acad institutional self study report

Submitted to Campus Alberta Quality Council | Organizational Evaluation | 2011

ACAD Institutional Self Study Report | Opportunities for Graduate Programming at ACAD

2 Submitted to Campus Alberta Quality Council | 2011

Opportunities for Graduate Programming at ACAD

ACAD Institutional Self Study Report


Submitted to Campus Alberta Quality Council

for CAQC Organizational Review

May 2011

Submitted to Campus Alberta Quality Council | 2011


EXECUTIVE SUMMARY page 1

1. GOVERNANCE AND

LEADERSHIP page 2

1.1 Institutional Governance page 3

1.1.1History,SizeandScope

1.1.2Mission,Mandate,ValuesandVision

1.1.3EducationalObjectives

1.1.4BoardofGovernors,RolesandResponsi-

bilitiesandCommittees

1.2 Academic Governance page 4

1.2.1AcademicCouncil

1.3 Leadership page 4

1.3.1SeniorManagement

1.3.2AcademicLeadership

1.3.3AcademicFreedomandIntegrity

1.3.4EthicalConductandPrinciples

2. PUBLIC RESPONSIBILITY page 13

2.1 ACAD’s Communication with the Community page 13

2.2 ACAD Involvement with the Community page 14

2.2.1ACADasaCatalystfortheCommunity

2.2.2CommunitySupportforACAD

2.3Health&Safety:APublicResponsibility

p.16

2.3.1WorkingtowardaNewStandardof

HealthandSafety

2.3.2EmergencyProcedures

2.3.3Security

2.3.4EnvironmentalManagement

3. STRATEGIC PLANNING page 20

3.1 Strategic Planning page 20

3.1.1TheEvolutionofACAD’sMandate,Vision

andValues

3.1.2StrategicPlanning2004-2006

3.1.3AcademicStrategicPlanning–2005-

2006

3.1.4AcademicPlanning–2007-2010

3.1.5InstitutionalAccessPlans–2008and

2009

3.1.6ComprehensiveInstitutionalPlan–Links

betweenBusinessandStrategicPlans

3.1.7ACAD’sFour-YearBusinessPlan(2010-

2014)

3.1.8StrategicEnrollmentManagementPlan

2010

4. CREATIVE RESEARCH CAPACITY page 30

4.1 Research Facilities page 30

4.1.2StudioSupportforCreativeResearch

4.1.3IllingworthKerrGallery

4.2ScholarlySupportp.33

4.2.1ResearchAdvisoryCommittee

4.2.2ResearchEthics

4.2.3InstitutionalResearchPlan

4.2.4ResearchFunding

4.2.5FacultyResearchAccomplishments

5. ACCOUNTABILITY AND INFORMATION ANALYSIS AND APPLICATION page 37

5.1 Accountability page 37

5.1.1GovernmentofAlbertaReporting

5.1.2NASADSubstantialEquivalency

5.1.3Auditor

5.1.4USStudentLoans

5.1.5Learner-AssistanceGovernmentReport-

ing

5.1.6DonorReporting

5.1.7AICADDataSurvey

5.1.8PublishedSurveys5.1.9ACADClimateSurveys

5.2 Information Analysis and Applica-tion page 38

5.2.1IntegrityofDataCollectionProcess

5.2.2CollectingDatarelatedtoStudentInfor-

mation

5.2.3CollectingDataRelatedtoProspective

StudentInformation

5.2.4CollectingDataRelevanttoInstruction

5.2.5CollectingDataRelevanttoDonorMan-

agement

5.2.6CollectingDataRelevanttoScholar-

shipsandAwards

5.2.7CollectingDataRelevanttoFinance

5.2.8CollectingDataRelevanttoACAD’sEx-

tendedStudiesProgram

5.2.9CollectingDataRelevanttoACAD’s

CommunicationsEfforts

5.2.10CollectingDataRelevanttoACAD’s

HumanResourcesEfforts

5.2.11AlumniandGraduateSuccess

6. HUMAN RESOURCES page 45

6.1 Human Resources page 45

6.1.1HumanResources

6.1.2StaffRecruitment

6.1.3ExpectationsofStaffMembers

6.1.4NewEmployeeOrientation

6.1.5StaffProbation

6.1.6StaffPerformancePlanning,Reviewand

Evaluation

6.1.7StaffRecognition

6.1.8StaffInvolvement

6.1.9StaffProfessionalDevelopment,Educa-

tionandTraining

6.1.10Wellness



6.2 Academic Faculty and Staff page 51

6.2.1Recruitment,HiringandAppointment

6.2.2FacultyandDemographicCharacteris-

tics

6.2.3ResponsibilitiesandObligations

6.2.4Workload

6.2.5Evaluation

7. STUDENTS page 55

7.1 ACAD Commitment to Students page 55

7.2 ACAD Student Demographics page 55

7.3 Enrollment Management page 56

7.4 Recruitment page 57

7.4.1UndergraduateRecruitment

7.4.2GraduateRecruitment

7.5 Admissions and Registration page 60

7.5.1GraduateAdmissions

7.5.2ArticulationandTransfer

7.5.3BlockTransferAgreements

7.5.4MobilityandExchange

7.5.5PriorLearningAssessmentandRecogni-

tion(PLAR)

7.5.6ApplicationandRegistrations

7.5.7Standards

7.5.8StudentRecords

7.5.9Evaluation

7.5.10Progression

7.5.11CompassionateDeferrals

7.5.12Conduct

7.6 Retention page 66

7.6.1StudentServices

7.6.2StudentGovernmentandAdvocacy

7.6.3FinancialAid

8. CURRICULUM AND

INSTRUCTION page 71

8.1 Program Design and Review page 71

8.1.1EffectiveProgramDesign

8.1.2CurriculumDevelopmentandReview

8.1.3EvaluativeProcessesandAssessments

8.2 Instructional Philosophy, Methodol-ogy, Review and Improvement page 72

8.2.1EducationalPhilosophy

8.2.2ProceduresRelevanttoLearningand

Instruction

8.2.3PedagogicalTrainingtoEnhanceDeliv-

eryofInstruction

8.2.4DeliveryMethods

8.2.5ProgramKeyPerformanceIndicators

9. GRADUATE PROGRAM page 75

9.1 Intellectual Leadership page 75

9.2 Designated Graduate Faculty page 75

9.3 Programmatic and Institutional In-volvement with Scholarly Life page 75

9.4 Graduate Program Policies page 75

10. CAPACITY AND

SUSTAINABILITY page 77

10.1 Financial Resources page 77

10.1.1BudgetPlanningProcess

10.1.2AuditedFinancialStatements

10.1.3Four-YearBusinessPlan

10.1.4FinancialPoliciesandProcedures

10.1.5Fundraising

10.1.6TuitionFees

10.1.7AlbertaAdvancedEducationAndTech-

nology,KeyPerformanceIndicators

10.1.8NetEarnedRevenue(LessCosts)per

Year

10.2 Costing MFA Programs page 90

10.3 Risk Analysis page 92

10.4 Information Resources page 93

10.4.1InformationSystems

10.5 Physical Plant Resources page 94

10.5.1FacilitiesUtilizationandMaintenance

Policies

10.5.2InfrastructureRenewal

11. GAP ANALYSIS page 96

11.1 Financial Planning and Resources page 96

11.2 Leadership page 97

11.3 Information and Analysispage 98

11.4 Strategic Planning page 100

11.5 Human Resource Development and Management page 100

11.6 Management of Process page 101

11.7 Outcomespage 102

11.8 Student Focus, Satisfaction and Support Services page 102

Listing of Appendices

Submitted to Campus Alberta Quality Council | 2011 1


EXECUTIVE SUMMARY

The Alberta College of Art + Design (ACAD) is a

board-governed post-secondary institution locat-

ed in Calgary, Alberta, specializing in the delivery

of informed, studio-based learning in the specific

areas of visual arts and design to a specialized

group of nearly 1200 students. ACAD’s learning

objectives utilize arts and culture practice as a

vehicle to graduate innovative thinkers, creative

problem solvers, and visually astute and socially

aware individuals. These graduates engage in the

making of meaning and have achieved a high level

of intellectual and creative expression in visual

arts and design. Entering into graduate studies,

professional practice, or the creative marketplace,

ACAD’s graduates contribute to society’s cultural

prosperity agenda. ACAD’s unique approach to

educating socially relevant artists and design-

ers as creative thinkers has defined the College’s

evolution since its inception in 1926.

The field of creative investigation has consistently

been one of reflection and foresight. As creative

industries continue to evolve within a world of

increased specialization, the critical discourses

within the visual arts have also evolved. Increas-

ingly sophisticated explorations of conceptual

theory have resulted in contemporary creative

work that reflects this more profound dialogue.

The MFA degree has rapidly become the level of

education considered necessary for individual

artists who seek to sustain a vibrant contem-

porary practice. As an institution mandated to

prepare learners for careers in visual culture and

design, the College recognizes the development

of MFA programming is an essential part of that

mandate, and one that will influence the critical

discourses across the College.

With this goal in mind, the College has been

through a period of structural reflection, collective

discussions and consultations, and strategic plan-

ning initiatives. The result has been the develop-

ment of the organizational framework to support

graduate programming in a specialized cultural

institution, concentrating on the fine arts and

design.

Beginning with the College’s expanded mandate

in November 2004, this Self-Study reflects on that

process by:

• documenting the relevancy of the institution’s

existing governance and leadership structures,

• reviewing the progress of the planning initia-

tives and the outcomes that were achieved,

• evaluating the current capacities of the institu-

tion,

• outlining the remaining procedures and pro-

cesses that are currently under development,

including the timelines within which those

initiatives will be completed, and

• establishing initiatives to more effectively de-

liver a significant graduate student experience.


Section 1: Governance and Leadership | Opportunities for Graduate Programming at ACAD

1. GOVERNANCE AND LEADERSHIP

Defined within the Campus Alberta framework

(through the Roles and Mandates Policy Frame-

work for Alberta’s Publicly Funded Advanced Ed-

ucation System) as a unique, specialized arts and

culture institution within Sector Six, ACAD has a

governance and leadership structure that reflects

a post-secondary institution at the forefront of

creative exploration. The governance bodies and

the senior management are committed to real-

izing the institution’s mandate, vision, mission and

goals through processes that are guided by the

College’s values.

As ACAD continues to evolve as a centre of ex-

cellence in visual culture and design, all levels of

administration are cognizant of the ultimate goal:

to continue to provide a significant educational

experience grounded in studio excellence and in-

formed by depth of critical discourse and creative

inquiry.

Appendix A - Roles and Mandates Policy Frame-

work for Alberta’s Publicly Funded Advanced Edu-

cation System

1.1 Institutional Governance 1.1.1 History, Size and Scope ACAD is one of only four provincially funded,

degree-granting, free-standing colleges of art and

design in Canada. Established in 1926, the College

was a part of the Southern Alberta Institute of

Technology and became an autonomous, publicly

funded institution in 1985. In 1995, the College

was granted degree accreditation by the Ministry

of Advanced Education and Career Develop-

ment and began to offer a four-year program of

study culminating in the awarding of a Bachelor

of Fine Arts degree. In 2000, the College received

Ministry approval to offer a four-year Bachelor of

Design degree.

The College currently offers undergraduate

studio-based learning to nearly 1200 students

through 11 majors focused on the development of

professional artists and designers. All majors are

strongly supported by a common First Year Stud-

ies program and a Liberal Studies curriculum, in a

community that emphasizes critical and creative

thinking within both current and historical visual

cultures and contexts.

With a new mandate to offer graduate program-

ming in 2004, the College has revised its gover-

nance structures and increased research support

to effectively support this level of degree offering

and raised level of critical inquiry.

1.1.2 Mission, Mandate, Values and Vision

ACAD’s Mandate

The Alberta College of Art + Design, located

in Calgary, Alberta, Canada, is a public, board-

governed college operating as a Specialized Arts

and Culture Institution under the authority of the

Post-Secondary Learning Act of Alberta. As the

only post-secondary institution in the prairie prov-

inces devoted exclusively to advanced education,

practice and research in visual culture, design and

associated and emergent fields, the Alberta Col-

lege of Art + Design offers four-year undergradu-

ate degrees and graduate degrees, preparing

learners for careers in visual culture and design.

The College is a centre of excellence in education

and research in fine arts, crafts, design, media

arts + digital technologies, and related liberal

studies, and supports lifelong learning through

its credit and non-credit continuing education

programming. The College is committed to the

principles outlined in the framework of Campus

Alberta, which calls for an approach to advanced

learning in Alberta that is responsive, innovative,

high-quality, accessible and focused on meeting

the needs of the learner. Acting as a local, pro-

vincial, national and international visual culture

resource, and through research, the College is a

producer of original knowledge leading to cultural

development. Its public activities are designed

to enhance the general awareness of the College

and advance knowledge and understanding of

the importance of visual culture and design to the

economic, cultural and social life of the communi-

ties and society that it serves.

ACAD’s Mission

ACAD is a leading centre for education and

research, and a catalyst for creative inquiry and

cultural development. We engage the world and

create possibilities.

ACAD’s Vision

The Alberta College of Art + Design will be

a pre-eminent catalyst institution for cultural

development locally, provincially, nationally and

internationally. We will manifest unconditional

excellence in our programs, practices and poli-

cies in a laboratory environment that is commit-

ted to unconstrained inquiry and collegiality. As

a place of cultural research, we are all colleagues

on a journey of discovery while enhancing our



leadership role within the cultural field. We aspire

only to the highest level of excellence in what we

endeavour, measured not by our past accom-

plishments but by our imaginations and what is

humanly possible.

ACAD’s Values

We value the creative process and all that is im-

plied by that.

• We are deeply committed to experimenta-

tion, free inquiry, research and the evolution

of culture.

• We demand excellence in our practices, our

support for our students, faculty and staff,

and our external communities.

• Our support for human and professional de-

velopment is reflected in our policies, prac-

tices and programs.

• We value our role in society; we seek innova-

tive paths for participation for the College,

our students, alumni, faculty and staff.

• We value the joy and good humour that

derives from being a creative institution; we

believe in a celebration of our creative pro-

cesses.

• We value calculated risk-taking and entrepre-

neurship.

• We are all learners, working together in a

transparent environment that is willing to

embrace change.

• We value diversity in all respects, including

philosophical, cultural lifestyle, as well as defi-

nitions that are more conventional.

1.1.3 Educational Objectives

ACAD’s learning objectives utilize arts and culture

as a vehicle to graduate innovative thinkers, cre-

ative problem solvers, and visually astute and so-

cially aware individuals who have achieved a level

of intellectual and creative expression in the visual

arts and design to enter graduate studies, pro-

fessional practice or the creative marketplace of

ideas. Graduates engage as much in the making

of meaning as they do in the meaning of making

as they positively contribute to society’s cultural

prosperity agenda.

ACAD provides an intensive studio-based learn-

ing experience that integrates theory and practice

with cultural awareness towards a deeper under-

standing of the human condition. The College

encourages a wide range of creative exploration,

accepting specificity while encouraging interdis-

ciplinarity and valuing currency, criticality and the

study of emergent cultural fields. Close mentor-

ship and engagement with the individual student

are part of the pedagogy, and research and ex-

perimentation are seen as essential to the edu-

cational experience. Faculty members are valued

practitioners and role models, as well as educa-

tors, performing creative research in the course

of their active practices that directly informs the

classroom and the curriculum.

Active student engagement with the creative

and visual arts communities, both provincially

and nationally, is expected and encouraged as

evidenced through students’ emerging practices.

Lifelong learning is valued and engendered, and

individual empowerment, personal development

and social engagement are basic to the learning

environment.

1.1.4 Board of Governors, Roles and Re-sponsibilities and Committees

ACAD is a board-governed institution that is ac-

countable to the Government of Alberta through

the Post-Secondary Learning Act, in which it falls

under the category of Colleges and Technical

Institutions. Article 44(2) of that Act defines the

composition of the Board of Governors for ACAD.

The eligibility of specific board members’, as well

as their terms of office, are defined by Articles

54 to 56 of this Act, and the Board’s powers and

duties, including its ability to hold property, assets

and purposes of the institution in trust, are out-

lined in Articles 59 through 80.

The Board of Governors is responsible to the

Lieutenant Governor of Alberta and holds the full

responsibility for the management and opera-

tion of the College in accordance with its man-

date. The Board may delegate to any person

all functions and powers except the power to

make bylaws. The President is appointed by and

directly responsible to the Board of Governors

and recommends to them the powers, duties and

functions of the Vice Presidents. Officers and

Staff of the Board are outlined in Articles 81 to 84

of the Post-Secondary Learning Act. The Board

functions as mandated by this Act, as well as

by the Alberta College of Art + Design Board of

Governors’ Mandate and Roles Document and the

amended ACAD Board of Governors’ Bylaws.

At ACAD, the Board of Governors includes the

President + CEO, as well as representatives from

faculty, students and staff, and generally meets

monthly during the academic year. While the

Board is focused on broader issues of strategic



direction, purpose and fiscal accountability, it also

maintains an ongoing awareness of the educa-

tional and administrative workings of the College

through monthly reporting documents presented

by all administrative areas as agenda items, and

through presentations as requested from all divi-

sions of the College as a part of regularly sched-

uled Board meetings.

The Board of Governors is operationally guided

by a set of 25 Board of Governors’ Policies in sup-

port of its mandate to:

• define the vision, mission and operating prin-

ciples of ACAD,

• govern ACAD through broad policies,

• ensure prudent management of ACAD’s

resources,

• oversee the management of ACAD’s financial

and fiduciary requirements,

• approve tuition fees to be paid by students of

ACAD,

• select and appoint the President + CEO,

• account to stakeholders for the services of

ACAD and the expenditures of funds, and

• ensure compliance with the ACAD mandate

as approved by the Province of Alberta.

The Board is assisted in its deliberations by the

following advisory committees:

• the Finance and Audit Committee (Policy 5:

Finance and Audit Committee Terms of Refer-

ence)

• the Governance Committee (Policy 6: Gover-

nance Committee Terms of Reference)

• the Human Resources Committee (Policy 7:

Human Resources Committee Terms of Refer-

ence)

• the Development Committee (Policy 25: De-

velopment Committee Terms of Reference)

The Board delegates responsibility for the imple-

mentation of the Board of Governors Policies to

the President + CEO through the development

and administration of procedures that guide the

operations of the College.

Approved Board agendas and minutes are avail-

able on the ACAD website at:

www.acad.ab.ca/bog_meeting_minutes.html.

Appendix D – Post-Secondary Learning Act

Appendix C – ACAD Board of Governors Mandate

and Roles

Appendix C – ACAD Board of Governors Bylaws

Appendix B – Board of Governors Policy 5: Finance

and Audit Committee Terms of Reference

Appendix B – Board of Governors Policy 6: Gover-

nance Committee Terms of Reference

Appendix B - Board of Governors Policy 7: Human

Resources Committee Terms of Reference

Appendix B - Board of Governors Policy 25: Devel-

opment Committee Terms of Reference

1.2 Academic Governance

1.2.1 Academic Council

The Post-Secondary Learning Act, which guides

all levels of governance at ACAD, mandates the

formation of an academic council, empowered to

make recommendations to the Board of Gov-

ernors through the President + CEO, including

recommendations regarding standards and policy

respecting the selection and admission of stu-

dents, courses and programs of instruction, and

academic awards. From a desire to provide a ma-

jority faculty voice on Council, ACAD requested

the establishment of an “Alternative Academic

Council” (as permitted under Alberta Regulation

219/2006 of the Post-Secondary Learning Act)

to define an academic governance structure that

would more effectively support graduate stud-

ies as well as membership in the Association of

Universities and Colleges of Canada (AUCC). In

2008, ACAD received permission from the Min-

ister of Advanced Education and Technology to

establish an “Alternative Academic Council”.

The current structure of Academic Council

reserves 12 of 23 Council seats for faculty mem-

bers. The composition of this body, as well as the

approved powers and duties, are detailed in the

Academic Council Constitution and Bylaws.

Appendix D – Post-Secondary Learning Act

Appendix D – Alberta Regulation219/206: Alterna-

tive Academic Council

Appendix E – Academic Council Constitution and

Bylaws

1.3 Leadership

1.3.1 Senior Management

President + CEO

The President + CEO serves as a member of the

Board of Governors, directly reports to the Board,

and is responsible for implementing policies as

determined by the Board and consistent with the

requirements of any legislation or regulations.

As well, the President + CEO is responsible for

guiding strategic growth and planning, leading

ACAD’s internal constituencies towards fully real-



izing the College’s mandate and building effective

external relationships that support those strategic

directions, while ensuring the College operates

within the fiscal parameters set by the Board.

Appendix B – Board of Governors Policy 14: Au-

thority of the President + CEO Policy

The ACAD President’s Cabinet

In directing the operational effectiveness of the

College, the President + CEO meets regularly with

the ACAD President’s Cabinet (Cabinet). Cabinet

is the strategic leadership body of ACAD, advis-

ing the President + CEO on all issues related to

delivering academic and educational excellence

and providing recommendations with respect to

strategic initiatives to enhance that excellence

through financial, human resource and organiza-

tional development, business development and

operations. This body is a standing committee

responsible to the President + CEO, composed

of Vice Presidents and Directors who have full

budget authority for their respective programs/

departments and who have significant leadership

and planning responsibilities. All members of Cab-

inet report directly to the President + CEO, who

also meets weekly with each individual member.

Vice President Research + Academic Affairs

As the chief academic officer, ACAD’s Vice Presi-

dent Research + Academic Affairs is responsible

to the President + CEO for the academic area,

including the degree programs and credit and

non-credit instruction, as well as learning and

research supports within the institution. Areas

of responsibility include long-range academic

planning, delivery of academic programs, review

of existing programs, implementation of new

programs and providing direction and approval of

research initiatives. Positions reporting directly to

the Vice President Research + Academic Affairs

include the Dean of Undergraduate Studies, the

Director of the Luke Lindoe Library, the Director

of Exhibitions and Curator of the Illingworth Kerr

Gallery and the Director of Extended Studies.

Senior Vice President Finance + Corporate

Services

The Senior Vice President Finance + Corporate

Services provides leadership to the College with

respect to the strategic direction and the overall

management of Finance + Corporate Services.


Services directs the business and administrative

affairs of the College by providing leadership

in the areas of finance, facilities management,

strategic planning and operations management

by overseeing the general operations and staff

in the areas of Finance, Information Technology

and Facility Management and Ancillary Services.

Positions reporting directly to the Senior Vice

President Finance + Corporate Services are the

Director of Financial Operations, the Director of

Facilities + Ancillary Services, and the Director of

Computing + Technical Services.

Vice President Student Experience +

Admissions

The Vice President Student Experience + Admis-

sions provides strategic leadership and overall

management to the student services area of the

College in support of learning excellence. This

position directs the activities of the Registrar’s

Office, and gives strategic direction to admis-

sions and recruitment as well as student advising,

counselling, learning supports and student life.

Positions directly reporting to the Vice President

Student Experience + Admissions are the Assis-

tant Registrar and the Director of Recruitment +

Retention.

This position acts as an Advisor on discrimination

and harassment issues, as well as adjudicating

complaints of non-academic misconduct as iden-

tified through College procedures.

Vice President Advancement

The Vice President Advancement provides stra-

tegic leadership in managing a fully integrated

advancement program, including fundraising

and development; alumni relations; and internal,

external and community relations to support

the College’s mission, mandate, vision, values

and goals. Responsibilities include ensuring the

development and implementation of a strategic,

integrated advancement plan to appropriately po-

sition ACAD and heighten public awareness of the

College. Positions reporting to the Vice President

Advancement are the Director of Advancement

+ Alumni Relations and the Manager of Advance-

ment Services.

Director of Communications

The Director of Communications leads the ex-

ternal and internal communications initiatives in

supporting the College’s mission, mandate, vision,

values and goals, maintaining responsibility for

developing and implementing an internal/external

communications plan that support the College’s

strategic plans, as well as providing counsel to the

President + CEO and Cabinet, management and

faculty on issues related to media relations.



Director of Human Resources

The Director of Human Resources provides lead-

ership and strategic direction and advice to the

President + CEO, Cabinet and the College com-

munity with respect to the overall management of

Human Resources policies, programs and ser-

vices. The Director ensures that the College works

to achieve stated goals and objectives in terms of

best practices for Human Resources, mindful of

ACAD’s institutional mission, mandate, values and

goals.

The Director of Human Resources also acts as the

College’s FOIP Coordinator and as an Advisor on

discrimination and harassment issues as identified

through College procedures.

Appendix F – The ACAD President’s Cabinet Terms

of Reference

Appendix H – Cabinet Member Curriculum Vitae

1.3.1.1 Senior Management and Process-es of Accountability

President + CEO

The President + CEO is directly accountable to

the Board of Governors. This process of account-

ability is detailed in:

• Board of Governors Policy 15: President +

CEO Performance Review Policy

• Board of Governors Policy 7: Human Resourc-

es Committee Terms of Reference.

Senior Management

ACAD has established a process of account-

ability by which each senior manager’s per-

formance is evaluated annually against criteria

that are informed by ACAD’s mandate, mission,

vision and values, as well as the College goals.

Individual evaluations are based on the College’s

Management/Exempt Performance Pay Evalu-

ation process that has been designed to foster

communication, bringing out the best efforts

of team members and directing those efforts

towards meeting the goals of the College. Addi-

tional criteria directly applicable to managers are

applied to the performance evaluations of those

in leadership positions, as well as the achievement

of specific, measurable goals established each

year in consultation with the President + CEO and

focused on moving the College closer to its stra-

tegic goals. All members of senior management

are expected to follow this process and to use this

evaluative tool with their management/exempt

direct reports to achieve the identified strategic

goals and sustain performance directly related to

the larger College initiatives and directions.

In July 2010, ACAD came under the leadership of

a new President + CEO, Dr. Daniel Doz. Dr. Doz is

currently guiding the institution through a process

of ongoing evaluation and refinement of its aca-

demic planning and administrative processes, em-

phasizing the educational mandate of the College,

as well as enhancing collegiality and consultation

among all members of the ACAD community.

All members of the senior management team are

informed by ACAD’s mandate, mission, vision and

values during operational discussions and while

making decisions that affect the well-being and

future directions of ACAD.

Appendix G – Management/Exempt Performance

Planning Program

1.3.1.2 Professional Involvement of Senior Management

All members of senior management are focused

on staying abreast of current directions and

developments in post-secondary education and

are involved at a professional level in their fields

of expertise. Professional development funds are

budgeted with the expectation that each individ-

ual will be active within their professional associa-

tions. Through engaging in conferences and work-

shops that enhance their understanding of best

practices relevant to their areas of responsibility,

the leadership team will gain a greater awareness

of how to effectively move their areas of respon-

sibility forward towards maximizing educational

excellence at ACAD.

Appendix H – Listing of professional development

and engagement experiences for senior manage-

ment



ACAD Leadership and Management

Board ofGovernors

President + CE O

Executive Assistant t o the President + CE O

Vice PresidentResearch and Academic

Affairs

Vice PresidentStudent Experience

and Admissions

Executive Assistantto the VP Resea rch+ Academic A ffairs

Dean,Undergraduate Studie s

Dean, Instructiona lResources (temporary)

Director,Extended Studie s

Director,Library

Director/CuratorExhibition s

Assistant Registr ar

Director, Recruitment and Retention

Director,Human Resou rces

Vice President ,Advancement

Director, Advancement+ Alumni Relations

Manager,Advancement Servi ces

Director,Communication s

Senior V ice President ,Finance + Corpor ate

Services

Director,Computing + Technical

Services

Director,Facility + Ancillar y

Services

Director,Financial Oper ations



1.3.2 Academic Leadership Through the years, the structure of the aca-

demic leadership team has seen several changes.

With the arrival of a new President + CEO, it has

become apparent that the current structure of

a Vice President Research + Academic Affairs,

with two Deans and fourteen Program Heads, is

not providing the flexibility that will be needed as

the institution maps the next ten years through

the Academic Plan exercise. To that end, a task

force under the leadership of the Vice President

Research + Academic Affairs has been exploring

various scenarios. Although the process is not yet

completed, several key recommendations ap-

pear to have definite merit, among them creating

a stronger academic team centred around the

Vice President Research + Academic Affairs and

further empowering and supporting the role of

Program Heads. What is not clear at this point,

and will be explored in the next few months, is the

impact that possible budget cuts will have on the

academic leadership teams, stemming from a pre-

viously announced third year of a zero increase in

the base operating grant from the government,

coupled with limited tuition increase.

1.3.2.1 Academic Leadership

The current ACAD academic administrative struc-

ture is intended to be transitional until the new

Academic Plan is developed. The current struc-

ture derives from the preceding one, with the two

Assistant Dean positions replaced by an Acting

Dean of Instructional Services.

The Vice President Research + Academic

Affairs

The Vice President Research + Academic Affairs

is the Chief Academic Officer, providing leader-

ship and management to ensure program excel-

lence. This position is responsible for long-range

academic planning, delivery of academic pro-

grams, review of existing programs, implementa-

tion of new programs and providing direction

and approval of research initiatives. As part of the

senior management team, and reporting to the

President + CEO, the Vice President Research +

Academic Affairs also works closely with the se-

nior management team with the responsibility for

the overall supervision of faculty and all teaching

activities and areas that directly support the cur-

riculum of the College.


works with the Dean of Undergraduate Studies

and the Acting Dean of Institutional Resources to

facilitate the leadership and delivery of the aca-

demic curriculum.


and the Deans are involved in decisions related to

academic hiring and faculty evaluations and act

as vital links between ACAD strategic activities,

initiatives and directions, and the teaching faculty.

The Deans play a lead role in cultivating the

generation of ideas and initiatives at the program

level and facilitating the realization of these initia-

tives.

Dean of Undergraduate Studies

This position is responsible for the evaluation of

faculty and the management of teaching and

learning across the undergraduate programs,

including timetabling. The Dean of Undergraduate

studies also manages the student course evalu-

ation process in addition to managing learning

resources, including technicians and monitors,

space and related budgets and budget develop-

ment.

Dean of Instructional Services

This position is responsible for planning and

procedural management support, and diversity

and student curricular engagement. The Dean

of Instructional Services also assists with budget

management and planning and health and safety

compliance.

Academic Executive

Academic Executive provides for the collective

management of curriculum and academic pro-

gramming issues and initiatives. Comprised of

the Vice President Research + Academic Affairs,

the Dean of Undergraduate Studies, the Dean

of Instructional Services, the Program Heads,

the Director of the Library and the Director of

Extended Studies, this body was designed to

increase cross-departmental participation and

to improve decision-making through collabora-

tion, drawing Academic Executive members into

a broader mode of thinking in the process. With

the new Academic Plan in development, the roles

and responsibilities of Academic Executive will be

reviewed and clearly defined, as well as clarifying

the administrative relationship between under-

graduate and graduate programs.

Administrative support for academic leader-

ship is provided by a pool of four support staff

to provide coordination and ensure continuity in



processes and procedures.

1.3.2.2 Program Heads and Operational Responsibilities

Program Heads have primary responsibility for

curriculum and day-to-day instruction and pro-

gram administration. Nominations for Program

Head are recommended to the Dean of Under-

graduate Studies and approved for one-year

renewable terms by the Vice President Research

+ Academic Affairs.

Program Head responsibilities include program

timetabling and course assignments, first-level

faculty evaluations, sessional faculty hiring and

faculty development, supervision of technicians

and monitors, and administration of program

operational and capital budgets. These positions

are also responsible for program curriculum.



development and play a significant role in student

advising

1.3.3 Academic Freedom and Integrity

Academic freedom and ethical integrity are foun-

dational to critical inquiry and to the vibrancy of

the educational and creative process. It is through

the exchange of ideas that new perspectives are

gained and new frontiers of understanding are

expanded.

ACAD strongly values academic and creative

freedom. As the College continues to evolve,

procedures are being reviewed and enhanced to

protect the intellectual property that results from

rigorous inquiry, and to add clarity to the expec-

tations of ethical responsibilities that provide the

basis upon which all of this is possible.

1.3.3.1 Academic Freedom

Academic freedom is considered a fundamental

right at ACAD. The College is firmly committed to

academic freedom for the institution’s students,

faculty and staff, with honesty and integrity as

the essential preconditions for this right to have

meaning. This commitment to freedom of intel-

lectual and creative expression, and the responsi-

bilities that come with it, are made at the highest

level of authority through the Board of Governors

Policies and detailed in:

• Board of Governors Policy 14: Academic and

Artistic Freedom Policy

• Procedure 500.14.01 – Student Conduct (Aca-

demic Misconduct).

Within the July 1, 2010-June 30, 2013 Alberta

College of Art + Design Faculty Association

(ACADFA) agreement, ACAD has affirmed the

importance of academic and creative freedom.

This important guideline reads:

“New Article: ACADEMIC + ARTISTIC

FREEDOM .01

01 - Alberta College of Art + Design (ACAD) is

committed to academic and creative freedom,

and the open and free exchange of ideas and

knowledge on behalf of all students, faculty and

staff of ACAD. The advancement of learning

through teaching, creative production and ap-

propriate dissemination of ideas is essential to the

academic life of ACAD.

02 - It is agreed that the parties to this agree-

ment subscribe to the principles of academic

and artistic freedom, that is, the right to exam-

ine, to question, to teach, to learn, to investigate,

to speculate, to comment, to criticize without

deference to prescribed doctrine. Academic and

artistic freedom does not confer legal immunity;

nor does it diminish the obligations of faculty

members to meet their responsibilities to the

College as set out and as assigned in Article 10

(Workload).

03 - Academic and artistic freedom includes

the duty to use that freedom in a manner consis-

tent with the responsibility to base research and

teaching on an honest search for knowledge.

04 - Faculty members have the right to publish

the results of their research without interference

or censorship by the College.”

Appendix B – Board of Governors Policy 14: Aca-

demic and Artistic Freedom Policy

Appendix F - Procedure 500.14.01 – Student Con-

duct

Appendix I – ACAD Faculty Collective Agreement

1.3.3.2 Intellectual Property

ACAD recognizes the importance of intellectual

property and the critical role it plays in research

and the free exchange of ideas. As the institu-

tion moves forward to realize its mandate to offer

graduate degrees, the College is committed to

ensuring that processes are guided by formalized

College procedures that effectively encompass

and benefit the full breadth of the internal ACAD

community.

Recognizing that processes have not been for-

malized into procedures, a Letter of Understand-

ing was placed into the Collective Agreement

between the Board of Governors of the Alberta

College of Art + Design and the Alberta College

of Art + Design Faculty Association (the ACAD

Faculty Collective Agreement). A draft procedure

was developed after extensive consultation and,

following a legal review, this draft will be dis-

cussed by Cabinet. Depending on the legal opin-

ions garnered, a Task Force on Intellectual Prop-

erty may be formed to discuss and submit a final

draft of the Intellectual Property Procedure to the

Vice President Research + Academic Affairs. This

recommendation will be considered and a final

draft procedure submitted to Academic Council

for review, with an expected implementation by

January 2012 at the latest.

Appendix I – Letter of Understanding on Intellec-

tual Property – ACAD Faculty Collective Agreement

Appendix J – Draft Procedure on Intellectual Prop-

erty



1.3.4 Ethical Conduct and Principles ACAD considers ethical conduct to be essential

to the functioning of the College community of

faculty, staff and students, and ethical conduct

is held as an expectation of all members in their

capacity as representatives of the College.

The Board of Governors’ expectations of it mem-

bers are detailed in:

• Board of Governors Policy 2: Board of Gover-

nors Code of Conduct Policy

• Board of Governors Policy 3: Board of Gover-

nors Conflict of Interest Policy.

These policies clearly state the ethical expecta-

tions for ACAD Board of Governors members.

Ethical behaviour for the ACAD community is

detailed in:

• Board of Governors Policy 19: Political Contri-

butions Policy

• Procedure 700.09.01 – Conflict of Interest

• Procedure 400.08.01 – Nepotism.

ACAD is currently conducting a comprehensive

review of all procedures including the existing

Conflict of Interest Procedure. Under develop-

ment is a new Code of Conduct Procedure that

will incorporate the existing Nepotism Procedure,

and expand to govern all members of the ACAD

community, including faculty, staff, students,

volunteers, contractors and visitors. The strong

sense of inclusiveness found in both the exist-

ing and proposed procedures clearly reflects the

commitment of the ACAD Board of Governors

and the President + CEO to ensure that expecta-

tions expressed through our institutional docu-

ments describing our values, vision, mission and

mandate are enshrined within procedures. The

new Code of Conduct Procedure will be complet-

ed and implemented before September 2011.

Members of the ACAD community are expected

to report concerns regarding misconduct as

outlined by ACAD’s procedure documents. These

concerns will be dealt with in a manner that re-

spects the privacy and human rights of all parties.

Members of the ACAD community are encour-

aged to direct concerns through respective Vice

Presidents, Managers or Program Heads. Protec-

tion for individuals reporting abuses is detailed in:

• Board of Governors Policy 20: Whistleblower

Policy.

In addition to the omnibus issues addressed

through policies and procedures speaking directly

to code of conduct and conflict of interest issues

as noted above, ACAD also has developed the fol-

lowing supportive policies:

• Board of Governors Policy 17: Respectful

Workplace Policy

• Board Policy 22: Health and Safety Policy.

Both of these policies commit the Board of Gov-

ernors to ensuring that all members of the ACAD

community, including faculty, staff, students, vol-

unteers, contractors and visitors, are treated with

dignity and respect in an environment free from

discrimination and harassment within a safe and

healthy environment.

Harassment and discrimination are not tolerated

within the ACAD community, and this commit-

ment is detailed in:

• Procedure 700.06.01 – Harassment and Dis-

crimination.

This procedure is also detailed on the ACAD web-

site at www.acad.ab.ca/discrimination_harass-ment.html

Tied to this commitment is the expectation of

mutually respectful behaviour on the part of

students. These expectations and the processes

regarding non-academic misconduct are detailed

in:

• Procedure 500.14.01 – Student Conduct.

This procedure is accessible through the ACAD

website at www.acad.ab.ca/student_conduct.

html.

ACAD is currently revising the existing Harass-

ment and Discrimination Procedure, with the

intent of more effectively aligning it with the

Respectful Workplace Policy and renaming it

the Respectful Workplace Procedure. This new

procedure will provide all members of the ACAD

community with a further opportunity to report

and reach resolution on matters relating to ha-

rassment and discrimination.

In keeping with ACAD’s commitment to the cre-

ation of a discrimination-free environment, ACAD

established the President’s Diversity Advisory

Committee in January 2008. This committee is

made up of members from within faculty, staff,

management and the student body and is man-

dated to provide leadership in developing a com-

munity that is diverse, respectful, inclusive and

equitable.

ACAD is committed to act when made aware of

any circumstances, situations or perceived behav-

iours that conflict with the College’s guiding prin-



ciples. The proviso to this commitment is that any

maliciously intended complaints will be dealt with

appropriately, and with consequences as may be

deemed appropriate under the circumstances.

This ensures responsibility and accountability with

the privilege of safety and respect.

Appendix B – Board of Governors Policy 2: Code of

Conduct Policy

Appendix B – Board of Governors Policy 3: Conflict

of Interest Policy

Appendix B – Board of Governors Policy 17: Re-

spectful Workplace Policy

Appendix B – Board of Governors Policy 19: Politi-

cal Contributions Policy

Appendix B – Board of Governors Policy 21: Privacy

Policy

Appendix B – Board of Governors Policy 22: Health

and Safety Policy

Appendix B – Board of Governors Policy 20:

Whistleblower Policy

Appendix F – Procedure 400.08.01 – Nepotism

Appendix F– Procedure 500.14.01 – Student Con-

duct

Appendix F – Procedure 700.06.01 – Harassment

and Discrimination

Appendix F – Procedure 700.09.01 – Conflict of

Interest

Appendix F – President’s Diversity Advisory Com-

mittee Terms of Reference


Section 2: Public Responsibility | Opportunities for Graduate Programming at ACAD

2. PUBLIC RESPONSIBILITY

ACAD is committed to maintaining a transforma-

tive level of interaction with the cultural com-

munities in Calgary and Alberta, and being an

active participant in the educational and cultural

discourses both nationally and internationally.

Throughout the College’s history, ACAD has

increasingly engaged a multitude of audiences to

critically reflect on issues surrounding art, design

and the role of creativity and innovation in our

culture.

ACAD is also committed to the responsibility to

provide a safe and healthy centre for learning.

Whether for the broader public as visitors to the

campus for exhibitions, events and opportunities

for extended learning; for the students seeking

access to the range of studios and equipment; or

for the faculty and staff, ACAD takes seriously its

responsibility as a public educational institution to

maintain a safe and vibrant learning environment

for everyone.

The College is also aware of its public responsibil-

ity to safeguard an individual’s privacy in all infor-

mation provided to the College. ACAD adheres

to the Freedom of Information and Protection of

Privacy Act (FOIP). Information is utilized for the

purposes stated when it is collected and is only

utilized in other contexts with the permission of

the individual submitting, or where required by

law.

2.1 ACAD’s Communication with the Community

Over the past two years, ACAD has implemented

a new communications strategic plan to better

connect students, staff and external community

members. This communications strategy includes

the launch of a new series of newsletter commu-

nications for ACAD’s internal and external com-

munities, including e-newsletters, a printed maga-

zine and new social media homes. A new online

home was created for the College at www.acad.

ca, and a new home for admissions activities at

www.acad.ca/admissions allows the College to

more effectively interact with its largest prospec-

tive student markets.

Strategic communications are critical to promot-

ing ACAD’s vision and values, especially the Col-

lege’s values of celebrating the creative process

and seeking innovative paths for participation in

the College for the community. ACAD has cre-

ated a strong identity in print, digital and media

communication, and is dedicated to developing

these avenues for expressing the College’s vision

and values.

ACAD’s vision and values are communicated

indirectly through our branding and visual iden-

tity, redesigned in 2005. This visual identity and

branding program is communicated through a

clear set of guidelines, available to all internal

community members through the newly devel-

oped intranet. ACAD’s brand reaches beyond the

College’s visual identity into a series of important

community publications and links, including the

website and social media homes, which keep the

ACAD community up to date on activities and

College announcements, as well as ACAD Calen-

dars and Program Guides.

A wide variety of communication tools are used

to disseminate information to the internal and

external communities, including:

• the ACAD Catalyst, a twice yearly magazine

distributed to over 3000 subscribers,

• the ACAD Annual Report, which is shared an-

nually with over 1000 stakeholders,

• the ACAD Business Plan,

• monthly e-newsletters (from ACAD and from

the Illingworth Kerr Gallery) reaching over

4000 community members,

• weekly student and community “What’s Hap-

pening at ACAD” e-newsletter updates,

• a recruitment and admissions promotional

package with companion website and a

suite of social media and digital communica-

tion outlets including Facebook and Twitter

homes, and

• a quarterly e-newsletter for the alumni com-

munity.

ACAD publications including the Catalyst maga-

zine, the Admissions current recruitment View-

book package, ACAD Business Plan (2010-2014),

Annual and Financial Reports (2005/06 to

2009/10), current Academic Calendars can be

found at www.acad.ab.ca/publications.html

Appendix K – ACAD publications including the Cat-

alyst magazine, the Admissions current recruitment

Viewbook package, ACAD Business Plan (2010-

2014), Annual and Financial Reports (2005/06 to

2009/10), current Academic Calendars

www.acad.ab.ca/publications.html



Appendix online – ACAD Social media homes can

be found on Twitter, Facebook and at acad.ca

Appendix online – ACAD e-newsletters can

be viewed at driveit.clickspace.com/mes-

sage/1078288/1000603

Appendix online – ACAD’s IKG e-newsletters

can be viewed at driveit.clickspace.com/mes-

sage/1083325/1000603

Appendix online – ACAD’s Alumni e-newsletters

can be viewed at driveit.clickspace.com/mes-

sage/1081024/1000603

Appendix L – ACAD Brand guidelines

Appendix M – Communications Strategic Plan

2.2 ACAD Involvement with the Community

ACAD is deeply connected to the external com-

munity, and the College’s relationship with its

external stakeholders is a key source of strength

for the institution in moving forward with the

implementation and development of new pro-

grams and initiatives. Relationships with external

groups in business, the arts, professional organi-

zations and foundations, and government (local

and provincial), as well as alumni and individual

members of the Calgary community are at the

heart of Advancement’s activities and contribute

to the College mission – to engage the world and

create possibilities.

2.2.1 ACAD as a Catalyst for the Com-munity

The following recent highlights represent im-

portant contributions and interactions between

ACAD and the external community towards

ACAD’s mission of becoming a leading centre for

education and research, and a catalyst for cre-

ative inquiry and cultural development.

The President’s ACAD Smart Night has brought

together leaders from Calgary’s business com-

munity and creative culture for an evening of

dialogue and dining. For the past four seasons,

Smart Night has featured significant voices in-

volved in interpreting contemporary culture, as

well as raising money for ACAD scholarships and

highlighting the work of the ACAD Glass program.

• Daniel Pink – www.acad.ab.ca/smart_night_2007.html

• Malcolm Gladwell – www.acad.ab.ca/smart_night_2008.html

• Tom Kelley – www.acad.ab.ca/smart_night_2009.html

• Chip Heath – www.acad.ab.ca/smart_night.html

ACAD remains committed to initiating dialogue

about creative practice and creative culture within

the broader community. ACAD’s lecture series

Stirring Culture is a free, public, biannual series

that has brought some of the most important

voices in art, design, culture and innovation to

Calgary for the past six years. This series of lec-

tures and conversations has featured prominent

individuals with successful practices that have

had a significant impact on contemporary culture

through their innovative and entrepreneurial ap-

proaches to design practice, business, theory and

education. Through this exceptional series, ACAD

explored some major design trends that are driv-

ing change in how businesses and communities

of practice function. As well, speakers featured in

the Stirring Culture series presented to the ACAD

student body at the College.

Details of the three years of Stirring Culture are

accessible on the ACAD website.

• Stirring Culture 3 – www.acad.ab.ca/stir-ring_culture_3.html

• Stirring Culture 2 – www.acad.ab.ca/sc_2_0.html

• Stirring Culture 1 – www.acad.ab.ca/sc_1_0.html

Following the success of ACAD’s Stirring Culture

2.0 speaker series, ACAD was asked to assist in

supporting an initiative of the Governor General

Michaelle Jean entitled “Stirring Culture: Art Mat-

ters Summit, ” held at Rideau Hall in September

2009. Recommendations from this summit were

used as the basis for the Governor General’s

legacy foundation.”

2.2.2 Community Support for ACAD

ACAD continues to receive important contribu-

tions from the community to enhance a full range

of learning opportunities for students, the ACAD

community and the general public, and assist the

College to move closer to realizing its mandate,

vision and goals.

Thanks to a gift from former ACAD Board mem-

ber Daryl Fridhandler, ACAD established the Ellen

and Daryl Fridhandler Lecture on Non-Western

Visual Art to run annually for a period of five

years. This public lecture has brought a broad

range of perspectives to the College through the

following speakers:

• Dr. Norman Sjoman – www.acad.ab.ca/wh_2008_01_dns.html

• Marcia Crosby – www.acad.ab.ca/

wh_2009_03_fl.html



• Dr. Patricia Te Arapo Wallace – www.acad.ab.ca/wh_2011_03_vst_wallace_1.html

As a result of generous gifts to the College, ACAD

founded several visiting artist programs and

engagement activities that have contributed to

bringing an exceptionally wide range of creative

voices and perspectives to the critical dialogue at

ACAD, welcoming visiting artists and scholars of

international stature to ACAD, and sharing these

experiences through student workshops and lec-

tures that are open to the ACAD community and

the general public. Since implementation, ACAD

has hosted a variety of significant artists, includ-

ing Alfredo Jaar, Philip Glass and Brian Eno. A full

list of visiting artists who have presented at ACAD

over the past three years is appended.

Appendix N – ACAD Visiting Artists 2008-2011

ACAD’s President’s Circle, a group of Calgary’s

business and community leaders who are com-

mitted to supporting creativity and innovation,

has brought a new level of dialogue to the Col-

lege and the larger external community. Members

of the President’s Circle help advance knowledge

and understanding of the importance of culture

and champion the cultural landscape of Calgary,

Alberta and Canada This interaction continues to

enhance educational opportunities both internally

and externally.

In 2008, a donation of $1 million established the

Jill Rawlinson Fund, with matching donations

from the provincial Renaissance Fund to be used

exclusively for “transformative” projects. These

funds have been strategically allocated to encour-

age the research culture at ACAD in the following

ways:

• Visiting Artist and Designer Initiative

• President’s Excellence Initiative

• Faculty Graduate Studies Tuition Initiative

• Scholarly Research and Creativity Initiative

• Research Contingency Initiative

• Student Travel Scholarship

• Critique Initiative

- Curator-in-Residence

- Critic-in-Residence

Appendix O – Visiting Art and Designer Initiative

Terms of Reference

Appendix O – President’s Excellence Initiative

Terms of Reference

Appendix O – Faculty Graduate Studies Initiative

Terms of Reference

Appendix O – Scholarly Research and Creativity

Initiative Terms of Reference

Appendix O – Research Contingency Initiative

Terms of Reference

Appendix P – Student Travel Scholarship Terms of

Reference

Appendix O – Curator-in-Residence Terms of Refer-

ence

Appendix O – Critic-in-Residence Terms of Refer-

ence

In 2009-2010, ACAD supported students in all

years of study with over $284,000 in student

scholarships, bursaries and entrance awards,

primarily through the generosity of community

donors and supporters. In addition, over the last

five years, ACAD has received nearly $3 million

in donations and philanthropic support. Annual

awards made possible through the generosity of

donors include:

• the Stanford Perrott Innovative Projects

Scholarship,

• the Illingworth Kerr Travel and Study Scholar-

ship,

• the President’s Circle New York Studio Prize,

and

• the Shaw Communications Scholarship.

Appendix P – Standford Perrott Innovative Projects

Scholarship Terms of Reference

Appendix P – Illingworth Kerr Travel and Study

Scholarship Terms of Reference

Appendix P – President’s Circle New York Studio

Prize Terms of Reference

Appendix P – Shaw Communications Scholarship

Terms of Reference

2.2.3 ACAD Support for the Community

ACAD continues to make an important contri-

bution to the community of which it is a part.

Throughout the year, ACAD engages external

community members through sponsorships,

awards of distinction and participation in commu-

nity events. Some specific examples include:

• Calgary Economic Development Action

Partnership: ACAD and Calgary Economic

Development (CED) have been partnering

on various projects since 2005. Specifically,

ACAD has supported CED’s initiatives to posi-

tion Calgary as a world hub for high profile,

competitive and essential business partner-

ships and opportunities.

• ACAD Board of Governor’s Alumni Award of

Excellence: This award recognizes the out-

standing contributions of an ACAD alumnus



to the institution and the wider artist commu-

nity and is awarded annually to a deserving

member of the ACAD alumni community at

the convocation ceremonies of the College.

• The Illingworth Kerr Gallery’s involvement in

the community makes it a vital force in the

development of the cultural fabric of Calgary

and the province. The gallery has initiated

and directed numerous community outreach

programs and student intern initiatives with

a variety of organizations. Programming

for cultural change has been sustained and

further developed with the Sled Island Music

and Arts Festival (student internships and

programming), Calgary Drop-In & Rehab Cen-

tre (Richard Boulet workshops), One Yellow

Rabbit Theatre Group, Nuit Blanche Calgary

(in development for a 2012 launch), Calgary

Stampede Foundation (Pavilion Contempo-

rary Art Auction in support of rural youth),

Banff Centre for the Arts (Thomas Demand

residency), Glenbow Museum (Terrance

Houle, Matt Masters and others), Mount Royal

University (the Candahar workshop, Reel Art-

ists Film Festival and other projects), Uni-

versity of Calgary (PopSex! conference and

exhibition), the Art Gallery of Alberta (Sheila

Spence and Attila Richard Lukacs exhibitions)

and other institutions.

• Extended Studies offers courses at a 25%

tuition reduction for senior citizens and a 10%

reduction for alumni.

• The ACAD Student Association regularly con-

tributes to the broader community through

self-directed activities such as fundraising

and volunteering for organizations including

the Alberta Children’s Hospital, the Calgary

Drop-In & Rehab Centre and the Calgary

Food Bank.

Appendix F – Procedure 300.06.01 – Board of Gov-

ernors’ Alumni Award of Excellence

2.3 Health & Safety: A Public Responsibility

ACAD is committed to the ongoing maintenance,

review and enhancement of an effective and

responsive health and safety management system

that meets and exceeds all regulatory and indus-

try standards. This commitment to health and

safety is defined at the Board of Governors’ level

in:

• Board of Governors Policy 22: Health and

Safety.

The Director of Facilities + Ancillary Services is

responsible for coordination and general supervi-

sion of all activities in the College that directly im-

pact the facilities, including activities carried out

by faculty, contract operators, consultants and

suppliers. While all individuals on ACAD property

have a responsibility to promote safety, ACAD’s

Management/Exempt team recognizes its leader-

ship role in promoting health and safety, as it has

the greatest power to influence workplace and

learning situations.

Accountability for health and safety is an impor-

tant and integral component of ACAD’s manage-

ment and personnel feedback systems. Account-

ability for health and safety is built into the job

responsibilities for all levels of management,

faculty, staff, consultants and contract operators.

Specific safety responsibilities are detailed in the

ACAD Health and Safety Program manual, Sec-

tion 1.4 – Assignment of Responsibilities.

The College has developed a comprehensive

approach to health and safety, as detailed in

the ACAD Health and Safety Program manual, a

guide that defines the overall goals and objectives

of the College’s health and safety program, the

processes to be followed with respect to health

and safety, and the responsibilities of manage-

ment, faculty, staff and contractors regarding

health and safety at ACAD’s facility. This manual is

accessible to all employees on the ACAD website

at www.acad.ab.ca/loc_health_wellness.html.

This information is also available to ACAD em-

ployees on the internal intranet system (InfoLab).

The College maintains an active Health and Safety

Committee, with terms of reference defined in the

ACAD Health and Safety Program manual (pp.

8-10). This manual, and the details of the Health

and Safety Committee structure and the Health

and Safety Committee contact list, are acces-

sible on the ACAD website at: www.acad.ab.ca/

loc_health_wellness.html.

ACAD’s Health and Safety Policy is displayed

where appropriate within all work, studio, class-

room and public areas. All ACAD community

members are expected to be aware of the ACAD

Health and Safety Program manual and the

procedures and personal responsibilities outlined

in it. Managers are responsible for ensuring that

new personnel are made aware of the policy and

the contents of this manual, and through the New



Employee Orientation program, all new employ-

ees meet with the Director of Facilities + Ancillary

Services.

Personal responsibility for the health and safety

of everyone in the ACAD community is explicit in

the ACAD Health and Safety Program manual. To

increase student awareness of their part in main-

taining a safe and healthy learning environment,

the College recently developed a more accessible

publication that focused on those aspects of the

larger manual that are directly relevant to stu-

dents. The resulting publication, the ACAD Stu-

dent Health and Safety Handbook, was distribut-

ed to all incoming students at the 2009 and 2010

Student Orientation session, and to upper-year

students through the Dean’s office. This publica-

tion will be updated for 2011 and distributed again

at the 2011 Student Orientation session. Both the

ACAD Student Health and Safety Handbook and

the ACAD Health and Safety Program manual

are accessible online at www.acad.ab.ca/loc_health_wellness.html.


and Safety

Appendix Q – ACAD Health and Safety Program

manual

Appendix Q – ACAD Student Health and Safety

Handbook

2.3.1 Working toward a New Standard of Health and Safety

In 1995, ACAD commissioned a health and safety

hazard assessment study (McCann Report).

Since that time, more than 80% of the recom-

mendations made by the assessors have been

addressed. However, further questions emerged

over the robustness of the health and safety infra-

structure at the College and, as a result, a Certifi-

cate of Recognition audit was undertaken during

the winter of 2007. This certification, recognized

by the provincial authorities, divides a health and

safety system into eight different categories and

assigns a percentage grade for each category. To

achieve certification, the applicant must achieve a

minimum grade of 50% in each of the categories

and have an overall score of 80%.

Concerned with the outcomes of the audit, ACAD

set a goal of attaining a Certificate of Recognition

and engaged external consultants to assist in re-

building its health and safety system. Among the

issues addressed were the proper composition

and framework for the Joint Occupational Health

and Safety Committee and identification and fa-

cilitation of training for appropriate staff in areas

such as hazard assessment, workplace inspec-

tions, incident investigation, WHMIS (Workplace

Hazardous Materials Information System) and

first aid. The consultants also reviewed proposed

policies and procedures and advised the College

on the appropriate health and safety support

required in the future. The consultants began their

work at ACAD on June 1, 2007 and continued

until May 2010. At that point, ACAD’s new health

and safety structure was implemented and began

functioning very well. Some recommendations

made as a result of the review are still being ad-

dressed, and ACAD is working toward attaining

the Certificate of Recognition designation in 2012.

Appendix Q – McCann Report

Appendix Q – Joint Occupational Health and Safety

Committee Terms of Reference

Appendix Q – Workplace Hazardous Materials In-

formation System

Appendix Q – Certificate of Audit


manual

Appendix F – Procedure 200.07.01 – Health and

Safety

Appendix F –Procedure 200.10.01 – Liquor

2.3.2 Emergency Procedures

ACAD’s emergency processes ensure that re-

sponses to emergencies are prompt, organized

and effective. Security is guided by an Emergency

Response Plan that details processes directed

towards a full range of incidents and includes the

responsibilities of key positions at the emergency

location and subsequent response procedures, as

well as outlining various emergency and post-

emergency procedures.

Emergency processes and requirements have

been detailed in the ACAD Health and Safety

Program manual, Section 6.0. As a part of the

initiative to achieve a Certificate of Recognition,

the Director of Facilities + Ancillary Services is

working with the Senior Vice President Finance

+ Corporate Services to ensure all of the College

processes are updated and are set into College

procedures, with the goal of having all related

procedures approved and implemented by June

2012 at the latest.

ACAD is in the process of creating an Emergency

Crisis Response Communications Plan, facilitated

by the Director of Communications.

Appendix Q –ACAD Health and Safety Program



manual, section 6.0 Emergency Preparedness

pp.84-108 and Appendix F

2.3.3 Security

ACAD’s security services include the presence of

Security Officers on site during all open hours of

the College. Officers are trained to provide secu-

rity support to staff, students and invited guests

as well as first aid in the event of an injury. The

College has 17 video camera locations for use in

security processes and in post-incident reviews as

needed.

In addition to cameras, the College also has ac-

cess card readers on all primary access points

that protect the perimeter of the building in off-

peak hours. These access card readers control

access to the building, limiting entry to students,

staff and faculty only during those off-peak hour

times. An additional series of card readers that

provide the ability to isolate the academic areas

of the College from the public areas during the

evenings and weekends were recently installed.

These readers are activated from 18:00 through

08:00 Monday to Friday throughout the school

year and 24 hours a day on weekends and statu-

tory holidays.

The Incident Statement Form and guide to the

process are accessible on the Infolab at https://infolab.acad.ca/hr/HealthandSafety/Pages/

default.aspx.

All ACAD students have access to security infor-

mation, including campus regulations, obtaining

ID cards for access to the card readers, and Safe-

walk. Any incident related to health, safety and

security that occurs on campus must be reported

to Security. Information on accident and incident

reporting is accessible through the ACAD website

at www.acad.ab.ca/safety_and_security.html.

ACAD is a member of the Campus Alberta Risk

and Assurance Committee. This Committee has

taken the initiative to introduce a Mutual Aid

Agreement among participating institutions that

will respond to a major emergency including as-

sistance with business continuity planning. Formal

agreements that provide a number of post-sec-

ondary institutions with the ability to request aid

from one or more institutions in the Edmonton

area have been concluded. In Calgary, a similar

process is being developed for this support with

agreements being contemplated for completion

by the end of 2011.

ACAD has a number of established emergency

practices that can be invoked for use in the event

of any potential threat to the College’s safety,

security or business continuity. The College’s se-

curity is contracted to the firm of Paladin Security,

which has established manuals in use for deploy-

ment by assigned Security Officers located on

site at the College. These manuals cover public in-

trusions, issues of violence, environmental threats,

property emergencies, medical emergencies and

all matters of safety on the campus.

Appendix Q – Summary of emergency notification

practice currently in place at ACAD

Appendix F – Procedure 200.06.01 – Building Ac-

cess and Key Distribution

Appendix Q – Campus Alberta Risk and Assurance

Committee

Appendix Q – Mutual Aid Agreement

In addition, technology emergencies are ad-

dressed through access to the College’s Com-

puter and Technical Services help desk when

access to systems or premises is in jeopardy, or

students are blocked from registering courses, or

time-critical financial transactions are blocked. All

requests are triaged and appropriate heat tickets

generated for internal attention or external action

as required by third-party service providers. The

College also has a master Systems Recovery Plan

to address major incidents that lead to service

interruptions for ApplyAlberta and the Alberta

Post-Secondary Application System.

Appendix R – Systems Recovery Plan

2.3.4 Environmental Management

ACAD is very conscious of its role as a steward of

the environment, and its place in the role of lead-

ership as an educational institution. To enhance

ACAD’s ability to positively impact the culture of

the College, the President + CEO has announced

the creation of the Environmental Sustainability

Advisory Committee. This Committee, chaired

by the Director of Communications, will provide

leadership to ACAD in its work to develop a more

environmentally friendly campus with improved

ecologically sustainable practices. To this end, it

will facilitate the organization and/or promotion

of processes, initiatives and projects that will in-

crease awareness and understanding of the need

for new ecologically aware practices, and provide

members of the College community with the

tools necessary to initiate individual and systemic

change. The ACAD Students’ Association has also

activated an Environmental Sustainability Com-

mittee that is actively bringing initiatives forward.



ACAD has an extensive paper/cardboard recy-

cling program that encompasses not only the

administration areas but the purchasing and

receiving operation as well as the studio areas.

The College also has an ongoing fluorescent

replacement program in place that ensures all

non-electronic ballasts are replaced with the more

environmentally friendly PBC-free electronic T8

ballasts. Incandescent bulbs are being replaced

as required with CFL devices or, if possible, LED

replacement devices.

As part of a “green campus” campaign in 2009,

ACAD instituted a secure bicycle parking area.

This area is lit and has card-reader access, and is

promoted at the beginning of the fall semester as

a part of alternative commuting opportunities.

Appendix F – Environmental Sustainability Advi-

sory Committee Terms of Reference

Hazardous Waste Disposal

ACAD uses a variety of hazardous substances

within its programs that have potential risk to

human health or harm to campus property or

the environment. The College, through its pro-

gram technicians and faculty, and in consultation

with the Director of Facilities + Ancillary Ser-

vices, proactively manages the use, storage and

removal of hazardous substances in all areas of

the campus. Hazardous materials are stored in a

locked compound with access restricted under

master key control. Coordination of the inven-

tory and disposal of hazardous wastes are the

responsibility of the Maintenance Department,

with disposal services under third-party contract.

Employees and students are expected to report

situations involving hazardous substances and will

complete incident reports pending direction from

security in the event of an unusual event involving

hazardous substances. The program technicians

ensure that all hazardous substances are clearly

identified and stored in keeping with legislated

standards.


Section 3: Strategic Planning | Opportunities for Graduate Programming at ACAD

3. STRATEGIC PLANNING

Current State of Strategic Planning in 2011

ACAD is currently undertaking the development

of a revised comprehensive Academic Plan that

will address the key strategic directions, growth

strategies and academic programming changes

for the institution over the next stage of its evolu-

tion. This Plan, which will guide the College’s aca-

demic activities for the next decade, is currently

being developed under the joint leadership of the

President + CEO and the Vice President Research

+ Academic Affairs through structured workshops

and broader conversations with and among fac-

ulty members, staff, students, senior administra-

tors, members of the ACAD Board of Governors,

alumni and friends of the institution. Additional

support is provided in the form of a consultant

whose task is to help the institution define the

overall framework of the Academic Plan.

Building on the successes of the previous stra-

tegic planning activities, the Academic Plan will

serve as a guide in setting priorities, informing

decisions, developing appropriate strategies and

focusing resources to allow us to achieve our

ambitions.

To that end a draft of the proposed process was

developed in the fall of 2010. This position paper

identified the following objectives:

• Capitalizing on Evolution and Growth

• Student Engagement and Success

• Embracing Global Opportunities

• Enhancing our Reputation

• Fostering Excellence by Supporting Scholarly

Research and Creative Activities

This was followed by two workshops with senior

managers and directors to discuss emerging is-

sues and start defining priorities for the Academic

Plan.

From these workshops a structure has been cre-

ated to facilitate the development of the Plan.

This work will involve the support of an external

facilitator as well as the development of specific

task forces to look at themes such as academic

growth, educating students in the need of art and

design in the 21st century, and internationalizing

the curriculum.

Appendix S – Academic Plan Position Paper

Appendix S – Academic Plan Heads-Directors

Workshop #1

Appendix S – Academic Plan Heads-Directors

Workshop #2

It is important to note that the purpose of the

Academic Plan is not to reinvent ACAD, but

rather to build on its distinctive strengths and the

foundations laid through past strategic planning

accomplishments to fully realize ACAD’s mandate

to offer graduate degrees that prepare learners

for careers in visual culture and design.

Beginning with this change to the College man-

date, ACAD has been actively engaged in an

academic strategic planning process towards

graduate studies, setting progressive goals and

objectives and establishing a track record of suc-

cessfully developing the academic capacity to

effectively deliver graduate programming.

3.1.1 The Evolution of ACAD’s Mandate, Vision and Values

The Board of Governors set a new direction for

ACAD in 2004, establishing a new vision and set

of values and requesting a change to the College

mandate to include graduate programming. The

Minister of Alberta Learning (now Advanced Edu-

cation and Technology) approved the new man-

date for the College in November 2004 to include

offering graduate degrees preparing learners for

careers in visual culture and design, establishing

a significant milestone in the evolution of ACAD

as a degree-granting post-secondary educational

institution.

Appendix C – ACAD Mandate, November 2004

3.1.2 Strategic Planning 2004-2006

With the changes made to ACAD’s mandate,

vision and College goals in 2004, the College

launched a new strategic planning process. Work-

ing from these documents ACAD held a College

Planning Day on January 5, 2005, bringing all

stakeholders within ACAD together to provide in-

put into a common dialogue. What emerged from

that day were the six current College goals:

1. Governance

To govern and operate with processes that are

transparent, ethical, inclusive and collegial in an

environment that encourages dialogue and mu-

tual support.

2. External

To position the institution as an important con-

tributor to cultural development in our commu-


Section 3: Strategic Planning |Opportunities for Graduate Programming at ACAD

nity and society, and to craft a role for the institu-

tion as a catalyst for creative development within

regional, provincial, national and international

communities.

3. Internal

To create and maintain effective channels of com-

munication for the sharing and delivery of infor-

mation throughout the organization and between

all constituencies, and to establish and implement

practices that directly contribute to the engage-

ment of all members of our internal community.

4. Research, Academics + Learning

To create adaptive and responsive educational

programming and an institutional environment

that establishes our role as a leader for innova-

tion, research and excellence in visual arts, design

and emergent cultural fields.

5. Ethos

To establish and sustain a respectful and inclu-

sive environment that fosters diversity, individual

empowerment and personal progress, within the

context of a premier cultural institution.

6. Viability

To develop and allocate resources that effectively

achieve our mandate, mission and vision.

In order to fully realize ACAD’s mandate, values

and vision, ACAD embarked on the next step of

the planning process with the development of

the ACAD Strategic Planning Guide (May 2005).

This Strategic Planning Guide identified strategic

planning processes for five unique divisions in

the College: Administrative Affairs, Advancement,

Student Services and Admissions, Academic Af-

fairs, and Extended Studies. Each specific division

of the College was represented in this planning

process by specific subcommittees, with each

subcommittee tasked with developing divisional

goals and objectives that would reference, as

a point of departure, the six approved College

goals.

These divisional subcommittees produced a series

of divisional goals and one-year objectives with

measurable key performance indicators for their

assigned department area. The results were as-

sessed and three-year objectives and key perfor-

mance indicators were established for the next

phase of the planning process.

Appendix T - Strategic Planning Guide



Academic Strategic Plan Goal

Objective Key Performance Indicator

To broaden our range of pos-

sibilities through increased

opportunities for national and

international interaction.

To work towards AUCC mem-

bership by developing a bicam-

eral senate that complies with

AUCC guidelines

Have developed a proposal for

a bicameral senate that will

be in accordance with AUCC

guidelines and acceptable to the

ACAD President by June 2007.

To increase the depth of our

creative inquiry and breadth of

our engagement in the creative

process.

To establish a graduate studies

program.

Have at least one graduate

program approval through the

Campus Alberta Quality Council

by December 2007.

To support and further expand

effective interaction and col-

laboration.

Establish an administrative

structure that encourages and

supports open communication

and interaction with a wide vari-

ety of communities of practice.

Have a proposed academic

administrative structure to the

ACAD President by June 30,

2006. Have the accepted plan

fully operational by July 2007.

To improve ACAD’s visibility

through the achievements of

our faculty and students locally,

nationally and internationally.

To move forward to seek

NASAD accreditation in the

form of Substantial Equiva-

lency, with a Self-Study that

will require having all academic

areas complete and submit their

specific area strategic plans in

response to the Academic Stra-

tegic Plan.

Be on target for an April 2008

NASAD site visit by having

all academic areas complete

and submit their specific area

strategic plans in response to

the Academic Strategic Plan by

June 2007.

3.1.3 Academic Strategic Planning – 2005-2006

In the fall of 2005, ACAD began the first step of

the new academic planning process with each

academic program staging their plans in two

phases. The outcome of the first stage of the

process was the development of the Preliminary

Academic Plan. The following three degree-pro-

gram planning goals were particularly relevant to

preparing the College to realize its mandate to

offer graduate studies:

• To create a responsive and effective academic

administrative structure.

• To have the College gain National Associa-

tion of Schools of Art and Design (NASAD)

accreditation and Association of Universities

and Colleges of Canada (AUCC) membership.

• To have graduate studies as a part of the Col-

lege’s curricular offerings.

Appendix T – Academic Divisional Strategic Plan

2005

Through a process of faculty consultation facili-

tated by ACAD’s Academic Executive in partner-

ship with the office of the Vice President Aca-

demic Affairs, an overarching Academic Strategic

Plan was developed, based on the Academic

Divisional Strategic Plan (2005), the new College

mandate, vision and values (2004) and the six

College goals (2005). This plan established four

overarching goals that, with their attendant objec-

tives and key performance indicators are especial-

ly relevant to developing the College’s capacity to

offer graduate studies. These were:



These objectives were successfully achieved as

described below:

Objective: To work towards AUCC member-ship by developing a bicameral senate that complies with AUCC guidelines.

Prior to 2006, institutions defined as colleges

under the Post-Secondary Learning Act were lim-

ited to Academic Councils that were defined by

equal representation from faculty, students and

administration. Changes to the Post-Secondary

Learning Act in 2006 permitted colleges to seek

approval from the Minister of Advanced Educa-

tion and Technology to establish an Alternative

Academic Council that would provide a majority

faculty voice in the academic governance of the

institution.

ACAD’s Academic Council examined this option

and approved making a formal request of the Min-

ister to establish an Alternative Academic Council.

Following this request, ACAD received approval

from the Minister in 2007, under the condition

that the new Alternative Academic Council be

operational by March 2008. A final structure for

this new council was refined by a standing com-

mittee of Academic Council and then presented

to Academic Council, which passed the recom-

mendation at the February 13, 2008 Academic

Council meeting. This recommendation was then

subsequently approved by the ACAD Board of

Governors on February 28, 2008. The first meet-

ing of the ACAD Alternative Academic Council

was held on March 12 2008.

Appendix T – Minutes of March 12, 2008 Academic

Council Meeting

Objective: To establish a graduate studies

program.

With the mandate to offer graduate studies

secured, and the realization of that mandate af-

firmed as a goal in the planning process, ACAD’s

Academic Executive entered into discussions

regarding how to move forward throughout the

2005-2006 and the 2006-2007 academic years.

Through these discussions, a consensus was

reached – ACAD would consider an MFA in Craft

Media as the College’s first MFA degree. Further

consultative processes following that consensus

are outlined in Proposal – Alberta College of Art

+ Design: Master of Fine Arts, Craft Media Part

A – System Coordination Review (Section 12.0; p.

19-21).

Objective: Establish an administrative struc-ture that encourages and supports open communication and interaction with a wide

variety of communities of practice.

The Preliminary Academic Strategic Plan (2005)

had identified a strong common dissatisfaction

with the existing academic administrative struc-

ture, citing a number of concerns. Of particular

concern was the demand for increased interdis-

ciplinarity within an academic structure that was

defined by traditional media. As these boundar-

ies were becoming increasingly blurred and the

evolving critical dialogues increasingly focused

on conceptual processes, so was the demand for

increased collaborative interaction between areas.

It was felt ACAD needed an academic administra-

tive structure that reflected this new reality..

The resulting academic leadership structure re-

positioned the academic division from a strongly

vertical orientation to a more lateral one, provid-

ing a stronger College-wide role in the support

and assignment of operational workload and

centralization of operational tasks. In this struc-

ture, the Vice President Research + Academic

Affairs was supported by the positions of Dean

of Undergraduate Studies (full-time administra-

tion) and two Assistant Deans (faculty with an

80% de-load). These positions were assisted by

three full-time support staff positions reporting to

the Dean. Through this additional support for the

academic operations, the Vice President Research

+ Academic Affairs had increased time to address

the broader issues of graduate programming and

institutional support for faculty research.

This academic structure was established with

periods for re-evaluation to ensure that issues of

concern, both originally identified and emerging,

could be effectively addressed. With the appoint-

ment of a new President + CEO in 2010 and a

search currently underway for a new Vice Presi-

dent Research + Academic Affairs, an opportu-

nity to bring fresh perspectives to this process of

re-evaluation has emerged. The President + CEO

has tasked the Acting Vice President Research +

Academic Affairs to work with faculty to reassess

the current academic leadership and Academic

Executive structures and to bring forward any

proposals to enhance the effectiveness of the

academic administrative structure in providing

the support and leadership to move the College

closer to its goals and objectives. While this re-

evaluation is being completed, the structure has

been temporarily modified with the two Assistant

Deans replaced by an Acting Dean of Instruc-

tional Services.



The composition of ACAD’s Academic Executive

was changed during the academic administrative

restructuring to reflect the evolving changes in

the structure of the academic leadership. Mem-

bership still includes the Vice President Research

+ Academic Affairs, the Dean of Undergraduate

Studies, and the Program Heads of all 13 majors/

areas of study, the Director of Extended Studies

and the Director of the Library.

ACAD’s Academic Executive focuses its energies

on academic operational issues and on budget

allocations for academic program areas, as well

as on advising and making recommendations to


regarding issues and initiatives that have broader

implications for other areas of the College as

a whole. This body continues to meet monthly

and provides opportunities for specific Program

Heads to connect in smaller groups to con-

sider shared issues and to bring their collective

thoughts back to the larger Academic Executive

body. Monthly All-Faculty Meetings were also

initiated in 2005 and have evolved to become

more closely aligned with issues presented to the

Academic Executive that would benefit from a

broader faculty discussion.

Objective: To move forward to seek NASAD accreditation in the form of Substantial Equivalency, with a Self-Study that will require having all academic areas complete and submit their specific area strategic plans in response to the Academic Strategic

Plan.

One of the AUCC requirements that ACAD his-

torically lacked was a quality assurance program

that included a cyclical assessment of all of its

academic programs and support services that

included the participation of other institutional

colleagues and external experts and stakeholders.

The NASAD accreditation process was seen as

being particularly relevant to ACAD as a free-

standing studio-based educational institution

within Sector Six of the Alberta Government

Ministry of Advanced Education and Technology’s

Roles and Mandates Framework. The NASAD ac-

creditation process evaluates the institution as a

whole, comparing an institution’s externally com-

municated messaging and published outcomes

against its success to deliver on those expecta-

tions through the reality of the student experi-

ence, as well as a meeting minimum thresholds

for core competencies for all academic programs.

The NASAD accreditation process involves man-

datory self-studies and external evaluations of all

undergraduate and graduate studio degree offer-

ings at an accredited institution every ten years,

thus providing ACAD with an ongoing rigorous

review process for both its current undergradu-

ate programs as well as all of its future graduate

degree programs.

ACAD’s NASAD Self-Study was completed in Jan-

uary 2008, after a year and a half of institutional

self-reflection. The NASAD site visit took place in

2008, and the College was awarded Substantial

Equivalency (acknowledgement of successful

completion by a non-US institution of the NASAD

full accreditation process) in May 21, 2009.

As an important component of this designation of

Substantial Equivalency, ACAD will be repeating

the full re-accreditation process in 2013, and every

ten years thereafter.

Appendix T - Academic Strategic Plan 2006)

Appendix U – NASAD Handbook 2010: Standards

for Accreditation

Appendix U – NASAD Visitors Report

Appendix U – NASAD Notice of Substantial Equiva-

lency

3.1.4 Academic Planning – 2007-2010

In 2007, with the new academic administrative

structure in place, ACAD’s Dean of Undergraduate

Studies worked with the Assistant Deans, the Pro-

gram Heads and the Vice President Research +

Academic Affairs to review the existing Academic

Strategic Plan. Revisions to the existing academic

strategic planning goals, with revised objectives,

were developed for a proposed three-year plan

that would guide the academic area through to

2011. The two revised academic strategic plan-

ning goals, and the new objectives with key

performance indicators relevant to preparing the

College to realize its mandate to offer graduate

studies, are shown here:



Revised Academic Strategic Plan Goal

Objective Key Performance Indicator

Broaden our range of possibili-

ties through increased opportu-

nities for national and interna-

tional interaction.

Address AUCC requirement for

rigorous peer evaluation process

as exemplified by academic rank

(#1-1).

Engage in discussions with

ACADFA and faculty regard-

ing academic rank and produce

a position paper that recom-

mends the direction that ACAD

should take to fulfill the AUCC

concern as to how the College

will address the objectives of

academic rank.

Gain AUCC membership (#1-2). Submission of materials for an

AUCC site visit following com-

mencement of discussions of

academic rank.

To increase the depth of our

creative inquiry and breadth of

our engagement in the creative

process.

Establish a graduate studies

program (#2-2).

Have a graduate program be-

fore the Minister for a System

Review by December 2008. All

subsequent processes following

ministerial approval will be done

as expeditiously as possible.

To move the College forward towards effectively

offering graduate studies, these objectives were

successfully achieved as described below:

Objective: Address AUCC requirement for rigorous peer evaluation process as exempli-

fied by academic rank.

With the establishment of ACAD’s Alternative

Academic Council with a majority faculty voice,

and the initiation of cyclical quality assessments

through the NASAD Self-Study process, the final

area of focus needed in preparation for ACAD’s

request to gain AUCC membership was periodic,

rigorous peer evaluation as exemplified by aca-

demic rank. While not specifically stated as one

of the criteria, discussions with both AUCC and

Campus Alberta Quality Council (CAQC) identi-

fied processes of peer-evaluation as an area for

close examination in the absence of peer-evaluat-

ed academic rank.

ACAD began discussions on rank in 2008, with

the issue being discussed and inserted into the

ACAD Faculty Collective Agreement, page 58,

re Academic Rank. In August 2009, the Ad Hoc

Committee on Academic Rank was struck with

Committee representation from Liberal Studies,

Bachelor of Design majors, Bachelor of Fine Arts

majors, the Dean of Undergraduate Studies and

the Vice President Research + Academic Affairs.


Affairs supported this committee in an advisory

capacity. This committee met extensively dur-

ing the 2009-2010 academic year, with members

consulting with stakeholder groups as the discus-

sions ensued. The Committee concluded its work

with the delivery of the ACAD Draft Proposal on

Academic Rank in January 2010. This draft was

circulated to all faculty and was a discussion item

at the April 28, 2010 All-Faculty Meeting. This

discussion was revisited at the October 27, 2010

All-Faculty Meeting, and a further approach to

the consultative process was undertaken.

The initiative on Academic Rank was renewed

with the support of an external consultant in

January 2011. In meetings with each major/area of

study, the external consultant gathered informa-

tion and faculty direction on the ACAD Draft Pro-

posal on Academic Rank. The consultant’s final

report on this topic was submitted in April 2011.

Following this report, a motion will be made

to ACAD’s Academic Council at the May 2011

meeting to establish a Standing Committee on

Academic Rank. A discussion paper based on

the external consultant’s report will be developed

through the office of the Vice President Research

+ Academic Affairs to initiate discussions in the

proposed Standing Committee towards a new

draft proposal for academic rank. The request be-

ing submitted to Academic Council is to have the

Standing Committee, after discussion and reflec-

tion, submit a revised draft proposal to Council



at the October 2011 meeting. With this process,

ACAD anticipates that Academic Rank (or equiva-

lent) will be adopted during the winter semester

of 2012.

Objective: Gain ACUCC membership.

With the completion of this Self-Study in May

2011, ACAD will apply for AUCC membership.

Objective: Establish a graduate program.

This objective was met with the Ministerial ap-

proval of Part A – System Coordination Review

in 2010, and the initiation of the CAQC review

process.

Appendix T – Academic Strategic Plan 2007-2010

Appendix I – 2008 ACAD Faculty Collective Agree-

ment

Appendix W – ACAD Draft Proposal on Academic

Rank

Appendix W – 2011 Dozois Consultant’s Report

3.1.5 Institutional Access Plans – 2008 and 2009

In 2008, the Alberta Government’s Ministry of

Advanced Education and Technology introduced

a new reporting requirement: the annual Institu-

tional Access Plan. This reporting requirement has

provided ACAD with an opportunity to assess, on

a yearly basis, the College’s progress towards its

stated enrollment goals and strategic enrollment

directions against the identified key performance

indicators.

ACAD’s 2008 and 2009 Institutional Access Plans

have focused on outlining the College’s strategic

academic goals and objectives and the alignment

of business plans to the strategic business plans

of the Alberta government, and the Ministry of

Advanced Education and Technology in particu-

lar. Of key importance has been communicating

how ACAD’s strategic goals (both College-wide

and program-specific) and enrollment strategies

remain consistent with the mandate, vision and

values of ACAD, the institution’s strategic plan-

ning documents and the priorities of the Alberta

Government and the Campus Alberta Planning

Framework.

The two Access Goals and three strategies with

key performance indicators,relevant to prepar-

ing the College to realize its mandate to offer

graduate studies (and identified in the Academic

Strategic Plans), are:



Access Goal Objective Key Performance Indicator

As a centre of excellence, con-

tinue to expand opportunities

for rigorous inquiry.

Continue to develop graduate

programming in the visual arts,

design and emergent fields, with

the first MFA in the area of craft

to address a Key Challenge as

stated in the Campus Alberta

Planning Framework, to add to

the “pool of skilled research-

ers and knowledge-makers” in

Alberta to generate “success in

the next-generation economy.”

Upon approval of the College’s

application for System Coordi-

nation Review to offer a Master

of Fine Arts in Craft Media that

is currently before the Minis-

ter, begin the next stage of the

process immediately and have

Part B of the application process

before CAQC within six months.

Continue to build a strong

research culture within the Col-

lege.

Implement the Strategic Re-

search Plan to effectively sup-

port increased faculty research

that includes goals for imple-

mentation in the 2009–2010

academic year.

Position the College to excel as

a centre of excellence in studio-

based learning, recognized

nationally and internationally.

Gain AUCC membership to raise

the national profile of the Col-

lege and to ease learner transi-

tions to graduate education op-

portunities in other institutions.

The Academic Rank Committee

will make a recommendation on

the goal of rigorous peer-based

academic evaluation inherent for

membership in AUCC. Consider-

ing the committee’s recommen-

dations, the College will move

forward with establishing either

a re-invigorated internal faculty

evaluation process or a more

traditional system of academic

rank, and submit ACAD’s appli-

cation for AUCC membership in

the spring of 2010.

Appendix X – 2008 ACAD Institutional Access Plan

Appendix X – 2009 ACAD Institutional Access Plan

Appendix Y – 2010 ACAD Institutional Research

Plan

Academic Rank discussions - Section 1.4.4.1 of this

Self-Study

3.1.6 Comprehensive Institutional Plan – Links between Business and Strategic Plans

The Comprehensive Institutional Plan (CIP) is

a single Government of Alberta initiative that

conflates the Institutional Access Plan, the ACAD

Business Plan and, as of next year, the Institu-

tional Research Plan. The new CIP will reflect on

the goals and the outcomes achieved from the

previous Institutional Access Plan and set new

goals and objectives for the coming three years,

including establishing graduate programming,

support for ACAD’s research culture and the ways

in which the College will continue to positively

support student achievement and success within

Campus Alberta. As well, given the recent chang-

es to the economy and the resulting changes

in funding, previous growth projections will be

reviewed.

The CIP continues to support proposed gradu-

ate degree programming at ACAD that not only

educates students to be prepared to excel in

careers in the visual arts, but to utilize the vehicle

of visual expression in close association with

critical thinking and creative problem-solving to

increase productivity in most, if not all, sectors of

the economy. The CIP goals are further intended

to support innovation and knowledge develop-

ment in the province, the intellectual health of all

Albertans, as well as enhancing ACAD as a centre



of excellence in visual art and design both provin-

cially and beyond.

CIP initiatives applicable to graduate studies are

described below:

• Continue to develop graduate program-ming in the visual arts, design and emer-gent fields, beginning with a Master of

Fine Arts in Craft Media. Upon approval

of the Organizational Review by Campus

Alberta Quality Council, the Program Review

submission for the Master of Fine Arts, Craft

Media will be submitted.

• Continue to build a strong research cul-

ture within the College. Expand on cur-

rent research funding initiatives including the

Visiting Artist and Designer Initiative, Faculty

Graduate Studies Tuition Initiative, Scholarly

Research and Creativity Initiative, Research

Contingency Initiative and the Student Travel

Scholarship.

• Establish a Research Ethics Review

Board that is Tri-Council approved.

Discussions will be reinvigorated with the

Alberta Association of Colleges and Technical

Institutes (AACTI) Innovation Management

Committee in seeking to establish a shared,

Tri-Council approved Research Ethics Board

for AACTI members.

• Establish an ACAD Research Ethics

Procedure. The ACAD Research Ethics Task

Force will bring forward a proposed draft pro-

cedure on research ethics that covers all con-

stituents of the ACAD community engaged in

research. The Task Force submission delivery

date is December 1, 2011.

• Begin laying the foundations for a Re-

search Office. Expand the new Career Advi-

sor position to include grant writing and as-

sist in matching faculty and student research

interests to external funding opportunities.

• Gain AUCC membership to raise the na-tional profile of the College and to ease learner transitions to graduate education

opportunities. Submit application for AUCC

membership during the summer of 2011.

• Continue to expand the Illingworth Kerr Gallery’s increasingly high profile exhibi-tion and publication programs to expose graduate students to some of the most significant emerging artists, art forms and ideas of today.

- Establish a new catalogue series with part-

nering institutions focused on artistic innova-

tion and cultural health and well–being.

- Establish partner institutions in Alberta for

the curation and presentation of the ACAD –

Canadian Art Foundation’s Reel Artists Film

Festival beginning in March 2012.

- Realize a large-scale annual collaborative

artwork with visiting artists/designer/scholars

and ACAD student interns beginning in July

2011. Issues of sustainability, cultural capital

and synchronicity and/or Aboriginal concerns

will be shared foci.

This document will be submitted to the Ministry

of Advanced Education and Technology on June

1, 2011 and will be forwarded as an appendix at

that time.

Appendix Z – 2011 Comprehensive Institutional Plan

– to be forwarded

3.1.7 ACAD’s Four-Year Business Plan (2010-2014)

ACAD’s four-year Business Plan is developed

annually in close consultation with the administra-

tive areas of the College, and in particular with

input from all academic and student experience

areas. This Plan is submitted to the provincial

government as part of ACAD’s annual reporting

structure (in conjunction with the Institutional

Access Plan and the ACAD Annual Report. Each

four-year Business Plan reflects the College’s

mandate, vision, mission, values and strategic

goals, and outlines ACAD’s strategy to fiscally

support the strategic directions and initiatives as

outlined in ACAD’s Institutional Access Plan and

related planning processes.

Appendix AA – ACAD Business Plan 2010-2014

3.1.8 Strategic Enrollment Management Plan 2010

Through the process of the NASAD Self-Study,

strategic enrollment management was identified

by ACAD as an important area of focus. Begin-

ning in 2010, ACAD implemented the process for

developing a formalized, broadly supported and

deeply informed Strategic Enrollment Manage-

ment Plan, through the formation of an Enroll-

ment Management Task Group that would work

toward augmenting the Strategic Planning Pro-

cess by developing a five-year and a ten-year re-

tention/enrollment management plan. The terms

of reference for this group were developed under



the authority of the Vice President Research +

Academic Affairs and the Vice President Student

Experience + Admissions.

The work of ACAD’s Enrollment Management

Task Group began in June 2010. Currently, this

group is awaiting the further development of the

new Academic Plan before continuing with its

work.

Appendix AB – Enrollment Management Task

Group Terms of Reference


Section 4: Creative Reserach Capacity | Opportunities for Graduate Programming at ACAD

4. CREATIVE RESEARCH CAPACITY

ACAD continues to enhance and expand the Col-

lege’s capacity to effectively support graduate

studies. Facilities have been rated as “first class”

by the NASAD site visitors in 2008, and the Col-

lege has continued to update equipment and fa-

cilities through capital expenditures of $1,024,000

in 2010-2011 and $640,000 in 2011-12. As well,

funding for creative research and research sup-

port has been a priority for ACAD, with $300,000

to $400,000 committed annually towards en-

hancing a research culture over the next three

years throughout the institution.

4.1 Research Facilities

4.1.1 Library and Information Resources

ACAD’s Luke Lindoe Library offers a wide range

of information resources and services to students,

faculty and staff. Library staff members work

together with ACAD faculty and students to offer

high-quality services and information resources

tailored to meet the needs of the ACAD cur-

riculum. Staff members have a visual arts subject

expertise and bring a breadth and depth of ex-

perience in the visual arts to the user experience.

The Director of the Library reports to the Vice

President Research + Academic Affairs, a struc-

ture that ensures there is close integration of the

Library with the institution’s academic needs.

The Library delivers on its mission by making the

collections widely accessible. Details on Library

hours, queries, FAQs and direct access to the

Library holdings catalogue are available on the

ACAD website at: www.acad.ab.ca/library.html.

Scope of the Collection

The current collections support the curriculum in

a robust manner, as measured by the guidelines

of the Association of College and Research librar-

ies, detailed at: www.ala.org/ala/mgrps/divs/

acrl/standards/ulsundergraduate.cfm.

The primary population served by the ACAD Li-

brary collections is staff, both academic and non-

academic, and students, alumni, retired staff and

TAL (The Alberta Library) borrowers. The Library

is also open to the general public.

Selection of Library Material

Information resources are selected according to

established criteria and principles as identified in:

• Procedure 700.05.01 – Library Selection.

ACAD Emily Carr NSCAD OCAD

Enrollment FTE 1,104 1.558 782 3,178

Graduate Enrollment 0 26 33 42

Library Hrs/Week 60 68 53 70

Academic departmental input is an integral part

of this process and is obtained through the direct

contact between the Director of the Library, Pro-

gram Heads and through student feedback in an

annual survey.

Library Benchmarking

In terms of providing Library resources for gradu-

ate programming, ACAD can be benchmarked

against the Canadian AICAD (Association of Inde-

pendent Colleges of Art and Design) institutions.

These include ACAD and the three other Cana-

dian free-standing institutions of art and design:

Emily Carr University of Art + Design; the Ontario

College of Art & Design University; and the Nova

Scotia College of Art & Design University. ACAD’s

Library resources and services are comparable

to the other Canadian member institutions, all of

which offer graduate programming.



ACAD’s Library hours are adjusted to meet

demand over the academic year. During the fall

and winter semesters the Library is open six days

a week for a total of 60 hours per week. Bench-

marked against the other AICAD institutions,

access to ACAD’s Library is within the average

range of hours of service.

ACAD Emily Carr NSCAD OCAD

Print 34,443 29,430 33,142

28,317 e-books

58,670

48,930 e-

books

Databases 45 40 19 60

Digital Images 34,098 in-house

1 M+ Artstor data-

base

1M+ Artstor data-

base

2,000 in-house

8,695 exhibition

image collection

65,885 in-

house

1 M+ Artstor

database

With graduate students added to ACAD program-

ming, the College might consider increasing the

Library’s hours of service.

Current collections of AICAD degree-granting

institutions consist of:

The Luke Lindoe Library collection strengths are

in contemporary art and design material in the

print collection, a very diverse periodical collec-

tion that addresses all areas of study at the Col-

lege and evolving interdisciplinary practices and

diversity issues, a film/video collection strong in

artists’ videos, excellent electronic resource mate-

rials with strengths in the visual arts and in other

humanities and sciences, and a digital image

collection of over 1,000,000 images via a leased

digital image database. In addition to this leased

digital image bank, the Library has an in-house

digital image collection that it is continuing to de-

velop. This collection currently includes more than

34,000 images. This in-house digital image bank

is strong in contemporary art and specifically in

Canadian artist’s images.

The Library collects English language materials, or

materials that include an English translation of the

text, in a wide variety of formats. The Library has

five specific collections:

1. Book Collection

The book collection currently consists of 34,443

print volumes and is up-dated annually by adding

approximately 900 volumes. This collection will

need to be strengthened with the addition of e-

books when graduate programming is added.

2. Image Collection

The Library has moved away from 35mm images

toward digital imagery over the past five years.

The Library will close its 35mm image collection

in the fall of 2011. The transition to digital imagery

has been supported with special funding from

the College. The digital image collections number

over 1,000,000 images in leased products and

approximately 34,000 in-house digital images.

As no collection is every finite, this collection will

continue to grow to support changing art move-

ments and the changing curriculum at ACAD.

3. Film/Video Collection

The in-house Film/Video Collection of the Li-

brary is strong and numbers 940 films/videos.

It supports all program areas with an average of

85 subject-specific film/videos supporting each

program area.

A new focus has been a move towards adding

commercial films as the curriculum has made this

demand. To that end, the Library has acquired

licenses with the Canadian commercial film distri-



bution agencies Audio Cine and Criterion. To date,

6% of the Library’s collection is in the commercial

film area. The Library collects predominantly in

needed curriculum support areas; however, with

remaining budget monies, the staff continue to

keep an eye on new areas of art development

including non-western and non-traditional films.

As well, the Library has begun to pick up stream-

ing videos for direct classroom access from the

National Film Board of Canada.

4. Periodical Collection

The Library’s periodical collection of 111 print sub-

scriptions supports all of ACAD’s program areas.

Many of these periodicals are cross-disciplinary

and 10% explore non-western art.

5. Electronic Resource Collection

The Luke Lindoe Library provides access to

a wide range of web-based databases. These

range from those that are narrowly focused and

that provide discipline-specific content to more

broadly focused databases that provide multi-

disciplinary and cross-disciplinary content rel-

evant to the programs offered at ACAD. ACAD is

currently able to provide access to 44 databases

that give access to the full-text articles in journals,

magazines and newspapers.

Of these databases, six are focused on the visual

arts. The scholarly JSTOR collection I, II, + III

are in this collection and will strongly support

graduate programming. It is hoped that the entire

Arts+Sciences JSTOR (numbering ‘IX’) collections

can be added to the ACAD holdings in the future.

ACAD’s collections are complemented and made

stronger by external relationships with advanced

education institutions in Calgary (specifically SAIT

Polytechnic (SAIT), the University of Calgary and

Mount Royal University) via the Calgary Recipro-

cal Borrowing Agreement.

The Alberta Library

In addition to in-house resources available to

students at ACAD, the ACAD Library is a member

of The Alberta Library (TAL), a province-wide,

multi-type library consortium that works collab-

oratively with its members to promote universal,

barrier-free access to the materials and resources

in Alberta’s diverse libraries. TAL’s membership

includes over 259 public, post-secondary, spe-

cial, government and regional libraries in Alberta,

including those of the University of Calgary, the

University of Alberta and the University of Leth-

bridge.

Direct benefits of TAL membership include:

• TAL Online: A web-based search engine

that can search the collections of most of

Alberta’s public, post-secondary and special

libraries from any Internet connection and

then request an interlibrary loan at the click of

a button.

• The TAL Card: A reciprocal borrowing pro-

gram that provides students and staff with

borrowing privileges from over 230 libraries

across the province on a walk-in basis.

• Joint licensing of electronic products ne-

gotiated through TAL. The significant cost

savings from group pricing allow the Library

to provide a greater number and range of

databases and other information resources.

• Library staff members are able to participate

in continuing education activities sponsored

by TAL.

Access to these collections add great value to

what the Luke Lindoe Library can offer in-house

and will ensure that graduate studies can be sup-

ported at ACAD. Access to these collections is at

no additional cost to ACAD students.

Research Assistance

Research assistance is available in person, by

phone, by an Instant Messaging service and via a

direct Library email link. ACAD also offers inter-

library loans to all students, and our offering can

be benchmarked against other AICAD institutions

as seen above. Every effort is made to obtain ma-

terial locally to ensure the fastest possible turn-

around time. If, however, the requested material

is not available locally, staff members will seek to

obtain it elsewhere, whether in Canada or beyond.

There is no charge for this service.

The ACAD Library has 19 general access com-

puters in the Library Learning Commons area

for ACAD students, and the Library is a wireless

environment and allows for laptop connections.

The ArtStor images are in an online database,

which students can access in renewable 60-day

blocks. The Library’s image database is accessible

from two dedicated terminals in the Library, and

images can be copied onto memory sticks.

Scope of Library Capacity to Support Gradu-

ate Studies

The collections currently housed, leased or made

available at the Luke Lindoe Library at ACAD and

through relationships with other libraries in the

province via membership in TAL provide good

support to graduate programming at our institu-

tion.



Appendix F – Procedure 700.05.01 – Library Selec-

tion

Appendix AC – Library Annual Student Survey

Appendix AD –Library Self-Study Response- March

30, 2011 update

4.1.2 Studio Support for Creative Re-search

ACAD’s 250,000-square-foot facility provides

significant media-specific studios that underpin

creative research at the College. Through the

NASAD accreditation process that the College

undertook in 2008, the culminating Visitors’

Report found ACAD’s facilities and equipment

to be “first-rate and well maintained – though

somewhat inefficiently utilized” and “substantially

equivalent to NASAD standards.” An overview of

these common studio facilities, and how access

will be expanded for graduate studies, is detailed

in Part A – System Coordination Review Proposal,

Section 10: Institutional Capacity and Demonstrat-

ed Experience (Facilities, pp. 15). A more detailed

listing of the available equipment within each

media-specific studio is appended to this section.

Appendix AE – Available Facilities for Creative

Research

Appendix U – NASAD Visitors’ Report

4.1.3 Illingworth Kerr Gallery

The Illingworth Kerr Gallery is a strong resource in

support of creative research, exhibiting the work

of some of the most significant voices in con-

temporary and emerging practices nationally and

globally. The Illingworth Kerr Gallery is detailed in

Part A – System Coordination Review Proposal,

Section 10: Institutional Capacity and Demonstrat-

ed Experience (Illingworth Kerr Gallery, p. 18).

The Gallery continues to bring new initiatives for-

ward to expand the depth of inquiry and support

the educational mandate of the College. Two ex-

amples of recent initiatives to enhance the range

of perspectives in the critical dialogue within the

institution are the establishment of a Curator-in-

Residence and a Critic-in-Residence.

Details on the IKG and its current programming

are accessible on the ACAD website at www.

acad.ab.ca/ikg.html.

Appendix O - Curator-in-Residence Terms of Refer-

ence

Appendix O - Critic-in-Residence Terms of Refer-

ence

4.2 Scholarly Support

4.2.1 Research Advisory Committee

Recognizing the extensive and productive his-

tory of research activities at ACAD, a Research

Advisory Committee was established in late 2007

to identify and further define specific areas of

research and establish a framework for research

support at the College. The Committee’s regular

meetings have provided a series of recommenda-

tions, including identifying research challenges

and goals for the 2011-2014 period to inform

ACAD’s Institutional Research Plan document,

submitted to the Government of Alberta in No-

vember 2010. The Research Advisory Committee,

convened to develop procedures and support

mechanisms to foster a research culture at ACAD,

is guided by the directives of several documents

including the Alberta Research Plan (ARP) and

Campus Alberta 2010 – Summary of Research

Priorities.

Appendix O - Research Advisory Committee Terms

of Reference


Plan

Appendix Y – Alberta Research Plan

Appendix Y – Campus Alberta 2010 – Summary of

Research Priorities

4.2.2 Research Ethics

ACAD understands the importance of supporting

research and inquiry within the rights and respon-

sibilities of academic freedom. In terms of the re-

sponsibility to engage in ethically sound research,

the College acknowledges the need for access to

a Tri-Council approved research ethics board, and

a College procedure that informs ethical consider-

ations and processes for both faculty and student

research initiatives.

While ACAD faculty members are active in

research and creative inquiry, the number of

projects that have involved live subjects has been

limited. ACAD faculty members active in research

and creative inquiry have addressed ethical issues

informally through a discursive process with the

Vice President Research + Academic Affairs. The

limited numbers of projects that have involved

human subjects or live animals have been vetted

through the research ethics review boards of the

University of Calgary and Red Deer College.



While the need for adequate support for research

is crucial, ACAD is also aware of the limitations of

available resources, both human and fiscal, that

are inherent in being a smaller institution. In find-

ing innovative ways to meet the very real ethics

review needs, the College is currently in discus-

sions with AACTI to develop a shared Research

Ethics Board. These discussions have recently

been re-invigorated at the level of the Senior

Academic Officers and the Council of Presidents

at AACTI. In the medium term, ACAD is continu-

ing to direct those occasional research projects

requiring formalized ethical review to the Red

Deer College Ethics Review Board.

In developing graduate studies, ACAD will be for-

malizing its internal research ethics processes into

a formal procedure. The College has structured

a Research Ethics Task Force with the explicit

charge of developing a draft procedure that for-

mally defines and details the processes for ensur-

ing ethical considerations important to creative

research at ACAD. This task force is charged with:

• Benchmarking processes and procedures re-

lated to ethical research against other AICAD

institutions, as well as the three Alberta Com-

prehensive Academic Research Institutions,

• Consulting with faculty, and

• Submitting a draft procedure and process for

ethical research standards, up to and includ-

ing processes for projects that would need a

full review by an ethics review board, to the

Vice President Research + Academic Affairs

by December 1, 2011, with the intent to have

this draft procedure reviewed and refined and

a motion submitted to Academic Council at

its January 2012 meeting.

Appendix AF – Task Force on Research Ethics

Terms of Reference

4.2.3 Institutional Research Plan

ACAD is committed to fostering opportunities for

research in the visual arts, design and associated

areas of scholarship. Research forms a fundamen-

tal aspect of creative inquiry, and is essential for

an informed and current pedagogy. Recognizing

the extensive and productive history of research

activities at ACAD, the Institutional Research Plan

seeks to identify specific areas of focus, to estab-

lish goals for 2011-13, and to set out a framework

for research support for prospective graduate

programs.

Statement of Research Principles

Creative research can be broadly defined as

original investigation undertaken in order to gain

knowledge and understanding. It includes the

invention and generation of ideas, images, objects

and performances, where these lead to new or

substantially improved insights.

Research can be grounded both in the conven-

tions of academic scholarship, and in the creative

and professional practices of the visual arts and

design. As an institution dedicated to creative

practice, ACAD encourages new and innovative

conceptions of creative research.

Objectives of ACAD’s Institutional Research Plan:

ACAD’s Institutional Research Plan provides a

roadmap for identifying present areas of strength

and future areas of priority for research activi-

ties at the College. The plan identifies the institu-

tion’s unique features and the potential research

opportunities that arise from these features, and

aligns the support for these research opportuni-

ties with the goals of the Alberta Research Plan.

Most importantly, the Institutional Research Plan

outlines the broad areas of priority for research at

ACAD over the next five years, and projects the

realization of those priorities.

ACAD is committed to the following general

goals:

• Increase the profile of research at ACAD.

• Provide increased financial resources for

research.

• Improve the academic support necessary to

maintain, develop and disseminate research.

• Establish a system of support for the devel-

opment of new research proposals.

In achieving these goals, ACAD will develop a

research culture that:

• recognizes the relationship of research to

practice, scholarship and education;

• recognizes the importance of both research

processes and research outcomes;

• acknowledges the role that research may

serve in the wider community;

• encourages both emerging and senior re-

searchers;

• includes appropriate assessment and moni-

toring mechanisms;

• includes and encourages both a diversity of

approaches, including established and emerg-

ing research methodologies; and

• includes and encourages individual and col-

laborative projects, as well as interdisciplinary

projects.



To support these goals, an annual report from the

Research Advisory Committee will be submitted

to Academic Council every March. This report will

provide information on activity levels, budgetary

information on available funds towards research

operations, budget statements and an update on

fundraising activities that support these needs.


Plan

4.2.3.1 Areas of Priority for Research at ACAD

Material Practices and Criticality

ACAD is an institution in which advanced educa-

tion, practice and research in visual culture occur

in a studio-based learning environment. ACAD

values research that is connected to studio-based

practices, and recognizes the exploration of the

material object as a central focus of research.

This focus will strengthen the College’s ability to

implement innovative graduate programming in

visual arts and design, and to further develop and

enhance current undergraduate programming.

This area of research is supported through excel-

lence in established studio facilities and focused

support in library facilities, gallery exhibitions and

special projects, and technical support.

Visual Culture and Criticality

Studio-based practice and pedagogy at ACAD

are informed through historical, material and

theoretical methodologies and approaches. The

College supports inquiry into the theoretical and

historical foundations of visual practice, and the

exploration of the reciprocal nature of the ex-

change between the humanities, social sciences

and visual practice as it impacts on diverse com-

munities.


Plan

4.2.4 Research Funding

Support for expanding research opportunities

remains a priority for ACAD. The College has a

history of juried research funding that continues

to be enhanced.

ACAD annually funded research initiatives include:

• Faculty Sabbaticals (36 months awarded

annually to support a total of 52 permanent

faculty)

• Faculty Professional Affairs Committee

• President’s Excellence Fund

• Research Contingency Fund


ACAD is also actively involved with applied re-

search funding and facilitation through the AACTI

Innovation Management Committee.

ACAD also recognizes the importance of promot-

ing a culture of research that promotes and en-

courages creative inquiry. Current annual funding

towards this goal is $175,000, awarded through

the following initiatives:

• Visiting Artist and Designer Fund

• Curator-in-Residence

• Critic-in-Residence

• Faculty Graduate Studies Tuition Fund

• Student Travel Initiative

Other initiatives planned for to improve the sup-

port of research for faculty and graduate stu-

dents, as well as undergraduate student access,

include:

• establishing a Research Services Office,

• applying for AUCC membership in 2011, and

• becoming a SSHRC and NSERC eligible insti-

tution.

Appendix I – ACAD Faculty Collective Agreement,

Article 15

Appendix AG – Faculty Professional Affairs Com-

mittee Processes and Guidelines

Appendix O – Research Contingency Fund Terms of

Reference

Appendix O – Scholarly Research and Creativity

Initiative Terms of Reference

Appendix O – Visiting Artist and Designer Fund

Terms of Reference

Appendix O – Critic-in-Residence Terms of Refer-

ence

Appendix O – Curator-in-Residence Terms of Refer-

ence

Appendix 0 – Faculty Graduate Studies Tuition

Fund Terms of Reference

4.2.5 Faculty Research Accomplish-ments

The intersecting cross-disciplines of art, culture

and technology are evident in the studio art

production and learning areas of the College. It is

important to note that faculty research initiatives

often function as important discursive activities

in the larger context of the traditional art and

design college. Faculty are, ideally speaking, criti-

cally redefining art education and, in the process,

opening new areas of investigation and creativity.



Their research is essentially dissecting contempo-

rary life.

Multimedia artist Brian Eno suggests that ACAD’s

faculty members are molding cultural capital to

inspire students, colleagues and the public to

“listen to music and look at art that is emergent,

not predetermined.” Faculty research that is not

predetermined is, by necessity, fluid, enabling a

process of rethinking, restructuring and reinvent-

ing that is often transgressive. The process priori-

tizes innovation in all media and disciplines, taking

research at ACAD to new levels of development.

ACAD faculty research initiatives are detailed in

Part A – System Coordination Review, Appendix

B. As well, an updated addendum to that appen-

dix is included.

Appendix O – Addendum to ACAD Faculty Re-

search Initiatives


Section 5: Accountability and Information Analysis and Application |Opportunities for Graduate Programming at ACAD

5. ACCOUNTABILITY AND INFORMATION ANALYSIS AND APPLICATION

ACAD strives to accurately report the required

government reporting submissions and initiatives

such as Institutional Access Plans (establishing

key performance indicators and reflecting on

what was previously achieved), four-year Business

Plans, Annual Reports and Institutional Research

Plans, as well as reporting to accrediting agen-

cies (such as NASAD) and shared peer-institution

databases.

Accountability is an invaluable opportunity for the

College to reflect on its performance and how this

aligns with the College mandate, vision, values

and goals. The College also broadens its perspec-

tive through a number of internal and external

surveys, databases and processes to gauge the

College’s success in delivering on its promise.

5.1 Accountability

5.1.1 Government of Alberta

Reporting

ACAD reports a wide variety of information an-

nually as requested by the Ministry of Advanced

Education and Technology. The schedule of

reporting is appended, and the College ensures all

requested data is submitted by the appropriate

date, and from the appropriate position to ensure

accuracy. Reporting submitted includes:

• Program Registry System (PRS)

• Learner and Enrollment Reporting System

(LERS)

• Financial Information Reporting System

(FIRS)

• Key Performance Indicators Reporting Sys-

tem (KPIRS)

• Application Submission Initiative (ASI).

Appendix AH – Alberta Advanced Education And

Technology Schedule Of Educational Institutional

Accountability Data Submissions

5.1.2 NASAD Substantial Equivalency

The maintenance of ACAD’s NASAD Substan-

tial Equivalency designation requires ACAD to

develop an institution-wide Self-Study reflecting

on the accomplishments laid out in the initial Self-

Study of 2008, for a 2013 site visit. This re-accred-

itation process will then be repeated every ten

years, in accordance with the NASAD standards

for accreditation. Full details of the NASAD ac-

creditation process are available at: http://nasad.

arts-accredit.org/.

Appendix U - NASAD Handbook

5.1.3 Auditor

ACAD’s annual financial statements are prepared

in accordance with Canadian generally accepted

accounting principles. The financial statements

are reviewed by the Board of Governors’ Finance

and Audit Committee and then independently by

the Auditor General of the Province of Alberta.

The audited financial statements are to be pre-

sented to the Board of Governors not later than

120 days after the year-end.

Appendix AI – Financial Audits – 2008, 2009, 2010

5.1.4 US Student Loans

ACAD reports every two months to the National

Student Loan Data System and twice annually

to National Student Clearinghouse regarding our

US Student Loan information, providing details

regarding confirmation of attendance, full-time

status and updating addresses for students in-

volved in that program. These two agencies share

this information with US loan agencies, guaran-

tors and others involved in the loan process.

5.1.5 Learner-Assistance Government Reporting

ACAD’s Manager of Learning Assistance Resourc-

es provides annual reports to Citizenship and Im-

migration Canada (CIC) on the Study Permit and

Off-Campus Work Permit status of international

students attending ACAD. CIC reporting provides

information on students’ status with ACAD, in-

cluding whether they are full-time and confirming

their enrollment or graduation.

ACAD also provides reports to the Alberta

Learning Information Service’s Students Finance

division with regards to reconciling federal grant

funding received by students with disabilities for

assistive services. This reporting includes detailed

information on usage of the funding for individual

services by each student who was awarded the

grant. This reporting is provided to Students Fi-

nance at the end of the academic year.

Alberta Employment and Immigration requires

data related to the use of allocated Disability

Related Employment Support (DRES) funding to

ACAD students. This reporting is completed at


Section 5: Accountability and Information Analysis and Application | Opportunities for Graduate Programming at ACAD

the end of each academic year.

5.1.6 Donor Reporting

Donors receive an annual donor report indicating

the disbursements of their award, the name of the

recipient, the balance of their fund and instruc-

tions related to necessary actions, if any. This

donor report is based on information provided as

a result of the Annual Financial Audit and Review

and the independently reviewed, prepared and

approved financial statements of the organization.

Additional student award recipient information

is provided for the purpose of donor reporting

through Student Experience and Admissions.

The Advancement Division directs the critical

role of identification, solicitation, stewardship and

management of the donor program. Individual

donors play a particularly important role in the

support of student scholarships, bursaries and

other awards. The reporting structure to donors

requires the submission of a donor report at the

completion of each academic year. The report

provides basic information on the balance of the

award, information on the value of the disburse-

ment, the name of the student recipient, as well

as other supplementary collateral materials such

as a personal thank-you letter from the recipient,

the ACAD Catalyst newsletter, images of work

and invitations as appropriate for each donor.

In the event of financial adjustments to a fund,

further directed communication and reporting is

provided to the donor directly. In addition to this

annual communication, donors are invited and en-

couraged to contact the Office of Advancement

should they have any additional requests, con-

cerns or questions. ACAD also engages all donors

via a series of event invitations, special VIP open-

ings and donor/recipient award ceremonies.

5.1.7 AICAD Data Survey

ACAD provides all available data requested an-

nually for the NASAD HEADS reports and AICAD

Data Reports. A wide range of enrollment and

financial data is requested and shared among the

46 NASAD member institutions of art and design

in Canada and the US.

Appendix AJ – AICAD Data Reports 2010

5.1.8 Published Surveys

ACAD participates annually in the following

surveys of universities and colleges, reporting all

requested data that is available:

• MacLan’s Survey

• Peterson’s Survey of Undergraduate Institu-

tions.

5.1.9 ACAD Climate Surveys

In 2008, ACAD introduced an annual ACAD cam-

pus climate survey. This survey was designed as

a fully anonymous web-based initiative, adminis-

tered through an independent research firm and

open to all ACAD faculty, staff and students. Each

survey was oriented to a specific group (students,

staff or faculty) and focused on select major is-

sues surrounding the organizational climate. The

purpose of the survey was to establish a global

sense of the perceptions surrounding ACAD as a

place to work and learn. With the completion of

three surveys in the winter of 2010, strong base-

line data has been established and can be used

for comparative purposes in the future.

In 2010, ACAD presented comparative Climate

Survey data from the prior three years of study

to the ACAD management group. The presenta-

tion provided an overview of the survey process,

a summary of the key themes uncovered by the

survey data, an open-ended summary of results

and a regression analysis for faculty/staff groups.

Separate presentations were also organized

for members of the ACAD Board of Governors

as well as for executive members of the ACAD

Faculty Association, the Alberta Union of Public

Employees Local 071/006 executive members

and the Alberta College of Art + Design Students’

Association executive members.

Appendix AK – ACAD Climate Surveys

5.2 Information Analysis and Application

Link Between Data and Planning

ACAD is striving to ensure data-driven decision-

making is the norm for the institution. The integ-

rity of the data collection process is considered

essential, and the thoughtful assessment of the

relevancy of the data to the situations in which it

is applied is an expectation of all decision-makers

at the College.

Benchmarking at ACAD most frequently uses

comparative data form member institutions in

AICAD, an association of 46 institutions dedi-

cated to studio-based learning in Canada and the

United States, and, particularly in reference to the

three Canadian schools (Emily Carr University

of Art + Design, OCAD University and NSCAD



University).

Historically, ACAD has benefited from a stable

base of long-serving administrative staff. While

cumulative data has been collected and is easily

accessible in a number of reports and searchable

databases, the fluidity of movement in the interim

periods was captured in the collective recall of

personal experience. With change has come the

realization of the need for databases with greater

historical flexibility. Initiatives have begun and

these databases will become increasingly infor-

mative as the paths of historical trends in some

areas become more evident.

5.2.1 Integrity of Data Collection Process

In April 2010, ACAD’s Board of Governors ap-

proved an Information Security Policy. The policy

requires that sufficient security controls be in

place to maintain the confidentiality, integrity

and availability of the information assets at the

College. ACAD is also enhancing and developing

capabilities to manage information complexity

through a managed data process. This process is

intended to simplify and enhance analytic report-

ing capabilities and improve management review

of key performance indicators.

ACAD is currently implementing an information

technology governance framework and sup-

porting toolset that allows managers to bridge

the gap between control requirements, techni-

cal issues and business risks. The College is also

currently implementing an Information Assur-

ance Improvement Plan. The initial stages of this

proposed plan include the development of an

Information Management Council Terms of Refer-

ence, an Information Classification Procedure, an

Acceptable Use Procedure, a User Access Proce-

dure, a Remote Access Procedure, a Change Man-

agement Procedure and various other procedures

to manage information access and risk.

Appendix B – Board of Governors Policy 24: Infor-

mation Security

Appendix R – Information Assurance Improvement

Plan

5.2.2 Collecting Data related to Student Information

Banner Reports

ACAD reports and analyzes information on a

continual basis regarding learners and their

enrollment in approved credit programs offered

by ACAD. Such information includes approved

program and degree specializations, learner

instructional hours, learner personal demographic

information, visa status and application entry

status.

The College also reports application information

for all applicants requesting admission in the fall

of each academic year. This includes information

on student applications, the registration status of

applicants and continuing and returning students’

information.

ACAD operates the SunGard Banner Student

Information System (Banner Student) as a tool

to collect and maintain information required for

reporting use and for the operation of the Col-

lege. Banner Student supports functions neces-

sary for student administration that include the

compiling of course catalogues, the scheduling

of classes, the management of applications and

admissions, the management of faculty assign-

ments, the organization of student registration,

the tracking and management of student fees and

accounts receivable, the documenting of aca-

demic history and the reporting of degree audits.

Further descriptions of the information gathered

are detailed in the appendix.

Appendix AJ – Banner Student Modules for Infor-

mation Gathering and Analysis at ACAD

Supporting Banner Student Information

Due to reporting constraints of the current Ban-

ner Student structure, especially with regards to

spontaneity in historical requests, the Student

Experience + Admissions area has been compil-

ing date-specific course enrollment reports on a

scheduled basis, using a variety of other systems.

These reports allow the College to develop an

historical perspective of course enrollments and

student mobility, especially during the registration

process and into the beginning of the semester.

This data is used to assist in understanding enroll-

ment trends and student mobility, and to plan

effectively.

First-Time/Full-Time Student Reporting

ACAD has developed an Access database to

track the College’s cohorts of First Year Studies

students entering a post-secondary institution

for the first time. This database tracks a cohort’s

progression through to graduation, allowing

the College to benchmark against other AICAD

schools, as well as to gain a better understanding

of progression and graduation rates and to effec-

tively manage issues should any arise.



Appendix AJ – First-Time/Full-Time Student Pro-

gression

AICAD Data Reports

While ACAD looks to data provided by Campus

Alberta to compare our progress more broadly

with other Alberta institutions, our unique posi-

tion within Sector Six – Specialized Arts and

Culture Institutions as the only degree-granting

institution, and our strict institutional focus on

studio-based learning, limits the opportunities for

meaningful comparative analysis. The most rele-

vant data available is provided by the AICAD Data

Reports. These data reports are required from all

46 members, including the four Canadian free-

standing institutions of art and design. Within this

report, schools are ranked by enrollment num-

bers, which places ACAD within the third quartile,

along with Emily Carr University of Art + Design

in Vancouver and NSCAD University in Halifax.

This information helps ACAD benchmark itself

against similar institutions in Canada and the US

with regards to student and faculty demograph-

ics, and general facility and financial information.

Survey results are compiled annually and sent to

all participating institutions and are used as a part

of the planning process at ACAD through assist-

ing in setting key performance indicators and

evaluating the comparative success of numerous

initiatives.

Appendix AJ – AICAD Data Reports 2010

National Survey of Student Engagement

ACAD has recently committed to regular partici-

pation in the National Survey of Student Engage-

ment (NSSE) survey, beginning with the 2011

survey of first-year and graduating students. This

year, the College is also participating in a NSSE

consortium of participating AICAD institutions,

which will allow ACAD to evaluate student partici-

pation in programs and activities that provide for

their learning and personal development against

similar institutions. With the polling now com-

plete, ACAD has had a 46% response rate that will

provide for meaningful data.

Participation in NSSE has the benefits of allowing

ACAD to compare itself with other post-second-

ary institutions in Alberta and throughout Canada.

ACAD will be joining the 67 other Canadian

institutions that participated in NSSE 2011 in a

national data sharing and analysis project being

coordinated by the Queen’s University Office of

Institutional Research and Planning.

Data received from the current NSSE survey will

be reviewed and used in the fall of 2011 to develop

a three-year action plan for enhanced retention

at ACAD as well as to support the Academic Plan

exercise.

Graduate Outcomes Survey

ACAD participates in the bi-annual survey of

post-secondary graduates facilitated through the

Ministry of Advanced Education and Technology.

The results of this survey are compiled by sector

and are publicly available, providing a bi-annual

window on the demographics and satisfaction of

students who have successfully completed their

full course of study.

As the only institution reporting in Sector Six –

Specialized Arts and Culture Institutions, the data

allows ACAD to benchmark the College against

other kinds of institutions, as well as against stu-

dents in a variety of degree and diploma streams

within Alberta, providing a glimpse into the kind

of demographic shifts that can be anticipated as

it moves to graduate studies.

ACAD has begun utilizing additional tools, begin-

ning with participation in the NSSE. Detail of the

process can be found online at: http://nsse.iub.

edu/.

Appendix AJ - 2008 and 2010 Graduate Outcomes

Survey

5.2.3 Collecting Data Related to Pro-spective Student Information

Supporting Banner Student Information

Due to the reporting constraints of the current

Banner Student structure, the Student Experience

+ Admissions area has been compiling date-spe-

cific enrollment reports and student application

reports on a defined schedule. This data is used

to benchmark annual progress in the recruitment

and registration areas against previous years,

allowing the College to respond immediately to

situations should there be concerns, as well as

reviewing and revising strategies and strategic

plans as necessary. The area has also contracted

with Great Exposure in order to access Lead Cen-

tre, a recruitment management system.

Lead Centre

ACAD has recently engaged Lead Centre, a stu-

dent recruitment management system, to enable

the Admissions team members to better track

prospective student information. The Admissions

area utilizes Lead Centre to capture prospective

student data (including their name, phone num-



ber, email, mailing address, high school or post-

secondary institution, graduating year, program

area of interest and lead source), as well as to

keep track of all communication between the pro-

spective student and the Admissions team. In ad-

dition to this, the Admissions has the ability to use

Lead Centre to track other information important

to understanding the demographics of prospec-

tive students such as: schools that students have

applied to, the current status of applications, the

current status of portfolio submissions, the status

of required document submissions, offers of

scholarships and awards, and finally, whether the

student has registered and is no longer a “Lead”.

Lead Centre is also used to include tracking com-

munications with teachers and counsellors with

whom the College has a relationship. Lead Centre

is detailed at: www.leadcentre.ca/media.asp.

Using this database, the College can target spe-

cific groups of contacts using search parameters,

and can send relevant and targeted information

regarding events at ACAD, application dates and

deadlines, and information that is important to

each user group.

While ACAD transitions into a more fulsome use

of Lead Centre, the Admissions area will continue

to keep an Excel database of all applicants that

can be cross-referenced by a number of param-

eters including geographic data, education, deci-

sion codes and legal status, among others.

Between the information gathered from Lead

Centre and Excel spreadsheets, the College has

developed a clearer understanding of the de-

mographic profile of an ACAD applicant – infor-

mation that can be used in strategic enrollment

resource planning. This information will be critical

to the area as ACAD develops a more focused

strategic recruitment plan in May and June of

2011.

5.2.4 Collecting Data Relevant to Instruction

Learner Course Evaluations

All courses delivered at ACAD involve mandatory

student evaluations. These evaluations are ad-

ministered by the Dean of Undergraduate Studies

office staff, with set procedures to be followed

near the completion of instruction for each course

section offered. The evaluations are shared with

the instructor of record and the Program Head to

provide feedback regarding the instructional and

curriculum design of the course, as well as con-

tributing to the faculty evaluation process.

Appendix F – Procedure 400.18.01 – Faculty Evalu-

ation

5.2.5 Collecting Data Relevant to Donor Management

Information that is gathered, tracked and main-

tained for the purpose of stakeholder, donor,

alumni and community contacts has been previ-

ously maintained in an Access Database. The in-

formation contained in the database is basic and

similar to most Advancement or Development

offices in terms of scope and function. Name,

relationship, contact information, giving history,

communications and attendance at events have

been tracked. Additionally, recipients of awards

and the award information specific to the recipi-

ent and the donor are also tracked so that accu-

rate reporting on the awards can be made.

Raiser’s Edge (a Blackbaud database solution)

has recently replaced the previous software, Dev-

Man, that remains as an archive. Raiser’s Edge,

has a significantly larger capacity and ability to

provide statistical tracking, analyze data and

provide timely reports enhancing the capacity

of College staff to plan effectively and act more

strategically in their efforts to engage, communi-

cate and steward donors and stakeholders. Still

in its infancy, the College is working toward fully

utilizing the broad and robust capacity available

through this tool. Following the outcomes of the

Academic Plan currently under development,

ACAD will engage in a capital campaign, using

the statistical and analytic information of Raiser’s

Edge.

5.2.6 Collecting Data Relevant to Scholarships and Awards

Although ACAD’s Scholarship and Awards funds

are tracked and analyzed by the Advancement

team, the adjudicated scholarship, bursaries

and entrance awards are managed and tracked

through Student Experience + Admissions.

In the 2011-2012 academic year, ACAD will begin

to upload this information directly into Raiser’s

Edge, using the tools contained within the soft-

ware to create award letters, write cheque requisi-

tions and track awards and recipients. At that

time, this data will be searchable by student (with

a list of their awards from multiple areas), award

names and program area.

Each year, ACAD’s Advancement and Student

Experience + Admissions teams review scholar-



ship and award information as a part of the larger

review of the awards process, defining the viable

awards for the next year based on the number of

applicants, the funds available and, with respect

to entrance awards, the effective yield. Awards

and scholarships are also reviewed for ease of

application and relevance of the award criteria

for the student body targeted by each award. As

well, the Awards Committee is mandated to annu-

ally review the appropriateness of awards and the

effectiveness of Procedure 500.02.01 – Student

Awards.

Appendix F – Procedure 500.02.01 – Student

Awards

5.2.7 Collecting Data Relevant to Finance

The Corporate Financial Services Department

regularly collects data to support the financial

planning and monitoring of the College’s steward-

ship of resources, the College’s financial results

and its financial position. Data collected is re-

ported and analyzed for a variety of purposes,

including:

• Reporting and tracking of quarterly operating

financial results compared to budgets.

• Reporting and tracking of annual financial

results compared to budgets.

• Reporting and tracking of corporate accounts

including endowments, reserves and deferred

contributions, both capital and operating.

• Reporting and tracking of capital expen-

ditures compared to budgets and capital

allocations.

• Reporting of information for compliance

with regulatory bodies, funding agencies and

donors.

• Reviewing and assessing programs and cost-

ing related to programs for fee assessments

and cost comparison both internally and with

other jurisdictions.

• Tracking of trends and longitudinal data for

strategic planning purposes.

The College maintains a financial system, AC-

CPAC, that enables the collection and accumula-

tion of its financial transactions that are readily

available for the production of its required report-

ing and to meet its analytical needs. Through

this system all departments have ready access

to current information to track the status of their

monthly expenditures and for exercising their ac-

countabilities to manage their allocated resources

within established budgets. Monthly information

is accumulated at a College-wide level to enable

the monitoring of financial results by the Cor-

porate Finance Department and to enable the

reporting of quarterly information and monitoring

by the Executive Cabinet team of the College. In

compliance with the Board of Governors Policies,

quarterly annual reporting is also placed before

the Finance and Audit Committee for review.

These reviews enable the College to take timely

action in addressing any challenges to resource

capacity during the year, or to meet unexpected

variances from plan. Detailed transactional data

by function, project or object of expenditure or

revenue source is available through ACCPAC to

support any information or analysis requests

should they arise.

The continual assessment of the College’s fi-

nancial position, its financial results and its cash

flows helps to ensure that the College operates

prudently within its available resources, is able

to maximize the investment of surplus funds in a

timely manner, has funds to satisfy its obligations

to employees and service providers, and is able

meet the educational programming needs of its

students. Annual financial budgeting processes

have been refined over the past few years to

strengthen the College’s attention to its internal

control environment in managing and reporting

financial data. Detailed implementation plans are

prepared in response to the annual audit recom-

mendations arising from the review of the Col-

lege’s annual financial statements by the Office of

the Auditor General.

Data comparisons with the summarized finan-

cial data from other provincial institutions within

Alberta and with other AICAD schools in Canada

and North America are regularly used to assess

fee levels, program cost effectiveness and the fi-

nancial health of the College. These types of com-

parisons are utilized to assist in planning, identify

revenue generation opportunities and improve

our efficiency in resource usage and deployment.

5.2.8 Collecting Data Relevant to ACAD’s Extended Studies Program

Extended Studies (ES) gathers data directly

related to planning and analyzing the financial as-

pects of the department, instructor performance

and student satisfaction on an ongoing basis. As

the need arises, this area may also gather data

that informs marketing efforts. Broad trends un-

covered by data collection are communicated to

ES instructors at semi-annual meetings. Instructor

performance review information is shared directly

with each instructor personally. Extended Studies



staff engages in serious and responsible dialogue

around the annual department comparison; that

is, how ES did in the present year compared to

the previous year.

Extended Studies uses standard forms and for-

mulae for the collection of all of the data listed

above. In some cases, the area makes use of

standard Banner Student reports to complete the

data set in question. Data collection continues

throughout the active terms, and is considered

complete within two weeks of the end of the

semester.

Extended Studies data is compared informally

at semi-annual meetings of the Senior Continu-

ing Education Officers with other studio-based

programs. Data is also compared with institutions

in the United States through informal listserv

discussion from AICAD Continuing Education

and through AICAD Data Reports. At this point

Extended Studies does not have reporting re-

quirements to Alberta Advanced Education and

Technology beyond annual headcounts.

Data on the performance of individual courses

and on program areas is the foundation for

building the next calendar of courses. Based on

performance over time, courses may be dropped

or program areas expanded. Data from courses

and program areas is reviewed each semester, as

well as annually. Instructor performance data is

reviewed annually.

The fee formula provides guidance for planning

course offerings and the cost analysis provides

a detailed view of actual costs for each course,

program area, budget and the department as a

whole. This influences planning for the next cycle

by indicating areas to target for growth or for

phasing out.

Appendix AL – Extended Studies – examples of

data collected

Appendix AL – Extended Studies 2010 Course

Calendar

5.2.9 Collecting Data Relevant to ACAD’s Communications Efforts

The Communications Department at ACAD

regularly collects data to guide strategic planning

related to future communications and media rela-

tions work at the College. Data about audience

members is collected in multiple ways, including

a database-driven e-communications tool, media

monitoring and Google alerts online, and through

analytical software that tracks viewers and visits

to our website.

This data is also used year-over-year to bench-

mark the growth of ACAD’s media and communi-

cations efforts, and to accurately pinpoint areas in

need of additional efforts on both our individual

communication efforts and our web-based digital

home.

Data related to all email communications (includ-

ing ACAD’s weekly and monthly e-newsletters,

digital media releases and event invitations) is

tracked through the use of Drive-It, a proprietary

software used to develop and track HTML-based

email communications. With the information

tracked related to who receives and reads our

e-communications, when they do so, who they

forward it to and how often the email is read, the

Communications Department develops profiles

on the type of e-communications that may be

successful in the future for each initiative.

Data related to the ACAD website, 13 individual

programs/areas of study ACAD blogs, and the

ACAD Admissions microsite is tracked using

Google Analytics. This tool allows the Communi-

cations Department to better understand which

areas of the website are receiving the most atten-

tion from visitors, where our visitors are seeking

additional information and perhaps not finding

what they are looking for, and which entry points

and points of referral visitors use to access our

site. Data collected in this way determines both

our future web strategies and our performance

year-over-year as related to our website efforts. In

the past, this data has been used to initiate new

web strategies including the ACAD Admissions

microsite in the summer of 2010, and to identify

the need for more personal website communica-

tion tools – laying the groundwork for our ACAD

department and program area blogs in 2009.

5.2.10 Collecting Data Relevant to ACAD’s Human Resources Efforts

Over the last thee years, ACAD has engaged in an

annual ACAD Climate Survey and will continue to

analyze and build upon those results. This survey

data allows the Human Resources Department to

better respond to employee concerns and sug-

gestions, ensuring that the College continues to

develop a collaborative, congenial and transpar-

ent work and learning environment.



5.2.11 Alumni and Graduate Success

ACAD’s past efforts to remain in contact with,

receive support from and celebrate the success of

its alumni has been inconsistent. Unofficial alumni

groups and collectives have been formed external

to the institution but none have been sustained.

To begin to address this issue, ACAD now em-

ploys a Director of Advancement + Alumni

Relations as part of its ongoing Advancement

strategy and this position has been tasked with

facilitating a program of support and engagement

that will provide reciprocal benefits to both the

institution and its alumni. Strategic planning in re-

gards to relationship building with alumni, as well

as the associated organizational shift that accom-

panies this effort, are under way. Recent initiatives

include the dissemination of an e-newsletter to

alumni, initiation of engagement activities with

current students, dissemination of career oppor-

tunities, calls to artists and other similar profes-

sionally related information to the wider alumni

community. Additionally, as the College endeav-

ours to re-establish relationships with recent and

past alumni, the senior management of the Col-

lege and in particular the President + CEO have

begun to meet both formally and informally with

alumni in communities throughout the province

of Alberta, coordinating alumni receptions and

stakeholder events in the travel itineraries of the

President + CEO and senior management.


Section 6: Human Resources | Opportunities for Graduate Programming at ACAD

6. HUMAN RESOURCES A post-secondary institution is defined by its

human capital, and ACAD approaches its human

resources as the key to maintaining and enrich-

ing the vibrancy of the total learner experience.

There is no singular College goal articulated that

does not require creative and sustained effort by

employees to accomplish outcomes leading to ul-

timately enhancing student success. The develop-

ment of the College’s ten-year Academic Plan will

define the human capital needs into the future,

and Human Resources planning will respond as an

essential contributor to the full realization of the

College mandate, vision and values.

Human Resources Development and Management

ACAD relies on employees to build upon its past

excellence and to move the institution forward in

creating possibilities locally, regionally, nationally

and internationally.

The College is committed to regularly reviewing

compensation for all employee groups in regards

to salary comparisons, and from the point of view

of total compensation (including monetary and

full benefit comparisons). In support of job clarity

and appropriate bases for compensation, ACAD

has recently completed comprehensive reviews of

job classifications and evaluations for both man-

agement/exempt staff and for support staff. Ad-

ditionally, salaries for management/exempt staff

have been reviewed by HayGroup Inc., an external

advisor, within the last four years and a plan is

now in place to move towards greater equity with

market comparators as soon as is fiscally feasible.

During the past two years, ACAD has revised its

New Employee Orientation program into one that

is now customizable to meet each new employ-

ee’s orientation needs. ACAD’s Human Resources

Department maintains a probationary tracking

program to empower both managers and new

employees throughout the probationary period.

ACAD is also committed to providing employee

training and development opportunities, with a

specific focus on the individual needs of employ-

ees and in particular, supporting opportunities

that will lead to transformative change for the

employee as well as for the College. Learning and

development opportunities range from core skill

set enhancement to strategic planning for trans-

formative leadership training that will enhance the

effectiveness of the employee and complement

the institution’s plans for change, growth and

development.

6.1.1 Human Resources As of March 2011, ACAD employed approximately

220 employees encompassed in three distinct

employee groups:

• Management/Exempt employees,

• Support staff governed by the Collective

Agreement between the Board of Gover-

nors of the Alberta College of Art + Design

and the Alberta Union of Public Employees

(AUPE), Local 071/006, and

• Faculty governed by the ACAD Faculty Col-

lective Agreement.

The majority of ACAD employees are governed

by negotiated collective agreements with AUPE

and the ACAD Faculty Association.

Terms and Conditions for management/exempt

employees are currently under a comprehensive

review following the last update in 2008.

Appendix AM - ACAD/AUPE Collective Agreement

2010-2011

Appendix I - ACAD Faculty Collective Agreement

2010- 2013

Appendix AN - ACAD Management/Exempt Terms

and Conditions



6.1.2 Staff Recruitment

ACAD has recently grown the employee base and

renewed the commitment to recruit, hire and wel-

come a vigorous and involved permanent faculty

base. Additionally, since 2004 ACAD has been

building the professional capacity of the adminis-

trative and academic support staff.

The recruitment process is guided by procedures

and guidelines to effectively hire the most quali-

fied candidates that match the position. Posi-

tion advertisements are crafted and strategically

placed to effectively reach the desired applicant

pool. Search committees are structured in accor-

dance with the appropriate procedure/guideline

and reflect a balance of perspectives from the full

range of employee groups. These processes are

detailed in:

• Procedure 400.04.01 – Hiring Practices Per-

manent Faculty

• Procedure 400.03.02 – Hiring Practices -Ses-

sional/Replacement/Extended Studies Credit

Faculty

• Administrative Guideline: Management and

Excluded Search Committee/Hiring Guide-

lines and Roles.

Appendix F – Procedure 400.04.01 – Hiring Prac-

tices Permanent Faculty


tices – Sessional/Replacement/Extended Studies

Credit Faculty

Appendix L – Management and Excluded Search

Committee/Hiring Guidelines and Roles

6.1.3 Expectations of Staff Members

ACAD expects all members of the ACAD commu-

nity to abide by policies/procedures, guidelines

and all applicable laws. All policies, procedures

and guidelines are classified along functional

areas and are available on ACAD’s Infolab, an

intranet site accessible to all ACAD faculty and

staff.

New Employee Offer of Employment letters con-

tain the phrasing, “As a condition of employment,

it is expected that all faculty and staff will abide

by the College policies, procedures and guide-

lines.” That phrasing is also embedded within the

terms and conditions of the ACAD Faculty Col-

lective Agreement in Article 10: Workload, 10.01

a) Teaching and Teaching Related Responsibilities.

ACAD ensures during the New Employee Orien-

tation that a segment of the orientation concen-

trates on policies, procedures and guidelines;

the expectation placed on employees; and the

location of the information for ready and frequent

access.

The Information Systems Acceptable Use Guide-

lines are read and signed off by all new employ-

ees. Additionally, the manager’s Checklist for New

Employee Orientation contains specific reference

to several important areas requiring a discussion

of expectations in the form of a copy of position

descriptions, review of procedures and the han-

dling of confidential information and health and

safety expectations.

All staff position descriptions are located on Info-

Lab, the College’s intranet, and fully accessible by

all employees.

Appendix R – Information Systems Acceptable Use

Guidelines

Appendix AO – Position Descriptions



6.1.4 New Employee Orientation

ACAD is always evolving the New Employee Ori-

entation Program to ensure that all new regular

employees are welcomed to the institution. This

program is designed to create employee engage-

ment with the ACAD community to enhance the

commitment and retention of new employees.

In the 2005-2006 academic-year, ACAD began

offering the College’s first New Employee Orien-

tation. Set up as an intake model and held annu-

ally as new permanent faculty joined ACAD, the

intention was to provide a uniform message of

key institutional guidelines and operating require-

ments, culminating with the President + CEO’s

Welcome to the New Academic Year address and

subsequent social reception.

ACAD moved to create a new vehicle in the fall

of 2009, resulting in the current New Employee

Orientation Program that is intended to sustain a

year-long orientation process, engaging new staff

members individually as well as building a stron-

ger sense of belonging to the ACAD community

amongst the group joining the institution. The

intent is to welcome, orient and build strong com-

mitments aligned with institutional goals.

Appendix AP – Outline of New Employee Orienta-

tion at ACAD

Appendix AP – Orientation Schedule

Appendix AP – New Employee Orientation Agenda

Appendix AP – Welcome to ACAD Overview Pre-

sentation

Appendix AP – Employee Handbook

Appendix AP – Employer (Manager) Orientation

Checklist

6.1.5 Staff Probation

ACAD has probationary periods for all employee

groups. Management terms and conditions of em-

ployment that cover Management/Exempt staff

stipulates a six-month probationary period for all

regular employees. The ACAD-AUPE Collective

Agreement provides for a six-month probation-

ary period as outlined in Article 11 of the current

agreement.

Because of the nature of the long-term commit-

ment of the College to permanent faculty and the

critical role they play in the curricular and intel-

lectual life of the College, the probationary period

for permanent faculty positions is three years.

The evaluative processes involved in the faculty

probationary period are detailed in:

• Procedure 400.18.01 – Faculty Evaluation

Procedure, Part II – Permanent Track Appoint-

ments.


ation

Appendix AM – ACAD-AUPE Collective Agreement

6.1.6 Staff Performance Planning, Re-view and Evaluation

ACAD is committed to ensuring that performance

planning, review and evaluation takes place within

a comprehensive cycle aligned with the College’s

academic/fiscal year, emphasizing individual

goals/objectives that align with the College’s

strategic goals.

Management/Exempt Performance Planning

Evaluation

All management/exempt employees participate in

the Management/Exempt Performance Planning

Evaluation protocol (MEPPE). This process incor-

porates the concepts of coaching and developing

professional growth through an ongoing dia-

logue between managers and employees as they

undertake the performance planning, review and

evaluation cycle each year. These discussions are

reflective of the College’s strategic planning goals,

mandate, vision, values and overarching goal of

providing learners with a vibrant and exemplary

educational experience at ACAD.

The annual review period begins with perfor-

mance planning, reviewing the goals and objec-

tive for the past year, and setting goals and objec-

tives with identified key performance indicators

for the upcoming year. Opportunities are available

at the mid-year review to re-balance and re-frame

goals and the key performance indicators. An

overall evaluation of the previous year’s goals

against a salary review for future year annual

increases completes the cycle.

Appendix G – MEPPE User Guide

Appendix G – MEPPE Competencies Guide

Appendix G – MEPPE Levels of Performance Guide

AUPE

AUPE members are encouraged in their efforts

to excel and receive constructive feedback from

their supervisors. Work is currently under way

on a joint project through HR and the AUPE Lo-

cal 071/006 to develop and recommend a new

protocol for support staff performance review

and evaluation that is supportive of the employee



and recognizes efforts to improve the College as

a whole.

Faculty

Faculty evaluation is handled directly through the

Office of the Vice President Research + Academic

Affairs and as delegated to the Office of the

Dean, as detailed in:

• Procedure 400.18.01 – Faculty Evaluation.

Faculty evaluation is detailed in Section 6.2.5 of

this Self-Study.


ation

6.1.7 Staff Recognition

Lecturer Emeritus

The significant work of long-standing, retiring

faculty members who have made a substantial

impact on the College and/or an outstanding

contribution to the visual arts and design fields

is recognized through the awarding of the title of

Lecturer Emeritus. Nominations are considered

annually, and those selected are recognized at

Convocation.

Appendix F – Procedure 300.01.01 – Lecturer

Emeritus

Ongoing Initiatives

ACAD has a process for honouring retiring faculty.

Long-standing service and dedication to the Col-

lege is highly valued at ACAD and this commit-

ment is reflected in the Administrative Guideline

for Honouring Retiring Faculty.

ACAD has a tradition of employee recognition

through small group engagement and celebra-

tion. ACAD’s new President + CEO has continued

to celebrate service commitments through the

first annual luncheon for ACAD management and

support staff, honouring those with over 20 years

of service, as well as a series of small breakfast

meetings with the President + CEO to include

members from throughout the ACAD community

(faculty, staff, students and external stakeholders

including donors, alumni and Board of Governors

members). Celebrations are planned for sharing

and honouring management/exempt and support

staff training and development achievements at

year-end.

Appendix L – Administrative Guideline for Honour-

ing Retiring Faculty

6.1.8 Staff Involvement

ACAD employees are encouraged to participate

in all facets of the institution. While certain activi-

ties are mandated by position responsibility or

service requirements, many employees volunteer

to participate through a dedication to seeing the

College succeed. A wide diversity of opportuni-

ties for involvement arise through such specific

College-wide structures as the ACAD Health +

Safety Committee and the President’s Diversity

Advisory Committee, as well as through numer-

ous working task forces, search committees, plan-

ning committees, Joint Committees and events

through Alumni, Advancement and Student Expe-

rience + Admissions (including Convocation).

Opportunities for involvement and interaction

with the current discourses in art and design

are ongoing. The many Illingworth Kerr Gallery

exhibitions, the bi-weekly student exhibitions at

the Marion Nicoll Gallery, the ongoing depart-

mental exhibitions and critiques of student work,

combined with the many Visiting Artists talks and

lectures provide a rich framework for involvement

and learning.

ACAD employees also have opportunities to

participate and become involved in the external

community. The richness of the backgrounds and

the scope of experience embedded within the

CVs of the faculty and staff are key to the variety

of contributions ACAD employees make to the

larger Calgary/Alberta communities as a whole.

6.1.9 Staff Professional Development, Education and Training

ACAD is committed to professional develop-

ment, education and learning for employees. The

College has always acknowledged the critical

role that faculty professional development and

research plays in maintaining a vibrant academic

experience for students, and the College remains

strongly committed to facilitating this develop-

ment. In addition, the past five years have seen

ACAD placing significantly more emphasis and

support towards training and development initia-

tives for all staff.

Through 2008-2009, Staff Development Strate-

gies were created and opportunities sourced and

supported in six key areas:

• Strategy #1: Schedule and fund professional

development opportunities that address ex-

pressed staff needs and operational needs in

areas of technology proficiency.



• Strategy #2: Provide staff development

opportunities that address expressed staff

needs and operational needs in areas of com-

munications skills, specifically business com-

munications.

• Strategy #3: Provide staff development train-

ing in project management and problem-

solving skills.

• Strategy #4: Provide training to appropriate

managers and support staff in harassment/

discrimination.

• Strategy #5: Provide staff development train-

ing in the Freedom of Information and Pro-

tection of Privacy Act (FOIP), both awareness

and advanced training.

• Strategy #6: Provide ACAD Technicians with

appropriate training in specialized areas and

new technology appropriate to their assign-

ment.

The College is committed to providing dedicated

funding for professional development oppor-

tunities with clearly framed terms of reference,

application criteria and application guidelines.

Initiatives include a range of research opportuni-

ties, and recognition and support for skill devel-

opment.

Management/Exempt

ACAD managers have always had assigned bud-

get lines in place for training and development

initiatives, and Human Resources has always had

institutional dollars available to support College-

wide initiatives.

AUPE

ACAD has recently put in place, through a com-

mitment of operational funds and through a ne-

gotiated settlement in the ACAD-AUPE Collective

Agreement, an annual Professional Development

Fund to be administered through a Joint Commit-

tee for support staff members only.

ACAD is in the process of developing Terms of

Reference for the administration of a one-time

fund for Transformational Training and Develop-

ment dollars to be allocated over the next three

to five years, effective July 1, 2011 and targeted to

Management/Exempt and Support Staff eligible

employees.

Appendix AQ – ACAD-AUPE Professional Develop-

ment Fund Committee Terms of Reference

Academic Staff

ACAD supports research and professional devel-

opment through contractual individual support

and sabbaticals for faculty members. As well, the

College provides support through peer-adjudicat-

ed funds such as the Faculty Professional Affairs

Committee, the ACAD Scholarly Research and

Creativity Initiative, the ACAD Faculty Research

Contingency Initiative and the ACAD Graduate

Studies Tuition Assistance Initiative. These are

detailed in Section 4.2.3 of this Self-Study.

6.1.10 Wellness

ACAD is committed through the Board of Gover-

nors’ policies to providing a safe and healthy work

and learning environment for the entire ACAD

community, and promoting the well-being and

safety of all those who attend the campus.

Through the Office of the President + CEO, cross-

representational committees are structured to

provide advice and recommendations on issues

relating to health and safety and to provide lead-

ership in continuing to develop a community that

is diverse, respectful, inclusive and equitable. The

College acknowledges the critical role that the

well-being of its members plays in achieving Col-

lege goals and strategic plans.

ACAD provides comprehensive health benefits to

faculty and staff, including confidential employee

assistance and counselling. ACAD employees also

have access to health clinic services and dis-

counted rates at the SAIT fitness centre through

a bridging agreement with SAIT. All First Nations

staff members also have access to the Chinook

Lodge located on the SAIT campus.

ACAD is heading into the third year of providing

annual protection for all employees wanting to be

immunized against influenza and invites members

of Alberta Health Services Workplace Influenza

program on-site each fall. The College provides an

annual Wellness Fair with representatives invited

from non-profit, health prevention/promotion and

health and wellness business enterprises to pro-

vide health and wellness information and prod-

ucts. Opportunities for one-on-one and group

sessions on pension and retirement planning are

also promoted.

Appendix B – Board of Governors Policy 17: Re-

spectful Workplace Policy


and Safety

Appendix F – Procedure 200.07.01 – Health and

Safety

Appendix F – Procedure 500.14.01 – Student Con-

duct




and Discrimination

Appendix AR – President’s Diversity Advisory Com-



manual

Appendix AP – ACAD Employee Handbook

Appendix AS – ACAD /SAIT Bridging Agreement

6.2 Academic Faculty and Staff

6.2.1 Recruitment, Hiring and Appoint-ment

Moving ACAD forward in preparation of graduate

level programming, an agreement between ACAD

and the ACAD Faculty Association has committed

a budgetary priority to new permanent faculty

hires over and above attrition rates. This focus

allows ACAD to grow a strong permanent faculty

complement given the long-term tenure of the

majority of permanent faculty and a cost-neutral

Early Retirement program.

Accordingly, the College will make appointments

to studio faculty positions on the basis of a

graduate degree appropriate to the discipline or

equivalency as determined by the Vice President

Research + Academic Affairs. ACAD has commit-

ted to a minimum level of educational preparation

for faculty contained within the ACAD Faculty

Collective Agreement for new hires. For faculty

members instructing in Liberal Studies, a PhD or

comparable doctorate, as well as teaching expe-

rience at the post-secondary level, is the prime

indicator of required achievement.

Recruitment activities over the last few years have

been successful in enhancing the pool of perma-

nent faculty. As an example:

• 2007-2008 – nine permanent faculty mem-

bers were hired.

• 2008-2009 – seven permanent faculty mem-

bers were hired.

• 2009-2010 – four permanent faculty mem-

bers were hired.

• 2010-2011 – five permanent faculty positions

are at differing stages of recruitment, with

three hires dependent upon the progress of

the current economic climate.

Vacant and new faculty budget lines are allocated

through discussions in Academic Executive (com-

posed of the Program Heads, the Vice President

Research + Academic Affairs, the Dean of Under-

graduate Studies, the Director of Extended Stud-

ies, and the Director of the Library). Criteria that

guide these discussions are:

• The areas of planned growth for the College.

• Reflection on the future trends in disciplines

and the emerging educational and curricular

needs to effectively support student success.

• Projected student demand based on recent

historical enrollment data.

• The local scarcity of particular skill sets need-

ed to adequately support curricular planning.

• The numbers of permanent faculty currently

allocated to an area.

Positions identified through this process are

brought forward by the Vice President Research

+ Academic Affairs and position ads are crafted

in consultation between the Vice President Re-

search + Academic Affairs and the Program Head.

Advertisements are strategically placed following

discussions between Human Resources and the

appropriate academic leaders.

The search process for hiring to Permanent

Faculty track positions, and the composition and

roles and responsibilities of the search commit-

tees, are outlined in:

• Procedure 400.03.01 – Hiring Practices Per-

manent Faculty.

• Determining the sessional hiring requirements

for the next academic year is a consultative

process between the Dean of Undergraduate

Studies and the relevant Program Heads. This

process, and the roles and responsibilities of

the search committees are detailed in:

• Procedure 400.03.01 – Hiring Practices – Ses-

sional/Replacement/Extended Studies Credit

Faculty

• Collective Agreement Between the Board of

Governors of the Alberta College of Art + De-

sign and the Alberta College of Art + Design

Faculty Association – Article 8: Categories of

Employment; 8.02 b.


tices Permanent Faculty


tices – Sessional/Replacement/Extended Studies

Credit Faculty


6.2.2 Faculty and Demographic Charac-teristics

ACAD reports faculty demographics annually to

the AICAD Data Reports. The latest reporting on

faculty demographics is appended.



Appendix AJ – 2010-11 AICAD Data Survey, Section

II: Faculty Demographics, Compensation & Status

6.2.3 Responsibilities and Obligations

ACAD and the faculty are committed to educa-

tional excellence through a vibrant, studio-based

learning environment. The common, underly-

ing motivation in the development of all related

agreements and procedures is to deliver on this

promise.

ACAD has committed to ensuring all credit in-

struction at the College is performed by members

of the ACAD Faculty Association. Responsibilities

and obligations specific to faculty are detailed

within the ACAD Faculty Collective Agreement

Article 10: Workload. These responsibilities in-

clude:

• teaching and teaching-related responsibilities,

• service responsibilities,

• professional responsibilities, and

• creative activities and/or research responsi-

bilities.

Procedures that work in tandem with the ACAD

Faculty Collective Agreement in further defining

these responsibilities are detailed on the College’s

intranet, InfoLab. These include:

• Procedure 500.07.01 – Grading and Progres-

sion

• Procedure 500.08.01 – Grade Appeal


ACAD provides references and guidelines, as

well as supportive information, to assist faculty

in meeting these responsibilities and obliga-

tions. Faculty members have access to the ACAD

intranet, InfoLab, where guidelines and templates

for required submissions are accessible. As well,

the ACAD Health and Safety Program manual is

fully accessible from the ACAD website. Access to

all of the supporting documents is one of the foci

of the New Employee Orientation Program.

Also available on the InfoLab are the terms of

reference for the internal, juried research, sabbati-

cal, and professional development initiatives and

funds, as well as the application processes and

required forms.


Appendix F - Procedure 400.18.01 – Faculty Evalu-

ation

Appendix F – Procedure 500.07.01 – Grading and

Progression

Appendix F – Procedure 500.08.01 – Grade Appeal

6.2.4 Workload

Workload is contractually agreed to and defined

within the ACAD Faculty Collective Agreement:

Article 10: Workload and Article 8: Categories of

Employment.


Graduate Studies

ACAD understands the need to ensure that

faculty appointed to Graduate Studies receive

sufficient time to remain engaged in research.

The proposed model has accounted for a re-

duced teaching load, as well as compensation for

supervisory responsibilities (currently estimated

at three to five supervisory assignments equal

to one three-credit teaching load) and has been

costed as outlined in Part A – System Coordina-

tion Review – 6.0 Program Structure.

Discussions with the ACAD Faculty Association

will need to occur surrounding workload and

related compensation.


6.2.5 Evaluation

At the core of ACAD’s faculty evaluation process

is the facilitation of a directed, ongoing dialogue

between faculty members and the Program

Heads regarding instructional and professional

excellence. By embedding the heart of the evalu-

ative process at the programmatic level, ACAD

is acknowledging the importance the institu-

tion places on evaluation framed as a process of

ongoing personal growth that is directly linked

to the mandate of the College as an educational

institution and in support of a significant student

experience.

The current evaluation model was influenced by

the writings of Raoul Arreola, with the procedure

guided by:

• focusing the evaluative process on those who

are in the best position to meaningfully evalu-

ate,

• establishing a set of common College-wide

values from which to evaluate, but providing

flexibility to vary the weighting of those areas

depending upon the relevance of each rela-

tive to the major/area of study in which the

faculty member teaches and that member’s

career and research initiatives, and

• assessing which areas each of the stakehold-



ers involved in the process can most effec-

tively and meaningfully evaluate.

The evaluation process is based on three areas of

performance:

• teaching responsibilities, including the results

of student course evaluations,

• professional activities and achievements,

including research, and

• service responsibilities to the College.

Faculty members are required to submit annual

reports framed as a narrative on their overall per-

formance. While faculty are expected to address

their progress in all three of the areas of accom-

plishment, the Program Head, in discussion with

the faculty member being evaluated, establishes

the percentage weighting for each component

for the next year, based on the relevant initiatives

that are being proposed and the ultimate educa-

tional impact of each on the learner experience

at ACAD. These discussions are held annually to

review the faculty member’s overall performance

and the progress achieved towards the goals set

in the previous year, as well as to establish the

goals for the next year. Among the topics dis-

cussed is how these goals align with the depart-

mental and College strategic plans. These discus-

sions are summarized and the written documents

are forwarded to the Dean of Undergraduate

Studies for review and to the Vice President Re-

search + Academic Affairs.

All documentation from these annual discussions

and the faculty member’s required submissions

form the basis of a formal written evaluation that

is conducted on a schedule determined by the

status of the faculty member and as detailed in:


This procedure outlines the evaluation process,

the nature of the required documents, the student

evaluation process and the processes for appeal.

This procedure is reinforced and the processes

regarding document retention by the College are

detailed in the ACAD Faculty Collective Agree-

ment – Article 9: Faculty Evaluation.


Appendix F - Procedure 400.18.01 – Faculty Evalu-

ation

Graduate Studies

The outcomes of the Task Force on Academic

Rank will significantly influence the process of

faculty evaluation. As well, there will need to be

adjustments to Procedure 400.18.01 –Faculty Eval-

uation to reflect the structural differences and the

increased emphasis on creative research. The Fac-

ulty Evaluation Review Committee will be recalled

to consider the impact of graduate studies and

submit recommendations to the Vice President

Research + Academic Affairs to consider.


ation


Section 7: Students | Opportunities for Graduate Programming at ACAD

7. STUDENTS

7.1 ACAD Commitment to Students

ACAD is fully committed to student success

within a rigorous, studio-based learning program

of study. Faculty are hired for their expertise in

studio/professional practices and their dedication

to student success. A current ratio of 13 students

per instructor maximizes opportunities for close

instructional interactions. This ratio will be de-

creased in the graduate programs to foster op-

portunities for close interactions with faculty.

Student Experience + Admissions is committed to

providing a comprehensive set of student sup-

ports and experiences dedicated to maximizing

the effectiveness of the academic programs. Ef-

forts of this division are directed towards ensur-

ing the best match of learners to the institution’s

vision, mandate and educational goals, and being

proactively engaged in maximizing retention

through a range of relevant student interactions,

workshops and individualized programs designed

to keep pace with students’ evolving academic

and creative needs. The overarching goal is to

keep the student focused and engaged with their

educational experience while enhancing personal

growth and providing the fullest educational ex-

perience possible through opportunities that are

accessible, flexible and relevant to the needs of

ACAD’s diverse student body.

7.2 ACAD Student Demographics ACAD student demographics are identifiable,

especially given the highly specific nature of the

institution as an art and design, studio-based edu-

cational institution. Demographic comparisons are

made with Alberta baccalaureate and master’s

programs through the Advanced Education and

Technology’s Graduate Outcomes Survey, and

supported by the AICAD Data Reports.

The demographics of undergraduate students are

predominantly female, 23 years old and unen-

cumbered by dependents. They are most likely

to enter the post-secondary system shortly after

graduating from high schools in urban areas of

Alberta and to be highly motivated by the act of

learning. Their parents are likely to have a high

level of education, and the students are less likely

to be from visible minorities or preoccupied with

acquiring specific occupational skill sets.

The number of students presenting with declared

disabilities is dramatically higher than the average

for baccalaureate students in Alberta, reflecting

the relatively high demand for these services at

ACAD. As well, the mean student age is slightly

older and more inclined to be in a long-term

relationship than the mean for baccalaureate

students.

In comparison with master’s level students from

the same graduating year, the motivational pro-

file is not dissimilar. The increased numbers of

students in longer-term relationships and hav-

ing dependents is higher than the current mean.

This will undoubtedly have an impact on current

student services as graduate studies expands at

ACAD, and will need to be a consideration in the

longer term for Student Experience + Admissions.

As of 2010:

• mean age of ACAD students is 23, with 29%

male and 71% female

• mean age of AICAD students is 22, with 35%

males and 65% females

• mean age of AICAD graduate is 29.



7.3 Enrollment Management

Enrollment goals have been detailed in the In-

stitutional Access Plans of 2008 and 2009, with

detailed measures for growth projected into 2014.

Projected enrollments include both undergradu-

ate and graduate programming. The enrollments

stated in this chart will be reviewed against the

current budgetary realities given recent economic

events, and these will be reflected in the College’s

Comprehensive Institutional Plan to be submitted

to Advanced Education and Technology in June

2011.

Historically, ACAD has developed and implement-

ed planning processes to enhance and support

the quality of the student experience at the Col-

lege. As a part of the Strategic Planning Process,

Student Experience + Admissions established

goals and objectives and is reviewing and revising

these through annual planning sessions involving

the area staff. With a restructuring of the area in

late 2010, the next planning session in June 2011

will review the last year’s goals and objectives

for assisting and supporting a successful student

experience, and determining next year’s goals

and how to most effectively allocate resources to

achieve them.

Into the future, the College’s Enrollment Manage-

ment Task Group (detailed in Section 3.1.3) will be

recalled in the fall of 2011 and move forward with

drafting an all-encompassing Strategic Enrollment

Management Plan that benefits from the broad

perspective of full representational input from

across the College. The Academic Plan (detailed

in Section 3.1.7) being developed under the lead-



ership of Dr. Doz, ACAD’s President + CEO, will

significantly influence this task group.

Appendix AT – 2009-12 SE+A Strategic Plans

Appendix AT – 2009-10 Retreat Agenda and

Results

Appendix AB – Enrollment Management Task

Group Terms of Reference

Appendix X – 2009 Institutional Access Plan,

Appendix A – Access Goals

7.4 Recruitment

ACAD is an institution in Sector Six of the Cam-

pus Alberta system focused on a studio-based

learning experience in the visual arts and design.

The College is mandated to serve a client base

of learners from Alberta and beyond and to offer

career and academic programming to both the

undergraduate and graduate-level students. The

specificity of this target group has influenced all

recruitment planning processes and the develop-

ment of all informational materials and communi-

cations in the Student Experience + Admissions

division.

The Admissions area began developing a new

Strategic Recruitment Plan in 2010. This plan, re-

flecting on the Institutional Access Plans and the

College mandate, vision and values, attempted to

better define and understand the demographics

of ACAD’s client base and the yields from recruit-

ment efforts. This deeper understanding is lead-

ing to a more systematized and focused approach

to engaging with prospective students and their

supporters. This new strategy develops stronger

relationships and partnerships with art teachers

throughout the province



As a studio-based learning institution with a

faculty to student ratio of 1 to 13, ACAD offers an

educational experience characterized by close

one-on-one interactions between students and

faculty. Personalized communications and the

sharing of information relevant to the needs of

each applicant group are essential to the ap-

plication process. To help ensure this is reflected

throughout the experience of a prospective

student, the College has instituted Lead Centre

Student Recruitment and reorganized the staffing

configurations to place more human resources as

first point of contact.

7.4.1 Undergraduate RecruitmentAt the beginning of the 2010-11 academic year, the

College instituted a microsite within the ACAD

website designed to more effectively communi-

cate with our specific client base. This site was

created in tandem with the 2010-2011 recruitment

materials, with a focus on assisting prospective

students to ground their portfolio pieces within a

more conceptual framework, and instill an initial

curiosity about the larger critical discourses of

contemporary visual art and design. These mate-

rials were developed with broad input, including

focus groups directly from ACAD’s client base.

Other highly successful initiatives begun in 2010-

2011 to actively engage prospective students with

the field has been the establishment of Face-to-

Face, a program for high school art classes to

directly interact with the two major exhibitions

developed annually in the Illingworth Kerr Gal-

lery; and the establishment of Show-Off, a juried

exhibition at the Illingworth Kerr Gallery of the

best artwork from Alberta’s Grade 11 and 12 visual

art students.



ACAD is also continuing to target under-rep-

resented and disadvantaged groups within its

primary client base. Artstream is a collaborative

program between ACAD and Bow Valley College

to provide an alternative entry point into post-

secondary education for students with strong

portfolios but insufficient academic standing. This

program has been refined to expand opportuni-

ties for this demographic to be eligible for greater

financial assistance. As well, discussions with Bow

Valley College are continuing to move forward

with expanding Artstream to provide an alterna-

tive path for ESL students with a focus on English

usage within visual arts discourses. Artstream

application, admission and program requirements

are detailed in:

• Procedure 500.18.01 – Degree Requirements,

pp. 23-24.

Working from the success of the Artstream pro-

gram, discussions are currently under way with

Lakeland College to explore a similar model for an

alternative pathway for aboriginal students into

post-secondary studio-based degree programs at

ACAD.

7.4.2 Graduate Recruitment

In regards to graduate programming, the area will

be supporting recruitment with more targeted

materials and approaches. While the recruitment

staff will be active in its support, it is anticipated

that there will be a greatly increased role for fac-

ulty with a marketing strategy focused on an even

more select audience. The Admissions area will

begin strategic planning in this area in the winter

of 2012, depending on the success of the Organi-

zational Review and the Program Review of the

Master of Fine Arts in Craft Media program.

Planning efforts will involve close consultations

with the academic administration and graduate

faculty, and the Director of Communications. Pro-

motional materials will need to include a Graduate

Student Handbook and a promotional overview of

the program offered and the kind of graduate ex-

perience a student can expect. As with the under-

graduate microsite, a separate graduate studies

microsite will be added for focused interactions

and communications with graduate students and

prospective applicants.

A Strategic Graduate Recruitment Plan will be de-

veloped that will consider the implications of the

new demographics of graduate programs, spe-

cifically professionals and individuals who have a

period of time separating themselves from their

undergraduate experience. It is also anticipated

that there will be international markets that may

need a particular focus because of the relative

importance of the discipline to certain national

cultures (for example, Korea and the crafts field).

The availability of tuition support and scholar-

ships is believed to be instrumental in recruiting.

Appendix AT – Face-to-Face information materials

Appendix AT – Show-Off information materials

Appendix online – Microsite link – http://admis-

sions.acadnet.ca/

Appendix AT – 2010-11 Recruitment materials

Appendix online –Artstream link - www.acad.ab.ca/

artstream.html

Appendix F – Procedure 500.18.01 – Degree Re-

quirements



7.5 Admissions and Registration

The Admissions Office assists prospective stu-

dents and their supporters with accessing infor-

mation regarding admission requirements and

regulations; gaining an understanding of the aca-

demic requirements; and gaining an appreciation

of what to expect from the student experience at

ACAD.

The primary goal of all recruitment and informa-

tional materials is to accurately represent College

programs and services. The objective is to ensure

prospective students can assess the educational

experience provided at ACAD against their per-

sonal goals and expectations. Recruitment and

Admissions staff collaborate with the Director of

Communications throughout the development

and preparation of materials to ensure that infor-

mation regarding the College and its programs

and services is presented accurately. This is done

annually during the winter semester to ensure all

materials maintain currency in all aspects.

Admissions staff members also evaluate docu-

ments and transfer credits, in consultation with

the Assistant Registrar, against College require-

ments and procedures. Admission requirements

are articulated in the Academic Calendar as

posted on the ACAD website at www.acad.ab.ca/

registration_records.html. The information stated

in the Academic Calendar directly reflects the rel-

evant College procedures as passed by Academic

Council.

In situations where it is apparent that prospective

students’ expectations would not be well sup-

ported at the College, Admissions staff members

work to direct prospective students towards

more compatible post-secondary opportunities

and programming. All Admissions staff members

observe the codes of ethics of the organizations

in which the College holds memberships, includ-

ing the Educational Liaison Association of Alberta

and the National Portfolio Day Association.

Strategic and annual goals for admission are

recommended by the Vice President Student

Experience + Admissions through a system of

consultations and discussions with a broad set of

stakeholders, including the Vice President Re-

search + Academic Affairs, the Assistant Registrar,

the Senior Vice President Finance + Corporate

Affairs and the President + CEO. All discussions

reflect on the Institutional Access Plan, the direc-

tions in the Academic Strategic Plan and the

current student retention figures based on Banner

Student reports and databases. Other consider-

ations include the fluctuations of student demand

for courses and majors, the College’s ability to de-

liver required courses, as well as provincial fund-

ing and obligations under grant-funded projects.

As a member of Campus Alberta, all undergradu-

ate applications are initiated through ApplyAlber-

ta, the online portal of the Alberta Post-Second-

ary Access System. All deadlines and application

procedures and processes are detailed in the

ACAD Academic Calendar and are accessible on

the ACAD website at www.acad.ab.ca/prospec-

tive_students.html.

Admissions and degree requirements are defined

in:

• Procedure 500.03.01 – Admissions Require-

ments

• Procedure 500.18.01 – Degree Requirements

• Procedure 500.09.01 – Transfer Credit.



Academic transcripts, portfolio evaluations, a

personal statement and, where indicated, Eng-

lish language proficiency assessments, ensure

that prospective students have the prerequisite

skills and abilities to be successful at the College.

All students are required to meet the baseline

academic achievement stated in the Academic

Calendar.

Portfolios form the most critical part of the

evaluation process for admission. Portfolios are

submitted online through SlideRoom and reviews

are conducted through the Portfolio Review

Committee for first-time applicants, with mem-

bership from a cross-section of faculty. Portfolio

guidelines and deadlines for students are de-

tailed on the ACAD website at www.acad.ab.ca/step5_submit_portfolio_and_statement.

html#portfolio. Advanced Standing submissions

are evaluated by the Program Head of the major

being applied to, and the Photography and Visual

Communications Design applications by the pro-

gram faculty.

Appendix F - Procedure 500.03.01 – Admissions

Requirements

Appendix F - Procedure 500.18.01 – Degree Re-

quirements

Appendix F - Procedure 500.09.01 – Transfer Credit

0

20

40

60

80

100



7.5.1 Graduate Admissions

The Admissions area is anticipating only minor

alterations to its operating procedures. It will fa-

cilitate the admissions process as defined by the

Graduate Studies Office. Criteria will be set by the

Graduate Studies Office, and applications will be

submitted online directly to ACAD. Portfolios will

be submitted online through SlideRoom, which

has the capacity to define differing applicant

groups. It is anticipated that portfolios will remain

a critical part of the admissions requirements, and

that the Graduate Studies Office will appoint a

Graduate Admissions Committee and define its

structure and the criteria upon which applicant

portfolios will be evaluated.

Banner Student, the College’s student information

system, can be configured to accommodate the

needs of graduate programming. The proposed

January intake (as detailed in Part A – System

Coordination Review) will complement Septem-

ber as the principal intake for undergraduate

students, balancing workload for the Admissions

area. In regards to transcripts and letters of rec-

ommendation, the current capacity for receiving

and processing applications is deemed to be suf-

ficient at this time.

English proficiency will need to be closely moni-

tored and more stringent standards set with re-

gards to graduate studies. As a smaller institution,

ACAD has extremely limited supports for ESL,

most often referring prospective students in need

of these services to other Calgary institutions

with significant programming and experience in

this area.



Appendix AU – 2010-2011 Academic Calendar,

pages 23-37

Appendix F – Procedures 500.03 – Admissions

Requirements

Appendix F – Procedure 500.18

Appendix F – Portfolio Evaluation Form

7.5.2 Articulation and Transfer

With the mandate to function as a centre of ex-

cellence and a client base of Alberta and beyond,

ACAD continues to be an active member of Cam-

pus Alberta, accepting transfer credits wherever

possible and maintaining an ongoing commitment

to broker further articulation agreements.

ACAD is a member of the Alberta Council on Ad-

missions and Transfer (ACAT), maintaining active

transfer agreements with other members. ACAT

produces an annual Transfer Patterns Report, a

study of student mobility within the Alberta post-

secondary system. ACAD’s active participation

as both a sending and a receiving institution is

evidenced in the 2009 report, where ACAD had a

total of 84 students transfer into the College (60

from inside Alberta and 24 from outside) and 80

transfer to other Alberta post-secondary institu-

tions.

Appendix AV - ACAT Transfer Patterns Report

2009

7.5.3 Block Transfer Agreements

ACAD also has block transfer articulation agree-

ments with the following programs:

• Yukon College: Yukon School of Visual Arts,

• Capilano University, and

• Grant MacEwan University.

The awarding of transfer credit is detailed in:

• Procedure 500.09.01 – Transfer Credit,

and all changes to this procedure must be passed

by Academic Council.

Appendix F – Procedure 500.09.01 – Transfer

Credit

Appendix AV – Block articulation agreements

7.5.4 Mobility and Exchange

The Mobility and Exchange Program provides

cross-cultural experiences for third-year students

while they remain registered at ACAD. Students

are able to spend up to two semesters study-

ing at other art colleges and institutes in North

America, Australia, Asia and Europe. Depending

on the courses taken, these students can transfer

up to 30 credits.

All student exchanges are supported by articula-

tion agreements approved by the Vice President

Research + Academic Affairs. Mobility and Ex-

change information sessions are held for students

in late fall and early winter, and details are ac-

cessible from the ACAD website at www.acad.

ab.ca/mobility_exchange.html.

Appendix AV – ACAT Transfer Patterns Report 2009

Appendix AV – Block articulation agreements

Appendix F – Procedure 500.09.01 – Transfer Credit

7.5.5 Prior Learning Assessment and Recognition (PLAR)

ACAD has recognized PLAR as increasingly im-

portant to the evolving demographics of post-

secondary learners, and the institution’s active

participation in Campus Alberta. Prior learning is

acknowledged in:

• Procedure 500.18.01 – Degree Requirements

(p. 1).

Guidelines are being developed to detail a process

for evaluating prior learning, and consultations

have been established with Alberta Advanced Ed-

ucation and Technology. At this time PLAR criteria

have been established for two courses, HUMN.110 –

Art and Design Now and PPRL.200 – Professional

Practices for Artists.

Appendix AV – PLA Procedures HUMN.110

Appendix AV – PLA Procedures PPRL.200

Appendix F – Procedure 500.18.01 – Degree

Requirements



Graduate Studies

The applicability of PLAR to graduate program-

ming will be defined by the Graduate Studies

Office. It is anticipated in the Admissions area

that with the new demographic of more mature

learners with potentially extensive and varied life

experiences, clarity around processes for assess-

ment will need to be developed.

7.5.6 Application and Registrations

Admissions requirements are detailed in:

• Procedure 500.03.01 – Admission Require-

ments.

All alterations to this procedure must be passed


ACAD’s admissions requirements, applicant cat-

egories and admissions procedures are detailed in

the Academic Calendar (Appendix AU – 2010-2011

Academic Calendar pp. 33-36), and a detailed

ten-step process from application to registration

with links to related documents and information

is accessible on the ACAD website at www.acad.

ab.ca/become_an_acad_student.html. Admis-

sions staff members are available throughout the

application process by telephone and email, as

well as through scheduled online chat rooms.

Prior to registration, new students are emailed to

ensure they are aware of the registration process.

Registration regulations are detailed in the Aca-

demic Calendar (Appendix AU – 2010-2011 Aca-

demic Calendar pp. 36-37) and all new students

are provided with a full registration information

package electronically. All processes with links to

supporting documents and information are de-

tailed on the ACAD website at www.acad.ab.ca/registration_records.html.

Registration is done online through the ACAD

student webService, and the process is coordinat-

ed and overseen by the Registrar’s office person-

nel. Telephone back-up is available on the first

day of registration for each scheduled group and

all students are issued time-tickets to register pri-

oritized by their cumulative grade point average.

Graduate Studies

In reviewing the procedures at the other Canadian

AICAD institutions (Emily Carr University of Art

+ Design, OCAD University and NSCAD Univer-

sity) graduate programming is not anticipated to

offer any significant challenges to the capacity

of the registration process at this time, especially

given the proposed January admission cycle (as

detailed in Part A – System Coordination Review).

Appropriate forms and guidelines will be devel-

oped in the winter of 2012 in consultation with

the Vice President Research + Academic Affairs,

depending on the outcomes of the Organizational

and Program Reviews, and appropriate proce-

dures will be presented to Academic Council for

approval during the spring of 2012.

Appendix AT – Student registration package

Appendix F – Procedure 500.03.01 – Admissions

Requirements

7.5.7 Standards

The Registrar’s Office is available to assist stu-

dents with questions or problems that may arise

concerning the interpretation of academic regula-

tions and information. This includes registration;

adding and dropping of courses; confirmation of

enrollment for student loans, bursaries or schol-

arships; withdrawals from the College; grades;

grade appeals; academic progression and proba-

tion; official transcripts; letters of permission for

transfer credits; fee assessments; and tax receipts.

The Registrar’s Office also provides support and

advice to the Academic Division for timetabling,

determining required course sections and issues

surrounding course and curriculum development.

Graduate Studies

The involvement of the Registrar’s Office in con-

sulting with the Graduate Studies Office regard-

ing timetabling and enforcing all College and

Graduate Studies regulations will be examined as

these are developed. At this time, it is anticipated

that there will be capacity to accommodate these

regulations within current processes.

7.5.8 Student Records

Academic records are maintained electronically

and are available to students online. All processes

and communications regarding student records

are defined in:

• Procedure 500.05.01 –Student Records

• Procedure 500.06.01 – Academic Record

Transcript.

Graduate Studies

As graduate programming develops the identified

needs will be examined. At this point, it is antici-

pated there will be sufficient capacity within the

current systems to meet these needs.



Appendix F – Procedure 500.05.01 – Student Re-

cords

Appendix F – Procedure 500.06.01 – Academic

Record Transcript

7.5.9 Evaluation

All new credit courses, with Course Outlines and

any consequential progression revisions, are ap-

proved through Academic Council. Course Out-

lines are filed with the Registrar’s Office and all

courses must remain compliant with the approved

outlines. All alterations are required to be submit-

ted to Academic Council for approval. Course

Outlines are all accessible on the ACAD website

at www.acad.ab.ca/course_timetables_out-

lines.html.

All faculty members assigned sections are re-

sponsible for distributing to their students

Instructor’s Course Guidelines that are in full

compliance with the appropriate Course Outline

and includes course objectives, methodology,

evaluation and specific grading criteria. Instruc-

tor’s Course Guidelines are filed with the Dean of

Undergraduate Studies, and all student evalua-

tions and grade appeals are based on the criteria

stated in the applicable guidelines. Instructions

and templates are accessible on the ACAD In-

tranet. Grading procedures are defined in:


sion,

and alterations to this procedure must be ap-

proved by Academic Council. Faculty members

submit grades online through Faculty webService

to deadlines as outlined in that year’s academic

schedule.

ACAD is committed to the accuracy of the evalu-

ative process, with the grading procedures and

grading appeal process detailed in the Academic

Calendar (2010-2011 Academic Calendar p. 44-

49). The grade appeal process is a progressive

process, designed to allow the student to dia-

logue with faculty members towards a greater

understanding of the basis of evaluation, while

permitting the student due process in fully ex-

pressing their perspectives. Details of the proce-

dure and processes involved in appealing a grade

are outlined in the Academic Calendar and acces-

sible on the ACAD website at www.acad.ab.ca/

grade_appeal.html. The grade appeal process is

detailed in:

• Procedure 500.08.01 – Grade Appeal,

and alterations to this procedure must be passed


Graduate Studies

The current procedures for grading and grade ap-

peals will need to include revisions

to reflect the addition of graduate programming.

As the specific needs of the

approved graduate programs are identified

through consultations with the Vice

President Research +Academic Affairs and the

relevant positions within the Graduate Studies

structure, alterations to this procedure will be

placed before Academic Council for approval in

the spring of 2011, depending on the success of

the Organizational Review.

Appendix L – Instructor Course Guidelines Tem-

plate


Progression

Appendix F – Procedure 500.08.01 – Grade Appeal

7.5.10 Progression

Program progression requirements are checked

on an ongoing basis through the Registrar’s Of-

fice, and students are advised of any apparent

shortcomings that are impeding their progression.

Opportunities to meet with the Student Academ-

ic Advisor are promoted and encouraged.

Standards of academic progression and the

awarding of degrees are detailed in the Academic

Calendar (2010-2011 Academic Calendar pp. 39-

40). Progression standards for First Year Studies

and each major in both the Bachelor of Fine Arts

and Bachelor of Design degree programs are

detailed in planning guides that are accessible

through the ACAD website at http://acad.ab.ca/

planning_guides.html. All planning guides con-

form to the progression standards set in:

• Procedure 500.18.01 – Degree Requirements.

Students are expected to maintain a minimum

grade point average. Those failing to maintain

this minimum are placed on academic probation.

Consequences of poor performance result in the

student being placed on academic probation,

followed by academic withdrawal. Details of the

processes involved are defined in:


sion (pp 4-5).

Progression standards and degree requirements

for all degrees and diplomas awarded at ACAD

are defined in:

• Procedure 500.18.01 – Degree Requirements.



Academic terms referenced in both College pro-

cedures and the Academic Calendar are detailed

in the Academic Calendar (2010-2011ACAD Aca-

demic Calendar pp. 38-39) and defined in:

• Procedure 500.17.01 – Definition of Academic

Terms.

Alterations to any of the above procedures must

be approved by Academic Council.

Graduate Studies

In regards to graduate programming, the expec-

tations of minimum academic achievement will

be more rigorous and, after consultation with

the academic area, revisions to the procedure

on Grading and Progression will be presented to

Academic Council for approval in the winter of

2012, depending on the success of the Organiza-

tional Review.


Progression


Progression

Appendix F - Procedure 500.17.01 – Definition of

Academic Terms

Appendix F – Procedure 500.18.01 – Degree Re-

quirements

7.5.11 Compassionate Deferrals

ACAD may, in cases of extenuating emotional

or medical circumstances and prior to the ninth

week of classes in the fall and winter semesters,

consider granting Compassionate Withdrawal.

Details are accessible on the ACAD website at:

www.acad.ab.ca/registration_regulations_

cs.html.

Through this Self-Study it has been noted that the

College needs to formalize current process into a

College procedure.

7.5.12 Conduct

When students apply to ACAD, they agree to be

bound by the policies and regulations that appear

in the Academic Calendar and any that may be

approved or modified by the Board of Governors.

Information on rules and regulations with links

detailing the processes are accessible from the

ACAD website at www.acad.ab.ca/rules_regu-

lations.html.

ACAD is committed to academic integrity and a

safe and respectful learning environment. Student

academic and non-academic misconduct, and the

processes and procedures involved in resolution

of complaints, are defined in:

• Procedure 500.14.01 – Student Conduct.

Expectations of students to conduct themselves

in a respectful and ethical manner are detailed in

the Academic Calendar (2010-2011 ACAD Aca-

demic Calendar pp. 53-55) and on the ACAD

website at www.acad.ab.ca/student_conduct.html.

ACAD’s procedures on Discrimination and Ha-

rassment are detailed in the Academic Calendar

(2010-2011 ACAD Academic Calendar pp. 40-44)

and on the ACAD website at www.acad.ab.ca/

student_conduct.html. Harassment and dis-

crimination is defined in:

• Procedure 700.06.01 – Harassment and Dis-

crimination.

This procedure is addressed in section 1.3.4 of this

Self-Study.

The expectations for appropriate student be-

haviour are not anticipated to change with the

introduction of graduate programming.


Conduct


and Discrimination

7.6 Retention

Retention was identified as an area for improve-

ment within the NASAD review in 2008, and the

College set a goal of achieving a retention rate for

“first time/full time” students equal to the average

rate of AICAD schools identified within the third

quartile of the AICAD Data Reports. For ACAD,

this meant moving from a 70% retention rate for

First Year Studies to 79%. As a consequence of a

renewed focus on strengthening student sup-

ports, ACAD has achieved its goal of retaining

79% of it first-time/full-time students.

The College has a strong support system for

student success. Working in conjunction with the

Manager, Learning Assistance Resources, who

coordinates services for students with disabilities,

students can make arrangements for assistive

services and academic accommodations. As well,

the Manager of Learning Assistance Resources

coordinates workshops and peer tutoring ses-

sions throughout the fall and winter semesters.

Procedures and processes pertaining to accom-

modations are reviewed regularly for both ac-

curacy and appropriateness within the College



structure and for compliance with legislation.

Counselling services are offered through a full-

time registered psychologist, who is assisted by

a counselling intern during the fall and winter

semesters.

To further enhance the support systems the Col-

lege created a full-time position for a Student

Advisor. The College developed a more defined

system of student academic advising, brought in

a series of focused seminars and workshops on

successful learning strategies, relocated student

services to centralize similar kinds of services and

expanded the opportunities for student involve-

ment as peer mentors, tutors and ambassadors.

The College continues to focus on enhancing

supports. During the 2010-2011 academic year

the area has re-evaluated its structure and its

funding base to look for opportunities to put

more resources towards “on-the-ground” sup-

port for students. One of the results is the hiring

of a Career Advisor. This position will be charged

to work with the Proposed Student and Alumni

Career Development Program developed in 2010.

The Student Life Coordinator position has been

re-focused away from a number of administra-

tive tasks and is now totally focused on student

engagement and communications. This position

attends the ACAD Student Association’s Student

Legislative Council meetings to integrate an en-

hanced awareness of student concerns and cur-

rent issues into Student Experience + Admissions.

Undergraduate-Focused Initiatives

In 2010, ACAD introduced a mandatory Orienta-

tion seminar series as a one-year pilot project.

This initiative created a weekly, one-hour small

group seminar for First Year Studies students dur-

ing the first six weeks of the their first semester,

offering information and learning skills coordi-

nated with the times within which most students

first encounter that need. This initiative is being

evaluated against participant evaluations as well

as comparing academic achievement against pre-

vious years for this cohort. There will be a motion

going before Academic Council in May to request

a two-year extension to this initiative to allow for

a longer-term database from which to more ef-

fectively evaluate the project’s success.

Graduate Initiatives

Existing supports available through Learning

Assistance Resources, access to medical and

wellness facilities at SAIT, and counselling services

are deemed to have the sufficient capacity and

relevancy for graduate students. These services

will need to be more strategically timed to ensure

support is accessible through the spring and

summer semesters with the presence of graduate

students registered and on campus during that

time. This is possible within the current capacity.

While involvement with the broader College

services will be encouraged, peer and graduate

faculty relationships for intellectual support and

advisement are expected to play a larger role. A

more formalized writing and learning centre is

being considered, with relevance to both under-

graduate and graduate students.

Appendix F – Procedure 700.08.01 – Reasonable

Accomodations

Appendix AT – Enhancing Academic Advising

Appendix AT – Orientation Motion May 19, 2010

Academic Council Meeting minutes

Appendix AT – Orientation Seminar Series

Appendix AT – Proposed Student and Alumni Ca-

reer Development Program

7.6.1 Student Services

ACAD provides assistance to students throughout

their academic career at ACAD and encourages

students’ personal and creative development as a

part of their total experience at the College. There

are a wide range of support services, mostly

delivered through the Student Experience area,

and all are fully detailed on the ACAD website at

www.acad.ab.ca/services_for_acad_students.

html.

Student awareness of the available services and

learning supports are consistently reinforced

through a combined ACAD Student Association/

Student Services Student Handbook that was de-

signed to integrate with the six-week Orientation

seminar series.

A Graduate Studies Handbook will be developed

in consultation with the academic area, and exist-

ing student services will be referenced.

Appendix AT – Orientation Handbook, 2010

Appendix AT – Student Handbook

Learning Assistance Resources

Learning Assistance Resources provides support

services, resources and programs for students

with disabilities and pedagogical support for

faculty members who work with them. Services

include reviewing supportive diagnostic docu-

mentation and facilitating classroom accommo-



dations; providing assistive technologies, note

taking and tutoring assistance and/or Learning

Strategist services; exam invigilation for students

requiring exam accommodations; and assisting

with accessing funding, including provincial and

federal grants for goods and services.

Details of the services offered for deaf and hard

of hearing students, and students with learn-

ing disabilities or mobility issues, as well as the

appropriate forms and processes and disability

access maps, are all located on the ACAD web-

site at www.acad.ab.ca/learning_assistance.html#sdhh.

ACAD’s commitment to student accommodation

related to disabilities is defined in:

• Procedure 700.08.01 – Reasonable Accom-

modations.

Appendix F – Procedure 700.08.01 – Reasonable

Accommodations

Wellness and Counselling

ACAD maintains a full-time registered psycholo-

gist licensed to practice in Alberta. As well, this

position supports a counselling intern, under the

counsellor’s direct supervision.

The goal of Counselling Services is to help

students reduce the impact of emotional and

psychological barriers and enhance their studio

and classroom performance. Students are encour-

aged to access counselling to overcome any chal-

lenges that might impede their ability to succeed

at ACAD. Details of the service are on the ACAD

website at www.acad.ab.ca/counselling.html.

Students may also book appointments directly

with the Counselling Office.

This position is guided by legislation (the Health

Professions Act), and by professional codes of

ethics (the Code of Conduct for Psychologists,

which is overseen by the College of Alberta Psy-

chologists and the Canadian Code of Ethics for

Psychologists).

Health Services

ACAD students have access to health services

at SAIT with which the College shares a campus.

This arrangement is detailed in the ACAD/SAIT

Bridging Agreement.

Appendix AS – ACAD/SAIT Bridging Agreement

Athletics

ACAD students have full access to the Wellness

Centre on the SAIT campus. This is a significant

athletic facility that includes a swimming pool,

gymnasium, ice hockey rink and fitness programs

throughout the week. ACAD students also have

the opportunity to participate in intramural sports

and to play on SAIT Trojans teams. This arrange-

ment is detailed in the ACAD/SAIT Bridging

Agreement.

Appendix AS – ACAD/SAIT Bridging Agreement

On-Campus Housing

ACAD students have access to the SAIT Resi-

dence. Students are directed to SAIT to book

accommodations.

Food Services

ACAD provides food services through an on-site

cafeteria and coffee bar. The operations are man-

aged by Sodexo and subsidized by ACAD.

Appendix AW – Agreement with Sodexo

7.6.2 Student Government and Advocacy

The ACAD Students’ Association is a strong,

independent association with membership from

all registered ACAD students. This Association

represents the student body and is dedicated

to uniting that community through advocacy

and representation at the College and at the

city, provincial and federal levels of government.

The Association runs the Marion Nicoll Gallery

to provide exhibition opportunities and learning

experiences for its student members. Twice an-

nually, the ACAD Students’ Association organizes

Show and Sale, which generates sales that assist

students in financing their education. Additionally,

the Students’ Association administers the Student

Health and Dental Benefits plan, provides the

Student Handbook, supports student groups and

clubs, organizes events and manages Bar Services

at the College. The ACAD Students’ Association

communicates directly with the ACAD student

body through its website at www.acadsa.ca/.

The Student Legislative Council (SLC) is the

student-elected legislative body of ACAD Stu-

dents’ Association and sets the direction of the

organization, creates policy and tasks the Execu-

tive Council with various projects. The Association

also employs a full-time Business Manager. This

position is hired through ACAD, responsible to the

SLC and the Student Executive, and reports to

the Vice President Student Experience + Admis-

sions for annual performance evaluations. All



evaluation meetings include the ACAD Students’

Association President.

Within the College, ACAD Students’ Association

represents students on the Board of Governors,

Academic Council and other College committees

requiring student membership or input. ACAD

Students’ Association also provides advocacy and

mediation in disputes concerning student needs.

Members of the Student Executive meet bi-week-

ly with senior management. The Vice President

Research + Academic Affairs and the Vice Presi-

dent Student Experience + Admissions consult

annually with the Association with regards to

increases in tuition, as per the Post-Secondary

Learning Act.

The ACAD Students’ Association will be con-

sidering placing a representative from graduate

studies on the SLC, and will be examining their

counterparts at Emily Carr University of Art + De-

sign and NSCAD University for models to include

graduate studies students into their structure.

Appendix AX – ACADSA Bylaws

Appendix AX – ACADSA Official Policies and Pro-

cedures

Appendix AX – ACAD/ ACADSA Operating Agree-

ment

7.6.3 Financial Aid

Scholarships and Awards

ACAD’s Scholarships + Awards program admin-

isters more than 84 distinct awards. During the

2009-2010 academic year, the program awarded

more than $284,000 in scholarships, awards and

bursaries. The 2011-2012 budget has allocated

$324,000 in awards, in consideration of current

economic conditions and increasing levels of

student need.

Awards are established and the availability of

funding determined through the Advancement

Office, in cooperation with donors, and awards

are administered through the Awards Office/

Student Experience. Unless otherwise defined in

the terms of reference, all awards are adjudicated

through the Awards Committee. This committee

is chaired by the Director of Recruitment + Reten-

tion as a non-voting member, and is composed of

four faculty members as appointed by the Vice

President Research + Academic Affairs and one

student member selected by the ACAD Students’

Association. Terms of Reference for the Awards

Committee are detailed in:

• Procedure 500.02.01 – Student Awards.

Awards are granted on a variety of factors includ-

ing financial need, academic achievement, merit

of work, community involvement and demon-

strated leadership. Awards and scholarships are

offered within all degree and program areas and

every year of study, and they are both institution

wide and program specific.

All scholarships, awards and bursaries, the re-

spective criteria, and the application processes

are detailed on the ACAD website at: www.acad.ab.ca/awards_scholarships.html.

Relevant external awards, bursaries and student

loans with links to the respective website of each

are also listed through this page on the website.

The Scholarships + Awards program process is

defined in:

• Procedure 500.02.01 – Student Awards Pro-

gram.

All changes to this procedure must be approved



Awards Program

Appendix P – Scholarships and Awards

Graduate Studies

ACAD recognizes the critical importance financial

support plays in graduate studies. Several initia-

tives are under way or in the process of being

developed.

The President + CEO and the Vice President Ad-

vancement are currently working with the newly

established Development Committee of the Board

to establish a capital campaign (start date of

2012) that will support the goals of the academic

plan. Preliminary work has begun on three fund-

raising projects, one of which is to fund gradu-

ate scholarships in the amount of $15,000 each

per year (to include tuition as well as support for

Research Associate positions as well as Teaching

Assistant positions). The goal is to provide, upon

completion of the campaign, graduate scholar-

ships to about half of the entering graduate co-

hort. This initiative is projected to be in place by

January 2013, and through continued growth, will

keep pace with expanding graduate enrollments.

Teaching Assistantships

Graduate students will have opportunities to as-

sist with undergraduate course preparation and



delivery as well as the evaluation of student work.

By supporting undergraduate students in their

learning, and working with studio technicians to

ensure the appropriate and safe use of materials

and equipment or facilities, these opportunities

will enhance the educational goals and student

experience of learners across the degree pro-

grams.

Research Assistantships

Opportunities for compensation while working

with one or more faculty members engaged in

funded research projects will be facilitated by the

Office of the Vice President Research + Academic

Affairs. Contracts with graduate students will be

organized by the supervising faculty member,

along with work and payment schedules.

Funding for Conference Travel

Full-time graduate students who wish to attend

or present their original research work at a con-

ference may apply for a Student Travel Scholar-

ship through the Office of the Vice President

Student Experience + Admissions for funding in

support of travel and registration fees.

Appendix P – Student Travel Scholarship Terms of

Reference

Appendix B –Board of Governors Policy 23: Board

of Governors Awards Policy

Loans

Canadian student loan programs, as well as

processes and support for applying, are outlined

on the ACAD website at www.acad.ab.ca/stu-dent_loans.html,

US Student Loans

Eligible students may receive funding under the

William D. Ford Federal Direct Loan Program.

Loans available include Stafford (subsidized

and unsubsidized) and PLUS loans. All students

(undergraduate and graduate) can complete a

paper or web-based Free Application for Federal

Student Aid (FAFSA). Access the FAFSA at www.fafsa.ed.gov.

Detailed information on US student loan pro-

grams and the application process is accessible

on the ACAD website at www.acad.ab.ca /us_student_loans.html

Students can apply for private loans through Sal-

lie Mae at www.salliemae.com/for-schools/.

Emergency Student Loans

ACAD administers an emergency student loan

program for students with exceptional or ex-

tenuating financial circumstances. These are

short-term loans that must be repaid in full within

30 days of receipt and are only issued for basic

needs and supplies. Application for these loans is

made directly to the Assistant Registrar. Informa-

tion on this program is accessible on the ACAD

website at: www.acad.ab.ca/student_loans.html.

Graduate Students

In addition to the opportunities for student loans

as detailed above, external funding sources are

available, such as the Social Sciences and Hu-

manities Research Council scholarships and the

MacKenzie King Scholarships. Full listing of avail-

able sources of financial aid will be posted when

the recruitment processes begin for any approved

graduate program.


Awards Program

Appendix F – Procedure 500.01.01 – Board of

Governors’ Graduating Student Award

Appendix F – Procedure 200.09.01 – Emergency

Student Loans


Section 8: Curriculum and Instruction | Opportunities for Graduate Programming at ACAD

8. CURRICULUM AND INSTRUCTION

8.1 Program Design and Review

8.1.1 Effective Program Design

As a smaller institution, there is a higher degree of

interaction and consultation among program con-

stituents that provides for ongoing discussions

through a variety of forums, including the Aca-

demic Executive (an academic committee com-

posed of all Program Heads and senior academic

administrative staff).

The NASAD, accreditation process, through the

awarding of Substantial Equivalency, has provided

the College with a significant tool with which

to benchmark the academic programs learning

outcomes against the established NASAD com-

petency thresholds, as well as the institution’s

promise against the reality of the educational

experience offered. This initiative is a comprehen-

sive Self-Study that has all academic programs, in

addition to the supporting departments, critically

reflect on the educational objectives of each and

develop action plans to address any identified

deficiencies or unmet needs.

In the design of the graduate programming,

ACAD is referencing the NASAD Handbook sec-

tion on Graduate Programs in the Visual Arts and

Design, as well as closely examining the graduate

programs offered at the three sister institutions

in Canada (Emily Carr University of Art + Design,

OCAD University and NSCAD University) and

consulting with the Chief Academic Officers at all

three institutions. Discussions have also occurred

with the Association of Universities and Colleges

of Canada (AUCC) and, of course, CAQC through-

out the development process.

The MFA Development Committee, working from

the approved Part A – System Coordination Re-

view document, has been meeting regularly for

the past ten months. The result of these discus-

sions and consultations is a set of recommen-

dations and queries that will form the basis for

discussions within the Graduate Studies Proce-

dures Advisory Task Force now formed to draft

the needed procedures as identified. The MFA De-

velopment Committee will next be charged with

continuing their discussions, in close consultation

with the Vice President Research + Academic

Affairs, for the Program Review that follows the

approval of the Organizational Review.

The current Self-Study process has proven to be

an invaluable tool to identify areas needing focus,

and establishing the processes and timelines to

ensure sound program design and effective sys-

tems of support.

With the re-accreditation process mandated for

continued NASAD recognition, and the concerted

efforts of the President + CEO to implement a

new Academic Plan, the College is well positioned

to ensure effective program design and review

continues into the future.

Appendix BB – MFA Development Committee

Terms of Reference

Appendix U – NASAD Self-Study 2008

Appendix U – NASAD Handbook

Appendix BB – Graduate Studies Procedures Advi-

sory Task Force Terms of Reference

8.1.2 Curriculum Development and Review

Curriculum development at ACAD is an ongoing

process based on consultation and discussion.

One of the advantages inherent in being a small

and highly specialized institution is having an

academic staff directly engaged in professional

practice and closely connected to the student

body through the one-to-one engagement that

defines studio-based education.

Regular meetings of program faculty occur

throughout the year, and several areas conduct

annual retreats focused on reviewing and evaluat-

ing the current curriculum. Reflecting directly on

the student outcomes from the preceding aca-

demic year, as well as student feedback through

student course evaluations and input from

industry and art and design communities, these

retreats are focused on instructional and curricu-

lar effectiveness, often forming the basis for cur-

ricular changes that are brought forward to the

larger College for further discussion. Historically,

these retreats have operated at an informal level

and their findings have ranged from no formal

reporting to, in the case of Visual Communica-

tion Design, a planning document that is revised

annually.

The Dean of Undergraduate Studies also meets

regularly with the Program Heads from the BFA

majors to discuss and find solutions to common

curricular issues and challenges.



The Academic Executive provides the main forum

for a collective discourse on the delivery and the

operational management of the broader cur-

riculum by the Program Heads and the academic

administration, where discussions are informed by

enrollment trends and summaries of student eval-

uations. Heightening these discussions will be the

common curricular issues that will naturally stem

from the new Formal Program Review process

instituted by the Dean of Undergraduate Studies

and linked to the NASAD Self-Study outcomes.

As a key forum for collective action, the Academ-

ic Executive provides for focused explorations by

specific Program Heads and support for curricular

innovation and change.

Formal Program Review

ACAD benchmarks itself against the other AICAD

institutions, the Canadian members in particular,

and the NASAD accreditation process is an im-

portant part of the process of consistent curricu-

lar and programmatic evaluation.

As an ongoing initiative that will support the

NASAD re-accreditation process, the Dean of

Undergraduate Studies has recently instituted

an ongoing cycle of programs reviews that will

ensure regular, formal review and evaluation of all

academic programs. To ensure a consistent basis

for the evaluative program reviews, a template

has been developed that embeds specific criteria

for assessing curriculum provision and is based

upon a learning outcomes mode, requiring the

identification and tracking of learning outcomes

by type, corresponding teaching methods and

approaches to the evaluation of student work.

Considering the intensity of a full program review,

and the need for extensive consultation, each

of these reviews is scheduled to take place over

two academic years. The details and schedule of

reviews are appended.

Appendix BA – Formal Program Evaluation Process

and Schedule

Appendix U –NASAD Handbook

Appendix BA – Visual Communications Design Plan

2010

8.1.3 Evaluative Processes and Assessments

Curriculum Standing Committee

As a standing committee of Academic Council,

the function of the Curriculum Standing Commit-

tee is to review all motions regarding curriculum

development or amendments prior to their being

presented to Academic Council for consideration.

This Committee acts in a supportive capacity,

ensuring that appropriate evaluative processes,

including a consideration of the broader curricular

impact of all motions, have taken place prior to

consideration by Academic Council.

The Curriculum Standing Committee membership

and terms of reference are defined in the Aca-

demic Council Constitution and Bylaws. Chaired

by the Dean of Undergraduate Studies, the

membership is designed to reflect the breadth of

the academic programming at ACAD. Since the

Committee’s inception, evaluation processes and

criteria have been developed and the process is

constantly being reflected on and revised to en-

hance its effectiveness.

In addition to improving the quality of propos-

als going to Academic Council, the Curriculum

Standing Committee has also contributed to

enhancing the skills of faculty members in the

process of developing and evaluating curriculum

proposals through the larger discussions and con-

sultations within the academic area.

Academic Council

Academic Council must approve all motions re-

garding curriculum development or amendments.

Motions are not in effect until approved by the

Board of Governors. Council’s terms of reference,

roles and responsibilities, and processes are de-

tailed in the Academic Council Constitution and

Bylaws as approved by the Board.

Appendix E – Academic Council Constitution and

Bylaws

Appendix E – Curriculum Standing Committee Pro-

cesses of Evaluation

8.2 Instructional Philosophy, Methodology, Review and Improvement

8.2.1 Educational Philosophy

ACAD provides an intensive studio-based learn-

ing experience that integrates theory and practice

with cultural awareness. The College encourages

a wide range of creative exploration, accepting

specificity while encouraging interdisciplinarity

and valuing currency, criticality and the study of

emergent cultural fields. Close mentorship and

engagement with the individual student are part

of the pedagogy, and research and experimenta-



tion are seen as essential to the educational expe-

rience. Faculty members are valued practitioners

and role models, as well as educators, perform-

ing creative research in the course of their active

practices that directly informs the classroom and

the curriculum.

The result is a rigorous studio-based program that

produces innovative thinkers, creative problem

solvers and visually conversant students. Within

this environment, students receive the intellectual

stimulation and encouragement to discover and

develop their own personal voice and the tools

from which to express it.

The distinctive identity of each program area

is underpinned by a common philosophy of a

studio-centred learning experience within a liberal

educational context. These approaches are de-

tailed in the last National Association of Colleges

of Art and Design (NASAD) Self-Study (2008),

Section II: Instructional Programs, B. Degree

Granting Programs.

Appendix U – NASAD Self-Study 2008

8.2.2 Procedures Relevant to Learning and Instruction

Procedures related to learning and instruction at

ACAD are accessible to all faculty and staff on the

ACAD intranet, InfoLab, on the common server

(P-Drive and Sombrero), the Academic Calendar

and the ACAD website. Faculty responsibilities for

instruction are also detailed in:

• Procedure 400.18.01 – Faculty Evaluation

• ACAD Faculty Collective Agreement

The academic calendar and the ACAD website

are the main venues for communicating the rel-

evant policies and procedures and details related

to the coming academic year to students. The

Course Outlines and current timetables are acces-

sible on the ACAD website at: www.acad.ab.ca/course_timetables_outlines.html.

Instructor Course Guidelines are mandated to be

distributed at the beginning of each course.

ACAD has also instituted a series of mandatory

New Student Orientation Seminars to communi-

cate the instructional expectations and the avail-

able resources to support their success.

In consideration of the diversity of individual aca-

demic programs, areas have developed variations

of learning and instructional processes focused

on distinct needs, such as the allocation of home

studio space, the nature of final-year projects

and the inclusion of relevant content into course

evaluations. While recognizing the unique na-

ture of the individual program areas, the Formal

Program Review process under the Dean of Un-

dergraduate Studies evaluate all program-based

learning outcomes and instructional processes for

consistency.

Appendix F - Procedure 400.18.01 – Faculty

Evaluation

Appendix I - ACAD Faculty Collective Agreement,

Article 10: Workload

Appendix AT – New Student Orientation Seminar

Series

8.2.3 Pedagogical Training to Enhance Delivery of Instruction

ACAD’s approach to the pedagogical professional

development of its faculty operates at three lev-

els:

• Specific initiatives directed by the Dean of

Undergraduate Studies

• Dedicated funding sources available to faculty

upon application

• Individual professional development funds.

The Dean of Undergraduate Studies has, in co-

ordination with the Vice President Research +

Academic Affairs, organized a series of faculty

instructional development workshops. These op-

portunities for strategic pedagogic training were

designed to address cross-program needs and

were externally facilitated.

• Designing Curriculum Flexibility – November

13-14, 2008

• Facilitated by Carolyn Payson, Director of

Education at the Cooper-Hewitt, National

Design Museum

• ACAD Curriculum Learning and Teaching Ses-

sions – June 2-9, 2009

• Lynnette Schultz, Co-Director of the Global

Education Network, Department of Educa-

tional Policy Studies, University of Alberta

• Robert Roughley, Teaching and Learning Cen-

tre, University of Calgary

• Kent den Heyer, Journal of Curriculum and

Pedagogy

• ACAD Curriculum Development Session: New

technologies – February 2010

• Stephen Lamb, Director of Computing and

Technology Services, ACAD



The Faculty Professional Affairs Committee is a

peer-adjudicated faculty professional develop-

ment fund that provides support for proposals

to enhance learning and teaching for individual

faculty.

Faculty members have personal professional

funds as per the ACAD Faculty Collective Agree-

ment that are applicable to pedagogical develop-

ment.

Appendix BC – Summary of Key Teaching and

Learning Events

Appendix AG – Faculty Professional Affairs Com-

mittee Processes and Guidelines

8.2.4 Delivery Methods

ACAD undergraduate programming employs a

wide spectrum of curriculum delivery methods

including; hands-on studio-based instruction,

demonstrations, workshops, seminars, lectures

and site visits, as well as visiting artists, designers,

scholars and industry professionals. Students also

benefit from access to the Curator-in-Residence

and the Critic-in-Residence and the exceptional

programming in the Illingworth Kerr Gallery. En-

gagement with curriculum at all levels is theoreti-

cal, historical and technical in nature, utilizing a

variety of facilities and equipment including tools,

computers and lab work.

The studio-based programming at ACAD pro-

vides students with six-hour studio classes within

which to focus on developing their practices as

contemporary artists and designers. Embedded

within all programs is an additional requirement

to exhibit and/or publish work both internally and

externally, as well as high expectations for individ-

ual portfolio development and civic engagement.

A systematic account and evaluation of delivery

methods is being developed through the Formal

Program Review process and will be one of the

foci for the next NASAD Self-Study due in 2013.

8.2.5 Program Key Performance Indicators

The Dean of Undergraduate Studies and the

Registrar monitor student enrollment demand for

courses leading up to the beginning of the semes-

ter, as well as monitoring withdrawal rates follow-

ing the drop/add deadline, and periodically up to

the last day for withdrawal from a class. Concern-

ing enrollment trends are investigated further by

the Dean of Undergraduate Studies. The Manager

of Learning Assistance Resources or the Counsel-

lor also communicates any observed common

issues to the Dean of Undergraduate Studies for

a broader discussion with Program Heads. At the

end of each academic semester Program Heads

and course instructors evaluate course delivery,

student performance and student evaluations.

Issues identified feed into end-of-year program

retreats and faculty annual reports for consider-

ation by the Dean of Undergraduate Studies.

ACAD realizes the need to move towards a more

integrated approach to establishing and reporting

on key performance indicators for all courses. This

initiative will be undertaken by the Vice President

Student Experience + Admissions and the Dean

of Undergraduate Studies during the summer of

2011 to begin implementation for the fall of 2011.

Clearer identification of the key performance indi-

cators will emerge from the Formal

Programmatic Reviews and the preparations for

the 2013 NASAD re-accreditation Self-Study and

site visit.


Section 9: Graduate Program | Opportunities for Graduate Programming at ACAD

75

9. GRADUATE PROGRAM

The Graduate Program as outlined in Part A:

System Coordination Review will, upon approval

of the Organizational Review, be taken to the Pro-

gram Review stage. While the long-term plan is

to develop other MFA programs, the MFA in Craft

Media will be used as the example of how gradu-

ate studies will be incorporated into the fabric of

the institution.

9.1 Intellectual Leadership

Areas of graduate studies at ACAD will be de-

fined by established and emerging critical dis-

courses shaping contemporary visual arts and de-

sign. Graduate students will develop their work in

a context of intense critical discussion and studio

practice. Academic studies in history and theory,

research practices and cross-media or trans-

disciplinary subjects will form an integral part of

independently directed programs of study, and

these discourses will be transformational for the

institution through interactions that will engage

the whole of the ACAD community. (detailed in

Part A – 6.0)

ACAD has significant internal expertise in highly

specialized areas of professional art practice.

These resources can be fully realized with the

increased opportunities for sustained depth in

dialogue. The range of contributions to that dia-

logue include external members of thesis advisory

committees and the numerous points of engage-

ment and interaction with internal and external

communities (such as those outlined in Part

A-6.0), creating the vibrancy essential to intellec-

tual leadership.

The Director of Graduate Studies will be appoint-

ed by the President + CEO, in consultation with


and in consideration of recommendations from

the Director of Graduate Studies search commit-

tee. Reporting to the Vice President Research +

Academic Affairs, this position will be responsible

for the general supervision of graduate studies.

9.2 Designated Graduate Faculty

The College will make appointments to graduate

faculty positions on the basis of terminal degrees

appropriate to the discipline, level of creative

research, and teaching effectiveness.

9.3 Programmatic and Institu-tional Involvement with Scholarly Life

The graduate program is designed to integrate

with the ACAD community on multiple levels.

Dialogue begins at the adjudication of graduate

student applicants and continues through the

program. Scheduled programmatic engagements,

as outlined in Part A – System Coordination

Review for the MFA in Craft Media, engage the

entire school at the following points in the gradu-

ate program:

• Graduate Student Exhibition and thesis

defense coincides with the fall term (under-

graduates) and Term 3 (the mid-point in the

curriculum for graduate students).

• Colloquium in October involves Term 3 gradu-

ate students presenting their research and

projected research topics within a public

forum.

• Term Reviews engage invited internal and

external audiences at the end of each term.

• Additional involvement with ACAD schol-

arly life occurs through the opportunities for

Teaching Assistantships in undergraduate

studio sections.

• Courses in the graduate program offer sig-

nificant opportunities for critical engagement

and a shared discursive environment.

• Informal and spontaneous interactions with

the undergraduate students through shared

studio work environments and the social mi-

lieu of a relatively small institution.

• Further opportunities for expanding perspec-

tives through gallery exhibitions and visiting

artist interactions.

9.4 Graduate Program Policies

The MFA Program Development Committee has

been in discussions since October 2010 regard-

ing graduate programming, including the policies

and procedures necessary for graduate studies

at ACAD. Meeting weekly, this committee has

welcomed participation from all faculty. The com-

mittee reflected on relevant parts of Chapter 4 of

the CAQC Handbook and benchmarked discus-

sions against graduate procedures and processes

at Emily Carr University of Art + Design, OCAD

University, NSCAD University, the University of

Alberta (Art & Design), the University of South-

ern Australia (Art, Architecture & Design), the

University of Pennsylvania, the School of Art and

Design, New York State (College of Ceramics at

Alfred University), Concordia University (Studio

Arts), and the Royal College of Art.


Section 9: Graduate Program | Opportunities for Graduate Programming at ACAD

76

One of the results has been the creation of a set

of recommendations and queries on policies and

procedures for graduate studies at ACAD. This

faculty committee has discussed and queried

procedures and processes related to the following

issues:

• Graduate Studies Office

• Roles and responsibilities

• Director of Graduate Studies

• Program Advisor

• Candidacy/Thesis Advisory Committees

• Admissions

• Graduate Studies Admissions/Portfolio Com-


• ESL minimum proficiencies

• Residency requirements

• Evaluations and progression

• Student appeals

• Full-time status

• Maximum time to complete and consequenc-

es

• Candidacy review

• Comprehensive thesis components

• Thesis text

• Thesis exhibition

• Thesis oral presentation

• Degree requirements

These discussions have been captured and the

resulting document with recommendations will be

forwarded to Vice President Research + Academ-

ic Affairs and the Graduate Studies Task Force for

consideration by May 30, 2011.

This task force, chaired by the Vice President

Research + Academic Affairs, will review the

committee recommendations and queries, seek

broader consultation where appropriate and de-

velop a full slate of Graduate Studies Procedures

for submission to Academic Council for approval

at the December 2011 Academic Council Meeting,

or the first Council meeting after 30 days follow-

ing approval of the Organizational Review.

Appendix BB – Graduate Studies Procedures Advi-

sory Task Force Terms of Reference

Appendix BB – MFA Program Development Com-

mittee Recommendations – to follow as an adden-

dum to this Self-Study


Section 10: Capacity and Sustainability | Opportunities for Graduate Programming at ACAD

77

10. CAPACITY AND SUSTAINABILITY

10.1 Financial Resources

Managing ACAD’s financial resources is a critical

part of ensuring that the College is able to sup-

port and sustain the many programs and services

available for both staff and students. College

resources are allocated to meet the institution’s

capital and operational needs for direct instruc-

tion, academic support, institutional and adminis-

trative support, as well as campus and bookstore

operations.

Like all Canadian colleges and universities, ACAD

depends significantly on government funding:

approximately 58% of the total revenues for the

fiscal year 2009-2010 (58% for 2008-2009) were

provided through grants from the Province of

Alberta. Tuition revenue accounted for about 28%

of total revenue in 2009-2010 (27% for 2008-

2009). On the expense side, salaries and benefits

accounted for 67% of expenditure in 2009-2010

(62% for 2008-2009), while materials, supplies

and services accounted for 17% (20% in 2008-

2009). The College strives to allocate funds to

ensure student learning is at the centre of budget

allocations. Over 66% of the resources are allo-

cated to direct instruction and areas of indirect

instruction, including student service supports.

The remaining funds are used in capital support

(5%), campus and bookstore operations (13%)

and institutional support activities (16%).



78

ACAD is required by legislation to operate a bal-

anced budget; however, it is becoming increas-

ing difficult to achieve this goal given the zero

percentage increase in funding from the Province

over the past two years. Fortunately, ACAD has

built up an unrestricted surplus over the past few

years and has been very successful in fundraising

in support of key College priorities. These funds,

of approximately $3.4 million along with a healthy

endowment base of $4.0 million, will provide the

College with sources of funding for graduate pro-

gramming and special projects, as well as a small

cushion for the lean years ahead.

Organizational Chart – Finance + Corporate

Services (see previous page)

The departments of Finance, Computing + Tech-

nical Services and Facility + Ancillary Services

are all accountable to the Senior Vice President

Finance + Corporate Services for ACAD.

10.1.1 Budget Planning Process

ACAD’s Budget Process Flow is aligned with the

academic year, thereby assuring the integration

of processes that affect the student experience.

It enables those employees with fiduciary re-

sponsibilities to plan and integrate their work. It

also guides the timing of key processes across all

divisions.

The budget cycle begins with the issuing of a

budgeting process overview for the relevant fis-

cal year by the Financial Operations Department.

This overview details the budget assumptions and

objectives, timetable and names of members of

the Finance Budget Committee, including their

duties.

The process for developing the 2011-2012 budget

was designed to be more inclusive of the College

compared to previous years. Budget unit heads

were asked for a submission to be sent to the

Senior Financial Analyst, Financial Operations.

Finance collated the submissions and presented

them to the Budget Committee. The Committee

deliberated on the initial submissions with a view

to streamlining the overall budget requests with

ACAD’s revenue projections for the year.

Appendix AY - ACAD 2011 – 2012 Budgeting Pro-

cess Overview and Terms of Reference



79

November 2010 • Cabinet meets and agrees to the budget process for the coming year and suggests Budget Committee membership.

December 2010 • Departmental budget documentation prepared for each department.

• The template for the operating budget includes information on actual and budget financial data for the prior two

years, budget and year-to-date actuals for the current fiscal year and base budget allocation for the budget year.

• Budget Committee members are identified and recruited to the Committee.

January 6, 2011 • Distribution of budget guidelines; budget templates and budget schedules to Department Heads.

January 7 - 18, 2011 • Program Heads and Department Heads complete budget forms and supporting explanations.

January 19 - 24, 2011 • Program Heads meet and discuss their completed budgets with the Dean of Undergraduate Studies and Vice Presi-

dent Research + Academic Affairs prior to submitting their budget proposals to Finance.

• Department Heads to meet and discuss their completed budgets with their respective VPs or Division Heads prior to

their budgets being submitted to Finance for consolidation.

January 25, 2011 • Deadline for submission of completed forms and supporting information to Finance for budget consolidation.

January 26 - February 11, 2011 • Budget Consolidation by Finance Department.

February 14, 2011 • Initial consolidated budget submitted to the Budget Committee.

February 14 - 25, 2011 • Budget Committee meets to discuss and review the budget.

• Finance revises the budget as necessary based on the recommendations and findings of the Budget Committee.

• Finalize and submit budget recommendation to Cabinet.

February 28 - March 4, 2011 • Cabinet reviews the budget and recommends revisions to the Budget Committee as necessary.

March 7 - 11, 2011 • If necessary, further revisions and review by Finance, Budget Committee and Cabinet.

March 14 - 18, 2011 • Cabinet finalizes approval of the 2011-2012 Operating and Capital Budget for submission to the Finance and Audit

Committee.

March 21 - April 7, 2011 • Finance prepares the budget presentation package for the Finance and Audit Committee.

April 8, 2011 • Finalized package distributed to the executive assistant assigned to the Board of Governors for distribution to the

Finance and Audit Committee meeting.

April 12, 2011 • Finance and Audit Committee meeting.

April 13 - 15, 2011 • Finance makes revisions as needed based on the result of the Finance and Audit Committee meeting.

• Final package distributed to the executive assistant assigned to the Board of Governors for distribution to the Board.

April 27, 2011 • Budget presented at the Board of Governors meeting.

May 2011 • Budget information manually entered into an ACCPAC import file.

June 2011 • Budget is uploaded into the financial accounting software in preparation for the coming fiscal ye ar.

Overview of ACAD Budgeting Process



80

10.1.2 Audited Financial Statements

ACAD’s annual financial statements are prepared

in accordance with generally accepted Canadian

accounting principles. The financial statements

are reviewed by the Board of Governors’ Finance

and Audit Committee and then independently by

the Auditor General of the Province of Alberta.

The audited financial statements are presented

to the Board of Governors not later than 120 days

after the year-end.

Most Recent Audited Statement

ACAD has always had an unqualified audit opin-

ion. In 2009-2010 (the last completed and audited

fiscal year), ACAD produced a year-end operating

deficit of $205,000 that was supported by funds

directed from internal reserves. An accumulated

surplus of $3,367,000 was available to support

College programs at the close of June 30, 2010

consisting of $1,200,000 in unrestricted net as-

sets and $2,167,000 in restricted net assets.

ACAD’s most recently available audited statement

is shown below in the table on the following page.

Appendix AZ - ACAD Financial Statements 2010

Highlights of 2009-10 versus Budget

Favourable variances from budget included:

• $376,000 increase mainly due to revenue

recognition from provincial matching Access

to the Future grants, federal HVAC grants and

various gallery and research grants.

• $54,000 increase in bookstore sales.

• $24,000 increase in sales of services and

products.

• $264,000 increase due to higher than expect-

ed scholarship donations. This increase was

also reflected in increased scholarship awards.

The favourable variances highlighted above were

offset by the following:

• $345,000 increase in salaries and benefits

due to the implementation of the AUPE and

ACADFA collective agreements.

• $89,000 increase in the costs of materials,

supplies and services reflecting general in-

crease in price levels.

• $45,000 increase in utilities reflecting the

increase in rates paid during the year.

• $29,000 increase in costs of goods sold in

line with increase in bookstore sales revenue.

• $214,000 increase in scholarship and bursary

awards due to the increase in revenue gener-

ated from scholarship donations.

Highlights of 2009-2010 versus 2008-2009

Unfavourable variances from the prior year to-

taled $829,000. Even though revenues increased

by $365,000 in 2009-2010, this increase was

more than offset by the increase in expenses of

$1,194,000. The increase in expenditure was pri-

marily due to a $1,497,000 increase in salaries and

benefits arising from the implementation of col-

lective agreements and the conversion of certain

part-time faculty positions to full-time.



81

Financial Overview 2009-2010Years ended June 30 (in thousands)

2010 2009 Budget Changes from

prior year

Variance to

budget

Revenue

Government of Alberta grants $ 12,526 $ 12,301 $ 12,150 2% 3%

Federal and other government grants 124 122 - 2% 0%

Student tuition and fees 5,952 5,623 5,875 6% 1%

Bookstore sales 799 757 745 6% 7%

Sales of services and products 271 294 247 -8% 10%

Donations and other contributions 799 862 535 -7% 49%

Interest income 43 277 380 -84% -89%

Amortization of deferred capital contributions 950 863 806 10% 18%

21,464 21,099 20,738 2% 4%

Expense

Salaries and benefits 14,250 12,753 13,905 12% 2%

Materials, supplies and services 3,733 4,125 3,644 -10% 2%

Utilities 1,140 1,077 1,095 6% 4%

Maintenance and repairs 96 52 88 85% 9%

Cost of goods sold 433 484 404 -22% 7%

Scholarship, bursaries and awards 804 777 590 3% 36%

Amortization of capital assets 1,213 1,207 986 0% 23%

21,669 20,475 20,712 6% 5%

(Deficiency)/Excess of revenue over expense $ (205) $624 $26 -133% -888%

Unrestricted net assets $ 1,231 $3,455 -64%



82

10.1.3 Four-Year Business Plan

The business plan is put together by the President

+ CEO and Cabinet. The plan highlights, amongst

other things, ACAD’s significant opportunities,

challenges and priorities as well as outcomes and

performance measures for the planning period.

The ACAD Business Plan 2010-2014 aligns with

the goals and priorities of the Government of

Alberta through the goals of the Advanced Edu-

cation and Technology Business Plan 2011-2014.

These goals include:

• A globally recognized, quality advanced

learning system that meets the needs of

Alberta.

• Excellence in research, innovation and com-

mercialization drives Alberta’s future success.

• A learner-centred, affordable advanced learn-

ing system accessible to Albertans.

In addition, the current four-year ACAD Business

Plan 2010-2014 aligns with the Government of Al-

berta’s 20-Year Strategic Capital Plan and Alberta

Advanced Education and Technology’s Roles and

Mandates Policy Framework.

ACAD strives to achieve this alignment with the

plans and priorities of the Provincial goals and

priorities, particularly in promoting excellence in

research and innovative ways of thinking, and by

positioning itself to excel as a centre of excellence

in studio-based learning through internationally

recognized quality advanced learning opportuni-

ties for rigorous inquiry.

By doing so, ACAD supports the government’s

direction and partners on initiatives integral to the

future of post-secondary education in Alberta. In

the Campus Alberta Framework, a number of key

policy directions are supported by ACAD’s future

directions included in the ACAD Business Plan

2010-2014. The following key areas are highlight-

ed from this plan:

• Providing adaptive and responsive educa-

tional programming that establishes our role

as a leader in excellence in visual arts, design

and emergent cultural fields will support the

provincial goal to address market shortages in

areas of the Business Programs aligned with

graduates in the Arts and Social Sciences.

• Expanding opportunities for graduate pro-

gramming and increasing student retention

addresses the Provincial goal of increasing

attraction and retention of learners, especially

from the international student community.

• By increasing the number of articulation

agreements for student transfer ACAD will be

increasing access to post-graduate programs,

as a key Provincial goal, by generating seam-

less transitions to ACAD while recognizing

prior learner qualifications and experience.

• Implementation initiatives for ACAD’s Tech-

nology Plan will provide students with con-

tinued access to reliable data and information

which is the foundation of good learning and

good decision making in support of learning

in the province.

• ACAD’s dedication to improving its IT Control

Framework continues to place the College in

a leadership role in improving its IT security

and risk management environment for all

staff and learners. Initiatives by the College to

collaborate with five other Colleges in sup-

port of a common enterprise-wide solution to

centralized administrative systems is a good

example of how ACAD is seeking opportuni-

ties to create efficiencies in its planning and

administrative processes, a key objective of

the collaborative goals of Campus Alberta.

• Addressing the provincial challenge of eco-

nomic uncertainty is also a key thrust of the

Business Plan. We continue to seek external

development opportunities through both

fund development and the expansion of

revenue-generating activities related to our

ancillary operations for both our bookstore

operations and Extended Studies.


ACAD has recently embarked on the road to

develop a new and reinvigorated Academic Plan

tentatively entitled Vision 2020 that will be key to

the College’s future business planning priorities.

In keeping with the six College Goals and the

prioritized goals of Advanced Education and

Technology, as of June 30, 2010, the College has

set aside a number of significant reserves and

external contributions that collectively will be

used over the next five years to support numer-

ous initiatives included in our 2010-2014 ACAD

Business Plan 2014:

• Program and equipment enhancement and

replacement: $1,390,000.

• Visiting artists: $526,000.

• Institute for the Creative Process: $282,000.

• Human resources and related infrastructure:

$626,000.

• Planning and community relations: $282,000.



83

• Capital initiatives: $2,297,000.

• Health and safety initiatives: $447,000.

It is the intention of the College to deploy these

resources, along with the College’s ongoing

operating resources, in a prudent manner over

the next three to five years to support staff and

student programs, including graduate studies, in a

way that is both sustainable and with appropriate

levels of investment to achieve defined goals and

outcomes.

For example, plans have been implemented to

support a major refreshment of our technology

and technical equipment that has exceeded a

further $1 million commitment in 2011. ACAD has

also embarked on a new approach to enrollment

planning that is supported by additional staffing

in our Student Experience division. Plans have

been supported in excess of $160,000 per year

for the next three years to enhance the College’s

commitments to professional upgrading for

faculty, to increase opportunities for expanded

discourse through visiting artists, to increase sup-

port for student travel and conferencing, and to

maintain both the Curator-in-Residence and the

Critic-in-Residence. All of these plans will support

ACAD’s capacity to support the intellectual depth

and rigor of graduate studies programming. This

commitment extends to research, where the Col-

lege will dedicate additional research funds of

over $105,000 per year for the next three years

to continue to encourage ACAD faculty research

initiatives.

The statement of revenue and expense on the

following page provides information on ACAD’s

operating performance. It provides information

about the anticipated cost of ACAD’s activities,

and the extent to which these expenses are fund-

ed by grants, other revenue and contributions.

Appendix AA - ACAD Business Plan 2010-2014

p.3 4

The statement of cash flows on the next pages

shows cash received during the year, how it was

used and provides information on the amount of

cash available at the end of the year.

Appendix AA – ACAD Business Plan 2010-2014 p.36

Appendix BD - Institute for the Creative Process

Terms of Reference



84

2014

Estimate

2013

Estimate

2012

Estimate

Board

Approved

2011 Budget

Board

Approved

2010 Budget

2009

Actual

Revenue:

Operating Grants 12,383,025 12,081,000 12,081,000 12,081,000 12,150,490 12,423,078

Tuition and fees 5,631,476 5,548,252 5,466,258 5,385,476 5,039,605 4,768,956

Extended Studies 860,300 851,782 843,349 834,999 834,999 853,728

Bookstore sales 820,473 804,385 788,613 773,150 745,000 757,483

Sales, rentals and services 343,340 336,608 330,008 323,357 247,305 294,486

Donations, gifts in kind/fundraising events 249,600 249,600 249,600 249,600 380,000 435,059

Scholarships 155,000 155,000 155,000 155,000 155,000 199,181

Investment income 200,000 200,000 200,000 200,000 380,000 276,580

Earned capital contributions 986,000 986,000 986,000 986,000 806,000 862,842

21,629,214 21,212,628 21,099,828 20,988,762 20,738,399 20,871,393

Expense:

Salaries, benefits and allowances 14,972,672 12,679,090 12,391,265 12,109,083 13,905,029 12,752,908

Supplies and services 5,205,155 5,103,093 5,003,033 4,827,200 4,827,200 5,253,737

Bookstore - cost of sales 403,259 395,352 387,600 380,000 404,000 484,304

Fundraising projects 249,600 249,600 249,600 249,600 380,000 506,600

Scholarships 155,000 155,000 155,000 155,000 210,000 270,325

Amortization & Loss (gain) on asset disposal 1,226,000 1,226,000 1,226,000 1,226,000 986,000 1,207,360

22,211,686 21,808,135 21,412,497 21,024,617 20,712,229 20,475,234

Excess of revenue (expense), for the year (582,472) (595,508) (312,669) (35,855) 26,170 396,159

Transfer (to)/from internally restricted net assets 350,000 350,000 350,000 189,000 (1,950,000) 565,446

Acquisition of internally funded capital assets (350,000) (350,000) (350,000) (350,000) (350,000) (530,742)

Amortization of internally funded capital assets 240,000 240,000 240,000 240,000 180,000 285,552

Increase (Decrease) in Unrestricted Surplus (342,472) (355,508) (72,669) 43,145 (2,093,830) 716,415

Surplus/Deficit, beginning of year 363,456 718,964 791,633 748,488 2,842,318 2,125,903

Unrestricted surplus (deficit), end of year 20,984 363,456 718,964 791,633 748,488 2,842,318

Internally Restricted net assets, end of year 2,455,716 2,805,716 3,155,716 3,505,716 3,694,716 1,744,716

Statement of revenue and expense2010-2014 Business Plan (fiscal year ended)



85

Statement of cash flowsACAD Business Plan 2010-2014 (fiscal year ended) Budget 2010 Actual 2009

Operating activities:

Excess of revenue over expense $26,170 $396,159

Non-cash Transactions:

Earned Capital Contributions (806,000) (862,842)

Amortization 986,000 1,207,360

Loss on disposal of capital assets - -

206,170 740,677

Changes in non-cash working capital (500,000) 1,605,134

Cash generated from operating activities (293,830) 2,345,811

Investing activities:

Purchase of capital assets:

Internally funded (350,000) (248,121)

Externally funded (400,000) (680,732)

Debt funded 22,000 (106,453)

Decrease (increase) in non-current cash and investments (150,000) (136,124)

Cash used in investing activities (2,228,000) (1,171,430)

Financing activities:

Increase in capital cont ributions receivable - 54,162

Capital contributions received 400,000 328,162

Long-term Lease 12,000 68,231

Payment on Capital Lease (17,000) (22,775)

Endowment Contributions 1,700,000 191,959

Cash provided from financing activities 2,095,000 619,739

Net increase (decrease) in current cash and investments (426,830) 1,794,120

Current cash and investments, beginning of year 11,288,925 9,494,805

Current cash and investments, end of year $10,862,095 $11,288,925

10.1.4 Financial Policies and Procedures

ACAD’s discussion and analysis of its financial

condition and results are based upon consolidat-

ed financial statements that have been prepared

in accordance with generally accepted Canadian

accounting principles.

ACAD financial policies and procedures direct

and guide the College:

• Procedure 200.03.01 – Signing Authority

• Board of Governors Policy 5: Finance + Audit


• Board of Governors Policy 10: Financial Over-

sight Policy

• Procedure 200.03.02 – Financial Authority

and Responsibility

• Procedure 200.03.03 – Purchasing

• Procedure 200.13.01 – Fixed Assets Capitaliza-

tion and Inventory

• Procedure 200.14.01 – Restricted Capital Eq-

uity Account

• Procedure 200.18.01 – Cheque Payments

• Procedure 200.16.01 – Advances

• Procedure 200.02.01 - Fundraising and En-

dowment Fund

• Board of Governors Policy 12: Hosting Policy

• Procedure 200.20.01 – Hosting

• Procedure 200.05.01 – Travel and Expense

• Procedure 200.15.01 – Vehicle

• Board of Governors Policy 11: Tuition Fees

Policy

• Procedure 200.10.01 – Tuition and Other Stu-

dent Fees Full Time Day

• Procedure 200.10.02 – Tuition and Other Stu-

dent Fees

• Procedure 200.09.01 – Emergency Student

Loans)



86

• Board of Governors Policy 13: Risk Manage-

ment Policy.

ACAD’s significant accounting policies and re-

porting practices and the context of the underly-

ing accounts to which they relate are explained

as part of ACAD’s 2010 Financial Statements. The

most critical relate to:

• financial instruments,

• capital assets and collections,

• asset retirement obligations,

• revenue recognition,

• employee future benefits, and

• contributed services.

Appendix B – Board of Governors Policies

Appendix F – ACAD Procedures

10.1.5 Fundraising

ACAD relies on fundraising and development

activities to enhance ongoing operations and help

support scholarship and capital expenditures.

While the College has had considerable success

in fundraising in recent years, a decline in general

economic health and increased competition from

other not-for-profit organizations could affect

ACAD’s ability to generate donations and meet

operational goals in the short to medium term.

The College does benefit from a healthy endow-

ment fund base of over $4 million to sustain its

commitments to support student financing with

scholarships, bursaries and awards. This level of

commitment is expected to increase by approxi-

mately $340,000 in 2011 a level which we feel will

be sustainable for the foreseeable future.

All fundraising is directed by the President + CEO

and is facilitated by the Vice President Advance-

ment. As ACAD’s operational budgets are directly

funded through the Province of Alberta, fundrais-

ing initiatives support student scholarships and

bursaries, as well as initiatives that help move

the College towards fully achieving its mandate.

Fundraising over the past three years has been

extraordinarily successful in attracting support for

ACAD and channeling substantial gifts through

the Institute for Creative Process, a process that

has resulted in provincial matching grants to the

College for most of the funds raised. These efforts

have resulted in significant increases in student

financial support, expansion of funds to support

visiting artists, lectures and workshops, capital re-

newal and the establishment of financial resourc-

es dedicated to faculty research and professional

development, all essential components of enhanc-

ing the capacity of the College to offer effective

graduate programming.

ACAD encourages its fund development activities

by supporting this area with necessary resourc-

es. In addition, performance metrics are being

incorporated into the fund development area

to set and monitor expectations. All fundraising

activities are centralized under the Vice President

Advancement, to ensure sound processes and to

maintain ACAD’s image and reputation. Details on

fundraising and options for supporting ACAD can

be found on the ACAD website at: www.acad.ab.ca/get_involved.html.

Appendix F – Procedure 200.02.01 – Fundraising

and Endowment Fund

Appendix F – Procedure 800.01.01 – Fundraising

Coordination

Appendix F – Procedure 800.01.01A – Appendix A

Appendix F – Procedure 800.01.01B – Appendix B

Appendix F – Procedure 800.02.01 – Gift(s)-in-Kind

Donations

Appendix BF – Gift Agreements and Endowments

Appendix BD - Institute for the Creative Process

Terms of Reference

10.1.6 Tuition Fees

The policy of the Board of Governors is to comply

with Alberta’s Post-Secondary Learning Act in

setting tuition fees. The revenue from fees is de-

pendent on the number of credit hours a student

has enrolled in.

ACAD has projected tuition fees for the upcoming

four-year period, as detailed in the ACAD Busi-

ness Plan 2010-2014: Section 4. The projected

amounts are based on an inflation rate similar to

the rate used for financial projections for 2010,

and assume an average increase of 1.5% each

year over the next four years, in compliance with

provincial regulations allowing increases equal to

inflation.

Appendix B – Board of Governors Policy 11: Tuition

Fees Policy

Appendix F – Procedure 200.10.01 – Tuition and

Other Student Fees Full-Time Day


Other Student Fees


ACAD Fees

Certain fees are mandatory for students, while

others depend on the number of credit hours a

student is enrolled in and the student’s status

as full- or part-time. Overall fees for the College



87

remain competitive with other post-secondary in-

stitutions in the Province and with the other three

AICAD art schools in Canada. Details of the fees

are appended.

Appendix BG – Tuition and Student Fees 2011

Appendix BG – Tuition and Fees Comparator –

AICAD Schools


Other Student Fees Full-Time Day

Earned Revenue Fees

Policies and procedures for earned revenue for

non-credit courses are set by the Director of Ex-

tended Studies in consultation with the Vice Pres-

ident Research + Academic Affairs and the Vice

President Finance and Corporate Services. Fees

are set at such a level as to recover all associated

personnel, consumable supply expenses, capital

amortization, development costs amortization

and overhead costs. Levels of returns on margins

over cost to the College are specified to allow

contributions to fund other College activities.


Other Student Fees

10.1.7 Alberta Advanced Education And Technology, Key Performance Indicators

Data for the following financial key performance

indicators comes from the Cognos PowerPlay

Web KPI Internet Cubes that integrate ACAD’s

Banner Student data with ACCPAC financial data.

Indicator Calculations 2009-2010

Cost per student course

completed

Total direct instructional costs $7,695,094 $803.75

Total course registrants 9,574

Cost per student contact

hour

Total direct instructional costs $7,695,094 $9.18

Total contact hours provided 838,058

Total cost per graduate Total instructional cost $7,695,094 $40,500.49

Total graduates 190

Ratio of instructional costs to

overhead costs

Total instructional costs $7,695,094 66%

Total overhead costs $11,684,079

Percentage of expenditures

on

teaching staff

Full-time, permanent instruc-

tors

$4,509,520.46 62%

Contract, part-time instructors $2,710,913.59 38%



88

10.1.8 Net Earned Revenue (Less Costs) per Year

ACAD reports the results of operations in four

streams of business:

• grants,

• earned revenue,

• bookstore operations, and

• fund development.

These business segments are differentiated by the

type of service provided. This reporting structure

reflects how the ACAD business is managed and

how operations are classified for planning and

measuring performance.

The graph below shows ACAD’s historical growth

in revenue by business stream over five years.

03 69 12 15



89

This graphic illustrates ACAD’s consolidated rev-

enues for 2009-10. Financial statements for 2010-

2011 are expected to be available in October 2011.

Year

Instruction

($1000s)

Support

($1000s)

Total

($1000s) FLE

Cost / FLE

($1000s)

Revenue

($1000s)

2001-02 $4,871 $6,568 $11,439 866 $13.2 $12,644

2002-03 $5,352 $6,421 $11,773 900 $13.1 $13,914

2003-04 $5,701 $6,796 $12,496 946 $13.2 $14,508

2004-05 $5,953 $7,586 $13,537 938 $14.4 $15,634

2005-06 $5,996 $8,317 $14,313 943 $15.2 $16,413

2006-07 $6,475 $9,478 $15,953 963 $16.6 $18,193

2007-08 $6,517 $10,801 $17,318 972 $17.8 $19,195

2008-09 $6,707 $11,614 $18,321 985 $18.6 $20,114

2009-10 $7,695 $11,684 $19,379 999 $19.4 $20,665

Year Year over Year Change

Inst % Sup % Tot % FLE %

Cost /

FLE %

2001-02

2002-03 9.9 -2.2 2.9 3.9 -1.0

2003-04 6.5 5.8 6.1 5.1 1.0

2004-05 4.4 11.6 8.3 -0.8 9.3

2005-06 0.7 9.7 5.7 0.5 5.2

2006-07 8.0 14.0 11.5 2.1 9.2

2007-08 0.6 14.0 8.6 0.9 7.5

2008-09 2.9 7.5 5.8 1.4 4.4

2009-10 14.7 0.6 5.8 1.4 4.3

Revenue and Operating Cost Comparison (Year over Year)



90

10.2 Costing MFA Programs

Once learner and economic demands for a new

program are established and the initial approvals

from various ACAD and government bodies are

obtained, program development can begin. The

program structure, which is key to the develop-

ment process, identifies the courses and credits.

For budgeting purposes the following process is

typically followed:

1. Identify the faculty and resources required to

support the program (direct instruction, supervi-

sory duties needed).

2. Identify the student quotas, potential attrition

rates (benchmarked against graduate programs

from similar institutions) and the Full-Load Equiv-

alent learners (FLEs) for each academic year.

3. Based on the FLEs per academic year deter-

mine total faculty costs.

4. Build the instructor list needed for the program.

Identify the costs of these instructors. Allocate

the appropriate total instructor cost per year.

5. Identify non-instructional costs such as ad-

ditional studio costs, supplies, software, licenses,

external reviewers, marketing and so on.

6. Identify school overhead costs associated with

the program. This includes aspects such as the Di-

rector of Graduate Studies, academic supervision,

technical support, curriculum support, marketing

support, etc.

7. Add an institutional overhead cost of 14%.

8. Total the costs for the program on a year-by-

year basis.

9. Identify sources of funding. These include

institutional support, tuition and other sources

(if applicable). Tuition calculations at ACAD are

made according to the Tuition Policy established

by Advanced Education and Technology.

The initial research and development of the pro-

gram proposal will be funded by ACAD through

central curriculum operating funds. Planning



91

or development funds will be supplied through

one-time reserves established by the College.

These funds are allocated by Cabinet according

to strategic priorities for the year in consultation

with the College’s Board of Governors as required

under existing Board Policies.

One-Time Funding

In addition to operational funding, new programs

may require one-time funding for start-up costs.

These costs are dependent on the nature of the

program and include factors such as:

• capital equipment needs,

• renovations,

• major software requirements,

• curriculum development,

• recruitment of new faculty, and

• initial marketing costs.

Example: Master of Fine Arts in Craft Media

The costing of the Master of Fine Arts in Craft

Media followed the procedure outlined above and

the results were benchmarked with a number of

undergraduate and graduate programs that were

recently introduced elsewhere in the province. It is

projected that the application process for approv-

al will have successfully met all external approv-

als necessary for ACAD to offer this new level of

degree, and the recruitment and admissions will

allow the first students to be admitted in January

2013. As well, as the only program of its kind west

of Montreal, the potential for strong national and

international admissions is considered to be very

high.

ACAD has provided from its existing operating

funds the initial research and proposal develop-

ment funding required. These costs have included

the essential faculty and resources required to

support the program and the FLE learner expec-

tations for the initial four years of the program.

The proposed tuition fee is expected to be $5,360

at 2011 rates for the four-year period. Operat-

ing costs are estimated to be dependent upon

enrollments, which are anticipated to reach eight

Year 1: 2013 Year 2: 2014 Year 3: 2015 Year 4: 2016 Ongoing

Enrollment 8 18 20 20 20

Tuition $5,360 $5,360 $5,360 $5,360 $5,360

Revenues $42,880 $96,480 $107,200 $107,200 $107,200

Operating Costs:

Support $24,256 $54,576 $60,640 $60,640 $60,640

Instruction $84,896 $191,016 $212,240 $212,240 $212,240

Facility $12,128 $27,288 $30,320 $30,320 $30,320

One Time Costs $90,960

Total Net Costs $169,360 $176,400 $196,000 $196,000 $196,000

in the first year and rise to twenty by year four of

the program. One-time costs, excluding the initial

research and proposal development funding,

have been identified as $90,960 in the first year.

The following provides a brief summary of the

expected enrollments, revenues and costs for the

program.



92

Expenditures for the MFA degree include faculty

workloads to meet the curriculum and research

components of the program as outlined in Part

A – System Coordination Review. The Director

of Graduate Studies will initially be a part of the

responsibilities of the Vice President Research +

Academic Affairs until there is sufficient enroll-

ment growth to warrant a full-time position. One-

half of an administrative assistant will be assigned

in the first year escalating to a full-time adminis-

trative assistant in the second and future years.

ACAD also expects some expansion of learner

and institutional support services to ensure that

graduate degree earners receive program, career

and academic advisory support and counselling.

Ongoing promotional, library support, technical

and incidental costs to accommodate project

costs will be carried in the general operating

costs of the College. Initial faculty recruitment,

marketing and curriculum development costs will

be requested as one-time funds over the initial

year of the program.

ACAD will rely upon existing infrastructure and re-

sources to supplement any required new start-up

program needs. Due to the recent discontinuance

of the Enrollment Planning Envelop funds for new

programs by the province, the fiscal challenges

to accommodate the new program, in a period of

limited increases in provincial base funding and

tuition, are well understood. It is assumed that the

College will be responsible for funding any costs

in the foreseeable future years that have not been

offset by tuition revenues. This will be undertaken

by a reallocation of existing operating funds

where feasible, supplemented as needed by the

College’s one-time reserves. The College believes

it has in excess of $500,000 in one-time reserves

to support the program needs for new equip-

ment, and has additional funds of up to $750,000

of uncommitted reserves that may be deployed

as required. In addition, in 2011, $150,000 was

set aside from one-time matching grants under

the Province’s Renaissance Program for program

development at the College.

Appendix BH – Part A – System Coordination Re-

view; Section 17.0

10.3 Risk Analysis

ACAD, through the development of both the In-

stitutional Access and Business Plans, continually

assesses risks from both its internal environment

and factors external to the College. This ongoing

commitment to identify and assess risk is essen-

tial to ensure that ACAD has the capacity to meet

its mandate, as well as achieving the goals and

outcomes articulated in its plans.

The Board of Governors is responsible for un-

derstanding the principal risks of the activities

in which ACAD is engaged, with a view to the

long-term viability of the College. To this end, the

Board has approved a Risk Management Policy in

regards to ACAD’s real or potential risks associ-

ated with the College’s property and resources.

The Board has delegated certain specific risk

oversight responsibilities to its Finance and Audit

Committee (investment and resource deploy-

ment) as well as the oversight of information risk

to the President + CEO. Semi-annual reports are

provided to the Board on risk management ac-

tivities undertaken during the year outlining any

changes in areas of risk.

Enterprise risk management at ACAD, while not

formalized in structure, continues to be reflected

in all areas of the College with the ultimate ac-

countability for identification and assessment

residing with the administrative and academic

leadership team. In 2008, a framework was devel-

oped, with the assistance of PricewaterhouseC-

oopers, culminating in a number of key goals and

actions around risks that were deemed priorities

at the operational, strategic, financial and reputa-

tional level. The challenges related to these identi-

fied risks continue to be reviewed annually, now

within the Comprehensive Institutional Plan.

In support of the broader provincial mandate to

encourage member participation in collaborative

risk management strategies, the College is an ac-

tive participant in the Campus Alberta Risk and

Assurance Committee, whose mandate includes

the development of mutual aid and emergency

management. A progress report on meeting a

number of challenges identified in the ACAD

Business Plan 2010-2014 is available in the appen-

dix.

Appendix AY – Key Areas of Risk for ACAD



93

10.4 Information Resources

10.4.1 Information Systems

The Information Systems support function is

provided by the Computing + Technical Services

(C+TS) Department and is managed by a Director,

who reports directly to the Senior Vice President

Finance + Corporate Services, with the support of

a Manager of Systems + Data Access, a Manager

of Infrastructure + Operations and a Manager of

Academic Computing.

ACAD utilizes Information and Communication

Technology (ICT) for everything from its primary

activity of delivering educational programming

through to administrative functions and support

activities. Support for these ICT services is nor-

mally supplied in a centralized manner through

the Computing + Technical Services Department.

Over the past three years ACAD has invested, in

addition to the regular operating budget, over

$1,000,000 in ICT infrastructure and related ser-

vices. The College has undertaken projects to:

• ensure that the current technology was main-

tained, upgraded and continued to serve the

College needs,

• improve the organizational processes and ser-

vice delivery for specific departments, and

• improve the integrity and availability of Col-

lege information assets.

The College governs and coordinates investment

in ICT through the Information Management +

Technology Council (IMTC) with the support of

the Information Technology Steering Commit-

tee (ITSC). These College entities ensure that IT

objectives and operations stay aligned with the

business and academic goals while maintaining

compliance with Information Security and Risk

Management Policies or regulatory and legislated

constraints of ACAD. The IMTC and ITSC also

oversee the development and the adoption of IT

standards and practices that are appropriate to

the College.

At ACAD, technological diversity is controlled to

minimize the cost of maintaining expertise in and

connectivity between multiple processing envi-

ronments by adopting standards for desktops

and laptops, server and storage infrastructure,

networking and wireless equipment, and print-

ers/copiers. Controlling this diversity also allows

IT personnel to focus their efforts on increasing

the value of the technology or providing support

for specialized environments of strategic inter-

est. These specialized environments used within

the context of ACAD educational programming

increase the complexity of the ICT infrastructure

but are core to the academic and research objec-

tives of the College and are accounted for in the

related planning and management activities. The

ongoing renewal of this ICT infrastructure is an

acknowledged requirement and receives the high-

est priority in the College’s annual operating and

capital budget process.

ACAD is technologically diverse in the area of

software systems that support important admin-

istrative and communication processes. Over the

past 15 years, ACAD has made several invest-

ments, appropriate for the time, to improve the

organizational processes and service delivery

for specific departments. ACAD continues to

closely monitor the cost of maintaining expertise

in and connectivity between multiple process-

ing environments and to understand the benefits

it receives in return. ACAD, generally, will only

consider software systems projects that fol-

low information systems architecture principles

and provide a return on investment within three

years. ACAD also monitors the developments

and trends for this area within the context of the

post-secondary sector and is an active participant

in an initiative to explore the potential advantages

of a centralized administrative system with five

other institutions that are members of the Alberta

Association of Colleges & Technical Institutes.

Planning for technology at ACAD has existed in a

variety of forms to address the strategic and tac-

tical requirements of the College. In recent years

the most comprehensive planning activities have

produced the following documents:

• Academic Technology Philosophy (May

2008)

• Information Assurance Improvement Plan

(October 2008)

• ACAD Information Technology Plan and

Roadmap (August 2009).

These documents, and the processes that were

followed for their creation, have enabled the Col-

lege to commit the financial resources to move

forward in areas of strategic importance. The

Plans and Roadmap are flexible and can accom-

modate the shifting of scope, timeline and fund-

ing. They are current and relevant and continue to

facilitate the “next steps” in the development of

ACAD’s ICT and related services.



94

The table below outlines the investment that

ACAD has made in ICT over the last four years.

ACAD Investment in ICT

Fiscal Year Operating Budget Capital

Budget

Total ICT

Budget

2007-08 $1.36 million $300,000 $1.66 million

2008-09 $1.38 million $493,000 $1.87 million

2009-10 $1.47 million $41,000 $2.11 million

2010-11 $1.56 million $478,000 $2.04 million

ACAD is committed to a solid studio-based expe-

rience for students in both the undergraduate and

the proposed graduate programs. With respect to

ICT, the emphasis to date has been on end-user

computing: the workstations, laptops, software

applications, printers and peripherals that are

required to create and display original works of

art and design. ACAD is considering increas-

ing investments in enterprise software systems

that support teaching and learning, particularly

in support of graduate educational program-

ming. The development of the ACAD Academic

Plan, currently underway, will inform this area of

consideration and make it incumbent on ACAD

to update the ACAD Information Technology Plan

and Roadmap.

Appendix R - Information and Communication

Technology

Appendix R - Information Management + Technol-

ogy Council

Appendix R - Information Technology Steering

Committee

Appendix R - Academic Technology Philosophy

Appendix R - Information Assurance Improvement

Plan

Appendix R - ACAD Information Technology Plan

and Roadmap

10.5 Physical Plant Resources

ACAD is a tenant of a building in which the Col-

lege has no control over or access to the physical

plant As a tenant, the College relies on SAIT, the

landlord, to provide the College with a safe and

operational environment to meet our academic

needs. Over the past 26 years the landlord has

met those expectations. Details are in section

10.5.2 of this Self Study.

10.5.1 Facilities Utilization and Mainte-nance Policies

In 1973 the College, then a department of SAIT,

moved into a new building designed specifi-

cally for art and design education and practice.

The building was designed in 1970 and at 26,235

square meters, was built to accommodate 700-

750 students based on a studio model of instruc-

tion. As the demand for access increased and

the introduction of technology was integrated

into artistic practice throughout the 1990s, ACAD

adjusted the use of the facility and renovated por-

tions of the building to maximize program space.

For the past several years enrollment has hovered

in the 1,200 range, resulting in an annual FLE en-

rollment of almost 1000.

The spaces for the building (net available) are

divided in the table on the following page.

Appendix BE – ACAD floor plans

Increasing demand for access by learners requires

more relevant infrastructure, putting increased

strain on facilities that are aged and already over

capacity. Renewal and expansion of ACAD’s

programs and supporting infrastructure will be

critical for ACAD to continue to be effective in

the delivery of its programs and our capacity to

attract and retain students in a highly competitive

post-secondary environment both locally and na-

tionally. To that end, in 2005 the College complet-

ed a renewed Campus Master Plan with a number

of options to expand the campus on the existing

site or to rebuild the campus in a new downtown

Calgary location. This Master Plan and the identi-

fied options received acceptance by the Prov-

ince as a basis for detailed planning in 2007, but

due to the onset of a provincial and worldwide

recession in 2008 had to be put on hold with the

constrained ability of the Province to support new

infrastructure. In 2011, the College has assessed

the Master Plan proposals and has embarked on a



95

Net Available Space

Space Square Meters Square Feet

Art gallery 879.3 9,465

Lecture theatre 276.9 2,981

Student retail 546.4 5,882

Library 519.2 5,589

Cafeteria 517.9 5,575

Administration 456.6 4,915

Computing/Technical 276.4 2,975

Central access 539.9 5,812

Technical studios 2,835.7 30,524

Teaching Studios 3,817.7 41,090

Home studios 2,220.0 23,897

Classrooms 307.8 3,313

Academic offices 871.9 9,385

Other student access 1,469.6 15,819

Building systems/access 10,700.0 115,178

Total space 26,234.9 282,399.5

fresh look at our space planning and development

options. This review is under way and is expected

to be completed by the fall of 2011.

10.5.2 Infrastructure Renewal

The deferred maintenance for the current facility

occupied by ACAD is estimated to be in excess

of $3.5 million. While the College is a lease tenant

of the building that it occupies, it does receive

infrastructure maintenance renewal (IMR) fund-

ing annually from Alberta Advanced Education

and Technology. These funds have been shared

equally between SAIT (as the building owner) and

the College. While the funding provided has var-

ied over the years, the average amount provided

to support the renewal of the building occupied

by ACAD has been approximately $550,000 per

year. This amount is in addition to the regular

maintenance funding available for spending on

routine maintenance which totals approximately

$230,000 per year. In recognizing the joint re-

sponsibility for the building occupied by ACAD

with SAIT, the College undertakes an annual re-

view of its building maintenance needs with SAIT

to develop a joint three-year renewal plan for the

funds received. Deferred maintenance projects

related to the functionality and the quality of the

College’s interior environment are the responsibil-

ity of the College; deferred maintenance issues

for the building shell and main building systems

are SAIT’s responsibilities. Priorities outlined in the

most recent three-year plan to 2011/2012 include

upgrades to safety controls on campus, lecture

hall seating upgrades, gallery floor and lighting

upgrades, classroom and studio electrical and

lighting upgrades, telephone upgrades and studio

renovations, as well as a number of upgrades to

the building exterior (roof, windows and loading

dock).

In addition to the annual IMR funds, the College,

with the support of SAIT, has also applied for

and received a number of specific project-related

capital grants from the Province to address spe-

cific deficiencies. Specific project funds received

over the past four years have included grants

for improving the building in a number of critical

areas including accessibility (elevator upgrades,

stair and ramp improvements – $524,000 ); heat-

ing, ventilation and air conditioning (upgrades to

student studios, workshops, classroom areas and

administrative areas – $1,500,000); and roofing

(repairs – $700,000). During the summer of 201,1

further upgrades of $170,000 are being under-

taken to washrooms on the campus to improve

handicapped accessibility.

Appendix BI – Three-Year Infrastructure Mainte-

nance Plan


Section 11: Gap Analysis | Opportunities for Graduate Programming at ACAD

11. GAP ANALYSIS

11.1 Financial Planning and Re-sources

Council is looking to be assured that the institu-

tion has sound financial management procedures,

sound financial management procedures, appro-

priate planning and realistic financial goals.

ACAD has not altered its strategic direction over

the past two years, but several issues arising from

the economic downturn of the same period have

had a direct impact on the College’s fortunes in

the short to medium term. For the past two years

the College and all other post-secondary institu-

tions in Alberta have had their base operating

grants that support instructional services and

programs frozen. Tuition fees, which are regulated

by the Province, have also increased by less than

5% over the past two years as we head into the

2011-2012 academic year. Ancillary revenues, such

as investment returns and changes to endowment

principals, have also been negatively affected by

the economic climate.

The combined impact of limited increases or

declines in revenues for the College has created

significant fiscal challenges. The College has been

required to reduce discretionary expenditures by

nearly $1.4 million over two years to accommo-

date increasing costs for labour and other ser-

vices required for meeting both the direct instruc-

tional and related support needs of the College.

This new fiscal reality of zero changes to base

funding is expected to continue into 2012-2013

and perhaps beyond.

The College will require a more strategic ap-

proach to assessing overall service and program

availability and ACAD’s ability to sustain pro-

grams into the future. A new task force will be

established in the fall of 2011 to assess options

for improving revenues and managing escalat-

ing costs in the face of frozen levels of provincial

grant funding. It will be critical for the institution

to more actively look at expanding and diversify-

ing its revenue sources.

The Province has also discontinued the additional

grant support for enhanced enrollments, which

supported the start-up of new programs in the

past for both space and instructional needs. In

the fall, the budget task force will also have to

consider ways in which the College can accom-

modate the start-up and ongoing expenditure

requirements for the new MFA in Craft Media, as

outlined in section 10.2 of this report, as well as

the provision for financial support and incentives

for graduate students.

College enrollment is also limited by the current

facility that is presently oversubscribed (about

200 FLE) in total student enrollment from the

originally designed capacity. This shortage of

space is being reviewed to support a new pro-

posal for College expansion that will be submitted

to the Province for consideration. However, for

the graduate program to be successfully imple-

mented, the College will need to reconfigure

existing space to enable its start-up at least for

the first few years or longer if a revised proposal

to expand the College is not favourably received.

In the short term, this will require some additional

resources to meet the needs of the new program.

Notwithstanding these challenges, the College

does have $2.8 million in internal reserves to ac-

commodate one-time start-up costs for our new

graduate program. As of June 30, 2010, the Col-

lege also had $4.1 million in endowments and $5.5

million in deferred contributions, mostly from pro-

vincial matching grants and donations to sustain

our stream of financial support for students. Plans

are being implemented to use these funds to sus-

tain existing programs and services in a number

of critical areas such as professional development,

visiting artists, technology and equipment sup-

port, and research. The budget process has also

been rigorous over the past few years to ensure

priorities have been addressed and, with the Task

Force recommendations, will have to include the

expenditure base for the new program as a fund-

ing priority.

The College’s overall financial position is sound

and the College has been rigorous over the past

several years in managing within its available

resources. With a strong oversight role played by

the Board of Governors’ Finance and Audit Com-

mittee, the College has carefully managed risks

associated with reduced funding increases from

both grants and tuition. Regular meetings and

debriefings with the Committee have enabled the

College to seek both advice and direction from

the combined expertise of the senior manage-

ment team and those on the Committee with

their considerable personal expertise and commit-

ment. The Board’s policies on risk management

and financial oversight have been instrumental

in supporting both the financial stewardship

and budgetary processes of the Committee and

management. Excellent quarterly reporting is now

in place that includes a full Management’s Discus-



sion and Analysis. The result has been that the

College does have an accumulated net surplus of

$1.2 million that is currently available for offsetting

any budgetary shortfalls going forward, although

this is not anticipated.

11.2 Leadership

Leadership and involvement of senior executives

within the institution is essential to create and

sustain the development of a student-focused,

quality and outcome-oriented organization. Also

examined here are the ways in which institutional

values and processes are integrated into the sys-

tems of the organization and the manner in which

the organization addresses its public responsibili-

ties.

In a smaller institution such as ACAD, the Presi-

dent + CEO and senior management are in a posi-

tion to be highly aware of the educational needs

and priorities of the institution, and the diversity

and strengths of the faculty and staff to meet

those needs. Close interactions with ACAD com-

munity members are the norm, presenting both

benefits and challenges through the immediacy

of those dialogues. Consultation is highly val-

ued, and monthly meetings for all management/

exempt staff with the President + CEO, as well

as All-Faculty Meetings with the Vice President

Research + Academic Affairs, occur regularly.

Regular Joint Consultations are held with both

AUPE and Faculty Association executives, as well

as bi-weekly meetings between senior managers

and their Student Association counterparts. Free-

dom of expression and critical thinking are values

particularly inherent to and highly valued within a

studio-based learning environment and consulta-

tions and dialogues are spirited.

The role of faculty and a strong faculty voice is

valued, with a significant role being played by the

Program Heads, through the Academic Execu-

tive, in the operations of the academic area. As

well, Academic Council, the academic governance

body that plays a key role in all curricular deci-

sions, retains a majority faculty representation of

Council members. Graduate studies will intensify

the role of faculty in the administration and de-

velopment of graduate programming. The current

task forces currently assembled are testament to

ACAD’s belief in the vital role faculty will play in

this area. Under the new administrative leader-

ship, the 2010-2011 academic year saw the devel-

opment of several processes and systems that

involve fair and across the board faculty involve-

ment in supporting as well as decision-making

roles. For example, the Research Advisory Com-

mittee now fully adjudicates applications for the

available research funds. The underlying purpose

of these new processes is to better empower

faculty and staff in the many decisions made at

ACAD.

Strategic planning and goal setting, and the

achievement of key objectives and outcomes,

have guided the ACAD leadership team as the

College continues to evolve towards fully realizing

its mandate. Senior managers remain focused on

the College mandate, vision, values and six Col-

lege goals in all dialogues, and the goals and ob-

jectives of the strategic planning initiatives drive

the decision-making processes of the College.

Senior managers are regularly evaluated through

the Management/Exempt Performance Planning

Evaluation process, and all goals and objectives,

and the measurable outcomes achieved, are set

against these documents.

The College remains fully committed to student

engagement as it continues to develop and en-

hance effective student supports. The elevation of

the previous Director of Student Services to Vice

President Student Experience + Admissions and

expanding the position requirements to include

the need for an academic background, demon-

strates the renewed importance that has been

placed on student success across the institution.

The arrival of a new President + CEO, Dr. Daniel

Doz, has re-energized the strategic planning pro-

cess at ACAD. The newly developing Academic

Plan will be forward-thinking and reflective of

past planning accomplishments and priorities, and

the new President + CEO is fully committed to

and supportive of graduate studies and the work

accomplished to date. Under Dr. Doz’s leader-

ship, significant progress in establishing research

funding and professional development opportu-

nities for faculty have already occurred, and the

enhancement of the research culture at ACAD will

remain a priority. As evidence of this support, new

full-time faculty hires will be provided, starting the

2011-2012 academic year, with a research stipend

to support their scholarly research and creative

activities.

ACAD has excelled in the recent past at reach-

ing out to the surrounding community of Calgary

and the Province. Through multiple events that

engage diverse external audiences, from the bi-

annual Stirring Culture series at the EPCOR Cen-

tre to the extraordinary visiting artist lectures and

the significant programming of the Illingworth



Kerr Gallery at the College, ACAD will continue

to integrate the larger community into the criti-

cal discourses that are foundational to creative

research at ACAD.

Leadership

The current flux within the academic leadership at

ACAD presents short-term challenges. However,

it also presents an opportunity, with the search

underway for a new Vice President Research +

Academic Affairs, to bring new perspectives to

the College that are also aligned with the Presi-

dent + CEO’s vision for the next ten years. This

hire, coinciding with the periodic re-evaluation of

the academic leadership structure, presents the

opportunity to explore innovative and creative

ways within the current financial landscape to

enhance the delivery of graduate studies that will

contribute to an exceptional graduate student

experience.

ACAD is aware of the significant differences in

approach between undergraduate and graduate

programming, and the College will be establish-

ing the appropriate and separate administrative

structures. Initially, until the program enrollments

grow appropriately, the Director of Graduate

Studies role will reside with the Vice President

Research + Academic Affairs and a Graduate

Studies Coordinator will be identified from among

the permanent faculty appointed to ACAD’s first

graduate program and granted the release time

needed. Supervisory responsibilities will be ac-

commodated through a ratio of three to five com-

mittee chair appointments to one course release.

Public Responsibility

Health and Safety, an integral part of public

responsibility, has received strong attention from

ACAD in recent years. The College recognizes

that health and safety is everyone’s responsibility.

This commitment is exemplified by the develop-

ment of the ACAD Health and Safety Program

manual, the ACAD Student Health and Safety

Handbook, the regular meetings of the Health

and Safety Committee, the internally focused

workshops and the initiative to receive a Certifi-

cate of Recognition. However, the College also

recognizes that there are still gaps that need to

be addressed. This Self-Study highlighted for the

College the need to ensure that the procedures

and processes identified in the ACAD Health and

Safety Program manual are all adequately formal-

ized into College procedures and processes, and

that the relevant documents are kept current and

fully accessible through InfoLab, ACAD’s intranet.

This initiative will be led by the Director of Fa-

cilities + Ancillary Services during the 2011-2012

academic year to ensure the College is fully com-

pliant with the ACAD Health and Safety Program

manual by June 2012.

The College recognizes the need for a common

Code of Conduct. This initiative has been under

way with broad consultations across the College

during the past academic year and the new Code

of Conduct will be completed and implemented

by September 2011.

ACAD has also recognized the need for a clearly

stated procedure on intellectual property, espe-

cially as the College moves forward aggressively

with enhancing the research culture at the institu-

tion. Current processes have been captured in a

draft procedure, and consultations and discus-

sions are being completed. Depending on the

legal review of the current draft, ACAD will either

have this procedure finalized and implemented

by the fall of 2011, or a Task Force on Intellectual

Property will be established and charged to sub-

mit a revised draft to the Vice President Research

+ Academic Affairs for review by the fall of 2011.

ACAD is committed to the implementation of a

Procedure on Intellectual Property no later than

February 2012.

11.3 Information and Analysis

Data and information management are essential

for a good educational institution. How such data

is used and deployed is also critical.

ACAD has historically reported on a range of

student measures and worked from statistical

information to help guide College operations and

planning processes. While data-based decision

making is routine at ACAD, it is recognized that

the College would benefit from a number of en-

hancements in this area including:

• enhanced chronological flexibility in the col-

lection process,

• an expansion of the nature of the data col-

lected,

• more consistency in data analysis, and

• better dataflow coordination between depart-

ments.

ACAD has found that with the current Banner

Student system in place, the ability to directly

analyze student academic performance or iden-

tify when certain actions took place within the

system is constrained. Banner Student maintains



current operational state information, but does

not maintain historical information on a daily basis

but rather by academic term. Without the addi-

tional appropriate modules, the historical state of

the system defaults to the end of the term after

all adjustments and changes have occurred. The

College does not currently provide structured

business intelligence analytic reporting. To com-

pensate, ad-hoc unstructured analysis and report-

ing are performed using custom-managed data

service inquiries. With staff turnover, the loss of

institutional memory regarding the progression of

data over the term has been particularly evident.

With the institution of Lead Centre as an appli-

cant management system, the Admissions area

will be focused on realizing the full capabilities

of this system in managing communications and

extracting reports to enhance the College’s un-

derstanding of the demographics of the applicant

pools, and ensuring that communications are

relevant and timely. ACAD is currently considering

the addition of a Lead Centre module that will en-

able meaningful integration between Lead Centre

and Banner Student. The Director of Recruitment

+ Retention has been charged with ensuring the

capabilities of Lead Centre are fully understood

by Admissions staff, and a plan to effectively use

all relevant capabilities to enhance historically

consistent databases will be implemented before

September 2011.

ACAD also acknowledges a gap between data

collected and the consistency in information

analysis and the ease of accessing that infor-

mation. To address this gap the Vice President

Student Experience + Admissions will work

closely with the Computing and Technical Ser-

vices Department and the Deans to enhance the

College’s ability to capture historical data, as well

as developing better processes for the distribu-

tion of consistent and relevant information to

all decision-makers within the College. The Vice

President Student Experience + Admissions and


are committed to establishing a strategic plan

that will address the following:

• establishment of processes for more effective,

coordinated and historically consistent track-

ing of student data,

• coordination and expansion of processes for

information analysis, and

• establishment of more effective structures for

enhanced dataflow coordination.

This plan will be submitted to the President +

CEO by September 2011 and implementation will

begin on approval.

ACAD recognizes a gap in effectively and consis-

tently tracking alumni and donor information. As

the College matures and grows with the addition

of graduate studies, the institution is particularly

aware of the additional resources required to aug-

ment the supports required for this level of study.

With the new capabilities to manage and analyze

data through the introduction of Raiser’s Edge,

the Vice President Advancement is developing

and instituting a strategic plan to identify areas

of data collection critical to donor reporting and

planning. This plan will focus on processes for

information analysis that will directly increase the

overall effectiveness of decision-making, especial-

ly surrounding initiatives that will support creative

research and enhance a vibrant research culture

that is essential for successful graduate program-

ming at the College. The Vice President Advance-

ment will have an initial strategic plan with objec-

tives and measurable key performance indicators

to the President + CEO by February 2012.

Notwithstanding the financial reality that the

institution is currently facing, the senior adminis-

tration has identified the critical need to develop

and establish (as soon as funding permits) the

new position of Associate Vice President for Insti-

tutional Planning, reporting to the Vice President

Research + Academic Affairs and the Senior Vice

President Finance + Corporate Services. Internally,

this position would provide planning and strategic

analysis to the institution on topics such as enroll-

ment management and academic and resource

planning for curricular and enrollment changes.

This position would also conduct research and

quantitative analysis on a variety of issues per-

taining to new initiatives. Externally, this position

would actively liaise with the government as well

as academic organizations and associations such

as the Association of Independent Colleges of Art

and Design, the Canadian Association of Fine Art

Deans, the National Association of Schools of Art

and Design, and, with a successful application for

membership, the Association of Universities and

Colleges of Canada.



11.4 Strategic Planning

Before it can recommend approval for any aca-

demic degree program, Council needs assurance

that the institution has developed business plans

that are viable, both strategically and financially.

ACAD has been actively involved in strategic

planning and self-studies over the past decade,

setting priorities and objectives and meeting the

major key performance indicators. Recently, the

College has been evolving the strategic planning

process begun in 2005 through the Academic

Strategic Plans of 2006 and 2007, and establish-

ing and renewing major goals accompanied by

corresponding progressive objectives, especially

in regards to graduate studies. The 2008 and

2009 Institutional Access Plans reflected the

academic goals and objectives, and the four-year

Business Plans worked in concert, fiscally plan-

ning for the realization of the Institutional Access

Plan’s overall goals and objectives. The current

Institutional Access Plan and the ACAD Business

Plan 2010-2014 are being consolidated into the

Comprehensive Institutional Plan as of June 1,

2011 to firmly amalgamate financial planning and

strategic planning initiatives.

The new Academic Plan reflects the academic

traditions brought by the new President + CEO,

Dr. Daniel Doz, to the College. It is currently be-

ing developed and will guide the directions of

the Comprehensive Institutional Plans going into

the future. Dr. Doz firmly supports the graduate

studies initiative, establishing a greater emphasis

on supporting research initiatives and academic

opportunities for current faculty members. The

goal is to have the Academic Plan completed by

the end of the fall 2011 semester so that in turn,

during the winter 2012 semester, various neces-

sary plans can be developed from it, such as the

Campaign Plan, the Technology Plan, etc.

11.5 Human Resource Develop-ment and Management

Council has to ensure that those associated with

the management of the learning process and

those engaged in teaching have been selected in

a systematic and planned way, have the skills and

competencies required and have the opportunity

to develop while employed by the institution.

ACAD is confident that the level of expertise

required for all current faculty hires, an MFA or

equivalent terminal degree for studio faculty com-

bined with an active professional practice, and

PhD or doctoral equivalent for academic faculty

combined with a history of teaching, has provided

the College with the sufficient capacity to estab-

lish a solid graduate degree program. The Human

Resources processes are considered sound and

fully adaptable to the needs of graduate studies,

and the opportunities for professional develop-

ment and research among staff, and research op-

portunities for faculty, are growing appropriately.

A gap in the area of support of teaching excel-

lence has been identified. With the increased

personal contact hours involved with graduate

programming, and the high level of discernment

from a more seasoned learner, the expectations

for pedagogical excellence are anticipated to

increase. Additionally, with the opportunities for

teaching assistantships, there will be a height-

ened need for sound teaching mentorship at the

graduate studies level. The Dean of Undergradu-

ate Studies has been charged with developing

a strategic plan for instituting initiatives that

will positively impact teaching excellence at the

College and submitting the final plan to the Vice

President Research + Academic Affairs by Janu-

ary 2012. Funding sources are available from

several new initiatives recently developed by the

President + CEO and the Vice President Research

+ Academic Affairs.

The issue of academic rank has been a topic

of discussion and reflection for several years at

ACAD. The rigor of peer evaluation embodied in

academic rank is acknowledged to be of critical

importance to graduate studies, and an issue that

must find resolution. The Vice President Research

+ Academic Affairs has submitted a motion to the

May 2011 meeting of Academic Council for the

establishment of an ad-hoc Standing Committee

on Academic Rank. This motion requests:

• That Academic Council strike an ad-hoc

Standing Committee on Academic Rank to

reflect on the documents produced to date

regarding Academic Rank at ACAD, includ-

ing the Dozois consultant’s report and a

discussion paper produced by Vice President

Research + Academic Affairs, and submit a

draft proposal to Council on moving forward

in regards to the establishment of academic

rank at ACAD by the October 2011 meet-

ing. This submission will form the basis of an

informed discussion at the December 2011

Academic Council Meeting that will determine

the direction of this initiative.



Should, in the collective wisdom of Academic

Council, rank not be the recommended course

of action, the College will convene the Faculty

Evaluation Review Committee to bring forward

revisions to the Faculty Evaluation Procedure to

propose a process of evaluation equivalent to the

expectations of a rigorous system of rank, with

submissions to the Vice President Research +

Academic Affairs for consideration before April 1,

2012. ACAD is committed to finalizing this initia-

tive before June 1, 2012. The submission and the

implementation dates have been committed to in

order to meet the expectations of the President +

CEO.

11.6 Management of Process

The focus of Council’s concern is with the design

process for programs and the services to staff

and students associated with these programs. The

concern here is with process: the mechanisms by

which quality is designed into the way in which

program and service decisions are made.

ACAD has, through NASAD accreditation process,

instituted a focused process of institutional pro-

gram review that is specific to both undergradu-

ate and graduate programs within a studio-based

learning environment. This process involves all

departments involved in the delivery of a success-

ful student experience. The newly implemented

Formal Program Review process by the Dean of

Undergraduate Studies, linked with the NASAD

Self-Study process, will further enhance the thor-

oughness of the review process.

In quality review processes, there will always be

room for improvement. ACAD will be examin-

ing the outcomes from the initial phases of the

Formal Program Review process during the first

years on an annual basis to examine the suc-

cesses and the areas for improvement. An overall

evaluation of this process will be developed in

2012 for inclusion in the 2013 NASAD re-accredi-

tation Self-Study and review.

The development of graduate studies at ACAD,

and specifically the directions of the MFA degree,

has been directed by the Vice President Research

+ Academic Affairs in close consultation with fac-

ulty through the MFA Development Committee.

This committee has consulted extensively, refer-

encing Canadian and international studio-based

graduate programs, and worked with an external

facilitator. The initial process of the MFA develop-

ment is outlined in Part A – System Coordination

Review.

In preparation for graduate programming, initia-

tives currently under way will be finalized through

the establishment of task forces and committees

with defined deliverables and submission dates to

ensure the College is on track to have the capac-

ity to offer graduate programming by 2013. These

initiatives are:

Task Force on Research Ethics

This Task Force is charged with:

benchmarking processes and procedures against

other AICAD institutions, as well as Red Deer Col-

lege and select smaller Alberta post-secondary

institutions, related to ethical research,

• consulting with faculty, and

• submitting a draft procedure and process for

ethical research standards up to and including

processes for projects that would need a full

review by an ethics review board, to the Vice

President Research + Academic Affairs by

December 1, 2011, with the intent to have this

draft procedure reviewed and refined, and a

motion submitted to Academic Council at its

January 2012 meeting.

Graduate Procedures Advisory Task Force

This Task Force is charged with:

• benchmarking processes and procedures

related to graduate studies, and graduate

studies implementation, against other AICAD

institutions and members of Campus Alber-

ta’s Comprehensive Academic and Research

Institutions,

• reviewing reporting requirements for grant-

ing agencies, government and associations to

ensure that reporting mechanisms are em-

bedded resulting processes,

• consulting with faculty, and

• submitting a draft structure of procedures

and processes to the Vice President Research

+ Academic Affairs by January 31, 2012, with

the intent to have these draft documents

reviewed and refined and a motion submit-

ted to Academic Council at its February 2012

meeting.

The submission and the implementation dates

have been committed to in order to meet the

expectations of the President + CEO.



11.7 Outcomes

Council is concerned not just with process, but

also with outcomes. Before it will examine a

specific program or course of study, it needs to

examine the actual historical performance of the

institution in providing learning and support to

students.

Student outcomes and performance have guided

planning and decision-making at ACAD, and the

College has always benchmarked itself against

AICAD schools, and in particular the three other

Canadian members. The College has maintained

extensive databases for reporting and for ref-

erencing. However, the approach to analysis

has been frequently informal and lacking the

consistency of more formalized structures. The

College is aware of this gap, and with the 2008

Institutional Access Plan began to institute more

structured approaches to generating systems of

information analysis, setting specific measures of

success against other institutions within the same

quartile detailed in the AICAD Data Reports. As

well, the College began reviewing the specifics of

the data referenced to ensure accurate and true

comparisons as measures of success.

The attainment of NASAD Substantial Equiva-

lency speaks to the level of confidence from the

major accrediting body for schools of art and

design in the USA. In a process in which extensive

attention is paid to the quality of student work as

an essential determinant of learning outcomes, as

well as the success of the institution’s application,

the Visitors’ Report from ACAD’s site visit stated

that “overall, student work from all programs

is high.” In appreciation of student work as an

important metric in evaluating program learning

outcomes, the Vice President Research + Aca-

demic Affairs will be requiring an annual evalu-

ation of stated program learning outcomes and

their realization in the student work mounted for

the Graduating Student Exhibition. This initiative

is being coordinated by the Dean of Undergradu-

ate Studies, beginning with the 2011 exhibition,

and the annual results will be incorporated into

the Formal Program Review process.

With the new commitment to the NSSE Survey,

the College will have a new lens from which to

evaluate student satisfaction with a wider range

of available comparators.

The bi-annual Graduate Outcomes Survey, facili-

tated through Alberta Advanced Education and

Technology, is the source for numerous measures

of alumni satisfaction and professional success,

with graduates reporting 91% employment rates

and an overall satisfaction with the educational

experience of 90%. This tool, with the data ana-

lyzed by Campus Alberta sectors for the past two

surveys, has provided the College with several

new perspectives on understanding the data col-

lected.

Beyond the Graduate Outcomes Survey, most

alumni information gathered tends to be anecdot-

al and incomplete, in most cases relying on strong

relationships that have been maintained between

alumni and faculty. The new strategic plan be-

ing developed by Advancement and utilizing the

added capacity of Raiser’s Edge, as detailed in

11.3, will add increased breadth to fully under-

standing student outcomes from the longer-term

perspective.

11.8 Student Focus, Satisfaction and Support Services

Council has a variety of responsibilities. One criti-

cal responsibility is to ensure that students’ needs

are being understood, appropriately interpreted,

acted upon and met. This requires Council to

examine the nature of the institution’s focus on

students, the commitments it makes to them and

how well it delivers on these commitments. The

needs of other stakeholders strongly rely upon

the needs of students being understood and met.

ACAD has focused on enhancing the student ex-

perience at the College, recognizing that the core

academic experience must be fully supported to

achieve a total educational experience. For ACAD,

student success is best defined as graduates who

are creative, reflective and active contributors to

the social fabric that surrounds them.

Support for students is a very high priority for

ACAD, and the College is committed to continu-

ously understand students’ evolving needs and

to ensure that these are met in the most effective

way within the fiscal restraints of the institution.

Regular meetings between the ACAD Students’

Association executive and their counterparts in

senior management ensure a flow of information

and expectations from students, and the Student

Life Coordinator attends Student Leadership

Council meetings. Student support services have

expanded to meet the evolving nature of student

demands, especially in Learning Assistance Re-

sources and New Student Orientation seminars.



Student engagement, satisfaction and outcomes

are key components to all aspects of faculty and

staff evaluations, as well as the quality of the

learning environment. With the inclusion of gradu-

ate studies, the increased emphasis on sustaining

a vibrant research culture and the integration of

graduate students into the life of the College will

increase the level of critical discourse and high-

light the range of creative possibilities across the

degree programs.

After a gap was identified in the previous NASAD

Self-Study in regards to student advising, actions

were taken to more effectively offer services in

this area. A full-time Student Advisor was added,

and a plan for better coordination of advising

duties between the Student Advisor and faculty

was developed. With the addition of graduate

studies, the College recognizes that one of the

areas of increased pressure will be on effec-

tive advising and faculty interactions. Through

an area reorganization in Student Experience +

Admissions, more resources have been shifted to

on-the-ground student support with the addition

of a Career Advisor, an additional Admissions Of-

ficer focused on student support, and an addi-

tional Registration Assistant. This new structure is

anticipated to collectively provide the increased

capacity to address current needs, especially in

advising through the new capacity to shift a suf-

ficient amount of current undergraduate advising

responsibilities from designated graduate faculty

and to better align their time with graduate stu-

dent advising needs.

Another gap that will be addressed is the need

for writing support, including identifying ap-

propriate research funding opportunities and

grant writing. The College is currently looking at

expanding the scope of the new Career Advisor

to also address these needs, and in the process

lay the foundations for a Research Office that will

need to be established as the graduate programs

expand in both enrollments and numbers of

degrees. The hiring process for the Career Advi-

sor is yet to commence, and with the proposal

accepted, skill sets related to research and grant

writing will be added to the position require-

ments. Although the creation of a “Critic-in-Res-

idence” position in the 2010-2011 academic year

does not have a direct impact on writing support,

the indirect benefit has been the opportunity to

engage students with issues related to writing to

raise the overall level of critical discourse within

the institution.

ACAD has appreciated the benefits of self-studies

and the opportunity these processes provide for

the necessary stepping back from the exigencies

of operational tasks to take a sustained, directed

and collective reflection on the overall strengths

and weaknesses of the institution. This Self-Study

has highlighted a number of areas that require

ACAD’s attention, and emphasized for the College

the need to move in a coordinated and timely

way to ensure the identified gaps are adequately

addressed so that the College will be in a position

to welcome its first cohort of graduate students in

January 2013 to a vibrant and successful graduate

student experience at ACAD. The College feels

very confident in its strengths, and is prepared

as well as energized by the exciting opportuni-

ties that this new graduate program offers to the

institution as it moves forward.



LISTING OF APPENDICIES

A. Alberta Government• Advanced Education and Technology Annual

Report 2009 2010

• Advanced Education and Technology Busi-

ness Plan 2011-14

• Advanced Education Mandate Letter

• Campus Alberta Planning Framework 2010

• Roles and Mandates Policy Framework for

Alberta’s Publicly Funded Advanced Educa-

tion System 2007

B. ACAD Policies• Board of Governors - Policy 1 - Mandate

• Board of Governors - Policy 2 - Code of Con-

duct Policy

• Board of Governors - Policy 3 - Conflict of

Interest Policy

• Board of Governors - Policy 4 - Board Indem-

nification Policy

• Board of Governors - Policy 5- Finance and

Audit Committee Terms of Reference

• Board of Governors - Policy 6 - Governance


• Board of Governors - Policy 7 - Human Re-

sources Committee Terms of Reference

• Board of Governors - Policy 8 - Board Meet-

ings Policy

• Board of Governors - Policy 9 - Board Plan-

ning Cycle Policy

• Board of Governors - Policy 10 - Financial

Oversight Policy

• Board of Governors - Policy 11 - Tuition Fees

Policy

• Board of Governors - Policy 12 - Hosting

Policy

• Board of Governors - Policy 13 - Risk Manage-

ment Policy

• Board of Governors - Policy 14 - Authority of

the President and CEO

• Board of Governors - Policy 15 - President and

CEO Performance Review Policy

• Board of Governors - Policy 16 - Academic

and Artistic Freedom

• Board of Governors - Policy 17 - Respectful

Workplace

• Board of Governors - Policy 18 - Human Re-

sources Policy

• Board of Governors - Policy 19 - Political Con-

tributions

• Board of Governors - Policy 20 - Whistle-

blower Policy

• Board of Governors - Policy 21 - Privacy

• Board of Governors - Policy 22 - Health and

Safety Policy

• Board of Governors - Policy 23 - Board of

Governors Awards Policy

• Board of Governors - Policy 24 - Information

Security Policy

• Board of Governors - Policy 25 - Develop-

ment Committee Terms of Reference

C. Board of Governors• ACAD Board Mandate and Roles

• ACAD Board of Governors Bylaws

• ACAD Goals

• ACAD Mandate Nov 04

• ACAD Mandate October 6, 2010

• ACAD Mission

• ACAD Values

• ACAD Vision

D. Acts and Regulations• GOV of AB - Alberta Public Agencies Gover-

nance Act Jul 8 09

• GOV of AB - Financial Administration Act

2000

• GOV of AB - Freedom of Information and

Protection of Privacy Act

• GOV of AB - Government Accountability Act

• GOV of AB - Post-Secondary Learning Act -

Full Text

• GOV of AB - Post-Secondary Learning Act

Alt Academic Council Regulation

• GOV of AB - Post-Secondary Learning Act

Tuition Fees Regulation

• GOV of AB - Records Management Regula-

tion

• GOV of AB - The Lobbyists Act

E. Academic Council Constitution and

Bylaws• Academic Council Constitution and Bylaws

F. ACAD Procedures• 200.02.01 Fundraising and Endowment Fund

• 200.03.01 Signing Authority

• 200.03.02 Financial Authority and Responsi-

bility

• 200.03.03 Purchasing

• 200.05.01 Travel and Expense

• 200.06.01 Building Access and Key Distribu-

tion

• 200.07.01 Health Safety and Security

• 200.08.01 Smoking

• 200.09.01 Emergency Student Loan

• 200.10.01 Tuition and Other Student Fees Full

Time Day

• 200.10.02 Tuition and Other Student Fees



• 200.11.01 Facility Booking

• 200.12.01 Liquor

• 200.13.01 Fixed Asset Capitalization and

Inventory

• 200.14.02 Restricted Capital Equity Account

• 200.15.01 Vehicle

• 200.16.01 Advances

• 200.17.01 Parking

• 200.18.01 Cheque Procedures

• 200.19.01 Energy Management

• 200.20.01 Hosting

• 300.01.01 Lecturer Emeritus

• 300.02.01 Intellectual Freedom

• 300.04.01 Tuition Reduced Spaces Extension

Services

• 300.05.01 Tuition Free Space Extension Ser-

vices

• 300.06.01 Board of Governors Alumni Award

of Excellence

• 400.01.01 Anniversary Date of Employment

• 400.02.01 Early Retirement Incentive Proce-

dure

• 400.03 Hiring Practices

• 400.03.01 Hiring Practices Permanent Faculty

• 400.03.02 Sessional Hiring

• 400.04.01 Employee Absence

• 400.05.01 Employee Candidates for Political

Election

• 400.06.01 Employee Participation Pension

Plan

• 400.07.01 Employment Considerations

• 400.08.01 Nepotism

• 400.09.01 Personnel Records

• 400.10.01 Professional Development

• 400.11 Relocation Assistance

• 400.11.01 Sabbatical Fellowship

• 400.17.01 Classification

• 400.18.01 Faculty Evaluation

• 500.01.01 Board of Governors’ Graduating

Student Award

• 500.02.01 Student Awards Program

• 500.03.01 Admissions Requirements

• 500.05.01 Student Records

• 500.06.01 Academic Record Transcript

• 500.07.01 Grading and Progression

• 500.08.01 Grade Appeal

• 500.09.01 Transfer Credit

• 500.13.01 Home Studio Assignment

• 500.14.01 Student Conduct

• 500.15.01 Graduating Students Exhibition

• 500.17.01 Definition of Academic Terms

• 500.18.01 Degree Requirements

• 700.02.01 Library User Fees

• 700.03.01 Loans Luke Lindoe Library

• 700.05.01 Library Selection

• 700.06.02 Harassment and Discrimination

• 700.08.01 Reasonable Accommodations

• 700.09.01 Employee Conflict of Interest

• 800.01.01 Fundraising Coordination

• 800.01.01A Fundraising Coordination Appen-

dix

• 800.01.01B Fundraising Coordination Appen-

dix

• 800.01.01C Fundraising Coordination Appen-

dix

• 800.02.01 Gifts-In-Kind

• 900.01.01 President’s Cabinet Terms of Refer-

ence

• 900.02.01 ESAC Mandate and Terms of Refer-

ence

G. Management and Exempt Evaluation

and Performance Program• MEPPE Program

H. Leadership Competencies and En-

gagement Activities• Aldrich, David - Vice-President Student Expe-

rience and Admissions

• Baerwaldt, Wayne - Acting Vice-President

Research and Academic Affairs

• Dart, Donald - Senior Vice-President Finance

and Corporate Services

• Dorland, AnneMarie - Director of Communica-

tions

• Doz, Daniel- President and CEO CV

• Senior Management Professional Develop-

ment

• Smith, Shane - Vice-President, Advancement

CV

• Veehoven, Susan - Director, Human Resources

CV

I. ACAD- ACADFA Collective Agreement• ACAD ACADFA Collective Agreement 2010-

2013

J. Draft Procedures• Draft ACAD Intellectual Property Procedure

K. ACAD Publications• ACAD_Catalyst_04

• ACAD_GuideBook

• ACAD_ProgramGuide

• ACAD_Sketchbook

L. Guidelines• ACAD Instructors Course Guideline Template

• ACAD logo guidelines for designers

• ACAD Style Guidelines

• AG Mgmt Excluded Search Committee

• AG Honouring Retiring Faculty



M. Communications Strategic Plan• Communications Strategic Plan

N. Visiting Artists 2008 to 2010• Visiting Artist Listings 2011

O. Academic and Research Initiatives• Addendum to ACAD Faculty Research Initia-

tives

• Critique Initiative - Curator and Critic In Resi-

dence

• Faculty Graduate Studies Initiative Terms of

Reference

• Funded Faculty Research - 2011 on

• Funded Faculty Research - from 2010

• Research Advisory Committee Terms of Ref-

erence

• Research Contingency Fund Terms of Refer-

ence


Terms of Reference

• Visiting Artist and Designer Initiative Terms of

Reference

P. Scholarships and Awards• President’s Circle New York Studio Prize

Terms of Reference

• Scholarships and Awards

• Shaw Communications Scholarship Terms of

Reference

• Stanford Perrott Innovative Projects Scholar-

ships Terms of Reference

• Student Travel Scholarship Terms of Refer-

ence Draft

Q. Health and Safety• ACAD Health and Safety Program Manual

• ACAD Student Health and Safety Handbook

• Campus Alberta Risk and Assurance Commit-

tee

• Certificate of Audit

• McCann Report

• Mutual Aid Agreement

• Summary of emergency notification practice

currently in place at ACAD

• Workplace Hazardous Materials Information

System

R. Systems and Information Management• Academic Technology Philosophy

• Information and Communication Technology

• Information Assurance Technology Assurance

Plan

• Information Management and Technology

Council

• Information Systems Acceptable Use Guide-

lines

• Information Technology Steering Committee

• Systems Recovery Plan

S. Strategic Planning Current• Academic Plan 20-20 workshop #1

• Academic Plan 20-20 workshop #2

• Academic Plan Position Paper

T. Strategic Planning Historical• Academic Divisional Strategic Plan 2005

• Academic Strategic Plan 2006

• Academic Strategic Plan 2007 - 2010

• Minutes March 12 2008 Academic Council

Meeting

• Strategic Planning Guide

U. National Association of Schools of

Art and Design Substantial Equivalency

(NASAD)• NASAD Action Plans 2008-2009

• NASAD Handbook 2010- Standards for Ac-

creditation

• NASAD Notice of Substantial Equivalency

• NASAD Self-Study 2008

• NASAD Visitors Report

W. Academic Rank• 2011 Dozois Consultant’s Report

• ACAD Draft Proposal on Academic Rank 2010

• Task Force - Academic Rank Advisory Com-

mittee

X. Institutional Access Plan• 2008 ACAD Institutional Access Plan

• 2009 ACAD Institutional Access Plan

• 2009 Institutional Access Plan, Appendix A -

Access Goals

Y. Institutional Research Plan• 2010 ACAD Institutional Research Plan

• Alberta Research Plan

• Campus Alberta 2010 - Summary of Research

Priorities

Z. Comprehensive Institutional Plan• Comprehensive Institutional Plan

AA. Business Plan 2010- 2014• ACAD Business Plan 2010 - 2014

AB. Enrollment Management Task Group• Enrollment Management Task Force Group

Terms of Reference



AC. Library Annual Student Survey• Library Annual Student Survey 2010

• AD. Library Self-Study Response March 30th

Update

• Library Self Study Response March 30 2011

Update

AE. Available Equipment for Creative

Research• Available Facilities for Creative Research

AF. Task Force on Research Ethics• Task Force - Research Ethics Advisory Com-

mittee Draft

AG. Faculty Professional Affairs Commit-

tee - FPAC• Faculty Professional Affairs Committee Ap-

plication Guidelines

AH. AET Schedule of Accountability

Data Submissions• AET Schedule of Educational Institutional Ac-

countability Data Submissions

AI. Annual Reports and Financials• ACAD_Annual_Report_2005_2006

• ACAD_Annual_Report_2006_2007



• ACAD_Financial_Report_2007_2008

• ACAD_Financial_Report_2008_2009

AJ. Reporting• 2009-10 AICAD Data Report, Part 1

• 2009-10 AICAD Data Report, Part 2

• AICAD 2010-11 Data Survey_Enrollments

• AICAD Data Survey Section I -2010-11

• AICAD Data Survey Section II-2010-11

• AICAD Data Survey Section III -2010-11

• AICAD Faculty Demographics

• Banner Modules for Information Gathering

and Analysis at ACAD

• Graduate Outcomes Survey 2008

• Graduate Outcomes Survey 2010

AK. ACAD Climate Surveys• 2010 ACAD Climate Results

• 2008 Faculty-Staff Report

• 2009 ACAD Student Report

• 2009 Faculty-Staff Report

AL. Extended Studies• 2009 cost analysis

• Attendance Sheet - Certificate

• Course Evaluation Form 2010

• Course fees

• Course Outlines 2009-10

• ES Fall 201012 Weekly Enrollments

• Example Instructor Year End Report

• Extended Studies Course 2010 Course Calen-

dar

• Extended Studies examples of data collected

• PCPR Past terms totals summary

AM. ACAD- AUPE Collective Agreement• AUPE Collective Agreement 2010-2011

AN. ACAD Management Terms and Con-

ditions• ACAD Management Exempt Terms and Con-

ditions

AO. Position Descriptions• Dean, Undergraduate Studies

• Director, Communications

• Director, Human Resources

• President + Chief Executive Officer Position

Pro

• Senior Vice President, Finance + Corporate

Services

• Vice President Advancement

• Vice President, Student Experience + Admis-

sions

• Vice-President, Research and Academic Af-

fairs

AP. Human Resources• Employee Handbook

• Organizational Charts, February 2011

• Outline of New Employee Orientation at

ACAD

AQ. ACAD AUPE Professional Develop-

ment• ACAD-AUPE Professional Development Fund

Committee - Guidelines

• ACAD-AUPE Professional Development Fund

Committee - Terms of Reference

AR. Diversity Advisory Committee• President’s Diversity Advisory Committee

Terms of Reference

AS. ACAD SAIT Bridging Agreement• SAIT-ACAD Bridge Agreement

AT. Student Experience and Admissions• 2007-2010 Student Services and Admissions

and Enrollment Management Plan



• 2009 - 2010 Retreat Agenda and Results

• 2009-2012 Student Services+Admissions KPIs

Feb2009

• 2010 Recruitment Plan

• Enhancing Academic Advising

• Orientation Handbook, 2010

• Orientation Motion May 19, 2010 Academic

Council Meeting Minutes

• Orientation Seminar Series

• Proposed Student and Alumni Career Devel-

opment Program

• Registration Guide for FYS-Fall 2010-2011

• Student Handbook

AU. Academic Calendar• 2010 - 2011 Academic Calendar

AV. Course Assessment and Transfer• ACAT Transfer Patterns Report 2009

• Block Articulation Agreements

• PLA Procedures HUMN.110

• PLA Procedures PPRL.200

AW. Sodexho Agreement• Agreement with Sodexo

AX. ACADSA• ACAD ACADSA Operating Agreement

• ACADSA Bylaws

• ACADSA Official Policies and Procedures

AY. Finance• ACAD 2011 2012 Budgeting Process Overview

and Terms of Reference

• ACAD Operating Costs Portrait Letter 2010

• Key areas of Risk for ACAD

AZ. ACAD Financial Statements 2010• ACAD Financial Statements

•• BA. Formal Program Evaluation Process and

Schedule

• Formal Program Review

BB. Graduate Studies• Task Force - Graduate Procedures Advisory

Committee

• MFA Development Committee Terms of Ref-

erence

BC. Summary of Key Teaching and

Learning Events• Summary of Key Teaching and Learning

Events

BD. Institute for the Creative Process• Institute for the Creative Process Draft Terms

of Reference

BE. ACAD Floor Plans• Floor 1

• Floor 2

• Floor 3

• Floor 4

• Floor 5

• Space Audit May 2009

BF. Gift Agreements and Endowments• Gift Agreements and Endowments

BG. Tuition and Student Fees 2011• ACAD Tuition and Student Fees

• Tuition and Fees Comparator - AICAD

Schools

BH. System Coordination Review, Part A• ACAD System Coordination Review - Part A

BI. Three-Year Infrastructure Mainte-

nance Plan• Three-Year Infrastructure Maintenance Plan

BK. Research and Academic Affairs• Animation Working Proposal

• Sabbatical Application Form

• Sabbatical Fellowship

• Sabbatical Leave Guidelines

1407 14 AVE N.W. Calgary, Alberta

www.acad.ca

acad institutional self study report

Documents

accountability page

community page

leadership page

application page

institutional governance

academic governance

research facilities

application page