Note: Submit to [email protected] as a MS Word document

mailto:[email protected]

Teaching & Learning Report to SSCTL | Oct 4, 2018 1

Vice Provost Teaching & Learning Update S. Chu

August 27 – October 3, 2018

SELECT VICE PROVOST ACTIVITIES • Publication: Ellis, D.E., Chu, S.T.L., Popovic, C., Rolheiser, C., Le-May Sheffield, S., Wolf, P., & Wright, W.A.

(2018). Educational Development Guide Series: No. 3. Centre Reviews: Strategies for Success. Ottawa, ON: Educational Developers Caucus. Download

• Senate Standing Committee on Research and Open Education Working Group. Member.• Sept 2018 Teaching & Learning Newsletter – sent to faculty, distributed to instructional staff through

departmental communication coordinators, and posted online.• AVPR and Manager, Learning Technology & Educational Media Search Committees. Member.

Immediate Priorities • Technologies, tools & support for KPU educators with IT (acetate replacement, technology advancement,

classroom upgrades, synchronous tool). • Teaching, Learning & Scholarship Action Plan and budget planning for 2019/20.

LEARNING TECHNOLOGY

Manager, Learning Technology & Educational Media: Leeann Waddington • Leeann Waddington joined us in early September.• Conversation about Technology and Learning series (Sept-Nov). Facilitator.• Priorities include staff recruitment, evaluating and revising technology workshops based on faculty feedback,

synchronous online tool for KPU, and planning a Learning Technology event for spring.

Learning Technology Staff • Junsong (Jun) Zhang joined us as Teaching & Learning Technologies Strategist in early September.• Student assistant, Anmol Mangat, provides drop-in faculty support for Moodle at each campus.

EDUCATIONAL DEVELOPMENT

Senior Manager, Educational Development: Gina Buchanan • ISW Facilitator Development Workshop (FDW) (Aug 20-24). Participant.• Conversation about Accommodation (Sept). Co-facilitator.• Priorities for the fall include facilitating the ISW, Creating and Supporting Culturally Diverse & Inclusive Student

Teams, Conversations about Accommodation and BOOTCAMP Learning Environment series of workshops;budget, and staffing.

Educational Consultant – ePortfolios: Lesley McCannell (.25) • Learning with ePortfolio workshop (Sept). Facilitator.• Facilitated 10+ classroom sessions on ePortfolios for faculty.• Developed and delivered a workshop on Reflective Learning in ePortfolios.• Individual consultations on the technology and guidance in incorporating ePortfolios into curriculum.• Maintains a resource site and community of practice for Faculty.

https://www.stlhe.ca/wp-content/uploads/2018/06/EDC-Guide3-2018-FINAL.pdf

http://www.kpu.ca/teaching-and-learning/newsletters

Teaching & Learning Report to SSCTL | Oct 4, 2018

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NEW Educational Consultant – Internationalization: Lesley McCannell (.25) • Developed workshop: Cultural Perspectives on Citation and Student Support. • Facilitated Effective Intercultural Communication & Job Search Success at KPU presentation, with guest speaker

Heather Williams, SFU Special Projects – Equity, Diversity and Inclusion. • Creating and Supporting Culturally Diverse & Inclusive Student Teams Workshop (Dec). Co-facilitator. • Individual consultations to support faculty with creating a culture of inclusion by supporting the development of

intercultural capacities and incorporating inclusive pedagogies into their practice.

NEW Educational Consultant: Designing Assessments, Presentations & UDL – Kristie Dukewich (.25) • Lab Instructors Professional Development Needs Assessment – facilitated brainstorming session with small

group of lab instructors; developed survey for distribution to all. • Consultation: School of Business Curriculum Committee – on topics of (a) Formative assessment and

development of business competencies, and (b) Helping faculty effectively teach and assess group work. • Resource Development: Collecting resources related to assessment and Universal Design for Learning. Draft

outline for resources related to learning outcomes, assessment, and instructional design. • Other priorities include proposal for December workshop, and evaluating potential platforms to host resources,

including Moodle, Pressbooks, and KPU website.

Teaching Fellow – Experiential Learning: Farhad Dastur (.25) • Proposal for creation of a physical VR lab at KPU’s Richmond Main campus, R3050. • Met with Stephanie Chu to discuss the future of the VR Lab and its interactions with the Commons. • Applications for funding: 1 Time Release from 0.6 PD Fund to develop KPU VR Lab, $2800 from the 0.6 PD Fund

for KPU to join the Virtual Reality & Augmented Reality Association as a University Partner. • Writing a $90,000 NSERC “Applied Research Tools & Instruments (ARTI)” grant application with Danny Bernstein

(Psychology) and Karen Davison (Health), to purchase equipment for both the VR Lab and the Lifespan Cognition Lab.

• Attended the Global Summit on Extended Realities, Vancouver. • Search Committee member for the Education Media Specialist and 2019 Teaching Fellow.

Teaching Fellow – K-12 Transformation: David Burns (.25) • North Delta Secondary is using a competency mapping template tool created for the career planning course by

Dr. David Burns and ND teacher Sonia Grewal. • Speech on KPU K12 initiatives for the BC Schools Superintendents Association, and KPU Faculty of Science and

Horticulture. Planned: MyEdBC conference, North Vancouver Schools ProD day, and Kootenay/Columbia SD. • Meetings with Freshgrade, International Education Canada, and California Assessment Collaborative / Learning

Policy Institute to discuss KPU K12 initiatives. • Document summarizing key changes in K12 system for KPU audience. • Working with Faculty of Health on a competency-augmented application system. • Writing a magazine article, open access paper, and journal manuscript.

Teaching Fellow – K-12 Transformation: Nancy Norman (.25) • Brown Bag Series: Conversations about the redesigned K-12 curriculum (Oct/Nov) • Organizing Field Trips to Local High Schools for KPU Faculty. Details & registration. • Planning Reading Week Event with Delta High School Teachers. • Inaugural "KPU Faculty Club" Faculty Share-a-thon on the topic of Innovative Teaching Practices (Dec). Facilitator.

Teaching Fellow – Learning Environments: Leeann Waddington (.25) • Ended Aug 2018

http://www.kpu.ca/field-trips-local-high-schools-kpu-faculty

Teaching & Learning Report to SSCTL | Oct 4, 2018

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SESSIONS & WORKSHOPS The T&L Commons has 20+ unique workshops scheduled for the Fall 2018 semester, with many offered at all four campuses. Check our event calendar for workshop details, locations, and registration links. • Inaugural "KPU Faculty Club" Faculty Share-a-thon on the topic of Innovative Teaching Practices (Dec) • Conversations about Accommodations sessions co-facilitated by Accessibility Services and T&L Commons.

o Disabilities Impacting Social Interaction (Oct) o Access to Course Resources (Nov) o Students with Anxiety (Dec)

• BOOTCAMP workshop series o Engagement 101: Techniques, tools & tips to enhance student engagement (Oct) o Facilitation 101: Techniques, tools and tips to effectively facilitate discussion in the classroom (Nov) o Lesson Plans 101: Techniques, tools and tips for writing effective lesson plans (Dec)

• Conversations about Technology and Learning series o Choosing Technology for Teaching and Learning (Oct) o Open Pedagogy, Resources and Technology (Nov)

• Instructional Skills Workshop (Oct in Surrey or Dec in Richmond) • Creating and Supporting Culturally Diverse and Inclusive Student Teams Workshop (Dec) • Conversations about the redesigned K-12 curriculum: What can KPU faculty expect (Oct/Nov) • Moodle Gradebook (Oct) • Kaltura Basics (Oct) • Maximizing Moodle Gradebook Functions (Nov) • Additional Moodle and Kaltura workshop dates and topics to be finalized soon • Conversations about the redesigned K-12 curriculum (Oct/Nov)

PAST EVENTS & OPPORTUNITIES FOR KPU COMMUNITY MEMBERS

NEW KPU Instructional Skills Workshop Facilitators Congratulations to Gina Buchanan (T&L Commons), Wiktor Tutlewski (Business), Marti Alger and Adam Vincent (Learning Centre) on completion of the ISW Facilitator Development Workshop in August. Once fully trained, these additional facilitators will allow us to expand our offering of the Instructional Skills Workshops at KPU. The Commons offered 7 unique professional development sessions in the last month.

Session Date / Campus Attendance

Instructional Skills Workshop (ISW) Aug 27-30 Langley 5 Moodle Basics Fall 2018 Aug 27-29 L, S, R 30 What’s New in Moodle 3.4? Aug 30 Surrey & Online 12 Learning with ePortfolios Fridays, Sept 14-28 Surrey 10 Creating and Supporting Culturally Diverse & Inclusive Student Teams Rescheduled to Dec 2018 0 Conversations about Accommodations – Test Accommodations Sept 19/20 All 5 Conversations about Technology & Learning – Engagement and Assessment Online

Sept 25/26/27 All 17

Lab Instructors PD Brainstorming Session Sept 28 Surrey 5

http://www.kpu.ca/teaching-and-learning/events/calendar

SENATE Agenda Item: 6.1 Meeting Date: Thursday, October 11, 2018 Presenter: David Burns

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Agenda Item: Defining Quality Teaching and Classroom Experiences

Action Requested:



N/A




In SSCTL’s September meeting, it was discussed that the Chair would include an item in the October meeting providing the Committee with an opportunity to begin defining quality teaching and classroom experiences. This definition will be used as advice in the preparation of a number of future documents, most notably by Institutional Analysis and Planning in their preparation of classroom evaluation questions.

Key Messages: Committee will begin with defining quality classroom experiences.


N/A


Consultations: 1. Institutional Analysis & Planning

2 / 2

Attachments:

1. Vision 2023

2. Academic Plan 2023

3. Teaching, Learning & Scholarship Strategy & Action Plan

Submitted by: David P. Burns




VISION 2023 P a g e | 1

Final: May 17, 2018

The KPU Distinction

As KPU looks to its next five years, the future of our society is under considerable discussion. It is a future where:

as a result of digital transformation, the nature of work and ways of life are quickly evolving;

awareness of and demands for action around social injustice are heightened;

environmental impacts such as global climate change are requiring significant adaptation in the way we work and live; and

decolonization of institutions and full inclusion of Indigenous peoples is a priority.

To respond to these challenges and to make the world a better place, access to lifelong, meaningful education for all is fundamental.

As a polytechnic university, KPU has the unique opportunity to evolve in a way that anticipates this future by:

reflecting and serving our diverse, dynamic and growing region by providing a wide range of offerings, services and activities;

defining, developing and teaching the essential new competencies needed by our graduates, encompassing both technical and human literacies, creativity, adaptability, and social awareness;

ensuring that our graduates are prepared for a life time of learning and re-learning, and providing them with opportunities to adapt to their changing needs; and

practising what we preach as we evolve as a unique, progressive and highly regarded polytechnic university which fosters innovative teaching and learning and relevant research and scholarship.


KPU’s Mission, Vision and Goals

Mission: By thinking and acting together, we transform lives and empower positive change

Vision: In 2023, KPU is a learning ecosystem rooted in a culture of sustainability, creativity and quality that inspires our people and our

communities

Goals: KPU’s 12 goals are organized into four interconnected themes:

A. Experience: We will

A1. Enhance the experience of our students

A2. Enrich the experience of our employees

A3. Delight our friends in their KPU experience

B. Sustainability: We will

B1. Embrace all cultures and promote a renewed, authentic approach to Indigenization

B2. Foster environmental sustainability through our offerings, research and operations

B3. Integrate planning to ensure KPU operations are aligned with our resources, thus sustaining quality and institutional health

C. Creativity: We will

C1. Increase the levels of activity, funding and intensity of research and scholarship

C2. Increase innovation in teaching, learning and curriculum

C3. Embolden creative problem solving across KPU’s operations

D. Quality: We will

D1. Ensure continuous improvement of all KPU programs and services

D2. Hold each other responsible for our promises and our expectations

D3. Be accountable to our partners, governments and communities


The Details

A. Experience: Students, employees and friends enjoy rich, engaging and supportive educational and working experiences

A1. Goal: We will enhance the experience of our students

Progress on this goal will be made by ensuring our students have access to:

The courses they need to graduate in a timely manner

Experiential learning opportunities in all programs

Campus resources to support their learning and development

Campus facilities and services to support their well being

A2. Goal: We will enrich the experience of our employees

Progress on this goal will be made by providing our employees with access to:

Appropriate professional development opportunities

Appropriate opportunities to advance internally

Celebration and recognition of employees’ achievements and service

The resources necessary to do their job effectively

The resources necessary to support their well-being

An inclusive workplace where people are treated with dignity and respect and are free from discrimination, bullying and harassment

A3. Goal: We will delight our friends in their KPU experience

Progress on this goal will be made by:

Regularly engaging our friends to actively contribute to KPU

Ensuring our friends have a positive experience when they visit KPU

Respecting and valuing the contributions of our friends to KPU

Engaging with our partners in ways that benefit our communities

What this means for KPU:

By making the perspectives of students, employees and friends our priority, we will improve their experiences at KPU. KPU will be an inclusive and safe learning and working environment that values, supports, and benefits from the diversity of all its people.

By “friends” we mean alumni, retirees, visitors,

donors, members of advisory boards, the KPU

Foundation Board, partner organizations and all

members of the communities we serve.

Experiential learning includes, for

example, co-ops, practica, field

work and other work-integrated

learning, as well as service

learning, and research.


B. Sustainability: Cultural, social, environmental and institutional sustainability are advanced

B1. Goal: We will embrace all cultures and promote a renewed, authentic approach to Indigenization


Demonstrating value and respect for the diverse cultures and backgrounds of our students and employees

Demonstrating value and respect for the richness of cultures and traditions of Indigenous peoples

Engaging Indigenous peoples and organizations through active and community-focused KPU partnerships

Continuing to develop more Indigenous academic content and integrating Indigenous culture into our learning environment

B2. Goal: We will foster environmental sustainability through our offerings, research and operations


Offering formal education programs and courses that address sustainability

Conducting research that addresses sustainability issues

Ensuring our operations are environmentally sustainable

B3. Goal: We will integrate planning to ensure KPU operations are aligned with our resources, thus sustaining quality and institutional health


Creating an integrated planning culture whereby:

o institutional priorities to guide planning and decision-making are established annually and reviewed quarterly

o divisions create operations plans that address institutional priorities, given available resources, and are accountable for the results

o the need to make difficult decisions to ensure quality and institutional health is recognized

o decisions are fully-informed and transparent

Developing institutional mechanisms to align all planning and approval processes with available resources and institutional priorities

Employing a budget model that ensures the strategic allocation of available resources to address institutional priorities

Providing planners and decision-makers with the tools and training required to align operations with priorities and resources

Strategic enrolment management (SEM) planning that aligns recruitment, admission and retention processes with our capacity to meet demand

and support student success


The 2015 Truth and Reconciliation Commission’s Call for Action suggests how Indigenous communities and cultures can be sustained. KPU will meet its commitments to this Call.

KPU’s commitment to environmental sustainability through cross-university engagement and co-ordination will continue, and external validation will be sought.

Integrated planning will ensure that academic offerings and services are aligned with our resources so that quality, financial and institutional stability are sustained.


C. Creativity: KPU’s innovation, scholarship and research benefit KPU, its students and society.

C1. Goal: We will expand innovation in teaching, learning and curriculum


Ensuring students receive quality instruction and a meaningful learning experience

Ensuring educators are well supported to innovate in teaching, learning and curriculum

C2. Goal: We will expand activity, funding, intensity and impact of research and scholarship


Increasing support for research and scholarship activities

Increasing the amount of funding for research and scholarship activities conducted by KPU employees

Increasing the intensity of research and scholarly activity

Increasing the amount of research and scholarly activity

Increasing the impact of KPU research

Engaging local industry, NGOs, community organizations and businesses to address economic and social needs for the

prosperity of our communities

C3. Goal: We will embolden creative problem solving across KPU’s operations


Anticipating the rapid changes occurring in work and society, and increasing our ability to respond accordingly

Ensuring employees are empowered to take calculated and creative risks without fear

Providing employees with the resources to incorporate diverse and creative problem solving into their daily operations


KPU links thought to action, appreciating and embracing creativity and innovation in all forms, big and small.

KPU will do more to recognize and celebrate the innovation, research and scholarship already underway.

We will invest more in all types of creative activity, both formal and informal, especially in the context of the digital transformation in our society.

Scholarship and Research

at KPU encompasses

discovery, application,

engagement, creation,

integration and the

scholarship of teaching

and learning.


D. Quality: Continuous improvement builds confidence and reputation.

D1. Goal: Through continuous improvement of all KPU programs and services, we will ensure that our graduates are well prepared for work and for life.


Conducting regular reviews of all KPU programs to ensure continued relevance, alignment with institutional priorities, and efficient and effective

use of resources, and implementing recommendations as appropriate

Conducting regular reviews of all KPU support services to ensure continued relevance, alignment with institutional priorities, and efficient and

effective use of resources, and implementing recommendations as appropriate

Conducting regular reviews of all KPU operations to ensure continued relevance, alignment with institutional priorities, and efficient and

effective use of resources, and implementing recommendations as appropriate

D2. Goal: We will hold each other responsible for our promises and our expectations


Ensuring employees understand their role in achieving KPU’s mission, mandate and vision

Ensuring employees have clear expectations that guide their work

Ensuring employees receive effective feedback on how well they meet those expectations

Promoting a culture of shared responsibility, and accountability to each other

D3. Goal: Be accountable to our partners, governments and communities


Ensuring effective and efficient use of resources

Ensuring appropriate access to educational programming

Ensuring students receive a quality education to ensure their success

Ensure KPU is regarded favorably by the community we serve

Ensuring we fulfill our commitments to our partners


KPU’s mandate is to add value by contributing to the social, economic and cultural life of our region and beyond.

We do this by providing the right mix of offerings and services, and undertaking research and innovation of many types. These can all be improved

through regular cycles of thoughtful and collegial reflection, evaluation and subsequent change.

This attention to continuous improvement is key to building the long term reputation of KPU and thus its ability to attract and retain motivated

students and talented employees, and to increase respect within the community.

Holding each other

responsible is fundamental

to a collegial organization.

As peers, we are all vested

in KPU’s quality and

reputation, and we must

be open to respectfully

giving and receiving

constructive feedback.

ACADEMIC PLAN2023

4 Words from the Provost and Vice President Academic

6 KPU Kwantlen First Nation Elder Lekeyten

7 Student Success

9 Teaching Excellence

12 Research at KPU

14 Internationalization

16 Indigenous participation at KPU

18 Open Education

19 Bridging Trades and the Academy

20 Preparing KPU for the British Columbia K-12 Curriculum Transformation

21 Graduate Studies at KPU

22 KPU’s Word

TABLE OF CONTENTS

KPU Langley20901 Langley Bypass, Langley

KPU Richmond8771 Lansdowne Road, Richmond

KPU Surrey12666 72 Avenue, Surrey

KPU Tech5500 180 Street, Cloverdale

KPU Civic Plaza13475 Central Avenue, Surrey

kpu.ca

4 | Academic Plan 2023

I am excited to launch our Academic Plan 2023. Since the launch of our present academic plan, four years ago, we have worked hard to craft our unique identity as a polytechnic university. We have transformed our governance and policy framework to ensure student success and a collegial and collaborative working environment. We have connected with our neighbours and sought the advice and wisdom of our peers, our regional partners and our alumni. We have matured as a university and take great care to ground decisions in evidence aligned with strategic goals. We set ambitious goals carefully and will consistently measure their effectiveness, their targets and the impact we wish to make on our community.

As an institution of higher learning, KPU is compelled to leverage our program base and intellectual capital to address the major issues of our day. In a world where the rate of change demands we continually review, renew and improve our programs we embrace innovation and the digital transformation of our society. We will innovate by promoting a curriculum that is adaptive and responsive. We will support innovation through enriched delivery modes and increase flexible, online and hybrid learning environments. We propose multi-dimensional approaches and policy shifts while ensuring we maintain our focus on innovation as a tool for the betterment of life itself.

The world is more dynamic, more intricately connected, more interdependent and more adaptable to change than ever before. While our distances shrink, our access expands. The more we explore our possibilities, the more we find our innovators creating new ways to connect, new ways to enjoy life, new ways to make the inaccessible accessible and new ways to make sure we all get a chance to participate in a more prosperous environment.

At KPU we take the philosophy of access to heart. We boldly propose to become an exemplar of an inclusive institution where learners can find a welcoming, inspiring place within which to unleash their potential and carve out their special place in our collective environment. For us, accessibility really means everyone, learners of all types. As we find new ways to address the needs of domestic and international students, indigenous students, students with disabilities, and adult learners we do so recognizing the multiple obstacles we must attenuate and the social exclusion we must mitigate. Accessibility embraces inclusion at KPU but furthermore extends its reach to incorporate Universal Design for Learning (UDL) principles that set a level playing field for all to aspire, attain and seize their chosen path. Our vision of inclusion also encompasses a demographic, social, gender, economic, and ability arena. We redefine our mandated regional focus to reflect the global reach of our educational delivery and the diversity of our campus life. We cultivate flexibility in programs, up-to-date policies and systems to increase choice and to serve a wide variety of learners in a wider number of ways. In a world where variability is the real norm, we strive to reflect the central and the marginal and to reach the many through focused and progressive practices.

Our overarching goal is student success. We embed student support, through the guidance of expert librarians, learning centres, faculty, and lab assistants throughout the many touch points in a learner’s experience at KPU. As a special purpose teaching university, we foreground teaching excellence in its myriad forms. We propose a renewed emphasis on research and on how it relates to outreach, trades, undergraduate and graduate studies. We are pioneers of open education resources (OERu)

and are national leaders in both open education research and the production and promotion of open textbooks. We promote and support the emerging development of our e-portfolio methods. We continue to work hard to address the rapidly changing demographic of our students cultivating new approaches to adult learners and to learners whose complex lives have required they come in and out of their educational journey. As a regional trades training hub, we recognize and are ready to promote ways for trades training to evolve to meet new and changing market demands. As a relatively new teaching university carefully navigating its institutional and governance maturity, we now feel ready to fulfill our mandated role as defined in the University Act, that is, to offer graduate studies. In essence and in line with our central goal, we aspire to serve the widest group of students in the most effective, meaningful way.

We recognize that the pace of contemporary life, continual change and the complexities of our jobs, families and obligations can directly affect our ability to cope while carrying out our teaching and learning commitments. Acknowledging that we can play a positive role in helping to relieve those pressures, KPU commits to supporting a healthy university initiative focused on student success through learner and employee mental health and safety.

At KPU we are a vibrant knowledge-driven community bent on leveraging our knowledge and experience to positively affect our lives, the lives of our families and that of our greater communities. At our university we uphold Canadian societal values that instill respect for individuals not because of title, land or privilege but because they are people. We undertake our noble mission acknowledging that we do so on the un-ceded territories of the Coast Salish people who have generously welcomed us and supported our educational calling.

The Academic Plan 2023 will keep us focused on our quest to launch a generation of expert and resourceful learners whose knowledge is purposeful and directed to social and economic well-being. We will do this with an eye to creating doers and thinkers whose aspirations transcend regional boundaries and whose intercultural capacity will allow them to operate in a global arena.

This plan, assembled through extensive consultation with an engaged KPU community, reflects a collective vision for academic development over the next five years. It represents the voices of hundreds of passionate educators dedicated to student success and the transmission of knowledge for a collective good. It is my hope that all Faculties, departments and units within the university use this plan as a springboard to initiate deep and essential discussions about how best to deploy their intellectual and pragmatic strengths to the service of learning. The plan sets the high-level vision and invites the Faculties, departments and support units to develop corresponding and aligned goals and strategies that support the overall vision and mandate of our educational enterprise. The plan will serve not only as a compass for the realization of individual department and unit plans but also as a different lens to view how our educational community sees itself reflected and projected in this pursuit of learning excellence.

Dr. Salvador FerrerasProvost and Vice President Academic

WORDS FROM THE PROVOST AND VICE PRESIDENT ACADEMIC

Academic Plan 2023 | 5

©Vincent L. Chan, Invisionation Photography. All rights reserved.


LEKEYTEN KPU’s mission and mandate to promote student success are strengthened through the wisdom and guidance

of our Elder in Residence, Lekeyten, of the Kwantlen First Nation. His role at KPU transcends the domain of indigenous student support to encompass all students through his powerful presence and inspirational

role at all important gatherings and ceremonies at our university. As a student-centred house of learning, KPU places great importance on the experience of every learner that chooses our university. Lekeyten has

established a cherished tradition of offering his blessings for a successful educational journey, welcoming new students at the beginning of each academic year and congratulating students at Convocation. His

knowledge, his humour and his genuinely inclusive spirit elevate our educational calling to encompass tradition, protocol, and an essential grounding in our shared humanity and cultures.


Student success is deeply embedded in the ethos of our KPU community. It is a natural outcome of our collective passion for learning and purpose. Student success is the driving force that inspires us to connect with the individual, and to outline and design a way towards possibility, hope and a meaningful future.

At KPU our quest for student success strengthens our resolve and validates our mission to offer all learners ample opportunities to nurture good citizenship and authentic community and global engagement.

We aim to provide a wide a range of valuable classroom, laboratory, workshop, online, workplace and experiential learning opportunities to ensure success. Ideal learning spaces will include flexible classrooms with technology enhancements and hybrid learning spaces. We will strive to look at the KPU experience through the lens of the student and use that perspective to work with what they bring to that path of exploration.

Success has many meanings. We endeavor to provide a holistic approach to higher education, one that balances career skills with innovative, experiential learning. To us success recognizes a range of definitions including educational choice, career aspiration, life skills, mental, physical, emotional, financial, social and spiritual well-being. We guide the student through a learning pathway from admission, progression, completion, graduation to employment and the fulfillment of becoming a participant citizen.

Student success at KPU is the responsibility of us all, that means faculty, staff, administration and alumni. The student’s experience

will be shaped and influenced by the actions, voices and interactions of the many dedicated KPU employees they will encounter in their quest to completion. We all play a part in helping students learn how to learn. We engage students in a learning environment with embedded support systems and diverse mentorship opportunities.

We collectively commit to the inspiration and formation of our learners and to their success through transformative curriculum, genuine mentorship, sharing our experiences, and creating a safe and welcoming environment for the realization of the self. We will construct a strategy for enhancing the student experience and expanding the range of teaching options for our instructors. We will build on the synergies between diverse units such as the Teaching and Learning Commons, experiential learning, accessibility services, open education and indigenous studies. To activate this array of initiatives we will mobilize the themes and strategies contained in the Academic Plan 2023 in the service of that success.

“With smaller class sizes run by teachers that care about their students, KPU prepared me well for a

successful entrepreneurial journey”

KPU Alumni Ankit Sharma

STUDENT SUCCESSKPU KWANTLEN FIRST NATION ELDER LEKEYTEN

8 | Academic Plan 2023 Academic Plan 2023 | 9

STUDENT SUCCESS

Goal 1: Enhance Student Success

STRATEGY 1.1

STRATEGY 1.2

STRATEGY 1.3

STRATEGY 1.4

STRATEGY 1.5

STRATEGY 1.6

STRATEGY 1.7

STRATEGY 1.8

Through rigorous curriculum, teaching excellence and dedicated support systems we will prepare learners that:

• can think and act independently,

• have strong and adaptable digital and technological skills,

• are collaborators across different areas of expertise,

• are capable of dealing with diverse other learners, companies, clients and agencies,

• have a capacity for integrated thinking.

We will provide clear transitional pathways into the academic culture of KPU, enabling all students to be active participants in the discourse of the learning community. By recognizing the skills and experiences that students bring to the KPU community, we will provide students with diverse opportunities to develop their skills as learners in a post-secondary learning community and demonstrate their learning through e-portfolios.

We commit to maintaining a responsive curriculum and corresponding student services that are flexible, innovative, and provide opportunities for students to access support in a flexible manner.

KPU will adopt and implement UDL principles into its learning and public environments and strive to eliminate barriers to educational success.

We will renew our approach to adult learners to reflect their unique challenges and promote programs and services designed specifically for them.

We will harness and deploy digital technologies to enhance and complement on-campus learning and support services.

We will provide experiential learning opportunities that foster leadership development and service. Students to be provided with valuable opportunities to develop skills for meaningful careers and service through volunteer and work opportunities in the KPU community.

We commit to reimagining and renewing our University Libraries to become active sites of engagement for the exchange of ideas, open dialog, and discovery.

HOW DO WE SUPPORT

STUDENTLEARNING?

• University Library

• Central Academic Advising

• Degree Advisors

• International Advising

• Learning Centres

• Accessibility Services

• Multi-Faith Centre

• Sport and Recreation

• Indigenous Services for Students

• ELS (English Language Studies) Lunch & learns, peer tutoring and conversation lounges

• Assessment and Testing services

• Counselling Services

• Healthy University Framework

• Admissions

• Student Enrolment Services

• Registration

• Orientation and Transitions

• Student Awards and Financial Assistance

• Career and Volunteer Services

• Co-operative Education

• Graduation and Convocation

• Scheduling

• Senate Office

• Student Rights and Responsibilities Office

• Systems and Reporting

• Student Records

• University Calendar

• Liaison with Kwantlen Student Association

It’s different now. Today’s learning environments extend substantially beyond the traditional classroom. Students seek a wide range of options for their post-secondary education that recognizes their diverse lives and professional circumstances. As the global digital transformation and economic integration unfolds, universities must shift perspective and approaches to address present and future student and faculty needs. As an educational leader developing innovative responses to changes in our environment KPU fosters a direct engagement with external organizations, communities and industry and prepares learners for still-emerging practice futures.

Expert teachers actively work on their teaching through various forms of professional development including participating in professional learning communities of peers that encourage research-informed exchanges between faculty and diverse KPU researchers. As stewards of a resolute educational calling we will support and resource our instructors with the most current and effective technologies and coaching tools such as e-portfolios to enable the very best for our students. We will incentivize, recognize and celebrate the achievements of our educators. We will explore the fertile synergy between teaching and research, between core knowledge and experiential learning.

Educational research has proven that student achievement and success improve when integrated approaches to program planning, teaching and assessment are explicitly linked to teaching quality, enriched curriculum and program currency. Our aim is to have students partake of vibrant KPU classroom environments conducive to developing the skills needed to become lifelong, independent and self-regulated learners. KPU’s approach to teaching excellence, already a distinguishing feature of our delivery, will be further infused with corresponding plans and strategies developed to address Teaching and Learning, Research, Bridging Trades and the Academy, Internationalization, Indigenization, Open Education and the evolving transformation of the British Columbia K-12 curriculum.

As a teaching university we embrace quality programming and promote teaching excellence as foundational elements in addressing the needs of our diverse learners. We bring this to life by promoting an academic culture rooted in the synergies between teaching, learning, research and scholarship and in doing so we deepen our calling and extend our scope.

TEACHING EXCELLENCE

“Sustained excellence seldom happens serendipitously. It is generally the result of a compelling vision, clear goals, careful planning, and a commitment to follow

through. It often requires a willingness to embrace ambiguity, persist in the face of disappointments, adapt as necessary, and collaborate with diverse stakeholders.”

Creating a Culture for Scholarly and Systematic Innovation in Engineering Education: Phase 1 Report, (ASEE 2009), p.10.


Teaching and Learning at KPU will concentrate on advancing our practice through our educators, our students, our learning environments and our infrastructure. We will pursue and activate our unique polytechnic university identity and teaching goals via four central areas of focus:

DIVERSITY QUALITY CONNECTION DISTINCTIVENESS

TEACHING & LEARNING

Diversity refers to the range of considerations educators have available today to excel in teaching; the diversity of our student population and their need to succeed; the variety of learning environments to best meet learning outcomes, access and expectations about curricular options.

Quality is achieved through continuous enrichment towards teaching excellence. By carefully monitoring and measuring student success and by developing institution-wide strategic planning, standards and corresponding infrastructure we will effectively and efficiently resource and establish appropriate learning environments for our students’ experience.

As we activate our tag line “where thought meets action” we will cultivate connections through continuous interaction within and outside of KPU. Intentional connections will be sought to provide students with more learning opportunities, enrich teaching excellence, promote research and scholarship, strengthen partnerships at home and abroad and to showcase our collective efforts and enhance KPU’s reputation.

Distinctiveness builds on KPU’s status as a unique polytechnic university in Canada. To differentiate ourselves we must equip our range of educators with training and opportunities to advance their teaching practice and leadership, encourage specialized programs (e.g. Advanced Manufacturing, Traditional Chinese Medicine, Brewing, Sustainable Agriculture, Indigenous Community Justice) and provide learners the means to engage in scholarship enriched by research for more holistic learning experiences. KPU increases its global competitiveness by responding to global education and skills needs.

We recognize that teaching can take many forms and that there is a strong role for staff in ensuring the success of our learners. Our efforts to provide the richest learning environment for students are heightened by the meaningful encounters with the dedicated service staff who provide that extra boost to overcome obstacles, struggles and challenges.

Goal 2: Advance Teaching Practices

STRATEGY 2.1

STRATEGY 2.2

STRATEGY 2.3

STRATEGY 2.4

STRATEGY 2.5

STRATEGY 2.6

STRATEGY 2.7

STRATEGY 2.8

Support and enable teaching excellence and the use of research-informed research practices.

Integrate structures and resources to support teaching excellence and engaged learning.

Equip educators with skills and knowledge and further develop their teaching expertise through ongoing PD activities.

Assist educators to create more opportunities for faculty-led, student engagement in active learning and experiential learning.

Provide a range of learning environments and advance our existing classroom, technology-enhanced and online learning environments.

Pursue and develop a new approach to adult learning education recognizing the need for alternative delivery modes capable of addressing the challenges and obstacles for this learner group.

Actively establish community partnerships in relation to teaching and learning.

Leverage and build on internal expertise.

TEACHING EXCELLENCE

“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the

learner in the formation of the purposes which direct their activities in the learning process...”

Experience and Education, John Dewey (Collier-Macmillan, 1963), p.67.

RESEARCH AT KPUScholars at our polytechnic university engage in all kinds of research to pursue their subject expertise, publications and further inform the enrichment of their teaching practice. At KPU we live the tag line “where thought meets action”. Much of our research is closely intertwined with local industry. Our researchers work with local companies, NGOs and community groups to address and seek solutions for real challenges. Through the valuable work of our researchers and our research institutes we provide powerful experiences for our learners, add value and enhance our brand and profile. The external changes affecting our regional and provincial organizations and agencies present unique opportunities to strengthen and redesign the ORS and our KPU research community to respond to regional needs to partner with us on mobilizing and co-creating knowledge.

The former Office of Research and Scholarship will become the newly restructured Office of Research and Research Services (ORRS). It will provide enhanced orientation, mentoring and other research services that will raise KPU’s profile and capacity in the areas of applied research, basic research as well as the scholarship of teaching and learning.

The ORSS will serve as a place for researchers to reinforce and enhance their research capacity, secure support from diverse funders and to connect them to national and international private, institutional and governmental research networks, postsecondary institutions and research foundations. Secondly, the office will

support researchers to strengthen the accountability of research work by providing access to knowledgeable staff to assist with financial reporting, compliance matters, and communication.

An essential hub and portal for research at KPU, the ORRS is well positioned to showcase the talent of our researchers and scholars, as well as to support their efforts to produce creative work at the intersection of teaching/ learning and discovery/innovation. The ORRS is a place that encourages, facilitates and supports creativity and action; it is set up to be a catalyst for dialogue, strategic planning and collegial exchange around contemporary issues and research questions. KPU will support the ORRS and ensure it works closely with the KPU Library to provide the necessary support and materials for researchers to do their work. ORSS will foster strategic alliances with the Library and the Teaching & Learning Commons to support and forge ahead with research. Kwantlen Open Resource Access (KORA) will provide immediate global reach to support KPU researchers and their academic publishing.

At the same time the ORRS will maintain a seamless interaction with the Office of Teaching and Learning to provide the widest set of services, tools and training to elevate the role of research and its relationship to teaching at KPU. Our polytechnic university promotes and supports research through a comprehensive approach that enables researchers, enhances their knowledge acquisition and informs their teaching.

Our vision for an effective and engaged ORRS rests on the following propositions:

• Research is critical to KPU’s credibility as a legitimate university.

• Research at KPU will encompass applied research, basicresearch, and the scholarship of teaching and learning.

• Research informs teaching and learning.

• The optimum role of the ORRS is to showcase, promote, and support all research at KPU.

• Research strengthens KPU.

• Research expands students’ ways of learning by integratinglearners into faculty-led and student-led research.

• Our research institutes play a key role in connecting KPUto external industry and community partners and add adistinctive value to our university.

• KPU upholds the principle of academic freedom.

Academic Plan 2023 | 1312 | Academic Plan 2023

Goal 3: Accelerate Research at KPU

STRATEGY 3.1

STRATEGY 3.2

STRATEGY 3.3

STRATEGY 3.4

STRATEGY 3.5

STRATEGY 3.6

Restructure the new Office of Research and Research Services to nurture research capacity, provide optimized research services, enhance accountability support and communicate successes.

Develop and implement KPU Intellectual Property and Commercialization policies.

Deepen our relationship with external industries, government and community organizations to ignite an active research agenda. Provide powerful learning experiences for our students while seeking practical solutions for physical, social and discovery challenges.

Reinforce the role and function of our research institutes by supporting and enhancing their external networks and partnerships and by providing a clear line of accountability and support services.

Ensure and encourage an enriched, direct connection between our research activities and our teaching and learning mission.

Engage the KPU Library and Teaching and Learning Commons to assist researchers and the Office of Research and Research Services to enhance research capabilities and access up-to-date methodologies and resources. Reinforce KORA’s role in providing immediate global reach for KPU research through KORA and other avenues to open academic publishing.

While specifics of the university’s research endeavor are best determined and implemented through discussion among our community of scholars, the ORRS has a strategic role to play helping shape big questions and providing the means to pursue solutions to complex human problems.


INTERNATIONALIZATIONKPU’s Internationalization Plan sets out distinct strategies to enrich the university’s global learning environment by furthering cross-cultural engagement for all students, staff, faculty, external partners, and communities. These strategies help KPU increase its global competitiveness and respond to global education and skills needs.

The foundation for the support and success of international students at KPU will be built upon four pillars:

• Community engagement and support

• Global citizenship

• Partnerships and pathways

• Recruitment and retention

These pillars will be activated through carefully designed plans that will allow the strategic deployment of our KPU programmatic, pedagogical and facility capacity. Our approach will further integrate supports for students and faculty, enhance and streamline admission procedures and expand articulation agreements with international partners. These efforts will enable KPU to diversify its international student body while enriching the educational experience of our international students. KPU will approach international enrolment with a special focus on identifying an ideal mix of domestic and international students that will ensure all learners enjoy the benefits of cross-cultural exchange, peer-support, have access to courses and to the valuable mentorship of instructors and support staff.

KPU International will work with academic leaders to increase the awareness of global perspectives in all current and new curriculum

through enhanced teaching and learning methodologies. We will employ our global competencies courses and related content to assist staff, faculty and administration navigate cultural differences and to improve intercultural communication and social exchange.

The development of new and unique academic pathways and globally-focused program offerings will ensure KPU continues to be responsive to community and labour demand for all our students. These new program offerings, such as post baccalaureates, graduate diplomas and Master’s programs, will allow for KPU students to become successful future alumni in an increasingly interconnected global work force.

International experiences can be transformational for learners. Through participation in an international academic experience, our students are able to see the world from new and different perspectives, thereby enriching their academic experience and ultimately expanding their viewpoints. KPU will increase its efforts to create powerful experiences for all students via field schools, exchanges, and international internships. Through these international visits learners will take in unforgettable moments, expand their understanding of diversity in education and acquire a global outlook via an unmediated, personal and cultural experience.

At the same time KPU will explore and develop new ways to increase faculty and staff participation across all areas of the university. International exchanges and visiting scholar opportunities will enrich our teaching and learning with new energy, knowledge and diverse global perspectives.

Goal 4: Build a next generation KPU International

STRATEGY 4.1

STRATEGY 4.2

STRATEGY 4.3

STRATEGY 4.4

STRATEGY 4.5

STRATEGY 4.6

STRATEGY 4.7

STRATEGY 4.8

Support international students through a range of academic transition programs that enable students to participate fully in the KPU community of learners.

Foster a culturally and globally aware curriculum, being prepared to meet the needs of an international workplace, whether in Canada or internationally.

Recognize that international students are an asset to KPU and regional communities, enhancing the classroom experience through a rich exchange of experiences and ideas.

Build new and strategic academic pathways and program offerings.

Develop and implement a streamlined application process.

Nurture an increased diversity in KPU’s international student body.

Develop an enhanced international advising model to optimize the effectiveness and efficiency of advisory services for international students.

Establish an international student emergency fund.


INDIGENOUS PARTICIPATION AT KPUOver the past four years, KPU has expanded both the scope and the depth of its involvement with local and regional indigenous communities. We support and embrace the Calls to Action from the Truth and Reconciliation Commission. As we undertake an authentic indigenization of our educational delivery we do so understanding that this is a gradual and carefully laid out process encompassing the centering of indigenous knowledge and teaching methods in classrooms, developing and offering programming in indigenous languages and meaningful exchanges of knowledge and tradition. We acknowledge we must continue to make tangible efforts to decolonize our approaches while enabling the resurgence of indigenous agency in our learning activities. To do so we will actively seek the wisdom and experience of local indigenous knowledge keepers, leaders, First Nation communities, and indigenous organizations to help direct our efforts towards genuine ways to increase indigenous participation and education at KPU. We are dedicated to true partnerships, ongoing communication and consultation with the local indigenous communities on whose lands our university is located as well as with local community-based and grassroots indigenous organizations. As a start, we have produced online modules to promote an understanding of indigenous cultures to enhance our faculty, staff and administration’s capacity to work with indigenous students and their diverse communities and to enhance our capacity to provide appropriate support to indigenous students.

KPU campuses are situated on the traditional territories of the Kwantlen, Katzie, Semiahmoo, Tsawwassen, Kwikwetlem, Qay’qayt and Musqueam First Nations and we share program delivery offerings with the Squamish First Nation. Of all our campus municipalities, Surrey has the largest urban indigenous population in British Columbia. Of note, 59% of the indigenous population in our KPU region does not currently have any post-secondary education. Recognizing a strong need to improve higher learning for indigenous learners, we are committed to post-secondary education being fully accessible and to jointly exploring how the university can significantly support local indigenous communities’ educational needs. We strive to prepare our next generation of citizens and community leaders whose work will enhance local, national and international partnerships, organizations and various indigenous and non-indigenous cultural communities. KPU learners will have access to programs and courses that explore social justice in indigenous local/global contexts. This includes learning about the diversity of indigenous knowledge, cultures, languages, histories, justice systems, laws, governance, and community structures.

Through genuine consultation and rigorous development KPU will provide a culturally-safe and welcoming destination for indigenous learners in our region. The university prioritizes being a supportive and comfortable place connecting with and learning from indigenous peoples and their respective ways of knowing.

Our indigenous strategy will be focused on four key areas that will enhance current practices and identify new actions which will:

• create university-wide awareness of indigenous perspectives, cultures, traditions, histories and ways of knowing among allmembers of the university community.

• build a welcoming and supportive place to significantly increaseenrolment and participation of indigenous students at KPU,

• enhance services and support for indigenous learners at theuniversity.

• leverage the value indigenous ways of knowing can contribute toour overall educational mission.

Goal 5: Increase indigenous participation at KPU

STRATEGY 5.1

STRATEGY 5.2

STRATEGY 5.3

STRATEGY 5.4

STRATEGY 5.5

STRATEGY 5.6

STRATEGY 5.7

Engage a manager of indigenous services.

Expand exposure of territory acknowledgment.

Provide cultural training to staff, faculty, administration, students and alumni.

Maintain an active Indigenous Advisory Committee.

Encourage the development of indigenous language courses.

Strengthen the organizational structure to support current KPU indigenous students and establish indigenous learning communities.

Enhance relationships with local First Nations and indigenous peoples and organizations.


How else can we support student success? Open Education at KPU encompasses diverse activities that support program areas and lead the development of innovative global education initiatives. We encourage and emphasize new ways our faculty engage with colleagues world-wide in innovative knowledge-practice networks to improve the learning experience. Through this approach we serve as a model for the way our graduates will engage with their own professional and practice communities.

Significant actions that directly support students include the creation, adaptation, and adoption of open textbooks and other open educational resources that make paying for an education less challenging and more affordable. Our Open Education activities also promote the use of just-in-time learning strategies, the design of renewable assignments and other open pedagogies, the sustainable growth of the popular Zed Cred courses being offered,

and the development of courses and programs related to KPU’s partnership in the Open Education Resources network (OERu). KPU maintains essential links within the internal community that include the Open Education Working Group, the KPU Library, and Deans Council among others. Our Library services are nimble and being repositioned to meet the new demands of instructors transitioning to the principles of Open Education.

Our external outreach and collaboration with organizations such as BC Campus and the international OERu network helps nurture our growing reputation as a leader in this sector. This internal and external momentum sends a clear message to the higher learning community that we are committed to affordable education and to crafting new ways to enable learners to realize their ambition and career plans.

OPEN EDUCATION

Goal 6: KPU becomes an international leader in Open Education research and practices

STRATEGY 6.1

STRATEGY 6.2

STRATEGY 6.3

STRATEGY 6.4

STRATEGY 6.5

STRATEGY 6.6

STRATEGY 6.7

STRATEGY 6.8

Support the adoption of open educational resources across all Faculties & Schools through education, training & support, system & role integration, and recognition.

Support the development, growth, and effective marketing of additional Zed Cred programs.

Develop a publishing infrastructure and systems to support the creation and adaptation of open educational resources.

Articulate OERu courses and offer an exit credential to the OERu network.

Establish targeted Open Education initiatives to attract working adults seeking to pursue post-secondary study and provide program completion encouragement and alternatives for adult learners.

Provide training and support for faculty to embrace open pedagogies.

Develop an institutional open education policy.

Embed and enhance e-portfolios that reflect open education strategies and acknowledge the added value of global open education practices.

KPU Tech has a long history of innovation in teaching and curriculum. The Faculty of Trades and Technology now stands poised to reap the benefits of an economy built around STEM specializations and other advances in technical systems and digitization. As industries and municipal policies evolve to more advanced and dynamic processes, employers will need more talented people, especially those grounded in the wide array of technological skills, to mobilize a rapid digital transformation. Industry leaders have signaled a desire to engage with post-secondary institutions in the development of emerging curriculum content and currency.

KPU Tech will meet these labour market challenges of innovation through an expansion of its trades and technology offerings. We will continue to build a solid core of Red Seal trades while also enhancing the employability of learners through bridging programs that recognize vocational credit within an academic credit framework. In short KPU Tech will train a well-prepared workforce with enhanced technical skills to match an equally dynamic industry innovation agenda. As we move forward from the specific competencies of any given trade to an even more overarching set of skills that can be deployed across various occupations KPU Tech will bridge vocational and undergraduate credit while introducing new value-added training and training delivery options.

BRIDGING TRADES AND THE ACADEMY

Goal 7: To enhance the employability of Trades and Technology apprentices and foundation program graduates.

STRATEGY 7.1

STRATEGY 7.2

STRATEGY 7.3

STRATEGY 7.4

STRATEGY 7.5

STRATEGY 7.6

To enable learners to ladder from apprenticeship trades training to undergraduate programs.

Enhancing the renewal of pedagogical techniques to address a wider base of competencies.

Encouraging a leap forward in providing hybrid, online, and micro-credential delivery.

Harnessing KPU’s digital transformation and technological data literacy to support and enrich the student experience.

Promote a direct connection to industry through Professional Advisory Committees and professional/trades associations.

Revitalize our approach to developing research across all trades and technology disciplines.

GRADUATE STUDIES AT KPU


Building on the successful and solid foundation of our undergraduate programs we will pursue graduate programs that will transform KPU into a more comprehensive institution and expand the level of higher education learning available in our region. Through rigorous and relevant graduate degree offerings we will provide undergraduate students an opportunity to continue their career journey across our campuses and fields of expertise. Graduate programs will offer many members of our own workforce a path to upgrade their credentials through innovative new graduate degrees at KPU.

Over the tenure of this Academic Plan 2023, the university will consult, plan and establish a central office to administer graduate programs and work with all Faculties to develop and launch new unique graduate programming capable of further differentiating our unique offerings in the regional post-secondary sector. Simultaneously, KPU will provide for the further professional development of faculty and staff to address their specialized roles as graduate advisors and support. We will design and establish unique learning spaces and services targeted to meet the needs of graduate students.

Graduate programs will be informed by our proposed developments in research and by our advances in teaching and learning. Graduate programs as a rule fuse research and learning in a symbiotic relationship that elevates the learner experience and deepens the knowledge exchange. Graduate programs at KPU, including Master’s degrees and Graduate Diplomas, will expand our scope and depth as a unique polytechnic teaching university.

There is ample evidence of a growing market for professionals with specialized trained in a variety of the disciplines taught at KPU. By embarking on the establishment of KPU-made Graduate studies, we will consolidate our position as a regional, rigorous, post-secondary institution capable of delivering a well-rounded, highly trained, and globally competent graduate.


PREPARING KPU FOR THE BRITISH COLUMBIA K-12 CURRICULUM TRANSFORMATIONPost-secondary institutions in British Columbia are immersed in preparing for the arrival of graduates of the BC new high school curriculum in 2020. Over the next two years KPU will develop orientation modules and training to prepare faculty and to familiarize them with the changes in the new curriculum. While the content of that curriculum does not deviate from current content the manner in which young students engage with that content may be new pedagogical territory for post-secondary instructors across the province.

Our opportunity is to devise and enable a seamless transition from high school to university. This will require an understanding of the manner in which students coming out of this curriculum will have had an opportunity to be agents of their own learning paths and able to have more of a say in what they wish to explore throughout their educational journey.

The new curriculum aligns well with university methods and standards that nurture an ability to research, analyze, synthesize and communicate. Theoretical, technical, social and personal competencies, core elements of our overall polytechnic university learning approach, are central to the new K-12 curriculum. We must build bridges across this educational transition to university while providing a framework and pedagogical tools to allow for a smooth transition that may enhance renewal of our own delivery models.

KPU educators are driven to excel. Through the ongoing and dynamic support of our Teaching and Learning Commons we will unleash an active program of professional development with a special emphasis on reinforcing faculty capacity to embrace and help shape BC’s pedagogical future.

Goal 8: Prepare KPU for the incoming graduates of the BC K-12 new curriculum

STRATEGY 8.1

STRATEGY 8.2

STRATEGY 8.3

STRATEGY 8.4

STRATEGY 8.5

STRATEGY 8.6

STRATEGY 8.7

Future KPU students will express their achievement in new and diverse ways.To continue to lead in this field, KPU will review its approach to university admission.

KPU’s polytechnic and applied focus will be increasingly important as these values become more prominent in K-12 education. The university will support professional development on competency- and e-portfolio-based teaching and learning.

KPU will review programs in light of the changing educational climate in order to maintain currency. Opportunities to increase and recognize co-curricular and extracurricular learning will be a central feature of 21st century education.

KPU will embed best practices in e-portfolio training and development to enhance the practice of assessment, facilitate admissions and provide powerful tools for learners to successfully demonstrate their learning to future employers and graduate admissions.

We will dismantle boundaries between faculties, and between academic and vocational programming to enable a more permeable flow between areas. Students educated in a system oriented to problem solving such as the BC K-12 curriculum should not expect walls between trades and undergraduate study.

New digital support systems will be established to help students and faculty collect and curate work and assessment feedback that transcends individual courses.

KPU will continue to promote the recognition of prior learning, and learning undertaken outside of the formal classroom.

Goal 9: To offer Graduate Studies at KPU

STRATEGY 9.1

STRATEGY 9.2

STRATEGY 9.3

STRATEGY 9.4

STRATEGY 9.5

STRATEGY 9.6

Establish an administrative unit to manage graduate education at KPU in 2018.

Engage the Faculties and Institutes in the development of unique and differentiated graduate diplomas, graduate certificates and Masters degrees.

Launch the new program development governance process for new graduate studies in 2018.

Activate Faculty workgroups and Senate Standing Committee on Academic Planning and Priorities to develop programming, programming standards and credential qualifications.

Launch first Master’s program at KPU in 2021.

Establish a Graduate Commons as an extension of the Office of Graduate Studies by 2021. This unit will house a variety of academic service areas that will provide instruction and support around the specific academic needs of graduate students including citation management; in-depth literature reviews; the Learning Centre; thesis writing strategy; and grant writing.


THE STUDENT OF THE FUTUREwe will be an institution where new and emerging learning methods are matched by an emphasis on delivering in multiple modes on multiple platforms and in multiple time frames. Our Faculties, our library and our learning supports will promote education and research at the intersection of thought and action through a supportive, catalytic and quality-focused mentorship of learning.

QUALITYprograms will maintain currency, exhibit high standards of academic rigor and feature educational evaluation standards fully accountable to the learning community and funders. Our libraries and learning centres will stimulate learners to probe depth, method and academic rigor.

PRAGMATISMour programming will evolve with the changing times; programs will feature outcomes that speak to future-focused thinking; teaching methodologies will reflect the very best ideas emanating from external and internal dynamic learning environments.

EXPERIENTIAL LEARNINGwe will commit to providing every graduate with an experiential education opportunity during the course of their education at KPU.

A PEOPLE-FIRST APPROACHacademic, developmental and trades/technology training will be centered on the individual and her/his potential. Our dealings commence at the level of the person and follow through to their integration into our community. We will promote a culture of academic integrity and excellence made possible by helping our instructors and students achieve their learning and research goals with the full collaboration and support of our dedicated staff and administration.

DIVERSE TEACHING METHODOLOGIESKPU will provide instructors with a range of learning environments, and access and training in current and emerging leading teaching practices.

DIGITAL READINESSwe will continue to advance our existing classroom technologies while enhancing all teaching modalities including face-to-face, flexible, hybrid and online learning environments.

INTEGRITYour classroom, lab, shop and online offerings will be carried out in a respectful, coherent, and fair manner.

A FORWARD-THINKING FRAME-OF-MIND at KPU innovation and creativity will remain embedded in our ethos.

ACCOUNTABILITYour programs will aim towards the most efficient use of our capacity, and will be answerable to government, industry, NGOs, taxpayers and the general community.

We stand firmly behind our educational mandate and commit to program and course delivery with a particular focus on:

KPU’S WORD


Squamish First Nation

Council Office

Tsleil-Waututh First Nation

Council Office

MusqueamFirst Nation

Council Office

TsawwassenFirst Nation

Council Office SemiahmooFirst Nation

Council Office

KwantlenFirst Nation

Council Office

KatzieFirst Nation

Council Office

KwikwetlemFirst Nation

Council OfficeQayqaytFirst Nation

Council Office

Squamish Trades &Training Centre

RichmondFarm School

Garden CityFarm School

TsawwassenFarm School

DSD Farm RootsMini School

PhoenixEducation Centre

WorkBC Centre

KWANTLEN POLYTECHNIC UNIVERSITY

Burrard Inlet

Strait ofGeorgia

BoundaryBay

Fraser River

0 10 205 km

KPU Academic Plan 2023 - Draft Map E ver 5 - Parthi Krishnan 4 June 2018

WhiteRock

Delta

New Westminster

Burnaby

NorthVancouverWest

Vancouver

Port Moody Port

Coquitlam

Coquitlam

Richmond

Vancouver

Surrey

Langley

MapleRidge


ACADEMIC PLAN 2023 TIMELINE

• Final Consultations• Approval of Academic

Plan 2023• Develop implementation

process

• Launch Academic Plan 2023

• Launch new Faculty of Trades and Technology credit framework

• Outline adult learner strategy

• Activate educational technology transformation

• Appoint administrative leader Indigenous Student Services

• Teaching, Learning and Scholarship Strategy and Action Plan launched

• Open new Office of Research and Research Services

• Approve KPU Intellectual Property Policy

• Open Office of Graduate Studies

• Announce KPU International enrolment strategy

• Appoint new Associate Vice Provost Open Education

• Announce new admissions process pilot for K-12 Curriculum

• Ensure UDL principles adopted in all classroom and education programs

• Begin transformation of University libraries into student engagement Commons

• All Faculties to develop corresponding plans, goals and strategies aligned to Academic Plan 2023

• Launch new indigenous cultural competencies modules

• CourseLeaf Scheduling Management solution launched in January 2019

• Roll out of a Mental Health Strategy

• Introduce KPU-wide badging and micro-credential framework

• Begin implementation of KPU Indigenous Strategy

• Enhanced applied research participation in BCTECH Summit 2019

• Mount KPU Institute’s forum and showcase event

• Implement new KPU International enrolment strategy

• Launch new KPU International field schools

• Install new indigenous artwork and signage

• Host Open Doors Open Minds forum

• Propose new Zed Cred programs

• Develop institutional open education policy

• Submit new Bachelor of Technology in Trades Innovation to Governance

• Host professional advisory committees forum at KPU TECH

• University to establish new admissions process to respond to K-12 new curriculum

• First Masters programs proposals to Governance

• KPU’s new 2019/20 Academic Calendar is launched in June 2019

• Richmond campus renovations and reassignment of space complete

• Implementation of a Credential Framework for KPU for the 2019/20 academic year

• Implement new Zed Cred programs and expand open textbook availability

• Propose OERu credential• KPU to embed new

e-portfolio training to enhance assessments and admissions

• Launch KPU Graduate Certificate in Sustainable Food Systems and Food Security

• KPU to undertake AEST Quality Assurance Audit

• Improvement of the student experience through Phase two of the Banner 9 upgrade. This will be ongoing throughout 2019-2021.

• Launch advanced indigenous cultural competencies modules

• CourseLeaf Curriculum Management solution launched in January 2020

• All Faculties to adopt newly aligned education/academic plans

• KPU to propose new programs and courses to enhance diverse learner access

• Formalize a multi-school district/KPU action plan to integrate learning objectives, competency-based learning, e-portfolio

• Submit Graduate programs to Degree Quality Assessment Board

• University Library to establish Graduate Commons

• First report to Senate on Academic Plan 2023 impact

• CourseLeaf Online Class Search solution launched by July 2020

• Launch new Bachelor’s Degree in Trades Innovation registration

• Launch KPUs inaugural Masters programs registration

• Mid-Academic Plan Forum

• Establish a Graduate Commons as an extension of the Office of Graduate Studies by 2021

• Begin consultations on establishment of Institutional Learning Outcomes

• Review strategies of Academic Plan 2023. Recalibrate strategies to respond to any significant internal or external environment changes.

• Introduce updated or new strategies for Academic Plan 2023

• Submit revised Academic Plan 2023 to Governance

• All KPU programs to provide students with an experiential education opportunity

• Complete transformation of KPU Libraries to four distinct Learning Commons

• KPU celebrates 40th Anniversary

• All KPU classrooms equipped with state-of-the-art teaching technologies

• KPU to propose three new indigenous programmes

• Begin developmentof KPU Institutional Learning Outcomes

• Launch consultationsfor new Academic Plan

• Present AcademicPlan 2023 Finalreport

• Submit newAcademic Plan toGovernance forapproval

SPRING/ SUMMER 2018

FALL 2018 – WINTER 2019

SPRING/ SUMMER 2019


SPRING/ SUMMER 2020

SPRING/ SUMMER 2021

SPRING/ SUMMER 2022




SPRING/ SUMMER 2023

One of the most significant undertakings in the course of my work at KPU has been to have the opportunity to be able to discover and respond to the pulse of an entire university community. The privilege of meeting, discussing, and sharing stories and anecdotes with long-time and recent KPU community members has re-affirmed my understanding of our complexity and my appreciation for the passion that underscores our calling. As Provost and VP Academic at KPU, I have had the honour to lead this process and to have had the privilege of shaping and sharing a community’s aspiration with our internal and external audiences.

The collective effort of assembling and discussing this Academic Plan 2023 would not have been possible without the trust and authenticity that our community brought to the many gatherings and events leading to this plan.

Given the scope of participation and direct involvement in the plan preparation, it is both interesting and important to acknowledge just how we got here:

Here are some statistics:

Beginning in October 2017, KPU hosted 64 department meetings, representing 83 departments across all university Faculties and Schools.

In addition, the Academic Plan was presented, discussed, edited and reviewed through the assistance of Academic Council, the Polytechnic University Executive, the Senate Standing Committee on Governance, the Senate Standing Committee on Academic Planning and Priorities, Senate, the Provost’s Office, the Kwantlen Student Association, the KPU BCGEU office, the Kwantlen Faculty Association, the Office of Teaching

and Learning, Office of the Vice Provost Students, Office of Student Affairs, the Office of Research and Scholarship, the Special Assistant to the Provost on Open Education, select working groups at the University Library, the Learning Centres, the Office of Indigenous Services for Students, KPU International, the K-12 Curriculum Transformation group, the Institute for Sustainable Horticulture, the Institute for Sustainable Food Systems, and KPU Elder in Residence, Lekeyten. Trusted external reviewers and sectoral partners also brought their wisdom and perspective to this academic endeavour. In addition, members of the KPU community were able to regularly contribute throughout the development of the plan through our Provost and Vice President Academic SharePoint site.

The Academic Plan 2023’s attractive visual presentation was designed and produced by graphic artist and KPU Marketing Services Production Specialist Camille Souliere under the guidance of Nicole Lotz, KPU’s Manager, Marketing and Brand Strategy and Joanne Saunders, KPU’s Executive Director, Marketing and Recruitment.

Dr. Parthiphan Krishnan from our Geography and the Environment department in the Faculty of Arts generously designed our regional map.

A very special thank you goes out to the Confidential Assistant to the Provost, Linda Krenz for her organizational, operational and editing assistance in planning and scheduling our events and the final document.

A warm thanks to the hundreds of KPU community members for making this a truly collective effort and an exciting launch into our promising future.

ACKNOWLEDGMENTS

kpu.ca©2018 Andrew Latreille. All rights reserved.

Teaching,Learning&ScholarshipStrategy&ActionPlan–S.Chu 1

KPU’sTeaching,Learning&ScholarshipStrategy&ActionPlanNovember27,2017

ThisdocumentoutlinesKPU’sproposedTeaching,LearningandScholarshipStrategyandActionplanforthenextfiveyears(2018-23).Byinvestinginthisstrategyandplan,wewillcreateanenvironmentforKPUeducatorsandlearnerstoflourish,succeedandthrive,makemoreefficientandcoordinateduseofKPU’slimitedresourcesandleveragetheopportunitiesprovidedthroughKPU’suniquedesignationasapolytechnicuniversity.Whyisthisimportant?Timesarechanging.ThestudentbodyatKPUisincreasinglydiverseandwiththeK-12transformation,shiftsinourperspectivesandapproachesarerequiredtoaddresspresentandfuturestudentneeds.Learningenvironmentsareextendingsubstantiallybeyondthetraditionalclassroom.Studentshavemoreoptionsfortheirpost-secondaryeducationandotherBCteachinguniversitiesareestablishingtheirnichestherefore,weneedtoidentifyandimplementthemostplausibleapproachestoensureourongoingsuccess.KPUhastheopportunitytotakeadvantageofourpolytechnicuniversitystatusandstrengthenourreputationanddifferentiateourselvesfromotherpost-secondaryinstitutions.InadditiontointernalexpertisethatcanbeleveragedtoKPU’sadvantage,manyofourexistingprogramsandcoursesareassets.Theory,practiceandcommunityareintegralcomponentsofourstudents’successandmemorableexperiencesaswellasthebroadrangeofeducatorsatKPUrangingfromacademic,tradesandindustryexperts.Expertteachersactivelyworkontheirteachingthroughvariousformsofprofessionaldevelopmentincludingparticipatinginprofessionallearningcommunitiesofpeersthatareresearch-informed.ResearchandparticularlyappliedresearchareimportantformanyKPUfacultyandofferimportantconnectionstoexternalcommunitiesandexperientiallearningopportunitiesforourstudents.Scholarshipwhichincludesresearchinone’sdisciplineandscholarlyinquiryintoone’steaching,isameansforfacultydevelopment.Thisinturn,benefitourprogramsandstudents’experience,reinforceKPU’svaluesofcontinuousenrichment,excellenceandinnovationandsynergisticcommunityrelationshipsandsendamessagethatscholarshipisvaluedandrecognized.Educationalresearchhasproventhatstudentachievementandsuccessimprovewhenintegratedapproachestoprogramplanning,teachingandassessmentareexplicitlylinkedtoevaluationsofteachingquality,coursesandprograms.Thus,alignmentbetweenstudents’evaluationsofcourses,facultyperformanceguidelines,availablesupportsandguidancetofaculty(e.g.teachingportfolios,PDplanning)andprogramreviewwillpositivelyimpactourstudents’experiences.TheseactivitieswerealreadyexpectedtooccurwithinthenextfewyearsatKPU,socoordinationandanintegratedplanwouldbolsterourintentions.Perhapsmostimportantly,thereiscurrentlyadesireandenergybyKPUeducatorstoparticipateinadvancingKPUandourstudents’experiencesandworkalong-sidewithcurrentadministrativeandgrassrootsleadershipatKPU.ChickeringandGamson’s(1991)sevenprinciplesforgoodpracticeofundergraduateeducation,students’levelofsuccessispositivelyrelatedtohavingintegrated,expertlytaught,supportedlearningenvironmentsthatengagetheminactiveandhighimpactlearning.KPUhastheopportunitytostrategicallyplanthelearningenvironmentswewouldlikeforourstudentsinconjunctionwiththeprofessionaldevelopmentofteaching.Byprovidingeffectivenetworksofsupportandaligninginstitutionalplanstointegratewithteachingandlearning,studentsandacademicstaffcanexperienceandexhibitgreatersuccess.Goals

1. AdvanceKPUeducators’abilitiestodesignandofferlearningenvironmentsthata)meettheneedsofandleveragesstudentdiversityand,b)employstheopportunitiesaffordedtolearning,today.

2. Supportthedesignanddeliveryofmorecreative,experientialopportunitiesanddistinctiveprogramstoourstudentsinordertoaddresschangingtimes,maintainrelevancyandelevateourofferings.


3. Fosterastrongercultureandcommunitiesaroundteaching,learningandscholarshipthatrecognizesKPU’svaluesofcontinuousenrichment,excellenceandinnovationandsynergisticcommunityrelationships.

ActionPlan2023PillarsToachievetheaforementionedhigh-levelgoals,theTeaching,LearningandScholarshipActionplanproposedfourpillars:1. Diversityrecognizestherangeofconsiderationseducatorshavetodaytoexcelinteaching;diversityofour

studentpopulationandtheirneedstosucceed;varietyoflearningenvironmentstobestmeetlearningoutcomes,accessandexpectationsaboutcurricularoptions;andKPUinfrastructureandproceduresthatneedtoembraceandsupporttheaforementioneddiversity.

2. Qualityalignswithcontinuousenrichmenttowardsteachingexcellence;KPU’smetricsforstudentsuccess

(e.g.completion,satisfaction);andreliesonintegrated,institution-widestrategicplanninganddevelopmentofstandardstoeffectivelyandefficientlyresourceandestablishappropriatelearningenvironmentsforourstudents’experience.

3. Connectionpertainstointeractionswithothers,recognizingthattoexcelinblendingtheoryandpracticeand

providingrelevantlearningexperiencesforourstudents,membersofourcommunityrequireinteractionwithinandoutsideofKPU.Intentionalconnectionswillbesoughttoprovidestudentswithmorelearningopportunities,educatorstoadvancetheirteachingexcellenceandscholarshipandstudents,educatorsandstafftoshowcasetheireffortsandenhanceKPU’sreputation.

4. DistinctivenessbuildsonKPU’sstatusastheonlyPolytechnicUniversityinCanadaandourprograms,

experiencesandpeople.Thisconsistsofequippingtherangeofeducatorswithtrainingandopportunitiestoadvancetheirteachingpracticeandleadership,specializedprograms(e.g.AdvancedManufacturing,TraditionalChineseMedicine,Brewing)andtheuniqueopportunityweprovidelearnerstoengageinscholarshipandfaculty-ledresearch,formoreholisticexperiences.Foraparticularareaofdistinction,acentreorinstituteforexemplaryeducationalpracticesmaybecreated.Thiswouldgrowandshareourinternalexpertisewiththebroadercommunity,enablescholarshipandresearchandgeneraterevenue.

Foreachofthesepillars,fourstakeholdergroups/fociareashavealsobeenidentifiedinthefigureonpage3.


AimsforthisPlan

A.EDUCATORS

B.STUDENTS

C.LEARNINGENVIRON-MENTS

D.INFRA-STRUCTURE/INNOVATION

1.Diversity

Discipline-specific,K-12,indigenization,internationalization,

&emergentpractices.

Inclusion&conditionsfordiversestudentstoflourish

&succeed

Classroom,blended,online,off-site,

flexible

Courseofferings,environments,waysofteaching,learning,

curriculum

2.Quality

Programreviews,Performance

guidelines,studentevaluations,teaching

excellence

Learning&programoutcomes, success&satisfactionmetrics

Seamlesssupport,functional&appropriate

KPU-widestrategicplans(e.g.

instructionalspace&standards)

3.Connection

Inone'sdiscipiine,@KPU,&externalcommunitiesabout

T&L

Withincourse,University,

community,globalcitizenship

Community-,industry-,research-

based

Synergybetweenteaching,learning&scholarship/research

4.Differentiate

CPS,staff,faculty,instructors

Specializedprograms

Scholarship&researchenriched

experiences

Centres/Institutes forexemplarypractices.

Supportandenableteachingexcellenceandtheuseofresearch-informedteachingpractices.

Integratestructuresandresourcestosupportteachingexcellenceandengagedlearning(procedures,plans,governance).

EquipeducatorswithskillsandknowledgeandfurtherdeveloptheirteachingexpertisethroughtheEducator'sFrameworkandscholarship.

Assisteducatorstocreatemoreopportunitiesforfaculty-led,studentengagement inactivelearningandexperientiallearning(applied,research,community-based, etc.)

Provideabroaderrangeoflearningenvironments(field,community)andadvanceourclassroom,blendedandonlinelearningenvironments.

Activelyestablishcommunitypartnershipsinrelationtoteaching&learning(forinfrastructure,learningopportunities,resources).

Leverageandbuildoninternalexpertise(e.g.centresofleadership/excellence).


Timeline,Goals,Actions&ResourcesNotes:1.Forallactionsbelow,facultyandothereducatorswillbeactivelyinvolved.2.SpecificgoalsandrelatedmetricswillbeestablishedinthenewyearnowthattheSeniorManager,EducationalDevelopmentisonboardandnewTeachingFellowsstartinJanuary.2018/19# Goals Actions Owners Comments1 Establishprocedures

andprocessesthatsupportcontinuousenrichment&relatedinput&evaluation

Sponsornewstudentevaluationofcourses&teachingproject

VPTLS,IAP,Faculty

SponsoredbyT&LSenateSub-committee

Ensurestandardquestionsareaskedannuallytoobservechanges(e.g.T&L,IAP,ITsurveys)&informplanning.Establishmetricstoexaminechange.

TLC,IAP,IT

2 Provideopportunitiesforeducatorstocreate,experiment&pursueteachingexcellence

EstablishaKPUEducators’Frameworkthatconsistsofcorefoundation,skills,currenttopics,edtech/media,diversity&inclusion,scholarship(SoTL&discipline-specificlinksbacktoteaching&curriculum)*

VPTLS&TLC

Forfaculty/instructors,opentoallKPUeducators(staff&CPS)

Assisteducatorswithmakingbetteruseofexistingtechnologies&toolsatKPU(pedagogicallyinformeddecisions)

TLC,F/D

Facultyassociates

Createfoundationalportionoftheprogramw/existingresources(internal&local)&priorityareas(e.g.K-12,UDL,internationalization,openeducation)

TLC Bringinlocalexpertiseoninternationalization.BuildfromSoB’spilots/projects.

Offerphase#1ofacomprehensiveEducator’sFrameworkforteachingexcellence

TLC Facultyassociates

Seeklocal/regionalarrangementsforsubsidizedexternaldevelopmentopportunities

VPTLS e.g.BCcampus,UFV,Langara

Establishbasicedmediaspacesforeducatorstocreatetheirownmedia(e.g.forflippedclassrooms–3Civic,A2410?)

TLC Needspace&funding.Timelyw/newbuildings?

SupportteachingexcellenceintheTradesbyassistingwiththeAdvancedManufacturingprogram&localopportunities

F/D,TLC

EdDeveloper

Identify&draftplannecessaryservices&supportsforgraduatestudentteaching&supervision

AVPA,F/D,VPTLS

EstablishabusinesscaseforaCentre/Institute. VPTLS Scholarship,research,bestpractices,training

3 Improveeducators’accesstoinformation,opportunities&support

CreateacentralizedhubforKPUeducators(Commons’websitewithlinks)

TLC Communications

NewFacultyOrientation/Community TLC VPTL Provide1:1supporttoeducators,programsor

departmentsatallcampusesonteaching,PD/teachingcareerplanning,coursedesign,learningtechnology,etc.

TLC,F/D

Needspace@campuses;studentassistantsLeverageinternalexpertisew/IF/D


# Goals Actions Owners Comments Establishpilotprograms(newfaculty,mentorship,

teachingtriads,teachingportfolios,etc.)TLC Willinformfuture

phasesofprogram4 Improvethequality

ofKPU’steaching&learningenvironments

Implementthefirstphaseofauniversity-widestrategicplanforinstructionalspace&standards(i.e.FIRBuilding,FlexibleClassroomsinLangley&Richmond)

TLC,IT,FAC

Capitalfunding

EstablishActiveLearningclassroomsforeducators’experimentationandscholarlyinquiryintotheirteaching

VPTLS,TLC

Providetraining,supportandcourseredesignassistancetomakeuseofKPU’slearningenvironments

TLC

Startidentifyingpossiblealternatedeliverymodels&necessaryinfrastructure

VPTLS

Establishpolicies&proceduresfornewlearning&teachingenvironments(e.g.facultyequipment,apps&peripherals)

TLC,FIN,IT,

5 Increasetherangeofexternallearningopportunities&environmentsforstudents

Explorecommunity-basedpartnershipstoexpandT&Lenvironments&connectionforstudents

VPTLS

6 Increasestudents’success&completionrates

Establishmetricstodemonstratetheimplicitimpactofsupportingteachingexcellence

VPTLS,IAP

7 Offermoreopportunitiesforeducatorstoconnect&acquirepeer-support

Increasedepartmental,campus&University-levelactivities/eventsonTLS

TLC Communications&eventsperson

8 Furtherdevelopformsofengagedscholarship

Providesupport&consultationforSoTL TLC,LIB,ORRS

Grants

Increaseopportunitiesforfacultytolinktheirteaching&scholarshipthroughpilots(e.g.teachingabroad)

VPTLS,INT

Assistprograms&educatorstohelpstudentsintegrateresearch&experientiallearningintotheirwaysofknowing

TLC,ORRS

Communicateresearch-informedpracticesandscholarlyactivity(e.g.TLSnewsletter)

LIB,TLC,ORRS

Communicationsperson.

9 Creategovernancestructuretoprovideoversight&adviseonTLSdirections

FormappropriateSenatecommittees,Facultycommitteesandrelatedprocedures

SEN Inprogress.

Establishinitialprocesstoensurethatstructuressupportingacademicprogrammingarestreamlined,coordinatedandmonitored.

VP

10 Increaserecognition&celebrationactivities

Ensureapositiveandengagingenvironmentthatrewardsandrecognizesachievements(students,educators&staff)

VPTLS,VP

Communications.

LegendTLC=Teaching&LearningCommonsstaffwhichincludesTeachingFellows&FacultyAssociates;VPTLS=ViceProvostTeaching,Learning&Scholarship;F/D=Facultyand/orDepartments;FAC=Facilities;IAP=InstitutionalAnalysis&Planning;IT=InformationTechnology;LIB=Library;REG=Registrars;INT=KPUInternational;ORRS=


OfficeofResearch&ResearchServices;AVPA=AVP,Academic;FIN=Finance;SEN=SenateCommittees;VP=VicePresidents.*KPUEducators’Framework:Educateandincreaseawarenessabouthowstudentslearn,differentpedagogiesandstrategies,differentstudentgroups(indigenous,intercultural,withdisabilities),discipline-specificapproaches/research-informedteaching,educationalmedia,learningtechnologies,openeducation,experientiallearning,programandcoursedesign,anddeliverymodels.2018/19Budget(seebudgetpresentation)CapitalBudget:AdditionalRequestLearningenvironmentsupgrades(classrooms,onlinetechnology):InFacilities&IT’sbudgets.

• MeetinginNov.(Note:atUNFVandVIU,theirT&LCentresplanandreceivefundingforupgrades,notcentralfacilitiesorIT)

• FundingforActiveLearningClassroomsateachcampus2019/20to2022/23Dependingonthedraft2018/19planandrelatedbudgetallocation,Vision2023andAcademicPlan2023,detailsfortheremainingyearswillbefleshedout.Initialthoughtsinclude:Ongoingannualreviewofthedocument,refreshandcourseredirectionasneeded.Someofthisdependsontheexternalenvironment(funding,etc.)

• Furtherenhancedevelopmentprogramsthatadvanceteaching,scholarshipandleadershipskills.• Assisteducatorswithexternalrecognition(nominating&promotingeducatorsfornationaland

internationalawardsandrecognition).• MoreadvancedEdMediadevelopment,support&trainingwithequipmentandspace(anticipating

changestoLearningTechnologyManager).• Createeducationalmediaroomsforeducators:Computer,equipment,softwareandroomsneeded.• Establishanewtechnologyplayarea(likeanAppleStorewhereeducatorstrynewtechnologiesandapps)• EstablishCentres/InstitutesofExemplaryPracticestobringresearchers,scholarsandeducatorstoengage

ininstitutes/trainingtoelevatetheirteachingpractices,engageinresearchandscholarshipandshowcaseinternalexpertise.

• Workingwithothers,developagraduateprograminteaching&leadingleadership.ReferencesChickering,A.W.,&Gamson,Z.F.(1991).Applyingthesevenprinciplesforgoodpracticeinundergraduate

education.NewDirectionsforTeachingandLearning,47.SanFrancisco:Jossey-Bass.

SENATE Agenda Item: 6.2 Meeting Date: Thursday, October 11, 2018 Presenter: David Burns

1 / 2

Agenda Item: Teaching & Learning Responses to Pathways Data

Action Requested:



N/A




In Spring 2018, the SSC Curriculum requested that data be collected regarding student achievement in Pathways courses. The information was intended, inter alia, to inform discussion of Pathway standards at the Senate level.

In the September meeting of SSC Curriculum, data were presented identifying student success levels in Pathway courses. These data were referred to SSC Teaching and Learning.

Key Messages: The Teaching & Learning Committee has been asked to identify ways in which the DFW (letter grades of D, F or Withdraw) rates could be reduced through pedagogical intervention.


N/A


2 / 2

Consultations: 1. SSC Curriculum 2. Institutional Analysis & Planning

Attachments: 1. Pathways Audit Package

Submitted by: David P. Burns




Summary

LIST OF UG COURSES FOR PW 1 / 12

Pathway 2 English ProficiencyStudents with Pathway 2 English proficiency may choose from the following undergraduate courses.FACULTY COURSE COURSE TITLE CREDITS NOTESBusiness BUQU 1130 Business Mathematics 3 credits okBusiness BUSI 1110 Fundamentals of Business in Canada 3 credits okBusiness CBSY 1105 Introductory Computer Applications 3 credits okBusiness CMNS 1110 Fundamentals of Business Communication 3 credits Not enough International PW takers in AY 2015-16 & 2016-17Business CPSC 1100 Introduction to Computer Literacy 3 credits Not enough International PW takers in AY 2015-16 Arts EDUC 1100 Introduction to Higher Education 3 credits Not enough International PW takers in AY 2015-16 & 2016-17Arts EDUC 1101 Academic Success for Student Athletes 3 credits No or not enough PW takers in AY 2015-16, 2016-17, 2017-18

Arts EDUC 1102Introduction to Higher Education for Aboriginal Students

3 credits No or not enough PW takers in AY 2015-16, 2016-17, 2017-18

Arts EDUC 1150Introduction to Higher Education for International Students

3 credits Not enough DOMESTIC PW takers

Arts EDUC 1190Introduction to Higher Education for High School Students

3 credits No or not enough PW takers in AY 2015-16, 2016-17, 2017-18

Arts IDEA 1100 Interdisciplinary Foundations 3 credits Not enough International PW takers in AY 2015-16 & 2016-17

Business INFO 1111 Introduction to Computer Hardware and Software 3 credits Not enough International PW takers in AY 2015-16

Arts MUSI 1120 Music Rudiments 3 creditsArts MUSI 1130 Music Technology I 3 creditsArts MUSI 1167 Kwantlen String Orchestra I 2 creditsArts MUSI 1168 Kwantlen Wind Ensemble I 2 creditsArts MUSI 1169 Kwantlen Chorus I 2 creditsArts MUSI 1267 Kwantlen String Orchestra II 2 creditsArts MUSI 1268 Kwantlen Wind Ensemble II 2 creditsArts MUSI 1269 Kwantlen Chorus II 2 credits

Pathway 3 English ProficiencyStudents with Pathway 3 English proficiency may choose from the following undergraduate courses, as well as from the undergraduate courses listed above.FACULTY COURSE COURSE TITLE CREDITS NOTESBusiness ACCT 1110 Introductory Financial Accounting I 3 credits okBusiness ACCT 1210 Introductory Financial Accounting II 3 credits Not enough International PW takers in AY 2015-16 & 2016-17Arts ANTH 1100 Social & Cultural Anthropology 3 credits Not enough International PW takers in AY 2015-16

Arts ARTH 1121Art and Visual Culture: Late Renaissance to 20th Century

3 credits Not enough International PW takers

Arts ASIA 1100 Introducing Asia 3 credits No or not enough PW takers in AY 2015-16, 2016-17, 2017-18Arts ASIA 1111 The Religions of India 3 credits Not enough International PW takers in AY 2015-16 & 2016-17

Science and Horticulture CHEM 1101 CSI: Chemical Sciences Investigation 4 creditsNot enough Domestic PW takers in 2016-17; Not enough International PW takers

Science and Horticulture CHEM 1105 Introductory Chemistry 4 credits Not enough International PW takers

No or not enough PW takers in AY 2015-16, 2016-17, 2017-18 even when MUSI courses are all combined

Summary

LIST OF UG COURSES FOR PW 2 / 12

Arts CRIM 1100 Introduction to Criminology 3 credits Not enough International PW takers in AY 2015-16 Arts CRIM 1101 Introduction to the Criminal Justice System 3 credits not enough PW students in AY2015-16 and AY2016-17Business ECON 1150 Principles of Microeconomics 3 credits okBusiness ECON 1250 Principles of Macroeconomics 3 credits okArts FINA 1100 Introduction to Drawing 3 credits Not enough International PW takers in AY 2015-16 Design FIND 1100 Design Process, Methods and Materials 3 creditsDesign FIND 1110 Drawing for Design 3 creditsDesign FIND 1140 Colour Theories 3 creditsDesign FIND 1230 Drafting For Design 3 creditsArts FREN 1100 French for Beginners I 3 credits No or not enough PW takers Arts GEOG 1160 Geography of British Columbia 3 credits Not enough International PW takersScience and Horticulture HORT 1105 BC Pesticide Applicator Certification 1 credit No or not enough PW takers

Science and Horticulture HORT 1118 Basic Machinery Operation and Maintenance 3 creditsNo or not enough PW takers in AY 2016-17 & AY 2017-18; Not enough International PW takers

Science and Horticulture HORT 1124 Landscape Gardening Methods 3 credits No or not enough PW takers Science and Horticulture HORT 1132 Turf Maintenance Operations 3 credits No or not enough PW takers Science and Horticulture HORT 1193 Crop Production Practices 3 credits No or not enough PW takers Science and Horticulture HORT 1217 Foundations of Plant Health 3 credits No or not enough PW takers Science and Horticulture HORT 1230 Sustainable Turf Management 3 credits No or not enough PW takers Science and Horticulture HORT 1293 Crop Production Operations 3 credits No or not enough PW takers Arts JAPN 1100 Basic Japanese I 3 credits No or not enough PW takers Arts LANC 1870 Intro to Bhangra Dance: Modern and Traditional 3 credits No or not enough PW takers Arts LING 1100 Introduction to Language Structure 3 credits Not enough International PW takersArts MAND 1100 Beginner Mandarin I 3 credits No or not enough PW takers Science and Horticulture MATH 1102 Pre-Calculus Algebra 3 credits No or not enough PW takers in AY 2015-16Science and Horticulture MATH 1112 Pre-Calculus 3 credits Not enough International PW takersScience and Horticulture MATH 1117 Environmental Mathematics 3 credits No or not enough PW takers Science and Horticulture MATH 1120 Differential Calculus 3 credits Not enough International PW takers

Science and Horticulture MATH 1130 Calculus for Life Sciences I 3 creditsNo or not enough Domestic PW takers in AY 2017-18; Not enough International PW takers

Science and Horticulture MATH 1140 Calculus I (Business Applications) 3 credits No or not enough PW students in AY 2015-16Arts MUSI 1111 History of Popular Music 3 creditsArts MUSI 1115 Classical Music in Western Culture 3 creditsArts MUSI 1291 Songwriting and Arranging 3 creditsScience and Horticulture PHYS 1100 Introductory Physics 3 credits Not enough International PW takersArts PSYC 1100 Introduction to Psychology: Basic Processes 3 credits okArts PUNJ 1100 Introductory Punjabi I 3 credits No or not enough PW takers

Arts SOCI 1125 Introduction to Society: Processes and Structures 3 credits Not enough International PW takers in AY 2015-16 & 2016-17

Arts SPAN 1100 Basic Spanish I 3 credits No or not enough PW takers Arts WRTG 1100 Reading and Writing for University 3 credits No or not enough PW takers

not enough PW students in AY2015-16 and AY2016-17 even when all FIND courses are combined

No or not enough PW takers even when combined with other MUSI courses

Summary

NOTES 3 / 12

Summer 2018 data not included in AY 2017-18

C+ to A+ is the % of students whose grades are between C+ and A+, inclusiveDFW rate is the percentage of students who received a D or F, or withdrew from the courseAverage is the mean grade of students in the course, Ws are not included in this calculation

Source: IAP Grade Distribution dashboard-Spring 2018

Summary

ARTS 4 / 12

UG COURSES OPEN TO PW 2 & 3

EDUC 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 54.9% 29.4% 2.34 2015/16 Pathway 52% 31% 2.27 2017/18* Pathway 60.7% 21.4% 2.63

Undergraduate 88.3% 8.2% 3.46 Undergraduate 89% 7% 3.51 Undergraduate 72.6% 19.5% 2.95 2016/17 Pathway 71.9% 14.0% 2.69 2016/17 Pathway 71% 15% 2.68

Undergraduate 83.9% 12.3% 3.38 Undergraduate 88% 10% 3.51 2017/18* Pathway 58.6% 27.1% 2.52 2017/18* Pathway 57% 31% 2.45

Undergraduate 83.3% 12.5% 3.51 Undergraduate 89% 9% 3.82

EDUC 1150Domestic + International students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 62.5% 25.0% 3.50 2015/16 Pathway 71.4% 14.3% 3.50

Undergraduate 80.3% 16.7% 3.34 Undergraduate 79.0% 17.7% 3.29 2016/17 Pathway 80.0% 20.0% 3.35 2016/17 Pathway 80.0% 20.0% 3.35

Undergraduate 93.1% 4.0% 3.92 Undergraduate 93.1% 4.0% 3.92 2017/18* Pathway 75.0% 13.6% 3.18 2017/18* Pathway 75.0% 13.6% 3.18

Undergraduate 86.7% 8.2% 3.37 Undergraduate 86.6% 8.3% 3.37

IDEA 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 75.0% 15.0% 2.82 2015/16 Pathway 78.9% 10.5% 2.91 2017/18* Pathway 75.0% 16.7% 2.67

Undergraduate 87.4% 10.7% 3.70 Undergraduate 88.2% 11.2% 3.86 Undergraduate 90.3% 4.2% 3.12 2016/17 Pathway 85.7% 14.3% 2.48 2016/17 Pathway 83.3% 16.7% 2.50



UG COURSES OPEN TO PW 3 only

ANTH 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 53.3% 30.0% 2.12 2015/16 Pathway 53.4% 29.3% 2.14 2016/17 Pathway 37.5% 37.5% 1.46

Undergraduate 74.3% 19.1% 2.87 Undergraduate 74.4% 19.1% 2.89 Undergraduate 58.0% 25.0% 2.19 2016/17 Pathway 41.3% 36.3% 1.84 2016/17 Pathway 41.7% 36.1% 1.89 2017/18* Pathway 50.0% 16.7% 1.97

Undergraduate 74.8% 17.7% 2.91 Undergraduate 76.8% 16.9% 3.00 Undergraduate 44.6% 33.7% 2.02 2017/18* Pathway 54.4% 26.5% 2.14 2017/18* Pathway 55.4% 28.6% 2.18


ARTH 1121Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 57.1% 28.6% 2.39 2015/16 Pathway 57.1% 28.6% 2.39


Summary

ARTS 5 / 12



ASIA 1111Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 68.8% 12.5% 2.51 2015/16 Pathway 73.3% 13.3% 2.57 2017/18* Pathway 66.7% 8.3% 2.53




CRIM 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 33.0% 41.5% 1.72 2015/16 Pathway 32.6% 41.3% 1.69 2016/17 Pathway 54.5% 36.4% 1.97




CRIM 1101Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2017/18* Pathway 52.8% 27.0% 2.20 2017/18* Pathway 52.4% 28.0% 2.16 2017/18* Pathway 57.1% 14.3% 2.61

Undergraduate 76.9% 13.5% 2.98 Undergraduate 77.1% 13.3% 3.02 Undergraduate 75.3% 15.1% 2.69

FINA 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 68.8% 25.0% 2.51 2015/16 Pathway 66.7% 26.7% 2.50 2016/17 Pathway 85.7% 14.3% 3.83




GEOG 1160Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 21.4% 42.9% 1.45 2015/16 Pathway 21.4% 42.9% 1.45


Summary

ARTS 6 / 12


LING 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 0.0% 73.3% 0.80 2015/16 Pathway 0.0% 90.9% 0.33




PSYC 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 38.0% 40.9% 1.81 2015/16 Pathway 36.4% 42.6% 1.75 2015/16 Pathway 62.5% 12.5% 2.81

Undergraduate 65.6% 20.8% 2.54 Undergraduate 66.8% 19.9% 2.58 Undergraduate 51.1% 31.3% 2.07 2016/17 Pathway 41.5% 43.9% 1.84 2016/17 Pathway 41.1% 44.9% 1.80 2016/17 Pathway 46.2% 30.8% 2.27

Undergraduate 64.2% 22.1% 2.56 Undergraduate 66.4% 20.4% 2.63 Undergraduate 47.4% 35.3% 1.98 2017/18* Pathway 30.9% 55.0% 1.49 2017/18* Pathway 31.3% 53.9% 1.48 2017/18* Pathway 28.6% 61.9% 1.51


SOCI 1125Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 42.6% 34.0% 1.91 2015/16 Pathway 41.8% 34.1% 1.92 2017/18* Pathway 27.3% 40.9% 1.52




Summary

SBUS 7 / 12

UG COURSES OPEN TO PW 2 & 3

BUQU 1130Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 38.7% 45.2% 1.74 2015/16 Pathway 35.7% 46.4% 1.69 2015/16 Pathway 66.7% 33.3% 2.17




BUSI 1110Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 39.6% 41.7% 1.68 2015/16 Pathway 39.3% 42.7% 1.68 2015/16 Pathway 42.9% 28.6% 1.76




CBSY 1105Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 53.3% 35.6% 2.01 2015/16 Pathway 48.7% 38.5% 1.90 2015/16 Pathway 83.3% 16.7% 2.67




CMNS 1110Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 37.5% 56.3% 1.18 2015/16 Pathway 40.0% 53.3% 1.26 2017/18* Pathway 33.3% 66.7% 1.07




CPSC 1100Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 60.0% 25.0% 2.19 2015/16 Pathway 61.1% 22.2% 2.29 2016/17 Pathway 54.5% 45.5% 2.18




Summary

SBUS 8 / 12

INFO 1111Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 75.0% 0.0% 2.63 2015/16 Pathway 71.4% 0.0% 2.57 2016/17 Pathway 54.5% 45.5% 1.67





ACCT 1110Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 25.0% 64.0% 1.27 2015/16 Pathway 23.2% 65.5% 1.23 2015/16 Pathway 36.4% 54.5% 1.57




ACCT 1210Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 14.3% 57.1% 1.22 2015/16 Pathway 14.3% 57.1% 1.22 2017/18* Pathway 33.3% 50.0% 1.60




ECON 1150Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 28.0% 57.0% 1.38 2015/16 Pathway 24.7% 59.7% 1.26 2015/16 Pathway 43.8% 43.8% 1.87




ECON 1250Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average International students C+ to A+ DFW Average2015/16 Pathway 13.9% 70.9% 0.95 2015/16 Pathway 15.2% 69.7% 1.01 2015/16 Pathway 7.7% 76.9% 0.69




Summary

SCMT 9 / 12


CHEM 1101Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 20.0% 20.0% 1.80 2015/16 Pathway 20.0% 20.0% 1.80

Undergraduate 67.3% 23.6% 2.69 Undergraduate 66.7% 23.5% 2.72 2016/17 Pathway 40.0% 40.0% 1.67 2017/18* Pathway 64.9% 18.9% 1.27

Undergraduate 73.7% 12.3% 2.82 Undergraduate 83.3% 8.3% 2.94 2017/18* Pathway 55.6% 22.2% 2.15

Undergraduate 83.3% 9.3% 2.88

CHEM 1105Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 71.4% 28.6% 2.38 2015/16 Pathway 71.4% 28.6% 2.38




HORT 1118Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 80.0% 0.0% 3.40 2015/16 Pathway 80.0% 0.0% 3.40


MATH 1102Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2016/17 Pathway 41.7% 33.3% 1.88 2016/17 Pathway 45.5% 27.3% 1.88



MATH 1112

Summary

SCMT 10 / 12

Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 60.0% 26.7% 2.36 2015/16 Pathway 69.2% 15.4% 2.54










Undergraduate 40.8% 44.5% 2.01 Undergraduate 39.4% 46.5% 1.95 2017/18* Pathway 30.0% 60.0% 1.56

Undergraduate 42.4% 43.9% 2.07




PHYS 1100

Summary

SCMT 11 / 12

Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2015/16 Pathway 55.6% 33.3% 2.00 2015/16 Pathway 50.0% 37.5% 1.92




Summary

DESIGN 12 / 12


FIND (multiple)Domestic + International students C+ to A+ DFW Average Domestic students C+ to A+ DFW Average2017/18* Pathway 80.0% 0.0% 3.47 2017/18* Pathway 80.0% 0.0% 3.47


Arts Undergraduate Courses Open to Pathways 2 and 3

NOTES 1 /4

Summer 2018 data not included in AY 2017-18DWF rate is the percentage of students who received a D or F, or withdrew from the courseRepeat rate is the percentage of student who had taken the course previously.



EDUC 1100 2 /4

Grades in EDUC 1100Open to Pathway 2 & 3

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2015/16 Pathway 51 9.8% 3.9% 7.8% 9.8% 7.8% 7.8% 7.8% 5.9% 9.8% 9.8% 13.7% 2.34 2.50 5.9% 29.4% 0.0%

Undergraduate 573 22.0% 18.8% 17.5% 10.6% 9.4% 5.6% 4.4% 2.4% 1.0% 1.7% 2.3% 3.46 3.67 4.2% 8.2% 3.0%2016/17 Pathway 57 8.8% 5.3% 15.8% 8.8% 10.5% 5.3% 17.5% 8.8% 5.3% 5.3% 7.0% 2.69 2.84 1.8% 14.0% 1.8%

Undergraduate 423 20.6% 22.5% 18.9% 9.2% 5.4% 4.7% 2.6% 1.7% 2.1% 3.1% 5.0% 3.38 3.67 4.3% 12.3% 1.9%2017/18* Pathway 70 2.9% 17.1% 10.0% 5.7% 4.3% 10.0% 8.6% 12.9% 1.4% 10.0% 10.0% 2.52 2.67 7.1% 27.1% 1.4%

Undergraduate 538 27.9% 18.4% 16.4% 6.3% 5.6% 5.4% 3.3% 3.3% 0.9% 1.5% 3.2% 3.51 4.00 7.8% 12.5% 1.9%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2015/16 Pathway 48 10.4% 2.1% 6.3% 10.4% 8.3% 8.3% 6.3% 6.3% 10.4% 10.4% 14.6% 2.27 2.33 6.3% 31.3% 0.0%



Undergraduate 348 39.7% 21.0% 15.5% 4.3% 4.0% 2.3% 2.3% 2.0% 0.3% 0.3% 1.4% 3.82 4.00 6.9% 8.6% 2.9%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2015/16 Pathway NOT ENOUGH STUDENTS

Undergraduate2016/17 Pathway NOT ENOUGH STUDENTS

Undergraduate2017/18* Pathway 28 3.6% 14.3% 10.7% 7.1% 3.6% 17.9% 3.6% 14.3% 3.6% 7.1% 7.1% 2.63 2.67 7.1% 21.4% 0.0%

Undergraduate 190 6.3% 13.7% 17.9% 10.0% 8.4% 11.1% 5.3% 5.8% 2.1% 3.7% 6.3% 2.95 3.33 9.5% 19.5% 0.0%

Grade Distribution Average Grade




EDUC 1150 3 /4

Grades in EDUC 1150Open to Pathway 2 & 3




Undergraduate 376 29.0% 13.6% 16.5% 8.8% 7.2% 7.2% 4.5% 3.5% 1.6% 2.4% 4.5% 3.37 3.67 1.3% 8.2% 1.1%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2015/16 Pathway NOT ENOUGH STUDENTS

Undergraduate NOT ENOUGH STUDENTS2016/17 Pathway NO STUDENTS

Undergraduate NO STUDENTS2017/18* Pathway NO STUDENTS

Undergraduate NOT ENOUGH STUDENTS

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2015/16 Pathway 7 14.3% 14.3% 28.6% 14.3% 0.0% 0.0% 0.0% 14.3% 0.0% 0.0% 0.0% 3.50 3.67 14.3% 14.3% 0.0%



Undergraduate 374 29.1% 13.4% 16.6% 8.6% 7.2% 7.2% 4.5% 3.5% 1.6% 2.4% 4.5% 3.37 3.67 1.3% 8.3% 1.1%





IDEA 1100 4 /4

Grades in IDEA 1100Open to Pathway 2 & 3




Undergraduate 246 24.8% 13.4% 13.0% 18.3% 6.5% 10.6% 3.7% 1.6% 1.6% 2.0% 3.3% 3.38 3.67 1.2% 6.5% 1.6%




Undergraduate 102 52.0% 15.7% 6.9% 10.8% 2.0% 2.9% 0.0% 0.0% 0.0% 2.0% 4.9% 3.76 4.33 2.9% 9.8% 3.9%




Undergraduate 144 5.6% 11.8% 17.4% 23.6% 9.7% 16.0% 6.3% 2.8% 2.8% 2.1% 2.1% 3.12 3.33 0.0% 4.2% 0.0%




Arts Undergrad Courses Open to Pathways 3 Only

NOTES 1 / 12




ANTH 1100 2 / 12

Grades in ANTH 1100Open to Pathway 3 only

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2015/16 Pathway 60 0.0% 1.7% 13.3% 6.7% 6.7% 11.7% 13.3% 53.3% 10.0% 6.7% 6.7% 16.7% 2.12 2.33 6.7% 30.0% 5.0%

Undergraduate 560 4.6% 11.3% 18.2% 13.9% 11.3% 9.6% 5.4% 74.3% 2.9% 3.8% 3.4% 8.2% 2.87 3.33 7.5% 19.1% 5.0%2016/17 Pathway 80 1.3% 0.0% 7.5% 3.8% 5.0% 10.0% 13.8% 41.3% 12.5% 10.0% 5.0% 21.3% 1.84 2.00 10.0% 36.3% 5.0%

Undergraduate 812 6.9% 11.1% 17.5% 13.1% 11.1% 8.4% 6.8% 74.8% 4.7% 2.8% 3.3% 7.5% 2.91 3.33 6.9% 17.7% 5.0%2017/18* Pathway 68 0.0% 0.0% 7.4% 7.4% 8.8% 11.8% 19.1% 54.4% 5.9% 13.2% 4.4% 11.8% 2.14 2.33 10.3% 26.5% 7.4%

Undergraduate 691 10.1% 11.6% 15.8% 13.7% 13.0% 9.1% 6.1% 79.5% 4.1% 3.6% 3.8% 5.8% 2.99 3.33 3.3% 12.9% 5.5%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2015/16 Pathway 58 0.0% 1.7% 13.8% 6.9% 6.9% 12.1% 12.1% 53.4% 10.3% 6.9% 5.2% 17.2% 2.14 2.33 6.9% 29.3% 5.2%

Undergraduate 528 4.9% 11.7% 18.8% 13.6% 11.0% 9.7% 4.7% 74.4% 2.8% 3.6% 3.2% 8.5% 2.89 3.33 7.4% 19.1% 4.7%2016/17 Pathway 72 1.4% 0.0% 8.3% 4.2% 4.2% 9.7% 13.9% 41.7% 12.5% 9.7% 5.6% 19.4% 1.89 2.00 11.1% 36.1% 5.6%


Undergraduate 590 11.4% 12.5% 17.6% 15.1% 13.9% 9.7% 5.3% 85.4% 3.6% 1.7% 1.7% 4.4% 3.16 3.33 3.2% 9.3% 5.8%


Undergraduate2016/17 Pathway 8 0.0% 0.0% 0.0% 0.0% 12.5% 12.5% 12.5% 37.5% 12.5% 12.5% 0.0% 37.5% 1.46 1.84 0.0% 37.5% 0.0%


Undergraduate 101 3.0% 5.9% 5.0% 5.9% 7.9% 5.9% 10.9% 44.6% 6.9% 14.9% 15.8% 13.9% 2.02 2.00 4.0% 33.7% 4.0%





ARTH 1121 3 / 12

Grades in ARTH 1121Open to Pathway 3 only




Undergraduate 95 1.1% 3.2% 4.2% 12.6% 13.7% 12.6% 5.3% 12.6% 3.2% 7.4% 13.7% 2.23 2.67 10.5% 31.6% 7.4%




Undergraduate 77 1.3% 2.6% 5.2% 14.3% 16.9% 14.3% 5.2% 10.4% 3.9% 2.6% 13.0% 2.38 2.67 10.4% 26.0% 9.1%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2015/16 Pathway NO STUDENTS

Undergraduate2016/17 Pathway NO STUDENTS

Undergraduate2017/18* Pathway NOT ENOUGH STUDENTS

Undergraduate





ASIA 1111 4 / 12

Grades in ASIA 1111Open to Pathway 3 only




Undergraduate 286 2.1% 5.2% 8.7% 11.5% 10.8% 16.1% 12.9% 12.6% 5.2% 5.6% 6.3% 2.53 2.67 2.8% 14.7% 2.4%




Undergraduate 47 8.5% 17.0% 25.5% 8.5% 6.4% 8.5% 2.1% 4.3% 0.0% 4.3% 2.1% 3.29 3.67 12.8% 19.1% 6.4%




Undergraduate 239 0.8% 2.9% 5.4% 12.1% 11.7% 17.6% 15.1% 14.2% 6.3% 5.9% 7.1% 2.40 2.67 0.8% 13.8% 1.7%





CRIM 1100 5 / 12

Grades in CRIM 1100Open to Pathway 3 only



Undergraduate 1,064 6.0% 9.2% 14.8% 11.8% 10.7% 9.3% 7.1% 6.3% 3.6% 3.9% 9.7% 2.73 3.00 7.6% 21.1% 9.9%2017/18* Pathway 129 0.8% 3.1% 7.8% 9.3% 7.8% 13.2% 8.5% 14.7% 6.2% 5.4% 16.3% 2.14 2.33 7.0% 28.7% 7.8%

Undergraduate 965 7.6% 8.6% 11.3% 12.6% 12.2% 9.8% 10.3% 6.7% 3.7% 3.5% 8.0% 2.76 3.00 5.6% 17.1% 5.8%




Undergraduate 754 8.8% 10.3% 13.1% 14.5% 12.6% 9.5% 9.2% 4.2% 2.9% 2.1% 6.5% 2.94 3.00 6.2% 14.9% 5.6%


Undergraduate2016/17 Pathway 11 0.0% 0.0% 0.0% 18.2% 0.0% 18.2% 18.2% 9.1% 0.0% 9.1% 18.2% 1.97 2.33 9.1% 36.4% 0.0%


Undergraduate 211 3.3% 2.4% 4.7% 6.2% 10.9% 10.9% 14.2% 15.6% 6.6% 8.5% 13.3% 2.15 2.33 3.3% 25.1% 6.6%





CRIM 1101 6 / 12

Grades in CRIM 1101Open to Pathway 3 only

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2017/18* Pathway 89 0.0% 2.2% 4.5% 7.9% 11.2% 13.5% 13.5% 12.4% 7.9% 4.5% 11.2% 2.20 2.33 11.2% 27.0% 4.5%

Undergraduate 554 9.4% 11.6% 16.1% 13.5% 9.4% 10.5% 6.5% 5.8% 3.8% 3.4% 5.2% 2.98 3.33 4.9% 13.5% 5.1%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2017/18* Pathway 82 0.0% 2.4% 4.9% 7.3% 11.0% 12.2% 14.6% 11.0% 8.5% 4.9% 12.2% 2.16 2.33 11.0% 28.0% 4.9%

Undergraduate 481 9.8% 12.5% 17.7% 12.9% 9.1% 9.6% 5.6% 6.2% 3.3% 2.7% 5.4% 3.02 3.33 5.2% 13.3% 5.6%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2017/18* Pathway 7 0.0% 0.0% 0.0% 14.3% 14.3% 28.6% 0.0% 28.6% 0.0% 0.0% 0.0% 2.61 2.67 14.3% 14.3% 0.0%

Undergraduate 73 6.8% 5.5% 5.5% 17.8% 11.0% 16.4% 12.3% 2.7% 6.8% 8.2% 4.1% 2.69 2.67 2.7% 15.1% 1.4%





FINA 1100 7 / 12

Grades in FINA 1100Open to Pathway 3 only




Undergraduate 428 2.3% 9.6% 10.0% 14.0% 13.6% 9.1% 7.7% 6.3% 7.7% 3.7% 8.6% 2.63 3.00 7.2% 19.6% 1.9%




Undergraduate 191 3.7% 14.7% 13.1% 16.8% 14.1% 6.3% 5.8% 3.7% 3.7% 1.6% 5.8% 2.99 3.33 11.0% 18.3% 2.1%




Undergraduate 237 1.3% 5.5% 7.6% 11.8% 13.1% 11.4% 9.3% 8.4% 11.0% 5.5% 11.0% 2.37 2.67 4.2% 20.7% 1.7%





FIND (multiple) 8 / 12

Grades in FIND 1100, 1110, 1140, & 1230Open to Pathway 3 only

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2017/18* Pathway 5 20.0% 20.0% 20.0% 20.0% 0.0% 0.0% 0.0% 20.0% 0.0% 0.0% 0.0% 3.47 3.67 0.0% 0.0% 0.0%

Undergraduate 71 25.4% 15.5% 22.5% 15.5% 9.9% 4.2% 4.2% 0.0% 0.0% 1.4% 1.4% 3.58 3.67 0.0% 2.8% 0.0%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2017/18* Pathway 5 20.0% 20.0% 20.0% 20.0% 0.0% 0.0% 0.0% 20.0% 0.0% 0.0% 0.0% 3.47 3.67 0.0% 0.0% 0.0%

Undergraduate 67 25.4% 14.9% 22.4% 14.9% 10.4% 4.5% 4.5% 0.0% 0.0% 1.5% 1.5% 3.57 3.67 0.0% 3.0% 0.0%




GEOG 1160 9 / 12

Grades in GEOG 1160Open to Pathway 3 only


Undergraduate 78 5.1% 10.3% 16.7% 10.3% 12.8% 14.1% 5.1% 7.7% 1.3% 5.1% 5.1% 2.88 3.00 6.4% 16.7% 7.7%2016/17 Pathway NOT ENOUGH STUDENTS

Undergraduate2017/18* Pathway 12 0.0% 8.3% 0.0% 8.3% 8.3% 0.0% 0.0% 0.0% 8.3% 8.3% 50.0% 1.18 - 8.3% 66.7% 0.0%

Undergraduate 122 1.6% 7.4% 9.8% 7.4% 11.5% 8.2% 9.8% 8.2% 6.6% 9.0% 14.8% 2.26 2.33 5.7% 29.5% 2.5%



Undergraduate2017/18* Pathway 9 0.0% 11.1% 0.0% 11.1% 11.1% 0.0% 0.0% 0.0% 0.0% 0.0% 55.6% 1.29 - 11.1% 66.7% 0.0%

Undergraduate 98 2.0% 9.2% 12.2% 9.2% 14.3% 9.2% 8.2% 6.1% 6.1% 5.1% 12.2% 2.50 2.84 6.1% 23.5% 3.1%




LING 1100 10 / 12

Grades in LING 1100Open to Pathway 3 only

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2015/16 Pathway 15 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 26.7% 0.0% 0.0% 40.0% 0.80 - 33.3% 73.3% 0.0%


Undergraduate 75 6.7% 8.0% 4.0% 13.3% 9.3% 2.7% 13.3% 12.0% 6.7% 8.0% 4.0% 2.61 2.50 12.0% 24.0% 13.3%2017/18* Pathway 12 0.0% 8.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 16.7% 50.0% 0.67 - 25.0% 91.7% 0.0%

Undergraduate 85 3.5% 3.5% 8.2% 3.5% 7.1% 7.1% 10.6% 8.2% 9.4% 11.8% 12.9% 2.10 2.33 14.1% 38.8% 3.5%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2015/16 Pathway 11 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 9.1% 0.0% 0.0% 45.5% 0.33 - 45.5% 90.9% 0.0%



Undergraduate 49 6.1% 4.1% 10.2% 2.0% 10.2% 10.2% 10.2% 10.2% 8.2% 4.1% 12.2% 2.36 2.33 12.2% 28.6% 2.0%




PSYC 1100 11 / 12

Grades in PSYC 1100Open to Pathway 3 only


Undergraduate 1,733 6.5% 6.6% 10.6% 10.9% 10.0% 10.7% 10.3% 9.1% 4.5% 6.9% 10.2% 2.54 2.67 3.8% 20.8% 11.9%2016/17 Pathway 171 0.6% 5.3% 4.7% 5.8% 5.3% 9.9% 9.9% 7.6% 7.0% 11.7% 21.6% 1.84 2.00 10.5% 43.9% 7.0%


Undergraduate 1,264 6.8% 6.6% 13.0% 10.1% 10.4% 10.4% 8.5% 8.6% 4.7% 5.7% 9.5% 2.62 2.67 5.7% 20.9% 9.4%




Undergraduate 1,083 7.3% 6.9% 14.0% 11.1% 10.9% 10.2% 8.3% 8.7% 4.5% 4.1% 8.3% 2.71 3.00 5.6% 18.0% 9.9%




Undergraduate 181 3.9% 5.0% 6.6% 4.4% 7.7% 11.0% 9.4% 8.3% 5.5% 15.5% 16.6% 2.04 2.33 6.1% 38.1% 6.6%





SOCI 1125 12 / 12

Grades in SOCI 1125Open to Pathway 3 only




Undergraduate 1,195 6.4% 11.7% 14.9% 9.0% 11.5% 9.0% 8.7% 8.0% 3.4% 3.8% 7.4% 2.81 3.00 5.8% 17.0% 8.2%




Undergraduate 989 7.1% 12.9% 17.0% 9.4% 12.0% 8.8% 7.9% 7.3% 2.9% 2.8% 5.6% 2.95 3.00 6.0% 14.4% 9.5%




Undergraduate 206 2.9% 5.8% 4.9% 7.3% 9.2% 10.2% 12.6% 11.7% 5.8% 8.7% 16.0% 2.14 2.33 4.9% 29.6% 1.9%




Business Undergraduate Courses Open to Pathways 2 and 3

NOTES 1 / 7




BUQU 1130 2 / 7

Grades in BUQU 1130Open to Pathway 2 & 3




Undergraduate 1,410 10.1% 7.4% 9.5% 8.3% 7.4% 8.2% 7.2% 6.6% 5.8% 5.7% 17.7% 2.40 2.67 6.0% 29.4% 14.1%




Undergraduate 698 9.6% 8.2% 9.7% 8.0% 7.0% 8.6% 6.6% 6.7% 5.3% 4.4% 16.5% 2.46 2.67 9.3% 30.2% 19.6%




Undergraduate 712 10.7% 6.7% 9.3% 8.6% 7.9% 7.9% 7.7% 6.5% 6.3% 6.9% 19.0% 2.35 2.67 2.7% 28.5% 8.7%





BUSI 1110 3 / 7

Grades in BUSI 1110Open to Pathway 2 & 3




Undergraduate 698 7.6% 8.2% 7.9% 9.2% 9.5% 9.7% 8.0% 6.9% 6.9% 8.3% 10.0% 2.51 2.67 7.9% 26.2% 8.3%




Undergraduate 344 4.7% 6.4% 8.7% 9.9% 10.5% 12.5% 9.3% 5.8% 7.0% 6.4% 7.3% 2.57 2.67 11.6% 25.3% 8.7%




Undergraduate 354 10.5% 9.9% 7.1% 8.5% 8.5% 7.1% 6.8% 7.9% 6.8% 10.2% 12.7% 2.47 2.67 4.2% 27.1% 7.9%





CBSY 1105 4 / 7

Grades in CBSY 1105Open to Pathway 2 & 3




Undergraduate 579 6.6% 7.3% 9.5% 8.8% 10.4% 9.0% 10.7% 7.8% 4.7% 6.6% 12.6% 2.47 2.67 6.2% 25.4% 8.6%




Undergraduate 230 12.2% 10.4% 10.4% 9.6% 8.3% 7.4% 6.5% 6.5% 4.8% 4.8% 9.6% 2.77 3.00 9.6% 23.9% 12.2%




Undergraduate 349 2.9% 5.2% 8.9% 8.3% 11.7% 10.0% 13.5% 8.6% 4.6% 7.7% 14.6% 2.28 2.33 4.0% 26.4% 6.3%





CMNS 1110 5 / 7

Grades in CMNS 1110Open to Pathway 2 & 3




Undergraduate 117 3.4% 3.4% 6.8% 8.5% 9.4% 13.7% 16.2% 14.5% 3.4% 8.5% 7.7% 2.38 2.33 4.3% 20.5% 1.7%




Undergraduate 50 8.0% 8.0% 8.0% 10.0% 10.0% 10.0% 14.0% 6.0% 2.0% 12.0% 4.0% 2.67 2.67 8.0% 24.0% 0.0%




Undergraduate 67 0.0% 0.0% 6.0% 7.5% 9.0% 16.4% 17.9% 20.9% 4.5% 6.0% 10.4% 2.18 2.33 1.5% 17.9% 3.0%





CPSC 1100 6 / 7

Grades in CPSC 1100Open to Pathway 2 & 3




Undergraduate 425 13.6% 8.2% 16.2% 8.9% 6.8% 7.5% 5.2% 5.9% 3.1% 5.2% 11.1% 2.79 3.33 8.2% 24.5% 5.2%




Undergraduate 187 10.7% 10.7% 16.0% 9.1% 7.0% 7.5% 4.3% 5.9% 2.1% 4.3% 10.7% 2.82 3.33 11.8% 26.7% 7.0%




Undergraduate 238 16.0% 6.3% 16.4% 8.8% 6.7% 7.6% 5.9% 5.9% 3.8% 5.9% 11.3% 2.77 3.33 5.5% 22.7% 3.8%





INFO 1111 7 / 7

Grades in INFO 1111Open to Pathway 2 & 3




Undergraduate 551 8.0% 9.4% 9.8% 13.2% 13.2% 11.3% 9.6% 10.3% 1.5% 3.8% 6.7% 2.80 3.00 2.7% 13.2% 5.6%




Undergraduate 148 6.8% 10.8% 7.4% 14.9% 12.2% 10.1% 10.8% 6.1% 2.0% 2.7% 8.1% 2.79 3.00 7.4% 18.2% 10.1%




Undergraduate 403 8.4% 8.9% 10.7% 12.7% 13.6% 11.7% 9.2% 11.9% 1.2% 4.2% 6.2% 2.81 3.00 1.0% 11.4% 4.0%




Business Courses Open toPathway 3 Only

NOTES 1 / 5




ACCT 1110 2 / 5

Grades in ACCT 1110Open to Pathway 3 only


Undergraduate 1,359 4.9% 4.6% 5.2% 5.4% 4.9% 5.8% 5.7% 7.1% 3.6% 7.0% 30.2% 1.75 2.00 15.5% 52.7% 25.8%2016/17 Pathway 188 1.6% 2.7% 1.1% 6.4% 2.1% 3.2% 2.1% 4.8% 2.7% 5.9% 51.6% 0.98 - 16.0% 73.4% 14.4%

Undergraduate 1,329 5.4% 4.1% 5.3% 4.3% 4.3% 6.2% 5.3% 5.9% 3.9% 7.2% 34.8% 1.62 1.67 13.3% 55.3% 25.0%2017/18* Pathway 194 4.6% 1.0% 2.6% 2.1% 2.6% 4.1% 4.6% 5.2% 1.0% 7.2% 43.8% 1.13 - 21.1% 72.2% 19.6%

Undergraduate 1,240 5.6% 4.0% 4.6% 4.6% 5.4% 6.7% 4.8% 7.8% 4.0% 8.3% 29.4% 1.74 2.00 14.7% 52.3% 21.4%




Undergraduate 693 5.9% 3.3% 5.2% 4.9% 5.3% 8.4% 4.8% 6.2% 3.6% 8.2% 23.8% 1.89 2.00 20.2% 52.2% 25.0%


Undergraduate 287 4.5% 4.2% 3.8% 4.9% 5.6% 4.9% 4.5% 10.8% 3.8% 6.3% 37.3% 1.56 1.67 9.4% 53.0% 29.3%2016/17 Pathway 40 0.0% 7.5% 2.5% 10.0% 0.0% 2.5% 0.0% 12.5% 2.5% 2.5% 47.5% 1.27 - 12.5% 62.5% 2.5%


Undergraduate 547 5.1% 4.8% 3.8% 4.2% 5.5% 4.6% 4.9% 9.9% 4.4% 8.4% 36.4% 1.58 1.67 7.7% 52.5% 16.8%





ACCT 1210 3 / 5

Grades in ACCT 1210Open to Pathway 3 only




Undergraduate 489 5.5% 4.1% 7.6% 6.7% 6.7% 8.8% 8.2% 10.2% 4.9% 7.2% 20.2% 2.10 2.33 9.8% 37.2% 25.6%




Undergraduate 339 5.3% 3.5% 8.0% 6.2% 7.4% 9.7% 8.6% 10.9% 5.0% 7.1% 15.9% 2.20 2.33 12.4% 35.4% 27.1%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2015/16 Pathway NO STUDENTS



Undergraduate 150 6.0% 5.3% 6.7% 8.0% 5.3% 6.7% 7.3% 8.7% 4.7% 7.3% 30.0% 1.89 2.00 4.0% 41.3% 22.0%





ECON 1150 4 / 5

Grades in ECON 1150Open to Pathway 3 only




Undergraduate 1,310 3.5% 4.5% 4.9% 6.0% 6.3% 7.3% 9.6% 10.2% 7.4% 8.2% 21.9% 1.92 2.00 10.1% 40.2% 24.0%




Undergraduate 771 3.0% 6.2% 5.3% 6.7% 5.7% 7.7% 10.4% 9.5% 7.7% 7.8% 16.7% 2.09 2.33 13.2% 37.7% 27.8%




Undergraduate 539 4.3% 2.0% 4.3% 4.8% 7.2% 6.9% 8.5% 11.1% 7.1% 8.9% 29.3% 1.71 2.00 5.6% 43.8% 18.6%





ECON 1250 5 / 5

Grades in ECON 1250Open to Pathway 3 only

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic + International students2015/16 Pathway 79 0.0% 2.5% 1.3% 2.5% 6.3% 0.0% 1.3% 7.6% 7.6% 10.1% 48.1% 0.95 - 12.7% 70.9% 6.3%



Undergraduate 969 5.3% 3.2% 5.1% 6.0% 7.0% 7.8% 7.7% 10.0% 6.4% 10.1% 20.8% 1.96 2.00 10.4% 41.4% 22.0%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateDomestic Students Only2015/16 Pathway 66 0.0% 3.0% 0.0% 3.0% 7.6% 0.0% 1.5% 9.1% 6.1% 9.1% 45.5% 1.01 - 15.2% 69.7% 6.1%



Undergraduate 650 5.2% 3.5% 5.8% 6.3% 7.8% 8.5% 7.5% 11.2% 6.3% 8.9% 15.8% 2.12 2.33 12.9% 37.7% 23.1%

No. of Withdrawal DFW RepeatYear Student Type Enrolments A+ A A- B+ B B- C+ C C- D F Mean Median Rate Rate RateInternational Students Only2015/16 Pathway 13 0.0% 0.0% 7.7% 0.0% 0.0% 0.0% 0.0% 0.0% 15.4% 15.4% 61.5% 0.69 - 0.0% 76.9% 7.7%



Undergraduate 319 5.3% 2.5% 3.4% 5.3% 5.3% 6.6% 8.2% 7.5% 6.6% 12.5% 31.0% 1.64 1.67 5.3% 48.9% 19.7%




Science and Math Undergraduate Courses Open to PW3 Only

NOTES 1 / 10




CHEM 1101 2 / 10

Grades in CHEM 1101Open to Pathway 3 only




Undergraduate 54 11.1% 11.1% 7.4% 7.4% 16.7% 14.8% 14.8% 5.6% 1.9% 0.0% 7.4% 2.88 3.00 1.9% 9.3% 1.9%




Undergraduate 48 12.5% 12.5% 8.3% 6.3% 14.6% 14.6% 14.6% 6.3% 2.1% 0.0% 6.3% 2.94 3.00 2.1% 8.3% 2.1%




CHEM 1105 3 / 10

Grades in CHEM 1105Open to Pathway 3 only




Undergraduate 221 3.2% 4.1% 6.8% 7.2% 8.6% 9.5% 6.3% 5.9% 8.6% 7.7% 22.2% 1.99 2.33 10.0% 39.8% 20.8%




Undergraduate 185 2.7% 3.8% 8.1% 5.4% 7.6% 10.3% 7.0% 5.4% 9.7% 7.0% 21.6% 1.98 2.33 11.4% 40.0% 23.2%




HORT 1118 4 / 10

Grades in HORT 1118Open to Pathway 3 only


Undergraduate 34 17.6% 44.1% 17.6% 5.9% 11.8% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 3.84 4.00 2.9% 2.9% 0.0%


Undergraduate 30 13.3% 46.7% 16.7% 6.7% 13.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 3.80 4.00 3.3% 3.3% 0.0%




MATH 1102 5 / 10

Grades in MATH 1102Open to Pathway 3 only



Undergraduate 171 15.2% 8.8% 8.8% 6.4% 4.7% 7.0% 8.8% 2.9% 2.3% 4.1% 15.2% 2.63 3.00 15.8% 35.1% 12.9%



Undergraduate 129 10.1% 5.4% 7.0% 7.0% 5.4% 7.8% 9.3% 3.1% 1.6% 4.7% 18.6% 2.33 2.67 20.2% 43.4% 14.7%




MATH 1112 6 / 10





Undergraduate 355 6.5% 4.2% 5.4% 5.6% 7.0% 6.8% 4.8% 9.3% 4.5% 7.3% 23.1% 1.98 2.00 15.5% 45.9% 20.8%




Undergraduate 252 4.4% 2.8% 5.6% 6.0% 6.3% 5.6% 4.4% 9.1% 5.2% 5.6% 26.2% 1.81 2.00 19.0% 50.8% 25.0%




MATH 1120 7 / 10





Undergraduate 280 3.9% 5.0% 4.6% 5.7% 3.9% 3.9% 6.4% 6.8% 5.0% 6.4% 32.5% 1.65 1.67 15.7% 54.6% 25.0%




Undergraduate 215 3.7% 5.6% 5.6% 2.8% 4.2% 4.2% 6.0% 7.0% 5.1% 5.6% 31.2% 1.66 1.67 19.1% 55.8% 26.0%




MATH 1130 8 / 10





Undergraduate 321 5.3% 5.6% 5.6% 3.4% 9.0% 5.3% 8.1% 10.0% 3.7% 7.2% 19.3% 2.07 2.33 17.4% 43.9% 23.1%



Undergraduate 327 4.9% 5.2% 6.1% 5.2% 6.7% 5.8% 5.5% 9.8% 4.3% 7.6% 23.2% 1.95 2.00 15.6% 46.5% 27.2%2017/18* Pathway NOT ENOUGH STUDENTS

Undergraduate




MATH 1140 9 / 10




Undergraduate 162 6.8% 6.2% 6.8% 3.7% 6.8% 4.3% 6.8% 6.2% 7.4% 9.3% 25.3% 1.93 2.00 10.5% 45.1% 19.8%



Undergraduate 103 5.8% 3.9% 7.8% 2.9% 6.8% 3.9% 7.8% 4.9% 9.7% 6.8% 28.2% 1.82 1.67 11.7% 46.6% 22.3%




PHYS 1100 10 / 10

Grades in PHYS 1100Open to Pathway 3 only




Undergraduate 193 2.6% 4.1% 8.8% 8.8% 8.3% 7.8% 11.9% 8.3% 3.1% 8.3% 13.5% 2.26 2.33 14.5% 36.3% 13.0%




Undergraduate 161 2.5% 4.3% 8.1% 8.1% 8.1% 7.5% 13.0% 9.3% 1.9% 8.1% 13.0% 2.25 2.33 16.1% 37.3% 13.0%



SENATE STANDING COMMITTEE ON TEACHING & LEARNING and... · Senate Standing Committee on Teaching & Learning Thursday, September 6, 2018 2:00 – 4:00 pm Surrey Cedar Boardroom Senate

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