(administration)/b… · • international education • timetabling • innovation campus space:...

President’s Report

to the Okanagan College Board of Governors

November 2008

Learning Organization On October 24th & 25th the Kalamalka Campus hosted the conference “Community

Sustainability in a Changing Global Environment”. The conference was well attended by both employees and members of the community.

Student Success On October 29th the Alumni Association recognised Don Turri with the Distinguished Alumni

Award and Chris Gibbons with the Young Alumni Award.

The Okanagan College Baseball team ended their fall exhibition season on a high, beating the Thompson Rivers University Wolfpack 9-1.

Our accounting team has advanced to the final round of the Queen’s University annual business competition. Once again Okanagan College is the only College team among the finalists.

Over the past three weeks, Award Ceremonies have been held in Penticton, Vernon and Kelowna giving donors the opportunity to meet with student recipients. The total amount distributed at the three events was $216,577 with $36,700 being allocated in Penticton, $47,750 in Vernon and $132,127 in Kelowna.

Four Regions of Equal Value

On Friday October 24th an open house celebrating the completion of the 2008 South Okanagan-Similkameen Home for Learning project was held. The house is now up for sale and plans are being developed for the next project, a Habitat for Humanity home in Penticton.

Quality in Teaching and Learning

Well-known Kelowna developer Ed Hall has accepted the position of Entrepreneur-in-Residence of the Okanagan School of Business. Ed will be available to meet students and visit classes over the next year.

Employee Development

Cam McRobb (Automotive) and Chris Burns (Collision Repair) were both recently elected Chairs of their Provincial Articulation Committees. The purpose of these committees is to arrange for representatives from each of the provincial colleges to meet and discuss issues in their fields.

On November 13 we hosted the annual Employee Recognition Dinner where we recognized 103 employees for their long service and or retirement. The total number of years of all those being recognised was 1803.

Cultural and Social Diversity

Vernon has a brand new art exhibition located at the Kalamalka Campus that will present a selection of art by Gallery Vertigo Studio artists. The new exhibition began on October 23rd and will run until early December.

A number of Okanagan College staff, including Alf Leimert, Dean Nutter, Tim Dorn, Greg Burkett, Allan Coyle and Christine Ulmer, were commended for their role in a community initiative in Kelowna that resulted in the development of the Okanagan’s only Mass Casualty Incident (MCI) Trailer Unit. The unit contains 180 spineboards, a generator, emergency lights and can be utilized as an emergency command post.

Promoting and Recruiting

On November 2nd we welcomed 3,500 people to the 27th Annual Career Fair. Highlights included a mock CSI lab demonstration offered by the Chemistry department, Cam McRobb driving a monster jeep onto a small car, an adult learner seminar, and a variety of employers including several from Alberta.

Kathy Butler recently accepted a cheque for $5,000 from American Express. This money was raised during the Okanagan Spring Wine Festival.

Facilities

With support from student volunteers and members of the Okanagan College environmental club we recently held a friendly trash audit competition with UBCO. Okanagan College produced about half as much of garbage as UBCO did.

We were recently presented with the Fortis BC Conservation Excellence Award in recognition of our outstanding achievement in energy efficiency through sustainable choices and innovation projects.

After hearing that Turtle Tanks Septic Systems was using recycled styrofoam in their

manufacturing process, Graham Kershaw contacted the company and has since been redirecting Okanagan College’s Styrofoam waste to Turtle Tanks rather than the landfill. The Civil Engineering Technology Department and Central Stores are also participating in the project.

Submission of Information from Senior Staff to the Board of Governors

Purpose of the Report The revised Education Plan is submitted to the Board of Governors for review and approval. Background Information The review is comprised of two documents: the “Education Plan Review” document which goes into detail regarding the rationale for the review, the key findings and recommended changes; and the revised 2007-2012 Education Plan which incorporates the changes to the strategies as recommended by the Education Plan Review. Recommendations “BE IT RESOLVED that the Okanagan College Board of Governors approve the revisions to the 2007-2012 Education Plan as presented”. Comments from President Please ensure this information is submitted to the Office of the President and/or Office

of the Vice President, it will then be forwarded to the Board of Governors

Submitted by: Dr. Andrew Hay, P.Eng. Vice President Education Date: 2008-11-19

Education Plan Review Review note: throughout this document, a note will be placed where strategies require refinement or removal. All comments throughout this document that are in reference to the review are also shown in blue. Two years after the development of our first Education Plan, Okanagan College can report that it has implemented many of the strategies and program developments set out in the five-year plan, and has made progress on many more of the initiatives and ideas that were contemplated. The institution has made significant progress especially in program areas related to arts, health and trades and has diversified opportunities for students in all of the College regions. As the attached, annotated document reveals, the Education Plan is a critical piece of Okanagan College’s roadmap, spelling out where institutional energies and resources have been and will be directed. We continue to forge partnerships and alliances that allow us to address external pressures and needs. Those partnerships involve business, industry, other post-secondary institutions, sector agencies and other government and non-government agencies, from both within and outside our regional and national borders. The process of building an institution better able to sustain itself and respond to community and stakeholder expectations continues. The external environment has changed since the plan was written; it will evolve as the remaining years of this plan pass. Okanagan College will continue to respond to those opportunities that present themselves and tailor its plans accordingly. Program development and expanded institutional capacity to ensure student success remain paramount considerations. The purpose of the review of the 2007-2012 Education Plan is to assess changes to our external environment, such as shifts in enrolment patterns, changes in the Strategic Investment Plan, and any other element that would require a significant adjustment to the Plan. This Plan was built around the Key Directions and there is no intention to change that; we are simply conducting a review with an eye to changes that should be considered for the remaining years of the original Plan. As shown in Figure 1, the review cycle has completed the final stages of input from Education Council and the institution, including a series of “open house” style meetings at each campus to gather as much feedback as possible. Based on this feedback, the draft document has been refined and is now ready for review and approval by the Board of Governors.

2008-11-19 rev 13 Fall 2008 Review Page 1 of 27

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Figure 1: Education Plan Review Timelines The Deans Forum discussed all strategies and made recommendations where appropriate. In addition, a variety of significant over-arching issues were ascertained. These include:

• Campus Space: classroom availability, classroom size and quality. • Final year of SIP Funding and a Balanced Programming Profile • International Education • Timetabling • Innovation

Campus Space: classroom availability, classroom size and quality.

o It is becoming increasingly evident that further growth of Okanagan College may require new facilities in all four regions. Indeed, many of our programming areas are now completely constrained by the current situation and cannot grow in the traditional manner.

o While space is at a premium, there are several areas where solutions may exist but require some new approaches, such as:

Offering courses outside of the “normal” operating hours. A good example is the new LPN stream in Kelowna, slated to be offered starting in November in the evenings. This program offering would not have been possible during the “normal” operating hours as there simply is not sufficient space available.

Optimizing our existing class schedules. This will require an even higher level of flexibility on the part of our instructors and professors It will also require the implementation of


Infosilem (this was delayed in 2008/09 due to the budget reduction).

Renovating some of our existing classrooms to more appropriately match the desired mix of classroom sizes. This will require careful analysis and may not be feasible in the near term.

Partnering with other organizations to use their space for our programming.

Further leases off-site; this strategy has been particularly successful for our trades programs.

Final year of SIP Funding and a Balanced Programming Profile

o The Strategic Investment Plan of the provincial government is coming to an end in 2009/10. There has been a shift in the government focus away from the general growth FTE funding increases towards targeted funding, with the funding provided on a one-time basis. In other words, opportunities may arise each year to apply for new funding in specific areas; this funding would be provided for one year, with possible renewal annually based on enrolment performance.

o Our final year of SIP funding provides us with only 65 new FTE (compared to the original 190 FTE we had previously expected); 10 FTE are already allocated for the second year of the Human Kinetics diploma program. Thus we only have 55 new FTE available. At the same time, we do not yet know if the one-time Health and Skills funding provided in 2008/09 will be available again in 2009/10. Our performance in both of these targeted areas is likely to be excellent, so there is a high probability that this funding will be provided again next year.

o As a result, our options are quite limited. If the one-time funding ceases to be provided, we could consider using our remaining 55 FTE towards continuing either the Health or Skills programming, or discontinue this programming. We could consider funding new diploma or certificate programs, for example, but most new programs would use up the entire remaining 55 FTE of funding.

o It is a fact that secondary school enrolments will be declining for several more years (see Figure 2 below). This would suggest that we will have more difficulty filling our programs. This September, our applications were down 3.7% compared to last year but we ended up registering 3.5% more students in credit programming. This certainly shows the improvement in our conversion rate, but also indicates the potential for enrolment reductions in the coming years.

o It is also a fact that the economy is starting to slow; this typically results in surges of mature students coming back to college to upgrade their credentials. For example, a comparison of our


engineering technology enrolments (an area that was essentially unaffected by the transition from OUC to Okanagan College) shows a significant correlation of 0.76 between the unemployment rate and the number of applications we receive each year (see Figure 3 below).

Grade 12 Okanagan Region SDs

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Figure 2: Grade 12 graduates in Okanagan College region, along with Okanagan College applications (all programs)

Okanagan College Eng Tech Applications Compared to Unemployment

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Figure 3: Thompson – Okanagan unemployment rate compared to Okanagan College Engineering Technologies applications.


o An alternative approach is being considered by the Deans Forum which provides continued growth by (1) improved recruitment leading to stronger first year enrolments, and upper level enrolments through student transfers; (2) improved retention resulting in overall increases in all program areas; (3) targeting specific programming initiatives that allow increases to capacity in key areas, and (4) setting aside a significant fund to be utilized annually to focus on (a) quick response programming of a one-time nature, (b) areas of program review and rejuvenation, (c) quality improvements to increase student satisfaction and success and (c) elements where roadblocks to growth exist. This approach would continue to focus on the quality of the Okanagan College experience for students, allow us to remain flexible and responsive, and create an even more innovative and dynamic institution. At the same time, we will take advantage of new government funding initiatives as they arise, and continue to work towards progressive growth in trades through ITA funding. It is very important to understand that this approach is still focused on program growth, just in a different way than previously considered. This approach still requires us to reach our FTE targets, but rather than focusing on new programs the focus would shift to retention, rounding out of capacity, and recruitment. As shown in Figure 4, we have exceeded our targets in each of the first three years of operation, and indications are that we are on track to once again exceed our targets.

Okanagan College Audited FTEs and Targets

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Figure 4: Actual FTE performance against targets


o In considering the need for a balanced profile, a college wide discussion will be essential as we ascertain the value of future opportunities and ensure that we grow according to a well-considered plan.

International Education: how big, what program areas, what regions?

o International Education at Okanagan College has been growing rapidly and has become increasingly diversified. This rapid growth challenges us to be more specific and directive in our plan for further growth in International Education. There are a variety of strategies that can be employed, such as:

Recruit international students for programs where existing space exists and domestic students will not be displaced, with the intent of improving the cultural learning experience for both domestic and international students;

Recruit international students for programs that are facing enrolment shortages with the intent of keeping the program functional. This may result in having a much higher proportion of international students than the institutional average in a particular program.

Recruit international students into program areas that are experiencing enrolment shortages where there is high industry demand for graduates.

Only recruit international students for programs if the full costs can be recovered, i.e. OCIE should be revenue neutral;

Only recruit international students if sufficient support exists to make the Okanagan College experience a positive one.

o The first three strategies above have been employed, while the last two require further assessment to (1) determine if adequate support exists at Okanagan College for international students, and (2) establish the true cost of an international student attending Okanagan College.

Timetabling

o As previously noted, our space shortage may be as much due to the mix of classroom sizes as it is to an inefficient scheduling approach. At last count, there were over 60 different classroom schedules at play in the institution, leading to apparent inefficiencies and tremendous difficulty in optimizing our classroom usage.

o In addition to difficulties scheduling classes in each region, the interplay of instructors and professors who teach at more than one campus adds a level of complexity, along with low utilization of the less popular teaching times (for example, early morning classes or late afternoon classes, Friday afternoon classes). The need to



develop the annual timetable concurrently rather than sequentially between all four regions has been noted.

o The Deans Forum is strongly in support to ensure the provision of sufficient funds to implement the Infosilem scheduling software for the next budget year.

Innovation

o There are many opportunities to provide innovation throughout the institution. The student of today is quite different than we have previously experienced, being much more technically literate with strong expectations concerning responsiveness and flexibility not previously encountered. These are students who demand flexibility, innovation, and high levels of engagement, both in course offerings as well as in delivery and services.

o There are many possibilities that could be considered in this category as we consider changing our teaching and learning. We will need to find ways to engage the learner of today and anticipate the needs of tomorrow. For example, is there a way to offer courses where the class size in some campuses will be too small both from a pedagogy perspective and financial perspective? If we want all campuses to have a solid core of program offerings and yet are heavily constrained by available finances, then more innovative methods of course delivery must be considered.

o Service Learning1 remains an exciting learning innovation that considers deeper ways to connect students with the community. Going beyond co-op programs and work terms, service learning builds practical experience, promotes applied research partnerships, fuels the training capacity in our community partners, and enhances the College’s contributions to the social and economic vitality of the region and beyond.

o Other innovations that may provide students and staff with the opportunity to make deeper and more productive partnerships with the external community include exploring field trips, field institutes in other countries, multi-disciplinary cohort programs, and student as well as teacher exchanges. Learning that is exciting and relevant may demand that we discover new ways to counter the traditional limitations of space, time, and resources.

o Innovations in student and employee services may also be another way in which students can benefit. From improved web services for recruitment and registration, to enhanced lead times for information and advising services, to improved and more efficient levels of professional development and training for employees who wish to build their knowledge and expertise--there is a wide spectrum of

1 This method of learning and teaching combines classroom instruction directly with community service to enrich the learning experience.

innovations that will optimize services, shorten lead times, and extend our resources.

o Another form of innovation not necessarily recognized is a college-wide examination of how well we are preparing our students to compete in a global workplace that values, demands, and rewards creativity and imagination. If our institution is to compete in this demanding market, we will need to build upon our strengths and provide singular learning experiences that will help students think and feel in new ways, solve problems using novel approaches, and be adept and powerful in their use of imagination and creativity in the pursuit of a better world. Creativity, many experts point out, may be as important as literacy and numeracy.

o Finally, a profound level of innovation that deserves intensive exploration is the creation and advancement of a culture of innovation where new ideas will be vigorously tracked, quantified, evaluated, and implemented. In a culture of innovation, improvements are measured and articulated in all relevant planning documents and performance measures. Whether it’s new hybrid forms of learning, bold student financial assistance programs, dynamic programs and new pathways, or simply ways to be more environmentally sustainable--a culture of innovation will help Okanagan College move forward, continuously improve, and seize the moment. This culture is marked by its non-hierarchical nature as well as its ability to recognize and reward broad participation, and is a natural fit within our learning organization.

Note: the original Education Plan follows, with annotations provided where changes are recommended.


Introduction There is one thing certain about Okanagan College’s development over the next five years and beyond: we will continue to evolve as a learning organization and our array of programs and options for students will become even more learner centered. We are facing changing demographics of the College area, as well as a shifting economic and social climate. The region’s current population of 377,000 is predicted to grow 11 per cent over the next five years to 420,000, and the demographic profile will be different. An older population will be part of our landscape, on a percentage basis there will be fewer young people and fewer high school graduates and more retirees. The demand for increased services, especially in areas like health services and trades where predicted skills shortages are already manifesting themselves, will significantly alter the employment market. This Education Plan – the first for the new institution – is intended to serve as a guide for our development as an institution, drawing on the extensive consultation, research and the environmental scan that underpinned the Designing Our Future process. It is a dynamic document that will be revisited annually to reflect actual experience and enhanced understanding of what lies ahead.


There are clear and very direct links between the Mission, Vision, Values established by our institution, the Key Directions that flowed from that description of ourselves, and this blueprint for our program development in the years ahead. In fact, those key directions have already influenced and shaped the course of our development. The emphasis on distributed development of programs and access among the College’s four regions, for instance, has already led us to the development of innovative trades programming initiatives, new offerings of some health programs, new diploma program development (Criminal and Social Justice, for example) and expanded course offerings (such as third-year Business Administration courses in Vernon). The key directions will lead us much further. The Education Plan is organized to reflect how a broad array of educational strategies – 47 of them - aligns to our Key Directions. Those strategies describe much more than just program development, dealing with everything from increased cultural and social diversity at Okanagan College, to helping create the world-class learning organization that we envision our institution becoming. Each strategy flows from the Key Directions; behind each strategy a plan has been or will be formulated to achieve the strategy. This will include responsibilities, timelines and metrics for evaluation. While some strategies are already underway, others will require careful research and planning prior to implementation. We recognize that progress on the Education Plan will be updated annually with further consultation throughout our institution; existing strategies may alter, and new strategies may emerge each year. One of the focal points for any education plan is program growth. It is vital to recognize that the new programming listed here are plans and concepts at this point. These are plans that will need to be borne out by well-developed and sound business cases, and which will have to be vetted through the normal processes of program and budget development and approval. As part of an education plan, they have merit and weight and will bear further investigation.


Time, circumstances, demand, and new opportunities will factor in to whether the plans come to fruition. The astute student of Okanagan College’s development will note that Ministry of Advanced Education institutional budget projections outline increased funding for another 465 FTE student spaces over the coming three years. However, one must also note that we acquire funding also from the Industry Training Authority for our trades and apprenticeship programs. The total potential program growth described in the Education Plan is significantly more than the Ministry of Advanced Education has promised Okanagan College over the next three years, but the Education Plan stretches over a five year timeline. There are also new Provincial initiatives that could expand the opportunities for Okanagan College (such as the 7,000 new spaces for trades announced Nov. 4, 2006 by the Premier) and allow for funding of more FTEs. There are also other opportunities to create this access, whether it is through industry support or through responding to student demand with cost-recovery programming. Review Note: in 2008, the allocation for 2008/09 was reduced from 190 FTE to 152 FTE along with 54 one-time funded Skills seats and 44 one-time funded Health seats. For 2009/10, the allocation has been reduced from 190 FTE to 65 FTE, and the status of the Skills and Health seats is as yet unknown; 10 of the 65 FTE are already committed for the second year of the Human Kinetics diploma. Below are some regional highlights of potential FTE development: South Okanagan - Similkameen:

• There could be new developments in Health and Trades, including potential growth in Home Support Resident Care Attendant, Human Kinetics, aerospace and other trades programs.

Review Note: all except aerospace has been accomplished. • The undergraduate Arts capacity will grow with a new focus on Creative

and Performing Arts. Review Note: this capacity has grown, but at this point we have not focused on Creative and Performing Arts significantly. • A new science program in Conservation Technology is being developed. Review Note: this program is still under development and has included an ongoing dialogue with the En’owkin Centre. • A revamped Viticulture program in Continuing Studies is planned. Review Note: the Viticulture program has been undergoing a Tier 3 Program Review and Renewal Process over the past year. • Expansion in Business Administration could bring marketing and

management to Penticton. Review Note: Business Administration has not expanded. • Adult Special Education programs will show some modest growth. Review Note: this has occurred. Overall, there has been excellent growth in the South Okanagan Similkameen Region. We are now also considering the possibility of HSW in this region.


Central Okanagan • Arts programming is expected to continue to grow, with potential for a new

interdisciplinary applied degree as well as development of a Creative and Performing Arts program

Review Note: there has been continued expansion of Arts, at this point focused on the first two years of university transfer. One course in music is being delivered in the fall of 2008. The entire first year of the Diploma in Writing and Publishing will be available in Kelowna for 2009/2010. The development of an Applied Degree in Writing and Publishing is being developed by focusing on extant offerings combined with unused capacity in other program areas as much as possible. • We are likely to expand in Heath, in particular Home Support Resident

Care Attendant and Licensed Practical Nursing. Review Note: this has occurred. There is now potential for a nursing degree program. • In the areas of Science and Technology, an Analytical Chemical

Technology program is under development as well as programming in Viticulture, and a new program that could bridge our Engineering Technology programs to Engineering Degree programs are being considered.

Review Note: the ACT diploma program has completed development, and the ELEN bridge program is near completion while CIEN and MECH are initiating discussions with UBC Okanagan. • A new commercial aviation degree specialty within the BBA is being

considered as well as modest growth in Office Administration. Review Note: the commercial aviation degree specialty is still under consideration; Office Administration has suffered some enrolment issues but has improved in 2008/09. • Possible growth in ESL is also being envisaged. Review Note: ESL has not grown at this point. • Trades will continue to grow in a variety of areas, including baker, parts

person, hairdressing, fine woodworking, power lineman and HVAC. Review Note: Trades has grown significantly in apprenticeship, but is currently constrained by available space. The new areas listed above are still under consideration. Overall, there has been solid growth in the Central Okanagan region.

North Okanagan • Significant growth in Health and Social Development could occur with the

possibility of a rotating program that involves Human Service Work and Early Childhood Education, and another rotating program that involves Home Support Resident Care Attendant and Licensed Practical Nursing

Review Note: the HSW, HSRCA and LPN programs are all now being offered in Vernon, the latter two with annual intakes. • A new Bachelor of Business Information Technology might be developed,

in partnership between business, health, and engineering technologies. Review Note: this has not been developed.


• We expect fourth-year BBA courses to be offered in Vernon as well as the Human Resource Management option.

Review Note: fourth-year BBA courses are being offered in Vernon. • A hairdressing program in Trades is being considered. Review Note: this is still under consideration. • We are considering offering a Network and Telecommunications dual

credit program with School District 22. Review Note: this was attempted, but did not work out. • The Criminal and Social Justice Program may also come to Vernon. Review Note: this has not yet occurred. • Further growth in Arts is likely to occur with more second year courses, a

Diploma in Writing and Publishing, and a Creative and Performing Arts program.

Review Note: the Writing and Publishing diploma program is being offered in Vernon and efforts are underway to develop the applied degree in Writing and Publishing; at this point, the Creative and Performing Arts program has not been developed. • A program in Computer Games Development is being investigated. Review Note: this was investigated, but has not been developed. Overall, there has been a significant increase in the diversity of programming offered in the North Okanagan.

Shuswap-Revelstoke • Strong growth in Health and Social Development is possible, with a

rotating program that involves Human Service Work and Early Childhood Education, and another rotating program that involves Home Support Resident Care Attendant and Licensed Practical Nursing.

Review Note: these have all been implemented. • New engineering technologies program development involving civil

engineering technology and GIS is being investigated. Review Note: this was investigated, but did not appear feasible. • The development of a Creative and Performing Arts program is being

considered along with further offerings of second year Arts courses. Review Note: this is still under development; alternatives need to be developed beyond current options to create a stronger enrolment picture. • Growth in Trades to address demands in Revelstoke and the Shuswap

could include expanded offerings in Residential Construction and Carpentry.

Review Note: the rotating trades and Residential Construction programs have been successfully offered in Salmon Arm; Residential Construction is now offered in Revelstoke to address the construction boom. Level 1 and 2 carpentry apprenticeship is currently offered in Salmon Arm. Overall, there is now a wide variety of programs available in the Shuswap-Revelstoke region (FTE growth has risen over 30% since Sept. 2006).


While the Education Plan does lay out the possible and likely growth over the next five years, within this scope we intend to be flexible to allow Okanagan College to respond to and capitalize upon changing regional, provincial, national and international demands. The strength of this Education Plan is that we are moving toward enhancing our core strength: our ability to change and be flexible in the face of a dynamic environment, growing towards our goal of creating a Learning Organization. Finally, this Education Plan is dedicated to the learning community that embraces Okanagan College. This is our first Education Plan, and it is a direct result of the inspiration, hard work, and dedication of all those who make our college a great place to learn. Our special thanks go to our students: in serving your dreams, you inspire us and teach us.

Review Note: only strategies that require changing will be commented upon.

Strategy 1: Create an Institute for Instructional Leadership The focus of the Institute will be to support excellence in teaching and

learning. The Institute will house some research activities to focus on developing research-based answers to questions surrounding teaching and learning. Such an Institute supports the Learning Organization model and will introduce cost recovery elements to assist in funding.

Review Note: This has been renamed as “The Institute for Leadership in Learning and Teaching”. The business plan for the first phase has been developed and is targeted for implementation in the Fall of 2008.

Strategy 2: Use of Kaizen techniques and events

Kaizen is based upon the principle of employee empowerment. One of the criticisms of adopting the learning organization model is how such a model supports decision-making and resource-allocation. The Kaizen model suggests that administrators work to support the initiatives of self-directed teams at the grassroots and operational levels.

Review Note: This strategy of Kaizen techniques has been widely utilized throughout Okanagan College and will now be removed as a specific strategy. The concepts will instead be found in the prefatory comments.


Note: Kaizen is a Japanese word, where “kai” means change and “zen” means good, giving the meaning of “change for the better.” Kaizen is a method of continuous improvement, of taking apart then putting back together in a better way. This can be applied to various processes and practices within Okanagan College to make improvements quickly, effectively, and continuously at the grassroots and operational levels. If applied properly, Kaizen results in positive changes to produce better results, allowing us to focus on using a systematic approach that avoids a narrow focus, and is non-judgmental and empowering. A key element is that everyone is involved in Kaizen, through all levels, including external stakeholders as appropriate. A kaizen event is typically conducted in an intense manner over a period of a few days, allowing teams to focus on achieving improvements in a concentrated manner. The results are immediately implemented.


1) Demonstrate improvements in satisfaction levels with facilities, services, programs and campus life Strategy 3

Survey students regularly to determine level of success and satisfaction, then use these data to develop initiatives to improve success and satisfaction.

2) Increase the percentage of students who attain their educational goals

Strategy 4 Develop a set of activities to determine students’ educational goals, then

utilize this information to develop initiatives focused on helping students achieve these goals. This includes the review of assessment and placement tools and entry processes to ensure they maximize learner success. It also includes enhancement of our comprehensive student support systems and services, such as Learning and Student Success Centres, Library and Information Commons with access to collections and Library Services, educational, financial and employment advising.

3) Increase the number of students who complete a personal portfolio as part of their

program Strategy 5

Allow for secondary school system student portfolios as an entrance assessment tool.

Strategy 6 Research current best portfolio practices between other post secondary

institutions, in developing Okanagan College’s direction. Strategy 7

Invite a program area to trial the portfolio concept and assess for implementation across the institution.

Review Note for Strategies 5, 6 and 7: The discontinuation of portfolios by the secondary school system has changed the focus for these strategies; these strategies will be removed from the Education Plan. However, two instructional departments have implemented portfolios as part of the learning outcomes, so the overall Key Direction sub goal is being addressed.

4) Increase mentoring among alumni, employees, senior and new students

Strategy 8 Develop a framework, then implement on a voluntary basis among

employees with the goal to increase participation annually; Expand involvement to include alumni; Expand involvement to include experienced students as mentors.


Review Note: the Institute for Leadership in Learning and Teaching may be used to assist with these strategies.

5) Increase financial aid for students through donations made to the Okanagan College

Foundation Strategy 9

Work with the Okanagan College Foundation to identify areas of need as well as possible donors.


1) Demonstrate improvements in employee satisfaction levels

Strategy 10 Develop strategies for employee development and learning across all units

through active consultation and provision of appropriate supports. 2) Increase the number of employees completing a personal portfolio including individual

learning plans specific to their role Strategy 11

Build on Strategies 1, 2, 5, 6 and 7 to implement portfolios, first at Leadership Team level, then throughout the organization.

Review Note: given that Strategies 5, 6, and 7 are being removed from the Education Plan, this strategy will be removed as well.

3) Increase employee learning through personal and professional development, research, scholarly activity, shared decision-making, informed risk-taking, innovation and creativity Strategy 12

Okanagan College will provide an appropriate level of resources and support to assist all employees in pursuing their annual learning goals within the context of our Mission, Vision and Values.


Develop sustainable programming and services in all four regions through programs that anticipate and meet student, community and employer needs

1) Increase the diversity of programming in each region 2) Increase enrolments and access to programs and services in each region

Strategy 13

Undertake core program review across all campuses. Redeploy existing funding within and between units to focus on key initiatives.

Review Note: a reference to potential program cancellation will be added to this strategy.

Strategy 14 Assess programs with unused capacity to determine elements required to

reinvigorate, then apply appropriate means to increase utilization. Strategy 15

Use new FTE funding to provide new programming opportunities in each region.

Review Note: nearly half of the possible new programming opportunities have been implemented; a further third are under development or waiting for funding. Only about 16% of the new programming opportunities have proved unfeasible.

Note: Refer to Appendix A for details.


1) Increase student, community, employer and partner postsecondary institution satisfaction

with programs and services Strategy 16: Program renewal

Survey students, community, employers to determine success and satisfaction;

Review note: this has been completed. Review relevant postsecondary institutions programs for data pertaining to

Okanagan College students moving on to those institutions; Review relevant postsecondary institutions programs for data pertaining to

their students moving into Okanagan College programs; Redevelop program review and development process, using data captured

above. Review note: this has been completed. The Program Review and Renewal

process is being implemented in 2008/09. Strategy 17

Create flexibility and coordination among all regions with appropriate timetabling, a broad array of instructional delivery modes, and optimal entry and exit points to ensure achievement of student educational goals.

2) Increase the vitality of educational delivery by supporting a variety of methods and technologies Strategy 18

Enhance physical and virtual instructional space by providing all instructional space with appropriate technology, and creating instructional space to provide flexibility for various modes of learning.

Strategy 19 Provide workshops and other learning opportunities focused on

methodologies and technologies for teaching and learning. Employ the Institute for Instructional Leadership as a vehicle to achieve this strategy.

Review note: new name: Institute for Leadership for Learning and Teaching.

Strategy 20 Provide facilities and resources to ensure leading edge instructional

methods and supporting technologies. Review note: this strategy will be combined with Strategy 19.

3) Increase the number of employees who participate in teaching enhancement activities Strategy 21

Increase employee engagement by: • encouraging involvement in appropriate professional

development; • encouraging involvement in institutional workshops on

teaching and learning; • institutional recognition of these employee achievements.


4) Increase transfer and laddering opportunities within Okanagan College and to and from

other institutions Strategy 22 Increase internal transfer and laddering opportunities:

• Augment and support Foundational programs as they integrate with Okanagan College certificate, diploma and degree programs to create and clarify specific educational and career pathways;

• Use Continuing Studies programs to provide pathways to other Okanagan College programs;

• Create new and review existing Okanagan College programs to maximize student opportunities for transfer and laddering between Okanagan College programs.

Strategy 23 Increase formal relationships with other public post secondary institutions

and with regional secondary schools. This includes clearly articulated inter-institutional agreements and enhanced dual credit opportunities for students.

5) Increase integration and collaboration among departments, programs, portfolios and regions Strategy 24

Continue to refine the institutional organization that promotes the integration, collaboration and dialogue among units.

6) Increase numbers of students who achieve their learning outcomes

Strategy 25 Develop measurement instruments and use data to initiate strategies for

annual improvement in the numbers of students who achieve their learning outcomes.

7) Decrease the number of large class sections

Strategy 26 Develop process to determine appropriate range in class size; Adjust facilities to provide appropriate mix of room sizes to accommodate

desired class sizes; Actively allocate or reallocate budgets to support movement to desired

class sizes.


1) Demonstrate improvements in awareness and positive perception of Okanagan College’s

programs, services and contributions to the region Strategy 27

Determine Okanagan College’s reputation as a learning institution as perceived by post secondary educational partners, secondary educational institutions, community leaders, organizations and agencies. Provide appropriate support for a set of activities to enhance Okanagan College’s reputation based on the data collected.

Review note: this has been achieved and is ongoing; this strategy will be removed from Education Plan.

Strategy 28 Maintain Regional Advisory Committees for all four regions and Program

Advisory Committees for Okanagan College programs where appropriate.

Review note: this has been achieved and is ongoing; this strategy will be removed from Education Plan.

2) Increase enrolments, especially in targeted programs

Strategies 13-15 will be utilized to accomplish this goal.

3) Increase employee and partner engagement in recruiting and promotional activities Strategy 29

Expand our dialogue with business, industry and community partners, including small and medium enterprises and other organizations, to determine and respond to their educational needs. Use the Okanagan Partnership Skills Pipeline and other initiatives to determine regional needs and trends.

Review note: reference to Okanagan Partnership will be removed. 4) Increase numbers and degree of involvement by alumni in promoting and recruiting

activities

5) Establish benchmark market data that pertain to the image and degree of appreciation of Okanagan College, its activities, students, graduates, programs and services, and regularly resurvey to establish progress and effectiveness of marketing activities Strategy 30

Annually review data to focus on program improvement in all aspects.


1) Measure all new facilities development against current measures of green

buildings using LEED Gold Standards 2) Improve annual user satisfaction

Strategy 31 Align the Master Capital Plan to provide innovative formal and informal

learning spaces. Review note: the Master Capital Plan has now been developed, so

this strategy will be removed. 3) Ensure every new building includes partnership contributions 4) Increase amount raised by Okanagan College Foundation for capital fundraising

projects


1) Increase aboriginal student enrolment and level of satisfaction with programs and services Strategy 32

Enhance the sense of welcoming and belonging for aboriginal students to increase participation, success and satisfaction.

Strategy 33 Create learning opportunities for the Okanagan College community

to increase awareness and understanding of aboriginal cultures and traditions.

Strategy 34 Work with aboriginal groups to determine areas of demand, develop

program and programming elements to meet the needs of these communities.

Strategy 35 Work with aboriginal groups to implement programs and services to

assist aboriginal students. Continue to provide aboriginal student mentoring services.

2) Increase the quality and quantity of aboriginal content incorporated in program curriculum Strategy 36

Collaborate with aboriginal groups to recommend desired elements of aboriginal content in our programs.

Strategy 37 Initiate and further develop relationships with E’nowkin, NVIT and

other aboriginal educational institutions.

3) Ensure aboriginal representation on boards and advisory committees Strategy 38

Invite aboriginal representation on PACs and include aboriginal representation on Regional Advisory Committees.

Review note: this has been accomplished and will be removed from the Education Plan.


1) Increase cultural and social diversity in curriculum and campus activities Strategy 39

Identify appropriate elements for cultural and social diversity in program areas and develop a process for implementation.

Strategy 40 Develop learning outcomes and learning opportunities that will

prepare students for a culturally and socially diverse global environment.

2) Increase international activity in all four regions

Strategy 41 Identify programming opportunities for international students in

each region and market accordingly. Strategy 42

Develop an institutional perspective for students in all regions that includes opportunities to participate in study abroad and student exchange programs.

Strategy 43 Engage in international projects abroad that allow the diverse

regional strengths of Okanagan College to participate in social, educational, and environmental advancements in the developing world.

Strategy 44 Provide financial support through scholarships and bursaries for

students who wish to study abroad.

3) Increase international student satisfaction with facilities, services, programs and

campus life Strategy 45

Provide opportunities for international students and domestic students who study abroad to contribute to the intercultural awareness and global perspective at Okanagan College.

Strategy 46 Determine best practices to develop opportunities in program areas.

Strategy 47 Provide additional financial support through scholarships and

bursaries for international students who wish to study at Okanagan College.


Appendix A: Strategy 13-15 General Directions Review note: most of these general directions have been followed, resulting in a robust enrolment picture for Okanagan College in all regions.

1) Work with Regional Advisory Committees to continue to identify and respond to needs for programming to support our communities. Each region is unique and we can capitalize on this by developing niche programming;

2) Arts – develop 2+2 options to build on Associate of Arts, consider applied degree such as Writing and Publishing, continue to build first 2 years in all regions;

3) Business – establish elements that differentiate programme from competitors, try to stabilize capacity, partner with Thomson Rivers University to offer their MBA in the Okanagan Region, continue to expand external relationships with other educational institutions including international exchange, consider establishing Human Resource Management option in Vernon;

4) Continuing Studies - continue to respond to community needs with new and existing programs;

5) Engineering Technologies: investigate programming for the Shuswap Revelstoke region with a geomatics focus, consider possible Engineering Bridging program into UBC Okanagan;

6) Foundational Programs – rework to provide program targeted pathways (e.g. Pathways for Science, Pathways for Engineering Technology, etc.), including ESL for domestic students and programs for literacy and numeracy as part of strategy;

7) Health – work with IHA to create new opportunities and expand existing programs, work with BCIT to develop specializations, and develop an overall plan for health programming for the institution to meet the needs of our communities;

8) Science – develop 2+2 options to build on the Associate of Science, continue to build first 2 years in all regions, develop technician and technologist diploma programming;

9) International - continue to provide growth opportunities in all regions; 10) Trades – continue to expand and develop opportunities in all regions.

The following shows possible new programming by region (at this point, these are some of the likely growth areas; growth is not limited to these options nor are these options approved; further note that some of this programming may be offered through ITA funding or cost recovery methods)

2007/08 through 2011/12 Review note: if underlined below, the program has been implemented.

Already Allocated (32 FTE) (note: these were approved in 2006/07) Criminology and Social Justice (South Okanagan: year two: 8 FTE) Rotating Trades (8 FTE per region, except Central Okanagan)

Required to Support Existing Programming Arts (Central Okanagan: completion of 2nd year expansion 29 FTE) Business (Central Okanagan: completion of program expansion: 13 FTE

- continue move to smaller class sizes) Science (Central Okanagan: completion of 2nd year expansion: 31 FTE)

New Possibilities (85 + 190 + 190 = 465 FTE funding available through 2010) Review Note: now (85 + 152 + 65 = 302 FTE funding available through 2010, plus an additional 98 FTE in one-time funding for 2008/09) If funded, the following proposals would generate FTEs as noted

South Okanagan – Similkameen Arts (2nd year: 10 FTE; Creative and Performing Arts 8 FTE) Foundational (ASE 6 FTE) Business (marketing / mgt option 10 FTE) Health (HSRCA 27 FTE; Human Kinetics 24 FTE)



Science (Conservation Technology 35 FTE) Trades (aerospace 18 FTE; other 18 FTE) Continuing Studies (revamped Viticulture program 20 FTE)

Central Okanagan Arts (Interdisciplinary Applied degree 60 FTE; Creative and

Performing Arts 16 FTE) Foundational (ESL (domestic/international) 16 FTE) Business (Office Administration 10 FTE; Commercial Aviation

degree specialty in Business 22 FTE) Engineering Technologies (eng bridge 15 FTE) Health (41 HSRCA; 24 LPN) Review Note: new health initiative: (Medical Laboratory Assistant program 20 FTE) Science (Analytical Chemical Technology 35 FTE; Viticulture

programming 10 FTE) Trades (144 FTE – Baker, Parts Person, Hairdressing, Fine

Woodworking, Power Lineman, HVAC)

North Okanagan Arts (2nd year arts 10 FTE; Criminal and Social Justice 20 FTE;

Creative and Performing Arts 8 FTE; Diploma in Writing and Publishing 20 FTE)

Business/Engineering Tech./Science (BBIT 15 FTE, 4th year 22 FTE of which 17 FTE are relocated from Central Okanagan, Human Resource Management option 5 FTE)

Engineering Tech. (Network Telecom. Dual Credit, 10 FTE) Health (rotating HSW/ECE, 24 FTE; HSRCA/LPN 24 FTE) Science (Computer Games Development 15 FTE) Trades (hairdressing 37 FTE)

Shuswap - Revelstoke Arts (Creative and Performing Arts 8 FTE; 2nd year arts 10 FTE) Engineering Technologies: Civil GIS program (35 FTE) Health (rotating HSW/ECE, 24 FTE; rotating HSRCA/LPN 24

FTE) Trades (Carpentry 18 FTE; Revelstoke Residential Construction

18 FTE)

Okanagan CollegeEducation Plan

2007 - 2012

Okanagan College transforms lives and communities.

We educate, train and support our students to excel in the workplace,

to succeed in further education and to become lifelong learners.

Okanagan College Mission Statement

AWHAY

Text Box

Revised November 2008

Introduction There is one thing certain about Okanagan College’s development over the next five years and beyond: we will continue to evolve as a learning organization and our array of programs and options for students will become even more learner centered. We are facing changing demographics of the College area, as well as a shifting economic and social climate. The region’s current population of 377,000 is predicted to grow 11 per cent over the next five years to 420,000, and the demographic profile will be different. An older population will be part of our landscape, on a percentage basis there will be fewer young people and fewer high school graduates and more retirees. The demand for increased services, especially in areas like health services and trades where predicted skills shortages are already manifesting themselves, will significantly alter the employment market. This Education Plan – the first for the new institution – is intended to serve as a guide for our development as an institution, drawing on the extensive consultation, research and the environmental scan that underpinned the Designing Our Future process. It is a dynamic document that will be revisited annually to reflect actual experience and enhanced understanding of what lies ahead.

2008-11-19 Fall 2008 Review Page 1 of 18


There are clear and very direct links between the Mission, Vision, Values established by our institution, the Key Directions that flowed from that description of ourselves, and this blueprint for our program development in the years ahead. In fact, those key directions have already influenced and shaped the course of our development. The emphasis on distributed development of programs and access among the College’s four regions, for instance, has already led us to the development of innovative trades programming initiatives, new offerings of some health programs, new diploma program development (Criminal and Social Justice, for example) and expanded course offerings (such as third-year Business Administration courses in Vernon). The key directions will lead us much further. The Education Plan is organized to reflect how a broad array of educational strategies – 47 of them - aligns to our Key Directions. Those strategies describe much more than just program development, dealing with everything from increased cultural and social diversity at Okanagan College, to helping create the world-class learning organization that we envision our institution becoming. This approach is very consistent with a strong culture of continuous improvement, once which embraces the kaizen1 concept in a wide variety of ways that are very consistent with a Learning Organization. Each strategy flows from the Key Directions; behind each strategy a plan has been or will be formulated to achieve the strategy. This will include responsibilities, timelines and metrics for evaluation. While some strategies are already underway, others will require careful research and planning prior to implementation. We recognize that progress on the Education Plan will be updated annually with further consultation throughout our institution; existing strategies may alter, and new strategies may emerge each year. One of the focal points for any education plan is program growth. It is vital to recognize that the new programming listed here are plans and concepts at this point. These are plans that will need to be borne out by well-developed and sound business cases, and which will have to be vetted through the normal processes of program and budget development and approval. As part of an education plan, they have merit and weight and will bear further investigation.

1 Note: Kaizen is a Japanese word, where “kai” means change and “zen” means good, giving the meaning of “change for the better.” Kaizen is a method of continuous improvement, of taking apart then putting back together in a better way. This can be applied to various processes and practices within Okanagan College to make improvements quickly, effectively, and continuously at the grassroots and operational levels. If applied properly, Kaizen results in positive changes to produce better results, allowing us to focus on using a systematic approach that avoids a narrow focus, and is non-judgmental and empowering. A key element is that everyone is involved in Kaizen, through all levels, including external stakeholders as appropriate.

Time, circumstances, demand, and new opportunities will factor in to whether the plans come to fruition.

The astute student of Okanagan College’s development will note that Ministry of Advanced Education institutional budget projections outline increased funding for another 465 FTE student spaces over the coming three years. However, one must also note that we acquire funding also from the Industry Training Authority for our trades and apprenticeship programs. The total potential program growth described in the Education Plan is significantly more than the Ministry of Advanced Education has promised Okanagan College over the next three years, but the Education Plan stretches over a five year timeline. There are also new Provincial initiatives that could expand the opportunities for Okanagan College (such as the 7,000 new spaces for trades announced Nov. 4, 2006 by the Premier) and allow for funding of more FTEs. There are also other opportunities to create this access, whether it is through industry support or through responding to student demand with cost-recovery programming. In 2008, the allocation for 2008/09 was reduced from 190 FTE to 152 FTE along with 54 one-time funded Skills seats and 44 one-time funded Health seats. For 2009/10, the allocation has been reduced from 190 FTE to 65 FTE, and the status of the Skills and Health seats is as yet unknown; 10 of the 65 FTE are already committed for the second year of the Human Kinetics diploma. Below are some regional highlights of potential FTE development: South Okanagan - Similkameen:

• There could be new developments in Health and Trades, including potential growth in Home Support Resident Care Attendant, Human Kinetics, aerospace and other trades programs (as of the 2008/2009 academic year, all except aerospace has been accomplished).

• The undergraduate Arts capacity will grow with a new focus on Creative and Performing Arts (as of the 2008/2009 academic year, this capacity has grown, but has not yet focused on Creative and Performing Arts significantly).


• A new science program in Conservation Technology is being developed (as of the 2008/2009 academic year, this program is still under development and has included an ongoing dialogue with the En’owkin Centre).

• A revamped Viticulture program in Continuing Studies is planned (as of the 2008/2009 academic year, the Viticulture program has been undergoing a Tier 3 Program Review and Renewal which will lead to the plan for revamping).

• Expansion in Business Administration could bring marketing and management to Penticton (as of the 2008/2009 academic year, Business Administration has not expanded).

• Adult Special Education programs will show some modest growth (as of the 2008/2009 academic year, this has occurred).

Overall, there has been excellent growth in the South Okanagan Similkameen Region since the inception of the Education Plan. We are now also considering the possibility of HSW in this region.

Central Okanagan • Arts programming is expected to continue to grow, with potential for a new

interdisciplinary applied degree as well as development of a Creative and Performing Arts program. As of the 2008/2009 academic year, there has been continued expansion of Arts, at this point focused on the first two years of university transfer. One course in music is being delivered in the fall of 2008. The entire first year of the Diploma in Writing and Publishing will be available in Kelowna for 2009/2010. The development of an Applied Degree in Writing and Publishing is being developed by focusing on extant offerings combined with unused capacity in other program areas as much as possible.

• We are likely to expand in Heath, in particular Home Support Resident Care Attendant and Licensed Practical Nursing. (as of the 2008/2009 academic year, this has occurred. There is now potential for a nursing degree program).

• In the areas of Science and Technology, an Analytical Chemical Technology program is under development as well as programming in Viticulture, and a new program that could bridge our Engineering Technology programs to Engineering Degree programs are being considered (as of the 2008/2009 academic year, the ACT diploma program has completed development, and the ELEN bridge program is near completion while CIEN and MECH are initiating discussions with UBC Okanagan).

• A new commercial aviation degree specialty within the BBA is being considered as well as modest growth in Office Administration (as of the 2008/2009 academic year, the commercial aviation degree specialty is still under consideration; Office Administration has suffered some enrolment issues but has improved in 2008/09).


• Possible growth in ESL is also being envisaged; however, as of the 2008/2009 academic year, ESL has not grown.

• Trades will continue to grow in a variety of areas, including baker, parts person, hairdressing, fine woodworking, power lineman and HVAC. As of the 2008/2009 academic year, Trades has grown significantly in apprenticeship, but is currently constrained by available space. The new areas listed above are still under consideration.

Overall, there has been solid growth in the Central Okanagan region since the inception of the Education Plan.

North Okanagan • Significant growth in Health and Social Development could occur with the

possibility of a rotating program that involves Human Service Work and Early Childhood Education, and another rotating program that involves Home Support Resident Care Attendant and Licensed Practical Nursing. As of the 2008/2009 academic year, the HSW, HSRCA and LPN programs are all now being offered in Vernon, the latter two with annual intakes.

• A new Bachelor of Business Information Technology might be developed, in partnership between business, health, and engineering technologies (as of the 2008/2009 academic year, this has not been developed).

• We expect fourth-year BBA courses to be offered in Vernon as well as the Human Resource Management option (as of the 2008/2009 academic year, fourth-year BBA courses are being offered in Vernon).

• A hairdressing program in Trades is being considered; however, as of the 2008/2009 academic year, this is still under consideration.

• We were considering offering a Network and Telecommunications dual credit program with School District 22, but as of the 2008/2009 academic year, this was attempted, and did not work out.

• The Criminal and Social Justice Program may also come to Vernon (as of the 2008/2009 academic year, this has not yet occurred).

• Further growth in Arts is likely to occur with more second year courses, a Diploma in Writing and Publishing, and a Creative and Performing Arts program. As of the 2008/2009 academic year, the Writing and Publishing diploma program is being offered in Vernon and efforts are underway to develop the applied degree in Writing and Publishing; at this point, the Creative and Performing Arts program has not been developed.

• A program in Computer Games Development is being investigated (as of the 2008/2009 academic year, this has been investigated, but has not been developed).

Overall, there has been a significant increase in the diversity of programming offered in the North Okanagan since the inception of the Education Plan.

Shuswap-Revelstoke • Strong growth in Health and Social Development is possible, with a

rotating program that involves Human Service Work and Early Childhood Education, and another rotating program that involves Home Support


Resident Care Attendant and Licensed Practical Nursing (as of the 2008/2009 academic year, these have all been implemented).

• New engineering technologies program development involving civil engineering technology and GIS is being investigated. As of the 2008/2009 academic year, this was investigated, but did not appear feasible.

• The development of a Creative and Performing Arts program is being considered along with further offerings of second year Arts courses. As of the 2008/2009 academic year, this is still under development; alternatives need to be developed beyond current options to create a stronger enrolment picture.

• Growth in Trades to address demands in Revelstoke and the Shuswap could include expanded offerings in Residential Construction and Carpentry. As of the 2008/2009 academic year, the rotating trades and Residential Construction programs have been successfully offered in Salmon Arm; Residential Construction is now offered in Revelstoke to address the construction boom. Level 1 and 2 carpentry apprenticeship is currently offered in Salmon Arm.

Overall, there is now a wide variety of programs available in the Shuswap-Revelstoke region since the inception of the Education Plan. (FTE growth has risen over 30% since Sept. 2006).

While the Education Plan does lay out the possible and likely growth over the next five years, within this scope we intend to be flexible to allow Okanagan College to respond to and capitalize upon changing regional, provincial, national and international demands. The strength of this Education Plan is that we are moving toward enhancing our core strength: our ability to change and be flexible in the face of a dynamic environment, growing towards our goal of creating a Learning Organization. Finally, this Education Plan is dedicated to the learning community that embraces Okanagan College. This is our first Education Plan, and it is a direct result of the inspiration, hard work, and dedication of all those who make our college a great place to learn. Our special thanks go to our students: in serving your dreams, you inspire us and teach us.


Strategy 1: Create an Institute for Leadership in Learning and Teaching

The focus of the Institute will be to support excellence in teaching and learning. The Institute will house some research activities to focus on developing research-based answers to questions surrounding teaching and learning. Such an Institute supports the Learning Organization model and will introduce cost recovery elements to assist in funding.


1) Demonstrate improvements in satisfaction levels with facilities, services, programs and campus life Strategy 2

Survey students regularly to determine level of success and satisfaction, then use these data to develop initiatives to improve success and satisfaction.

2) Increase the percentage of students who attain their educational goals

Strategy 3 Develop a set of activities to determine students’ educational goals, then

utilize this information to develop initiatives focused on helping students achieve these goals. This includes the review of assessment and placement tools and entry processes to ensure they maximize learner success. It also includes enhancement of our comprehensive student support systems and services, such as Learning and Student Success Centres, Library and Information Commons with access to collections and Library Services, educational, financial and employment advising.

3) Increase the number of students who complete a personal portfolio as part of their

program

4) Increase mentoring among alumni, employees, senior and new students Strategy 4

Develop a framework, then implement on a voluntary basis among employees with the goal to increase participation annually;

Expand involvement to include alumni; Expand involvement to include experienced students as mentors. The Institute for Leadership in Learning and Teaching may be used to

assist with this strategy.

5) Increase financial aid for students through donations made to the Okanagan College Foundation Strategy 5

Work with the Okanagan College Foundation to identify areas of need as well as possible donors.


1) Demonstrate improvements in employee satisfaction levels

Strategy 6 Develop strategies for employee development and learning across all units

through active consultation and provision of appropriate supports. 2) Increase the number of employees completing a personal portfolio including individual

learning plans specific to their role

3) Increase employee learning through personal and professional development, research, scholarly activity, shared decision-making, informed risk-taking, innovation and creativity Strategy 7

Okanagan College will provide an appropriate level of resources and support to assist all employees in pursuing their annual learning goals within the context of our Mission, Vision and Values.


Develop sustainable programming and services in all four regions through programs that anticipate and meet student, community and employer needs

1) Increase the diversity of programming in each region 2) Increase enrolments and access to programs and services in each region

Strategy 8

Undertake core program review across all campuses. Redeploy existing funding within and between units to focus on key initiatives. Consider program cancellation if appropriate.

Strategy 9 Assess programs with unused capacity to determine elements required to

reinvigorate, then apply appropriate means to increase utilization. Strategy 10

Use new FTE funding to provide new programming opportunities in each region.

Note: Refer to Appendix A for details.


1) Increase student, community, employer and partner postsecondary institution satisfaction

with programs and services Strategy 11: Program renewal

Review relevant postsecondary institutions programs for data pertaining to Okanagan College students moving on to those institutions;

Review relevant postsecondary institutions programs for data pertaining to their students moving into Okanagan College programs;

Strategy 12 Create flexibility and coordination among all regions with appropriate timetabling, a broad array of instructional delivery modes, and optimal entry and exit points to ensure achievement of student educational goals.

2) Increase the vitality of educational delivery by supporting a variety of methods and technologies Strategy 13

Enhance physical and virtual instructional space by providing all instructional space with appropriate technology, and creating instructional space to provide flexibility for various modes of learning.

Strategy 14 Provide workshops and other learning opportunities focused on

methodologies and technologies for teaching and learning. Employ the Institute for Leadership in Learning and Teaching as a vehicle to achieve this strategy. This will require the provision of suitable facilities and resources to ensure leading edge instructional methods and supporting technologies.

3) Increase the number of employees who participate in teaching enhancement activities

Strategy 15 Increase employee engagement by:

• encouraging involvement in appropriate professional development;

• encouraging involvement in institutional workshops on teaching and learning;

• institutional recognition of these employee achievements.


4) Increase transfer and laddering opportunities within Okanagan College and to and from

other institutions Strategy 16 Increase internal transfer and laddering opportunities:

• Augment and support Foundational programs as they integrate with Okanagan College certificate, diploma and degree programs to create and clarify specific educational and career pathways;

• Use Continuing Studies programs to provide pathways to other Okanagan College programs;

• Create new and review existing Okanagan College programs to maximize student opportunities for transfer and laddering between Okanagan College programs.

Strategy 17 Increase formal relationships with other public post secondary institutions

and with regional secondary schools. This includes clearly articulated inter-institutional agreements and enhanced dual credit opportunities for students.

5) Increase integration and collaboration among departments, programs, portfolios and regions Strategy 18

Continue to refine the institutional organization that promotes the integration, collaboration and dialogue among units.

6) Increase numbers of students who achieve their learning outcomes

Strategy 19 Develop measurement instruments and use data to initiate strategies for

annual improvement in the numbers of students who achieve their learning outcomes.

7) Decrease the number of large class sections

Strategy 20 Develop process to determine appropriate range in class size; Adjust facilities to provide appropriate mix of room sizes to accommodate

desired class sizes; Actively allocate or reallocate budgets to support movement to desired

class sizes.


1) Demonstrate improvements in awareness and positive perception of Okanagan College’s

programs, services and contributions to the region 2) Increase enrolments, especially in targeted programs

Strategies 8-10 will be utilized to accomplish this goal.

3) Increase employee and partner engagement in recruiting and promotional activities Strategy 21

Expand our dialogue with business, industry and community partners, including small and medium enterprises and other organizations, to determine and respond to their educational needs. .

4) Increase numbers and degree of involvement by alumni in promoting and recruiting

activities

5) Establish benchmark market data that pertain to the image and degree of appreciation of Okanagan College, its activities, students, graduates, programs and services, and regularly resurvey to establish progress and effectiveness of marketing activities Strategy 22

Annually review data to focus on program improvement in all aspects.


1) Measure all new facilities development against current measures of green

buildings using LEED Gold Standards 2) Improve annual user satisfaction 3) Ensure every new building includes partnership contributions 4) Increase amount raised by Okanagan College Foundation for capital fundraising

projects


1) Increase aboriginal student enrolment and level of satisfaction with programs and services Strategy 23

Enhance the sense of welcoming and belonging for aboriginal students to increase participation, success and satisfaction.

Strategy 24 Create learning opportunities for the Okanagan College community

to increase awareness and understanding of aboriginal cultures and traditions.

Strategy 25 Work with aboriginal groups to determine areas of demand, develop

program and programming elements to meet the needs of these communities.

Strategy 26 Work with aboriginal groups to implement programs and services to

assist aboriginal students. Continue to provide aboriginal student mentoring services.

2) Increase the quality and quantity of aboriginal content incorporated in program curriculum Strategy 27

Collaborate with aboriginal groups to recommend desired elements of aboriginal content in our programs.

Strategy 28 Initiate and further develop relationships with E’nowkin, NVIT and

other aboriginal educational institutions.

3) Ensure aboriginal representation on boards and advisory committees


1) Increase cultural and social diversity in curriculum and campus activities Strategy 29

Identify appropriate elements for cultural and social diversity in program areas and develop a process for implementation.

Strategy 30 Develop learning outcomes and learning opportunities that will

prepare students for a culturally and socially diverse global environment.

2) Increase international activity in all four regions

Strategy 31 Identify programming opportunities for international students in

each region and market accordingly. Strategy 32

Develop an institutional perspective for students in all regions that includes opportunities to participate in study abroad and student exchange programs.

Strategy 33 Engage in international projects abroad that allow the diverse

regional strengths of Okanagan College to participate in social, educational, and environmental advancements in the developing world.

Strategy 34 Provide financial support through scholarships and bursaries for

students who wish to study abroad.

3) Increase international student satisfaction with facilities, services, programs and

campus life Strategy 35

Provide opportunities for international students and domestic students who study abroad to contribute to the intercultural awareness and global perspective at Okanagan College.

Strategy 36 Determine best practices to develop opportunities in program areas.

Strategy 37 Provide additional financial support through scholarships and

bursaries for international students who wish to study at Okanagan College.


Appendix A: Strategy 8-10 General Directions 1) Work with Regional Advisory Committees to continue to identify and respond to

needs for programming to support our communities. Each region is unique and we can capitalize on this by developing niche programming;

2) Arts – develop 2+2 options to build on Associate of Arts, consider applied degree such as Writing and Publishing, continue to build first 2 years in all regions;

3) Business – establish elements that differentiate programme from competitors, try to stabilize capacity, partner with Thomson Rivers University to offer their MBA in the Okanagan Region, continue to expand external relationships with other educational institutions including international exchange, consider establishing Human Resource Management option in Vernon;

4) Continuing Studies - continue to respond to community needs with new and existing programs;

5) Engineering Technologies: investigate programming for the Shuswap Revelstoke region with a geomatics focus, consider possible Engineering Bridging program into UBC Okanagan;

6) Foundational Programs – rework to provide program targeted pathways (e.g. Pathways for Science, Pathways for Engineering Technology, etc.), including ESL for domestic students and programs for literacy and numeracy as part of strategy;

7) Health – work with IHA to create new opportunities and expand existing programs, work with BCIT to develop specializations, and develop an overall plan for health programming for the institution to meet the needs of our communities;

8) Science – develop 2+2 options to build on the Associate of Science, continue to build first 2 years in all regions, develop technician and technologist diploma programming;

9) International - continue to provide growth opportunities in all regions; 10) Trades – continue to expand and develop opportunities in all regions.

The following shows possible new programming by region (at this point, these are some of the likely growth areas; growth is not limited to these options nor are these options approved; further note that some of this programming may be offered through ITA funding or cost recovery methods)

2007/08 through 2011/12 2008 Review: if underlined below, the program has been implemented.

Already Allocated (32 FTE) (note: these were approved in 2006/07) Criminology and Social Justice (South Okanagan: year two: 8 FTE) Rotating Trades (8 FTE per region, except Central Okanagan)

Required to Support Existing Programming Arts (Central Okanagan: completion of 2nd year expansion 29 FTE) Business (Central Okanagan: completion of program expansion: 13 FTE

- continue move to smaller class sizes) Science (Central Okanagan: completion of 2nd year expansion: 31 FTE)

New Possibilities (85 + 190 + 190 = 465 FTE funding available through 2010) 2008 Review: now (85 + 152 + 65 = 302 FTE funding available through 2010, plus an additional 98 FTE in one-time funding for 2008/09) If funded, the following proposals would generate FTEs as noted

South Okanagan – Similkameen Arts (2nd year: 10 FTE; Creative and Performing Arts 8 FTE) Foundational (ASE 6 FTE) Business (marketing / mgt option 10 FTE) Health (HSRCA 27 FTE; Human Kinetics 24 FTE) Science (Conservation Technology 35 FTE) Trades (aerospace 18 FTE; other 18 FTE)



Continuing Studies (revamped Viticulture program 20 FTE) Central Okanagan

Arts (Interdisciplinary Applied degree 60 FTE; Creative and Performing Arts 16 FTE)

Foundational (ESL (domestic/international) 16 FTE) Business (Office Administration 10 FTE; Commercial Aviation

degree specialty in Business 22 FTE) Engineering Technologies (eng bridge 15 FTE) Health (41 HSRCA; 24 LPN) Review Note: new health initiative: (Medical Laboratory Assistant program 20 FTE) Science (Analytical Chemical Technology 35 FTE; Viticulture

programming 10 FTE) Trades (144 FTE – Baker, Parts Person, Hairdressing, Fine

Woodworking, Power Lineman, HVAC)

North Okanagan Arts (2nd year arts 10 FTE; Criminal and Social Justice 20 FTE;

Creative and Performing Arts 8 FTE; Diploma in Writing and Publishing 20 FTE)

Business/Engineering Tech./Science (BBIT 15 FTE, 4th year 22 FTE of which 17 FTE are relocated from Central Okanagan, Human Resource Management option 5 FTE)

Engineering Tech. (Network Telecom. Dual Credit, 10 FTE) Health (rotating HSW/ECE, 24 FTE; HSRCA/LPN 24 FTE) Science (Computer Games Development 15 FTE) Trades (hairdressing 37 FTE)

Shuswap - Revelstoke Arts (Creative and Performing Arts 8 FTE; 2nd year arts 10 FTE) Engineering Technologies: Civil GIS program (35 FTE) Health (rotating HSW/ECE, 24 FTE; rotating HSRCA/LPN 24

FTE) Trades (Carpentry 18 FTE; Revelstoke Residential Construction

18 FTE)

Fall Enrolment Report for Board of Governors November 2008

2008-11-18 Rev.1 Page 1 of 11

Purpose of the Report This report is to provide the Okanagan College Board of Governors with a revised synopsis of the Fall 2008 enrolment based on final fall enrolment data. Background Information The September stable enrolment gives a partial picture of the overall enrolment of students at Okanagan College. It includes all enrolment for all Fall 2008 programs up to and including September 23 2008. It does not include Continuing Studies enrolments. There are two different methods of counting students used in this report:

1) headcount: counts individual students in a program, regardless of the number of courses the student is taking. It does not differentiate between full time and part time students; each is counted as one headcount.

2) Credits: counts the total number of credits being taken in a programming area. This is directly related to tuition revenue and FTE counts.


3183

629

438184

3359

567

448277

3552

679

480335

3710

678

492363

0

1000

2000

3000

4000

5000

6000

Headcount

2005 2006 2007 2008

Okanagan College Headcount

Salmon ArmPentictonVernonKelowna

Figure 1: September Headcount, all programs

48989

8719

66973935

50167

8951

72714832

51391

10032

77694530

0

10000

20000

30000

40000

50000

60000

70000

80000

Credits

2006 2007 2008

Okanagan College Credits


Figure 2: September Credits, all programs Overall, headcount has increased by 3.9%, with the largest percentage growth in headcount occurring in Salmon Arm (8.4%) and the lowest in Vernon (-0.1%). At the same time, credits have increased by 3.5%, with the largest percentage growth in credits occurring in Vernon (12.1%) and the lowest in Salmon Arm (-6.3%). The percentage growth between headcount and credits is fairly equal overall though the data suggests an increase in the number of part time students in Kelowna and Salmon Arm.

2008-11-18 Rev.1 Page 2 of 11


2008-11-18 Rev.1 Page 3 of 11

341

221

113

96

508

201

144

99

541

232

171

97

628

229

170

102

0

200

400

600

800

1000

1200

Headcount

2005 2006 2007 2008

Arts Programming Headcount


Figure 3: September Headcount, Arts programs (university transfer and diplomas)

8304

2415

1668

1065

8387

2598

1755

1005

8838

2718

1809

1014

0

2000

4000

6000

8000

10000

12000

14000

16000

Credits

2006 2007 2008

Arts Programming Credits


Figure 4: September Credits, Arts programs (university transfer and diplomas) The strong performance of arts programming continues, with an 8.5% growth in headcount and a 4.6% growth in credits delivered. This increase is lead by Kelowna with a 16.1% increase in headcount and a 5.4% increase in credits delivered.


75

57

1514

123

41

34

17

124

67

30

16

127

60

42

21

0

50

100

150

200

250

Headcount

2005 2006 2007 2008

Science Programming Headcount


Figure 5: September Headcount, Science programs (university transfer and diplomas; does not include computer science)

3856

904

575292

3730

1025

559254

3702

1081

761

333

0

1000

2000

3000

4000

5000

6000

Credits

2006 2007 2008

Science Programming Credits


Figure 6: September Credits, Science programs (university transfer and diplomas; does not include computer science) Although application rates were initially low, science has shown good growth with a 5.5% growth in both headcount and credits. The new Human Kinetics program in Penticton has been a significant boost in the South Okanagan.

2008-11-18 Rev.1 Page 4 of 11


324

000

295

000

289

100

302

000

0

50

100

150

200

250

300

350

Headcount

2005 2006 2007 2008

Technology Programming Headcount


Figure 7: September Headcount, Technology programs (including computer science)

4462

01030

3638

18390

3707

21120

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Credits

2006 2007 2008

Technology Programming Credits


Figure 8: September Credits, Technology programs (including computer science) Following a very poor 2007, technology programs have shown a modest increase: 4.1% up in headcount and 1.2% up in credits. With the exception of Civil Engineering Technology, these programs continue to struggle to attract students.

2008-11-18 Rev.1 Page 5 of 11


2008-11-18 Rev.1 Page 6 of 11

204

000

235

200

244

54218

245

50

1443

0

50

100

150

200

250

300

350

400

Headcount

2005 2006 2007 2008

Health Programming Headcount


Figure 9: September Headcount, Health and Social Development programs

4129

000

4260

58692864

4161

1375

345290

0

1000

2000

3000

4000

5000

6000

7000

Credits

2006 2007 2008

Health Programming Credits


Figure 10: September Credits, Health and Social Development programs Headcount and credits continue to increase. Overall headcount has increased by 10.7% while credits have increased by 6.4%. This has been led by large increases in the HS/RC in both Vernon and Penticton as well as a large increase in Practical Nursing in Vernon.


1044

153

7350

1025

1346638

1049

1486053

996

161

5740

0

200

400

600

800

1000

1200

1400

Headcount

2005 2006 2007 2008

Business Academic Programming Headcount


Figure 11: September Headcount, Business Academic programs (includes Business Administration degree and diploma, Commercial Aviation, and Advanced Culinary Arts)

9247

1152498243

9192

1299378297

8652

1269327225

0

2000

4000

6000

8000

10000

12000

Credits

2006 2007 2008

Business Academic Programming Credits

Salmon Arm

Penticton

Vernon

Kelow na

Figure 12: September Credits, Business Academic programs (includes Business Administration degree and diploma, Commercial Aviation, and Advanced Culinary Arts) While an overall -4.3% decline in headcount and a -6.2% decline in credits is concerning, there appears to be a turnaround in progress – first year enrolments are quite healthy with an 11.4% increase in headcount and a 6.4% increase in credits.

2008-11-18 Rev.1 Page 7 of 11


49

16

8

24

42

24

19

21

42

19

16

14

56

22

18

18

0

20

40

60

80

100

120

Headcount

2005 2006 2007 2008

Business Vocational Programming Headcount


Figure 13: September Headcount, Business Vocational programs (includes Office Administration certificate programs)

1254

829

641

765

1052

499

368

516

1433

659

523

559

0

500

1000

1500

2000

2500

3000

3500

Credits

2006 2007 2008

Business Vocational Programming Credits


Figure 14: September Credits, Business Vocational programs (includes Office Administration certificate programs) This area of programming shows a strong rebound after a particular difficult year. The headcount has increased by 25.3% and the credits have increased by 30.4% (compared to 2007, when credits had fallen by -30.2% from the previous year).

2008-11-18 Rev.1 Page 8 of 11


2008-11-18 Rev.1 Page 9 of 11

602

174

223

88

530

142

182

97

527

132

185

101

608

134

170

97

0

200

400

600

800

1000

1200

Headcount

2005 2006 2007 2008

Foundation Programming Headcount


Figure 15: September Headcount, Foundation programs (includes Adult Academic Career Prep, Adult Special Education and English as a Second Language)

12393

2914

3300

1540

12814

2870

3920

1723

14032

2964

3672

1929

0

5000

10000

15000

20000

25000

Credits

2006 2007 2008

Foundation Programming Credits


Figure 16: September Credits, Foundation programs (includes Adult Academic Career Prep, Adult Special Education and English as a Second Language) Foundation programs have increased nicely, with a 6.8% increase in headcount and a 6.0% increase in credits.


500

000

535

1600

677

161628

665

143234

0

100

200

300

400

500

600

700

800

Headcount

2005 2006 2007 2008

Trades Programming Headcount


Figure 17: September Headcount, Trades programs (includes apprenticeship and foundation programs)

5798

49600

7349

496160174

7013

434320180

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

Credits

2006 2007 2008

Trades Programming Credits


Figure 18: September Credits, Trades programs (includes apprenticeship and foundation programs) While headcount has increased slightly by 1.1%, the credits have decreased by 2.8%. This is due mainly to the greater emphasis on apprenticeship training compared to foundation trades training. Overall the trades training profiles is healthy. Our strategy of stabilization of growth for this current year will allow this programming area to focus on overall program quality while assessing the impact of the past few years of growth.

2008-11-18 Rev.1 Page 10 of 11


2008-11-18 Rev.1 Page 11 of 11

Recommendations No action is required by the Board at this time.

Comments from President

Submitted by: Dr. Andrew Hay, P.Eng. Vice President Education Robert Ruf Registrar

Date:

2008-11-19

(administration)/b… · • international education • timetabling • innovation campus space:...

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