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AGENDA PAGE 1

DURHAM COLLEGE OF APPLIED ARTS AND TECHNOLOGYBOARD OF GOVERNORS REGULAR MEETING

PUBLIC SESSION AGENDA

Date: Wednesday, November 14, 2012Time: 6:00 p.m.Location: Community Room

Gordon Willey Building, A144

Pages

1. CALL TO ORDER

2. INTRODUCTION OF GUESTS

3. ADDITIONS/DELETIONS TO THE AGENDA

4. CONFLICT OF INTEREST DECLARATIONS

5. PRESENTATIONS

5.1 International Recruitment - Fiona Richards 3 - 115.2 Queen Elizabeth II Diamond Jubilee Medal Recipient - Karina Scali

6. GENERATIVE DISCUSSION

6.1 Economic impact of the College and its partnerships within DurhamRegion

12 - 18

7. CONSENT AGENDADETERMINATION OF ITEMS REQUIRING SEPARATE CONSIDERATIONCIRCLE THE ITEMS YOU WISH TO CONSIDER SEPARATELY:ITEM NUMBER 8.1, 12.1.1, 12.1.2, 12.2.1, 12.2.2, 12.3.1, 13.1, 14.1, 14.2,14.3, 14.4, 15.1, 16.1

8. APPROVAL OF PREVIOUS MINUTES

8.1 Board of Governors Minutes of Public Session of September 12, 2012 19 - 279. ACTIONS ARISING FROM PREVIOUS MINUTES

10. CHAIR`S REPORT

11. PRESIDENT`S REPORT - October/November 2012 28 - 31

12. COMMITTEE REPORTS

12.1 AUDIT AND FINANCE COMMITTEE (M. SIMPSON)

AGENDA PAGE 2

12.1.1 Audit and Finance Committe Report #2 of October 3, 2012 32 - 32

12.1.2 Audit and Finance Committee Report #3 of October 30,2012

33 - 33

12.2 EXECUTIVE COMMITTEE (F. WU)12.2.1 Executive Committee Report #1 of October 3, 2012 34 - 34

12.2.2 Executive Committee Report #2 of October 30, 2012 35 - 36

12.3 GOVERNANCE REVIEW COMMITTEE (G. CUBITT)12.3.1 Governance Review Committee Report #1 of September 19,

201237 - 38

13. CONTINUING BUSINESS

13.1 PQAPA Audit Services Update 39 - 4714. NEW BUSINESS

14.1 Key Performance Indicators (KPI) Timeline 48 - 5714.2 Durham College/Durham Regional Police Services Agreeement

(renewal)58 - 59

14.3 New Program Approvals 60 - 78Durham College Certificate - Children's Mental HealthDurham College Certificate – Sustainable Local FoodDurham College Certificate - Construction Estimator

14.4 Approval of Board Goals 2012/2013 79 - 79The Board will approve the Board Goals outlined for 2012/2013

15. OTHER BUSINESS

15.1 Program Advisory Committee Minutes 80 - 9916. INQUIRIES AND COMMUNICATIONS

16.1 Multi-year Accountability Agreement (MYAA) 100 - 14017. UPCOMING EVENTS

17.1 Colleges Ontario - New Governor Orientation - November 24, 201217.2 Annual Board Appreciation Event - December 12, 2012

18. MOVE TO IN-CAMERA SESSION

19. ADJOURNMENT

Internationalization Strategy 2012-13

Fiona Richards – November 14, 2012 AGENDA PAGE 3

Fall semester enrolment 2008 - 2015

62 65

117 151

304

400

450

500

0

100

200

300

400

500

2008 2009 2010 2011 2012 2013 2014 2015

International enrolment

Actual

Five fold increase in enrolment between 2008 and 2012

1 AGENDA PAGE 4

Market Diversity

International enrolment

0%

20%

40%

60%

80%

100%

2010 2011 2012 2013 2014 2015

India China Other

One problem with rapid growth is reduced diversity among international students. Growth strategy will be adjusted to increase diversity from

2013 onwards 2

AGENDA PAGE 5

Internationalization strategy

• Marketing and student recruitment

• Admissions processing

• Agent management

• Student support

• Staff and faculty support

• Articulations, partnerships and MOU’s

• Offshore training

• International opportunities for domestic students

• International opportunities for faculty and staff

3

AGENDA PAGE 6

Recruitment strategy

Key Markets

Canada

India

Indonesia

Thailand

Vietnam

South Korea

Japan

Russia

Ukraine Kazakhstan

Turkey

Nigeria Caribbean Middle East

South America

Europe

Local Market

Primary Markets

Emerging Cluster 1

Emerging Cluster 2

Emerging Cluster 3

Toronto Canada

India China

Indonesia Thailand Vietnam

South Korea Japan

Russia Ukraine

Kazakhstan Turkey Europe

South America Caribbean

Africa – Nigeria Middle East

4 AGENDA PAGE 7

Student support

Recruitment & Orientation

• Pre-departure information

• Arrival services

• Orientation

• Housing help

• Community support

Academic Support

• Workshop series

• Peer tutoring

• Mentoring

• Career services

• Counselling services

• Medical services • Faculty support

Social Support

• Social events

• Group activities

• Immigration advise

• On-campus employment

• Off campus work permit

• Volunteer opportunities

• Emergency assistance

5 AGENDA PAGE 8

Changes since June 2012

• Defined roles within the office

• New agent contract

• New wording in international collaboration agreements

• Tightened procedures – applications processing, agent management, commission processing

• Engaged new partners

• Streamlined application process with CultureWorks, the EAP provider

• Improvement in arrivals and orientation management

• Faculty training

• New withdrawal and refund policy and procedure

• Commenced recruitment in new source markets

6 AGENDA PAGE 9

Immediate priorities

• Commence international student population diversification

• Source and implement a new electronic system

• Re-engineer practices to increase application turnaround

• Educate team in the development of international education and servicing international students

• Develop new communication strategy that includes conversion campaigns and enquiry management

• Re-establish relationships with government agencies

• Ensure full implementation of the Struthers Report

7 AGENDA PAGE 10

International Strategy 2012

Questions?

AGENDA PAGE 11

Board of Governors

Generative Discussion Economic and social impact of partnerships

in Durham Region

November 14, 2012 AGENDA PAGE 12

AGENDA PAGE 13

AGENDA PAGE 14

AGENDA PAGE 15

Ontario Power Generation Durham Region Town of Whitby Parkwood Estates Habitat for Humanity

Local chambers and boards of trade Program Advisory Committees Lakeridge Health/Rouge Valley Health Durham District School Board Scugog Arts Council

Current Partnerships

AGENDA PAGE 16

AGENDA PAGE 17

Are we doing enough in terms of partnerships?

How does our growth feed the growth of Durham Region?

Where are there gaps in terms of what we could be doing to enhance the economic and social fabric of the community?

What are the benefits of these partnerships to Durham College?

Questions for Discussion

AGENDA PAGE 18

DURHAM COLLEGE OF APPLIED ARTS AND TECHNOLOGY

BOARD OF GOVERNORS

PUBLIC MINUTES

Date of Meeting:

Location:

Wednesday, September 12, 2012

Community Room

Gordon Willey Building, A144

Members Present:

Franklin Wu, Chair

Dan Borowec

Ron Chatterton, Vice-Chair

Thomas Coughlan

Garry Cubitt

Joanne Dykeman

Darren Fisher

Carlee Fraser

President Lovisa

Doug McKay

Donna Raetsen-Kemp

Judith Spring

Sanjay Surendran

Pierre Tremblay

Absent: Kevin Dougherty

Michael Newell

Mary Simpson

Secretary: Leigh Doughty

Senior Staff: Scott Blakey

Nevzat Gurmen

Margaret Greenley

Donna McFarlane

Judy Robinson

Mary Blanchard

Darrin Caron

Tony Doyle

Karen Graham

AGENDA PAGE 19

1. CALL TO ORDER

The meeting was called to order at 6:00 p.m.

2. INTRODUCTION OF GUESTS

President Tim McTiernan, UOIT; Greg Murphy, School of Media, Art and Design,

Debbie Rautins, Faculty Union Representative; and Andrew Scuse, Project

Manager, Corporate Training Services attended the meeting.

3. ADDITIONS/DELETIONS TO THE AGENDA

None noted.

4. CONFLICT OF INTEREST DECLARATIONS

None noted.

5. PRESENTATIONS

5.1. UOIT

President Tim McTiernan brought greetings from UOIT advising that the

shared service level agreements are coming to a conclusion. UOIT and

Durham College are progressing well with articulation agreements and this

is reflected through bridging and pathway programs. New entry

registration in bridge programs at UOIT for fall 2012 is up 26% from last

year and the university welcomed 9,200 full time students; 158

international students, 525 graduate students and 469 bridging students.

UOIT is focusing on its strategic management mandate agreement with

the Ministry; and is also working towards new initiatives through funding

with FedDEV and First Nations for an aboriginal resource centre in the

downtown Oshawa core.

UOIT will celebrate its 10th anniversary and is planning a course of events

throughout the year.

AGENDA PAGE 20

During the past year the UOIT Board of Governors has provided input to

the draft strategic plan and this is reflected in the final plan with a vision

speaking to foundations in science and technology, relevance in discovery

and teaching that promotes growth and regional prosperity through

research, innovation and partnerships.

President McTiernan left the meeting at 6:15 p.m.

5.2. Animation Video

As the Board had viewed the animation video earlier in the day, this item

was then removed from the agenda.

5.3. Student Focus

Margaret Greenley highlighted the Get Prepared for Start-up (GPS) video

focused to our incoming students.

6. ITEMS FOR DISCUSSION

6.1. Items for Generative Discussion - 2012/2013

The Board reviewed the outline of generative discussions provided for

2012/2013. Members of the Board will provide feedback to the Board

Secretary to advise if six topics are satisfactory for the year. Final report

back will occur at the Executive meeting at the end of October.

6.2. Establish Board Goals for 2012/2013

The Board Chair discussed the process surrounding the establishment of

Board goals for the coming year, advising that typically the Board selected

three goals to focus on. One suggestion included “leadership as a college

within the post-secondary sector”. Members of the Board will provide

suggestions to the Board Secretary and feedback will be discussed at the

Executive meeting at the end of October.

7. CONSENT AGENDA

The Chair presented the consent agenda.

Items 11.0, 14.1 and 14.4 were separated from the consent agenda.

AGENDA PAGE 21

Items 8.1, 141, 14.3, 14.5, 14.6 and 15.1 were included as part of the consent

agenda.

Moved by Governor Cubitt Seconded by Governor Spring

That items 8.1, 141, 14.3, 14.5, 14.6 and 15.1 be approved as part of the

consent agenda.

CARRIED

8. APPROVAL OF PREVIOUS MINUTES

8.1. Minutes of the Regular Meeting (Public Session) of June 13, 2012


That the minutes of the public meeting of the Durham College Board

of Governors held June 13, 2012 be approved.

CARRIED

9. ACTIONS ARISING FROM PREVIOUS MINUTES

None noted.

10. CHAIR`S REPORT

None noted.

11. PRESIDENT`S REPORT

Governor Tremblay asked about the upcoming staff appreciation event set for

October 4, 2012 and extended congratulations to the nominees for the staff

service awards.

The report was received for information.

Moved by Governor Tremblay Seconded by Governor Coughlan

That the President’s report for September 2012 be received for information.

CARRIED

AGENDA PAGE 22

12. COMMITTEE REPORTS

None noted.

13. CONTINUING BUSINESS

None noted.

14. NEW BUSINESS

14.1. Board of Governors Work Plan 2012/2013


That the Durham College Board of Governors approves the

2012/2013 work plan.

CARRIED

14.2. Program Suspension - Advertising and Marketing Communications

and Contemporary Media Production

Governor Tremblay asked if the suspension of these programs would

impact any Durham College pathways already established. Staff advised

that students want flexibility of pathways and this will allow the two year

students the option to select graduate certificate programs once they have

completed the two year program, instead of needing to decide at the

beginning of the program. The only challenge in capacity to deliver

programs is that the industry technology is ever-changing and difficult to

keep up with.

Moved by Governor McKay Seconded by Governor Chatterton

That the Durham College Board of Governors suspends the

Contemporary Media Production Advanced Diploma program and the

Advertising and Marketing Communications Management Advanced

Diploma program.

CARRIED

AGENDA PAGE 23

14.3. New Program Approval - Advertising and Marketing Communications

and Contemporary Media Production



postsecondary programs of instruction for the Advertising and

Marketing Communications Diploma program and the Contemporary

Media Design Diploma program.

CARRIED

14.4. Durham College Accessibility Plan 2012 - 2013

Governor Cubitt complimented staff on the College accessibility plan

noting in particular the area on mental health for its thoroughness, and

sensitivity and awareness.

Moved by Governor Cubitt Seconded by Governor Chatterton

That the Durham College Board of Governors endorses the 2012-

2013 Durham College Accessibility Plan.

CARRIED

14.5. Durham College Multi-year Accessibility Plan

Moved by Governor Cubitt Seconded by Governor Chatterton

That the Durham College Board of Governors endorses the multi-

year accessibility plan.

CARRIED

AGENDA PAGE 24

14.6. Durham College Foundation- Revised Memorandum of

Understanding



execution of the revised Memorandum of Agreement between

Durham College and the Durham College Foundation.

CARRIED

15. OTHER BUSINESS

15.1. Program Advisory Committee Report


That the Durham College Board of Governors receives this Program

Advisory Committee report for information.

CARRIED

16. INQUIRIES AND COMMUNICATIONS

None noted.

17. UPCOMING EVENTS

Fall Convocation will be held at the Campus Wellness and Recreation Centre on

Thursday, October 25, 2012.

AGENDA PAGE 25

18. MOVE TO IN-CAMERA SESSION

The public session recessed at 6:40 p.m.

Moved by Governor Spring Seconded by Governor Fraser

That the Durham College Board of Governors move into an in-camera

session to discuss one item under Durham College By-law No.1(11-001)

Section 22.3 (a) items of corporate business respecting human resources,

litigation or contractual matters; two item under Durham College By-law

No.1(11-001) Section 22.3 (a) items of corporate business respecting

contractual matters together with matters covered under the Freedom of

Information and Protection of Privacy Act - two under item under Section -

17. (1) (c) Third Party; one under Section 15 Relations with Government;

and two under Section 21 Personal Privacy.

CARRIED

The Board returned to public session at 7:16 p.m.

The following item of business came out of the in-camera session.

Moved by Governor Fraser Seconded by Governor Coughlan

That the Durham College Board of Governors approves the Durham

College Foundation Membership for 2012/2013.

CARRIED

AGENDA PAGE 26

19. ADJOURNMENT

Moved by Governor McKay

That this meeting of the Board of Governors of Durham College adjourns at

7:17 p.m.

CARRIED

_________________________

Franklin Wu

Board Chair

_________________________

Leigh Doughty

Board Secretary

AGENDA PAGE 27

Durham College Board of Governors - 1 - November 14, 2012

PUBLIC

BOARD REPORT

Action Required:

Public: Discussion

In-Committee: Decision

DATE: November 14, 2012

FROM: Don Lovisa

SUBJECT: President’s Report

Our Students:

Lords capture silver and bronze during championship season

It was another very successful fall for Durham Lords men’s and women’s

varsity student-athletes, highlighted by Durham College hosting the 2012

Ping CCAA National Golf Championships. It was the latest national

championships to be hosted by our college and by all accounts from

participants, it was one of the most successful in recent memory. Making the

experience even better was having our men’s team win a bronze medal and

golfer Shea Varty also earning bronze. Off the course, our women’s fastball

team struck silver, their 16th straight provincial medal, while our men’s

baseball team finished as national semifinalists one year after winning the

Canadian crown. On the soccer pitch, both the men’s and women’s teams

finished as quarter-finalists provincially.

Community says thank you to Sanjay for community work

Sanjay Surendran, our student governor and a Computer Program Analyst

student, received heady praise recently when the City of Toronto and

partners hosted an International Students Festival to celebrate the rich

diversity students bring to the Greater Toronto Area. I was proud to be on

hand for the awards and present Sanjay with the Community Service Award

at Nathan Phillips Square. We are very proud to have him as a Durham

College student, of his active participation in activities both on and off

campus, and appreciate his passion for our college.

More graduates ready to make a difference in the world

Hundreds of friends, family, faculty and other college staff helped make it a

day to remember for more than 600 graduates who graduated at our fall

convocation ceremonies. Graduation continues to be one of the most exciting

days of the year and is a time to reflect on the collective efforts across campus

to bring our students to the cusp of an exciting new time in their lives.

AGENDA PAGE 28


PUBLIC

Our People:

Staff offer thoughts about Strategic Mandate Agreement

In recognition of the importance the document holds for the coming three

years at Durham College, we held three faculty and staff sessions to share

details and answer questions about our Strategic Mandate Agreement. The

sessions provided for good discussion about the impact on all staffing groups

and how the process will continue to roll out as the Higher Education Quality

Council of Ontario goes through its review and report back to the ministry.

Faculty share thoughts on college’s future

The Durham College Leadership Team recently had another fantastic

discussion with a group of faculty representing each academic school, as we

held our third annual faculty retreat. The annual sessions are an opportunity

to ask faculty about where we are excelling as a college, potential challenges

ahead and this year we also discussed our Strategic Mandate Agreement. The

discussions are always wide-ranging and frank, providing us with important

considerations and perspectives as we work on core institutional documents

each year. DCLT also meets for strategic discussions with support staff

representatives each year and with the administrative group on a quarterly

basis to share information.

Our Business:

College leaders to discuss colleges with federal minister

I was very pleased to be asked by Prime Minister Stephen Harper to meet

with Diane Finley, federal minister of Human Resources and Skills

Development, to discuss the potential for a national post-secondary education

strategy. I met recently with Minister Finley in Ottawa for a very good

discussion and she has asked that I help facilitate a round-table discussion

with 12 college system leaders prior to Christmas. The topics will include

post-secondary education in general, apprenticeship and the potential

national skills shortage. I am working with the Association of Canadian

Community Colleges and Colleges Ontario to finalize the details of this

excellent opportunity to forward the college agenda on a national scale.

Partnership brings more opportunities for Indo Canadian students

With more than 300 international students here studying on campus,

Durham College is becoming more wonderfully diverse each year. That is why

we were so pleased recently to celebrate the opening of the Indo-Canadian

Cultural Association of Durham (ICCAD) on campus and further serve our

Indian students. The centre is assisting the college with the delivery of

services to newly-arrived international students as they transition into the

post-secondary education system in Canada. ICCAD volunteers provide a

welcoming community, student mentorship and opportunities to experience

Canadian culture; promote an inclusive society; and provide opportunities for

students to get actively involved in the community.

AGENDA PAGE 29


PUBLIC

Students can be at home in their studies

We were pleased to unveil two unparalleled new learning tools for our

students recently, with the opening of our unique on-site residential home

learning labs at the Whitby campus. These labs, one an older residential

home moved on site and the other a newly built home, are used by students

to experience the many changes that have occurred in the building trades

over the years. Students work in these homes to learn the various methods

being used to retrofit older homes as well as the energy-efficient technologies

currently being used in the construction of newer homes. The opening event

was also an opportunity to thank Durham Custom Homes for its significant

leadership and generosity in helping make this possible, along with the many

other donors who’ve contributed to the project through gifts-in-kind, services

and monetary contributions.

Our Community:

New opportunities grow with agricultural federation

I was pleased recently with the opportunity to meet with the Durham Region

Federation of Agriculture at its annual general meeting. The meeting

provided an opportunity to share more details about our Centre for Food and

also gather feedback about our programs in general. We have also expressed

a desire to partner more closely with the federation and find additional ways

to work together and support our complementary mandates.

Launch of public fundraising campaign

We were very honoured to have Celebrity Chef Jamie Kennedy on hand for

the launch of our public fundraising campaign for the Whitby Phase 3 project,

our Centre for Food. Jamie has endorsed our vision and our field-to-fork

approach, encourages broad support for the centre and was very gracious

with his time. The evening also served as an opportunity to thank all of the

college employees who’ve already donated to the family campaign and

encourage others in the community to invest in this important project and

help us reach our $5-million goal. We continue to meet with politicians and

officials at all levels of government to share the importance of this project to

our students, community and local economy.

Representing Durham College at:

Rouge Valley Ajax and Pickering Mayors’ Golf Classic;

Dr. Tim McTiernan’s speech to the Greater Oshawa Chamber of Commerce;

The annual Student Association community barbecue;

Oshawa Mayor’s Gala;

Royal Canadian Navy reception;

Annual Committee of Presidents planning retreat;

Annual Day of hope and Leadership;

Whitby Chamber of Commerce Annual Regional Chair’s lunch;

Empire Club speech by George Brown President Anne Sado.

AGENDA PAGE 30


PUBLIC

ONCAT board meeting, for which I am co-chair;

Presentation to the Scugog Economic Development Advisory Committee;

Northumberland Hills Hospital Foundation’s 12th Annual Fundraising Gala;

Scugog Mayor’s Annual Gala; and

Durham Economic Prosperity Conference.

AGENDA PAGE 31

PUBLIC AUDIT AND FINANCE COMMITTEE REPORT NO. 2 MEETING OF OCTOBER 3, 2012

TO THE DURHAM COLLEGE BOARD OF GOVERNORS FOR CONSIDERATION AT ITS PUBLIC MEETING

HELD NOVEMBER 14, 2012

THE AUDIT AND FINANCE COMMITTEE, AS A RESULT OF ITS MEETING HELD ON OCTOBER 3, 2012 RECOMMENDS AS FOLLOWS: 1. Budget Process 2013-14 Nevzat outlined the budget process for 2013-2014. Similar to last year's process we will submit to the Audit and Finance Committee and subsequently to the Board a top down forecast. We will meet with individual schools and departments to exchange expectations and work to a negotiated agreement. After the draft budgets are submitted each department will present their budget and business plan to President Lovisa and DCLT and then the final budget will be confirmed. Capital expenditures are established through a different process. The finance department will review the submissions and make recommendations to DCLT. Nevzat outlined the budget timeline confirming the final budget will come to the Committee for recommendation and then to the Board for approval in April 2013. All of which is respectfully submitted, Mary Simpson, Chair Audit and Finance Committee October 3, 2012

AGENDA PAGE 32

PUBLIC AUDIT AND FINANCE COMMITTEE REPORT NO. 3 MEETING OF OCTOBER 30, 2012

TO THE DURHAM COLLEGE BOARD OF GOVERNORS FOR CONSIDERATION AT ITS PUBLIC MEETING

HELD NOVEMBER 14, 2012

THE AUDIT AND FINANCE COMMITTEE, AS A RESULT OF ITS MEETING HELD ON OCTOBER 30, 2012 RECOMMENDS AS FOLLOWS: 1. Whitby Phase 3 - Centre for Food - Dashboard Update Nevzat provided an update on the progress of the Whitby Phase 3 Centre for Food construction. We are on schedule and on budget. We have obtained site plan approval. ACTION: Add a Whitby Phase 3 update to the agenda every month until completion. 2. Emergency Closure – Oshawa Campus President Lovisa provided an update on the closure of the campus due to the water main break today. Staff is coping well with the lack of water on campus and the residence is receiving food from offsite locations, etc. All of which is respectfully submitted, Mary Simpson, Chair Audit and Finance Committee October 30, 2012

AGENDA PAGE 33

PUBLIC REPORT OF EXECUTIVE COMMITTEE REPORT NO. 1 OF MEETING OF OCTOBER 3, 2012

TO THE DURHAM COLLEGE BOARD OF GOVERNORS FOR CONSIDERATION AT ITS PUBLIC MEETING HELD NOVEMBER 14, 2012

THE EXECUTIVE COMMITTEE, AS A RESULT OF ITS MEETING HELD ON OCTOBER 3, 2012 RECOMMENDS AS FOLLOWS: 1. Expense Reports - September 2012

President Lovisa declared a conflict of interest with this item of business and did not vote on the matter. There was no discussion.

ACTION: That the expense reports for June to September 2012 be approved.

2. Board Goals for 2012/2013

The Committee discussed proposed Board goals for 2012/13.

The Committee asked about the strategic mandate agreement and if it would tie into the goals. Suggestions focused on the overarching principles of: • quality teaching and learning • growth • partnerships • good governance

All of which is respectfully submitted, Franklin Wu, Chair Executive Committee October 3, 2012

AGENDA PAGE 34

PUBLIC REPORT OF EXECUTIVE COMMITTEE REPORT NO. 2 OF MEETING OF OCTOBER 28, 2012 TO THE DURHAM COLLEGE BOARD OF GOVERNORS FOR

CONSIDERATION AT ITS PUBLIC MEETING HELD NOVEMBER 14, 2012

THE EXECUTIVE COMMITTEE, AS A RESULT OF ITS MEETING HELD ON OCTOBER 28, 2012 RECOMMENDS AS FOLLOWS: 1. Multi-year Accountability Agreement (MYAA)

President Lovisa advised this is an annual report required by the Ministry and is how the system gains system wide data. There were no significant changes over last year. As the submission date is October 31st we are presenting this report to the Executive Committee. We will present a copy in public session at the Board meeting of November 14th for information.

ACTION: The Committee asked for more details for the finance section.

ACTION: That the Executive Committee approves the MYAA Report Back 2011-12.

2. Board Goals

The Chair outlined the three draft Board goals for the coming year: • Partnerships • Growth • Good governance It was confirmed that “engagement of students” could be achieved through the normal board process of presentations. ACTION: The draft list will be presented to the Board in public session on November 14, 2012.

ACTION: The Board will use this list to develop the annual Board self-evaluation survey in May 2013 (together with other survey items).

ACTION: We will insert a statement of governance from the Durham College By-law #1 as a preamble to the three Board goals

ACTION: That that board goals be endorsed; and further That they be presented to the full board on November 14th in public session.

AGENDA PAGE 35

PUBLIC REPORT OF EXECUTIVE COMMITTEE REPORT NO. 2 OF MEETING OF OCTOBER 28, 2012 TO THE DURHAM COLLEGE BOARD OF GOVERNORS FOR

CONSIDERATION AT ITS PUBLIC MEETING HELD NOVEMBER 14, 2012

3. Generative Discussion Items

• November - Economic impact of the College and its partnerships within Durham Region

• January - Donna McFarlane and David Chambers – Fundraising (traditional v.s. non-traditional/etc.)

• February (at the special February PAC session)– Mary Blanchard - Program Quality Assurance

• March – Paul Bishop - Tuition trail - how does tuition impact Durham College

• April – A day in the life of a Durham College student • May – Judy Robinson and Debbie McKee-Demczyk - Applied research ACTION: That the generative discussion items for 2012/13 be approved as amended.

All of which is respectfully submitted, Franklin Wu, Chair Executive Committee October 28, 2012

AGENDA PAGE 36

PUBLIC REPORT OF GOVERNANCE REVIEW COMMITTEE REPORT NO. 1 OF MEETING OF SEPTEMBER 19, 2012


THE GOVERNANCE REVIEW COMMITTEE, AS A RESULT OF ITS MEETING HELD ON SEPTEMBER 19, 2012 RECOMMENDS AS FOLLOWS: 1. Policy - Board Job Description

Policy - Chair's Role Policy - Whistle Blower

Governor Cubitt outlined the policy framework model for new members of the Committee. The Board of Governors works at a policy governance level. The Governance Review Committee reviews existing policy for currency and good governance, and from time to time recommends new policy to the Board. The Committee reviewed the three policies presented for revision and made some minor housekeeping recommendations and grammatical corrections. ACTION: The Governance Review Committee recommends the following for approval by the Board of Governors: a) Board Job Description b) Chair's Role c) Whistle Blower 2. Internal Board Elections - Use of technology/institutional assets The Committee reviewed and discussed the summary of various policies from other Ontario Colleges regarding the use of institutional assets and technology during internal elections. Issues such as openness, transparency and equity were discussed. The committee recommended that: • That the Board Secretary place the candidate’s photograph and bio on the intranet • That emailing campaign be controlled through the Board office • Candidates do not have access to internal distribution lists • That the Board Secretary will send two email messages on behalf of the candidate –

each on a specific date and the candidate must meet the deadline, there will be no exceptions. Content will be reviewed and approved by the Board office. Such email will be sent out in a group format to the appropriate distribution list.

• A reminder message will be emailed/posted on the intranet the day the election opens (e-voting).

• If a candidate violates the policy, their candidacy will be revoked ACTION: The Committee requested that a revised policy be presented at the next regularly scheduled meeting in December 2012. AGENDA PAGE 37

PUBLIC REPORT OF GOVERNANCE REVIEW COMMITTEE REPORT NO. 1 OF MEETING OF SEPTEMBER 19, 2012


3. New Colleges Ontario Board Excellence Certificate Program The new Colleges Ontario Board Excellence Certificate Program information was circulated to Committee members. Committee members will advocate the program to other Board members. 4. Chart of Policies for Review in 2013 The chart of policies for 2013 was received for information. All of which is respectfully submitted, Garry Cubitt, Chair Governance Review Committee September 19, 2012

AGENDA PAGE 38

Program Quality Assurance

Process Audit (PQAPA) Update

AGENDA PAGE 39

Program Quality Assurance Process Audit (PQAPA)

Ontario College Quality Assurance Service (OCQAS)

Established in 2002, to provide an efficient mechanism to ensure specific quality and consistency standards are met by Colleges of Applied Art and Technology in Ontario. OCQAS is independent of educational institutions and government, they are able to offer arms-length, unbiased academic audits.

AGENDA PAGE 40

PQAPA Update

The focus of the PQAPA Review is on Putting Learning First with particular attention to: The • learner; • learning environment; • learning outcomes; and • Student success.

AGENDA PAGE 41

PQAPA Update

The Quality Program Review Process Consists of: • Self-evaluation - six Quality Criterion; • Collection of evidence of quality; • Identification of areas to be developed; • Submission of a Self-Study Report; • Audit Review – on site and de-brief; • Final Review Report from Auditors; • 18 month Report Back on Outcomes.

February 1, 2013 April 2 to 4, 2013 June 2013 December 2014

AGENDA PAGE 42

PQAPA - Criterion

Purpose of the Program Quality Assurance Process Audit: Measures six PQAPA Criterion to provide evidence as to the extent to which Durham College’s quality processes ensure that: 1. Program level learning outcomes for all programs of

instruction are set, are consistent with the college mission and the programs’ intended purpose, and are appropriate for the credential.

2. Admission, credit for prior learning, promotion, graduation, and other related academic policies support program development and student achievement of program learning outcomes.

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PQAPA – Criterion (cont’d…

Measures PQAPA Criterion to provide evidence as to the extent to which Durham College’s quality processes ensure that: 3. Programs conform to the Minister’s Binding Policy Directive Framework for Programs of Instruction and the Credentials Framework (issued by MTCU in April 2003), are consistent with accepted college nomenclature/program titling principles, and maintain relevance. 4. Methods of program delivery and student evaluation are consistent with the program learning outcomes. 1. Regular program quality assessment that involves faculty,

students, industry representatives, and others as appropriate for the purpose of continual improvement is in place a

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PQAPA – Criterion (cont’d…

Measures PQAPA Criterion to provide evidence as to the extent to which Durham College’s quality processes ensure that:sssmentt

5. Human, physical, financial, and support resources to support student achievement of program learning outcomes are available and accessible. 6. Regular program quality assessment that involves faculty, students, industry representatives, and others as appropriate for the purpose of continued improvement is in place and happens. hat involves faculty, students, industry representatives, and

others as appropriate for the purpose of continual improvement is in place a

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PQAPA Update

Preparation Activities: • Evidence gathering by Quality Assurance Council; • Self-Study - first draft by Dec 10, 2012; • Develop PQAPA Portal for review auditors; • Launch internal Communications Plan October 2012 (two

phases: awareness and preparedness); • Submit Self-Study Report by February 1, 2013 and open

PQAPA portal to review auditors; • Prepare for site visit: flights/accommodation for reviewers,

dinner meeting, meetings with the review auditors/focus groups (students, faculty, Board members/PAC members, staff, ALT, DCLT) and tour of campus, etc;

• Complete the audit with successful outcome; and • Celebrate.

AGENDA PAGE 46

PQAPA Update

Questions

AGENDA PAGE 47

KEY PERFORMANCE INDICATORS

Update – November 2012

AGENDA PAGE 48

Key Performance Indicators (KPIs)

Since 1998, Ontario Colleges have been mandated by the provincial government to collect and report performance data to measure how well they are meeting the needs of: • Students; • Graduates; and • Employers. KPI reporting also includes: • Graduate rate; and • Graduate employment.

AGENDA PAGE 49

KPI Results 2011 – 2012:

Graduate Employment

Employer Satisfaction

Graduate Satisfaction

Student Satisfaction

Graduate Rate

83.1 per cent 93.4 per cent 73.3 per cent 73.8 per cent 68.2 per cent

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Quality Initiative – KPI Campaign 2012 – 2013

Purpose: • Campaign directed at post-secondary students; • To increase awareness and importance of KPI data collection

and outcomes as a measurement of quality; • To engage students in the process and to encourage their

feedback.

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Quality Initiative – KPI Campaign 2012 – 2013

2012 – 2013 KPI initiative to be led by Carol Beam (Communications & Marketing) and Tara Blackburn (Student Life) Consultations with DC KPI Committee, Quality Assurance Council, Student Affairs, Student Association, Academic Council, Office of the VPA and Office of Research Services. Four components to the initiative: • To develop and market the KPI Campaign; • The recruitment of student ambassadors as survey administrators; • The training of survey administrators; and • Administration of the surveys, February 2013, in compliance with

provincial requirements.

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Communication and Marketing Campaign

Campus Community • Posters and digital signage • KPI website

Staff • ICE and email • Academic Council • College Council • Quality Assurance Council

Students • DC Mail • MyCampus • Social Media • Chronicle

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Administration of KPI Survey

This year, KPI survey administration will involve the DC Crew. These student leaders are knowledgeable of campus services and they have been trained to conduct tours on both campuses. The DC Crew will be supported by staff and faculty in the classroom.

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KPI Survey Data

Data Analysis High Level data is compiled externally and Office of Research Services completes detailed analysis and creates KPI Report Cards for each DC program and service area.

KPI Report Cards Are reviewed by program teams and staff of service areas to identify areas of strength and areas for improvement.

Academic program teams and service area teams identify strategies that will improve the quality of the student experience.

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KPI Results for 2012 – 2013 will be available April 2013 for presentation to the Board of Governors

AGENDA PAGE 56

Questions?

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PUBLIC

BOARD REPORT/EXECUTIVE SUMMARY

Action Required:

Public: Information/Discussion

In-Camera: Decision


FROM: Nevzat Gurmen, VP Finance/CFO

SUBJECT: Amendment and Extension of Lease between

Durham College and The Regional Municipality of

Durham for the Durham Region Police Service at

2000 Simcoe Street North, Oshawa, the Police Learning

Centre

A. Purpose

To request approval for the amendment and extension of the existing lease

between Durham College and the Regional Municipality of Durham for the

Durham Region Police Services (at 2000 Simcoe Street North, Oshawa) Police

Learning Centre.

B. Background

Durham College has a Lease Agreement with the Regional Municipality of

Durham for the Police Learning Centre, effective since January 21, 2002,

whereby Durham College has leased to the Regional Municipality of Durham

a portion of the premises for the Durham Region Police Services, Police

Learning Centre.

C. Discussion/Options

Both Durham College and the Regional Municipality of Durham wish to

amend the original lease and extend the Lease for a further five (5) year

term.

D. Financial/Human Resource Implications

Durham College shall receive rent in lieu of the use of the premises from the

Regional Municipality of Durham.

E. Implications for UOIT (if applicable)

None.

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PUBLIC

F. Recommendation(s)

That the Board of Governors approves of the Amendment and Extension of

Lease between Durham College and the Regional Municipality of Durham for

the Durham Region Police Services at 2000 Simcoe Street North, Oshawa,

known as the Police Learning Centre.

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PUBLIC


Action Required:

Public: Discussion

In-Committee: Decision


FROM: Don Lovisa, President

SUBJECT: Approval of New Continuing Education Programs of

Instruction

A. Purpose

To obtain approval from the Board of Governors for the following continuing

education programs of instruction for the January 2013 intake:

1. Children’s Mental Health

◦ Duration: 276 hours: Course based – total of six courses

◦ Credential: Durham College Certificate

◦ School: Continuing Education

2. Sustainable Local Food

◦ Duration: 270 hours: Course based – total of six courses



3. Construction Estimator

◦ Duration: 297 hours: Course based – total of seven courses



B. Background

With a focus on individuals looking to upgrade their skills, expand their

knowledge or change their career path, the School of Continuing Education

continues to investigate new areas of interest to add to its extensive roster of

relevant, employment focused programs. This report identifies three proposed

new Continuing Education programs that will contribute to enrolment

growth, meet the labour market needs of our community, and provide

meaningful opportunities to new students.

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PUBLIC

As per Minister’s Binding Policy Directive 3.0 Programs, Framework for

Programs of Instruction, a board of governors is responsible for approving

programs of instruction a college will offer.

It is the role of the Durham College Board of Governors to ensure that

programs of instruction are developed and implemented consistent with

provincial standards where they exist; ensuring that all new and modified

postsecondary programs of instruction lead to one of the following credentials

– Durham College Certificate, Ontario College Certificate, Ontario College

Diploma, Ontario College Advanced Diploma, or Ontario College Graduate

Certificate.

The Board will request validation that the programs of instruction conform to

the Credentials Framework and are consistent with accepted college system

principles, that such credentials are awarded to students on successful

completion of their respective programs of instruction, and are consistent

with the Credentials Framework.

We confirm that Durham College is in compliance with all Minister’s Binding

Policy Directives noted above, for programs of instruction.

C. Discussion/Options

1. Children’s Mental Health

A Durham College Certificate in Children’s Mental Health is designed for

professionals and parents who are currently working with or caring for

infant, child and/or adolescent populations who present with (potential)

mental health challenges.

Participants in this certificate will gain the relevant knowledge and skills to

effectively work with infants, children or adolescents with complicated

psychiatric disorders.

This online program will help to meet the healthcare industry challenge of

recruiting and retaining qualified employees to work with infant, child and

adolescent populations. These populations are presenting in greater numbers

with complex and complicated mental health diagnoses.

This certificate would appeal to a broad base of interdisciplinary care

providers who are responsible for front-line clinical and consultation services

in children’s mental health environments including group homes, community

service centres, and hospitals. The intention of this certificate will be to

enrich current practice, and to develop the skills to work effectively within

the practitioners’ disciplines. It would also be open to parents with a vested

AGENDA PAGE 61


PUBLIC

interest in the mental health of their family. The curriculum would be

focused on infant, child and adolescent populations.

Courses will focus on the developmental process, on understanding

psychiatric disorders and associated behaviours, on risk factors and triggers,

on the identification of behaviours and symptoms, on family relationships,

and on intervention and prevention strategies.

2. Sustainable Local Food

A Durham College Certificate in Sustainable Local Food is designed to meet

the rising interest in, and need for, training for local food system

development that is sustainable, socially just, economically dynamic and

ecologically specific to the countryside, cities and regions of Canada. This

online program explores the practices, principles and philosophies involved in

local food system development. The curriculum is developed in collaboration

with food and farm related organizations that have expertise to share,

training needs to be addressed, and positions to be filled.

Courses have a practical orientation and include problem-based and

experience-based learning components with a focus on how to change the food

systems in the communities we live in. There is a particular emphasis on the

challenges, lessons and successes learned in regions across Canada and

beyond, with plenty of reading and discussion of models, concepts and ideas

as participants analyze and compare problems over time and space and

debate solutions relevant to specific communities, ecologies and economies.

The courses and certificate are designed for people who are working, or

hoping to work directly in local food system development; those wanting to

learn more about this important area of sustainable development; people who

are interested in a systems approach to sustainable food and farming.

3. Construction Estimator

A Durham College Certificate in Construction Estimating is designed to

improve the knowledge and skill level of people working or wanting to work

as estimators in the construction industry. Construction estimators analyze

the costs of and prepare estimates on construction projects. They may

specialize in estimating costs for civil engineering, architectural, structural,

electrical and mechanical construction projects or they may specialize in

estimating costs for one construction trade in particular.

Individuals who previously learned estimating skills on the job or individuals

wanting to enter the construction industry would benefit from this program.

Areas to be covered include the role and responsibilities of the estimator, use

of tendering documents, cost planning/control, surveying, material quantities

and unit costs, review specifications and take-off quantities, and preparation

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PUBLIC

of bid forms. The final phase of the program involves students gaining the

knowledge and skills required to run a complete project on-site.

Employment for these workers often moves in tandem with the construction

sector and estimators are often required by smaller companies to serve as

project managers or schedulers. The job of construction estimators is largely

an entry level position but with experience and advancement they can

become senior project managers. New entrants with relevant work experience

and highly developed computer expertise are likely to enjoy the best

employment prospects.

D. Financial/Human Resource Implications

The projected enrolments of the two programs will provide increased revenue

to Durham College in accordance with the college’s target net contribution

ratio. Budget details are provided in the attachments.


None anticipated.

F. Recommendation(s)

That the Durham College Board of Governors approves the continuing

education programs of instruction for Children’s Mental Health, Sustainable

Local Food, and Construction Estimator.

AGENDA PAGE 63

Office of Research Services & Innovation…Effectiveness, Performance, Innovation 1

Submission for Board Approval: New Continuing Education Program

Durham College Certificate in Children’s Mental Health

School: School of Continuing Education

Program Title: Children’s Mental Health

Credential: Durham College Certificate

Total Program Hours: 267 hours

Proposed Start Date: Winter 2013

Frequency of Intakes Per year: Part-time delivery, with courses offered in all three semesters.

Delivery Mode: Online – OntarioLearn

Host College(s) [if applicable]: Durham College and Fleming College

Curriculum Development Required: No

Capital Needs: None

Staffing Needs: Part-time faculty will instruct the courses

Space Requirements: None

Student Cost Per Course: $399.20 per 45 hour course $356.53 per 42 hour course

Total Program Cost For Student: $2,352.53 plus cost of textbooks

Expected Revenue: Approximately $7,169.20, net contribution, based on a 45 hour course with an enrolment of 20 students.

1.0 APPROVAL STAGES:

Check () Approval Stage

New concept paper reviewed by Director of Continuing Education

Career Opportunities Assessed

Student Demand Assessed

New Program Proposal Document Reviewed by Manager, Program Development and Quality Initiatives and Director

Reviewed by Program Proposal Review Committee

Approved by Vice President - Academic

N/A Approved by Credentials Validation Service [if applicable]

Reviewed by President

Approved by Board of Governors

AGENDA PAGE 64


2.0 PROGRAM OVERVIEW: Description Participants in this certificate program will gain the relevant knowledge and skills to effectively work with infants, children or adolescents with complicated psychiatric disorders. Courses will focus on the developmental process, on understanding psychiatric disorders and associated behaviours, on risk factors and triggers, on the identification of behaviours and symptoms, on family relationships, and on intervention and prevention strategies. Vocational Program Learning Outcomes (MTCU): The graduate has reliably demonstrated the ability to: 1. Recognize abnormal psychological disorders, as well as their effect and influence on the

behaviour and mental health of the infant, child and adolescent. 2. Describe the impact of trauma and the history of trauma on the cognitive development of

infants, children and adolescents in order to limit potential triggers within the therapeutic environment.

3. Assess behaviours that are a result of triggers associated with common psychiatric disorders in the infant, child and adolescent population.

4. Explain how family dynamics impact the behaviours of the infant, child and adolescent. 5. Apply appropriate communication, critical thinking and problem solving strategies to

potential crisis situations.

Essential Employability Skills: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that

fulfills the purpose and meets the needs of the audience.

2. Respond to written, spoken, or visual messages in a manner that ensures effective

communication.

3. Apply a systematic approach to solve problems.

4. Use a variety of thinking skills to anticipate and solve problems.

5. Locate, select, organize, and document information using appropriate technology and

information systems.

6. Analyze, evaluate, and apply relevant information from a variety of sources

7. Show respect for the diverse opinions, values, belief systems, and contributions of others.

8. Interact with others in groups or teams in ways that contribute to effective working

relationships and the achievement of goals.

9. Take responsibility for one’s own actions, decisions, and consequences.

AGENDA PAGE 65


Admission Requirements:

For admission, the applicant must be 19 years of age, or have completed is an Ontario Secondary School Diploma (OSSD) or equivalent, or have a Grade 12 equivalency certificate achieved through College academic upgrading.

3.0 PROGRAM OF STUDY:

There are six academic courses offered online.

Course Hours

Course Title (and brief course description if available)

42 hours Child Development I This course provides a comprehensive introduction to the principles of child development. Throughout the course the student is introduced to the history, theories and controversies of studying development. We will also examine heredity, conception, prenatal development, birth and the newborn. Finally we explore the development of the child during the first two years of life which includes the rapid and radical changes during this relatively brief period, individual differences in patterns of development and inter-relations between the child and his/her world.

45 hours Psychiatric Disorders Common to the Infant, Child and Adolescent Population To understand complicated mental health disorders common to infant, child and adolescents, students will review a variety of abnormal cognitive and behavioural disorders. This course will emphasize an understanding of the behaviours and the daily effects and challenges on the mental health of the infant, child, and adolescent population.

45 hours Neurodevelopment, Trauma and Loss Learners will be able to articulate the effect of trauma on neurodevelopment, identify those with trauma histories, and limit potential triggers within the therapeutic milieu. Attachment theory and post-traumatic symptomology will be explored in-depth. The theories of loss and grief will also be highlighted throughout the course.

45 hours Risk Factors of Common Psychiatric Disorders in the Infant, Child and Adolescent In this course, students will recognize the risk factors and triggers associated with common psychiatric disorders in the infant, child and adolescent population. Early identification and awareness of the behaviours will enable the student to appropriately identify and assess the situation at hand.

45 hours Family Relationships and their Impact on Psychiatric Disorders Students will examine the interconnectedness of family relationships and their effect on common abnormal psychiatric disorders in the infant, child and adolescent populations. This course will review the developmental stages, familial structures and family functions through the lens of family systems theory. Students will also explore the

AGENDA PAGE 66


environmental effects and their influences on the family as a dynamic entity.

45 hours Prevention and Intervention Strategies Students will understand the skills required for prevention and intervention strategies to appropriately respond to stressful situations in the infant, child and adolescent population. The focus of this course is on the effective application of communication, critical thinking and problem solving skills in a variety of situations.

4.0 CAREER OPPORTUNITIES: This program will help to meet the healthcare industry challenge of recruiting and retaining qualified employees to work with infant, child and adolescent populations. These populations are presenting in greater numbers with complex and complicated mental health diagnoses. Furthermore, potential employers report that it is challenging to find candidates that have all of the necessary or desirable early childhood mental health consultation skills, so they anticipate the need to train new hires and provide ongoing professional development to maintain a strong, skilled team. Successful recipients of this certificate will experience continued employment in communities, schools and health care facilities such as: group Homes, hospitals, classrooms, clinics, Community Service centres, and ECE Facilities.

5.0 APPLICANT MARKET: This certificate would appeal to a broad base of interdisciplinary care providers who are responsible for front-line clinical and consultation services in children’s mental health environments. The intention of this certificate will be to enrich current practice, and to develop the skills to work effectively within the practitioners disciplines. It would also be open to parents with a vested interest in the mental health of their family. The curriculum would be focused on

infant, child and adolescent populations.

6.0 FINANCIAL IMPLICATIONS: Existing Programming: This is a new offering for Durham College with no related programs currently being offered. Durham College will host one of the six online programs. Funding Implications: Each course is offered individually; students register for each course independently. Budget Information:

AGENDA PAGE 67


This program and its core courses were developed by Fleming College and Durham College. All courses have been developed and exist within the OntarioLearn consortium; there are no start-up costs. Total Program Hours: 276 hours 7.0 OPERATING REVENUE AND EXPENSES – PROJECTION: This program is operated with part-time course revenue offset by expenses. Projections are based on a 45 hour course with an enrolment of 20 students.

Revenue

Tuition/Admin $5.89 x 45 hours + $30 admin x 20 students $5,901.00

Grant $5.40 x 45 hours x 20 students $4,860.00

Total Revenue $10,761.00

Expenses

Instructor $105.00 x 20 students $2,100.00

Embanet $48.59 x 20 students $971.80

Hosting $22.00 x 20 students $440.00

OL marketing $4.00 x 20 students $80.00

Total Expenses $3,591.80

NET CONTRIBUTION $7,169.20

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Durham College Certificate in Sustainable Local Food


Program Title: Sustainable Local Food




Frequency of Intakes Per year: Part-time delivery, with courses offered in all three semesters.


Host College(s) [if applicable]: St. Lawrence College


Capital Needs: None



Student Cost Per Course: $399.20 per course

Total Program Cost For Student: Approximately $2,392.20

Expected Revenue: Approximately $5,531.20 net contribution, based on a 45 hour course with enrolment of 20 students.












AGENDA PAGE 69


2.0 PROGRAM OVERVIEW: Description

A certificate in Sustainable Local Food is designed to meet the rising interest in, and need for, training for local food system development that is sustainable, socially just, economically dynamic and ecologically specific to the countryside, cities and regions of Canada. This certificate explores the practices, principles and philosophies involved in local food system development. The curriculum is developed in collaboration with food and farm related organizations that have expertise to share, training needs to be addressed, and positions to be filled.

Vocational Program Learning Outcomes (MTCU):

The graduate has reliably demonstrated the ability to:

1. Define the foundations of a sustainable food system, both locally and globally, and related production technologies and systems.

2. Explore the challenges related to changing food systems on a political, economic, ecological and local level.

3. Discuss the impact of food policy, policy council models and food charters. 4. Assess causes and consequences of food insecurity in Canada and both short and long term

food justice solutions. 5. Explore various approaches to urban agriculture, their challenges and impacts. 6. Compare traditional and emerging food businesses and infrastructure and their

contributions to a strong, vibrant and just local food system. Essential Employability Skills: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that



communication.









AGENDA PAGE 70




For admission, the applicant must be 19 years of age, or have completed an Ontario Secondary School Diploma (OSSD) or equivalent, or have a Grade 12 equivalency certificate achieved through College academic upgrading.


There are six academic courses offered online.

Course Hours


45 hours Field to Fork: Introduction to Local and Global Food System This course explores food's circular journey - from the farm fields where heirloom and biotech seeds are sown; into chicken McNugget and artisanal cheese factories; out to A&P, farmers markets, and restaurants; onto our dinner tables, forks and taste buds; and back to the beginning via composters and landfills. This course studies issues like biotechnology, organic farming, globalization, climate change, peak oil, water scarcity, food security, obesity, hunger, the global food price crisis. At the centre of the course, and certificate program it serves as an introduction outlining the practical opportunities and challenges of making food system changes happen on local and global political, economic and ecological levels.

45 hours Between Farm and Table: Local Food Businesses and Cooperatives This course will be an exploration of the plethora of local food businesses and infrastructure emerging across Canada. These businesses include innovative models such as co-operatives, eco-friendly distributors (ex. food-box drop offs by bicycle), non-profit partnerships, and Community Supported Agriculture. There will be a brief history of how global food system consolidation led to the drive for alternatives. And we will also look at how grocery stores, restaurants, processors, and abattoirs—more traditional parts of the food system-- are incorporating local food options.

45 hours Food Security and Food Justice in Canada This course studies the causes and consequences of urban and rural food insecurity across Canada. It also investigates the tensions between short-term stop gaps (food banks, meal programs, charitable services) and long-term food justice solutions (education, equitable incomes, affordability and accessibility of healthy food).

45 hours Urban Agriculture, Community Gardens, Food Secure Cities Study urban agriculture projects and policies that are currently transforming the landscape, building community, and creating food security in Canadian cities. From community, schoolyard and roof top gardens, to urban CSA (community supported agriculture) farms and greenhouses, this course considers success stories and challenges for the development of urban food production.

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45 hours Understanding Sustainable Farming: Principles and Practices This course explores of the ecological, economic, and social justice principles of sustainable farming and looks at different approaches that are currently being touted as forms of sustainable agriculture - including organic farming, food justice certification, and the use of genetically engineered crops - are critically examined. The course concludes with a review of tools and strategies that non-profit organizations, governments and businesses can draw on to enhance agricultural sustainability

45 hours Food System Trends and Policy in Canada Today This course will introduce students to the various elements, concepts and key issues in the field of Food Policy. It will help students understand the complexity of formulating and implementing policies as well as gain the practical skills to critically analyze food policies and programs. This will be accomplished by examining various Canadian and international food policies and programs.

4.0 CAREER OPPORTUNITIES:

Those who take this program will have an advantage when for competing for the dozens of local

food jobs emerging each month in communities from coast to coast as the range of jobs and

contracts in the conventional and organic food system continues to grow. It includes

opportunities in:

Non-governmental organizations (NGOs) working on food issues

Farm organizations, conventional and organic

Economic development organizations

Government – municipal, provincial, federal (agriculture and food, trade, natural resources,

environment, health, policy, etc)

The corporate sector, including food processors, distributors, retailers and industry

associations

Public health and food security, including Public Health departments, food banks, and meal

providers

Media and communications organizations, print and online

Education, including schools, education centres and training programs

5.0 APPLICANT MARKET:

The courses and certificate are designed for people who are:

Working, or hoping to work (as professionals and volunteers) directly in local food system

development in communities and regions across Canada

Wanting to learn more about this important area of sustainable development

Interested in a systems approach to sustainable food and farming

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Engaged by practical examples and innovative models, and critical analysis of food systems,

informed by leading concepts and ideas

6.0 FINANCIAL IMPLICATIONS: Existing Programming: This is a new offering for Durham College with no related programs currently being offered. Funding Implications: Each course is offered individually; students register for each course independently. Budget Information:

This program and its core courses were developed by St. Lawrence College. All courses have been developed and exist within the OntarioLearn consortium; there are no start-up costs.

Total Program Hours: 270 hours 7.0 OPERATING REVENUE AND EXPENSES – PROJECTION: This program is operated with part-time course revenue offset by expenses. Projections are based on a 45 hour course with an enrolment of 20 students.

Revenue




Expenses







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Durham College Certificate in Construction Estimator


Program Title: Construction Estimator




Frequency of Intakes Per year: Course based – total of seven courses


Host College(s) [if applicable]: Conestoga College and Sheridan College


Capital Needs: None



Student Cost Per Course: $346.19 per 36 hour course (2) $399.20 per 39 hour course (5)

Total Program Cost For Student: $2,688.38 plus cost of textbooks

Expected Revenue: Approximately $4,394.80 net contribution, based on a 39 hour course with an enrolment of 20 students.












AGENDA PAGE 74


2.0 PROGRAM OVERVIEW: Description Construction Estimating is designed to improve the knowledge and skill level of people working or wanting to work as estimators in the construction industry. Construction estimators analyze the costs of and prepare estimates on construction projects. They may specialize in estimating costs for civil engineering, architectural, structural, electrical and mechanical construction projects or they may specialize in estimating costs for one construction trade in particular.

Vocational Program Learning Outcomes (MTCU): The graduate has reliably demonstrated the ability to: 1. Perform surveys, prepare and interpret engineering drawings and specifications using

standard conventions, techniques and equipment. 2. Prepare quantity take-offs of construction materials and estimate prices for contracts. 3. Apply the principles of design to structural and municipal systems, using standard materials

in compliance with the related regulations and codes. 4. Select and use operations management techniques to plan, schedule and control

engineering projects. 5. Apply sound practices related to health, safety and the environment to enhance the quality

of working life, conforming to related legislation, collective agreements and corporate practices.

6. Administer engineering contracts within legal, technical, financial, economic, contractual

and social limitations. 7. Articulate the function of a Construction Manager and the impact of the; economy,

government, technology, safety, and the environment on the construction industry. 8. Interpret construction drawings, and codes for concrete, steel, and timber construction. 9. Interpret construction documents, such as; working drawings, specifications, and

soil reports, related to construction methodologies for a small commercial construction project.

10. Communicate clearly and concisely in written, graphic and oral form using

appropriate formal and informal vocabulary and formats.

AGENDA PAGE 75


Essential Employability Skills: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that



communication.











For admission, the applicant must be 19 years of age, or have completed an Ontario Secondary School Diploma (OSSD) or equivalent, or have a Grade 12 equivalency certificate achieved through College academic upgrading.


There are seven academic courses offered online with recommendations as to the sequence of each course, described below.

Course Hours


36 hours The Construction Industry This course explores the many facets of the construction industry and develops a deeper knowledge of the many factors that impact this industry. Students increase their awareness of various participants and stakeholders that are typically involved in a commercial construction project, as well as issues such as impact on the economy, safety, environmental, and use of technology. (recommended first course)

36 hours Commercial Construction Principles This course introduces students to materials and construction methods common to the commercial construction sector. Reviewing and interpreting working drawings and

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specifications will assist students to understand the application of materials and construction methods employed in a small commercial project. The basics learned in this course will be applied in other courses. (recommended second course)

39 hours Basic Construction Methods and Technology This course introduces the student to basic blueprint reading and common methods of construction, from soil evacuation to roof design. We will discuss legal concepts of building/planning codes and statutes. Students will gain a foundation of residential/commercial construction principles, and codes in practice today.(recommended third course)

39 hours Introduction to Cost Estimating The course is intended to explain the process of Construction Estimating from the contract documents to the methods of measuring material quantities used in General Contracting Offices. This will enable the student to understand the position of estimator within the business of construction management both in the Contractor and Sub-Contractor's world. The course will concentrate on 'Taking-Off' methods of materials using simple residential and commercial exercises. (recommended fourth course)

39 hours Material Estimating and Methods This course is intended to guide a student through a proven method of cost estimating. This will aid the student in determining material quantities and unit cost for a complete project. This course will be of interest to those individuals wishing to learn about estimating in a commercial environment. Utilizing the Excel spreadsheet from the previous course and embarking on the industry software 'Timberline', the student will be able to use the documents created in the workplace. Cost estimating will be the focus of this course. The build-up and calculations of unit costs for materials, labour and equipment by extension to your 'take-off' job estimates will be the core components of this course. (recommended fifth course)

39 hours Construction Contract Bid Management This course will provide a student who has a basic knowledge of 'General Contracting' and estimating, additional understanding of Tender Documents for all project types and knowledge of computerized estimating and unit price control. It will provide the student with the understanding of a role in the estimating team and importance of bid management. This course will lead to the management of site, material ordering, scheduling and the cost control process.

39 hours Construction Job Site Management Students will develop skills toward jobsite administration and documentation, layout, set up, surveying, supervision, and safety. Contract types and the Construction Lien Act will be discussed along with a review of the programs that are available to help in managing the jobsite.

4.0 CAREER OPPORTUNITIES: Employment for these workers often moves in tandem with the construction sector which is vulnerable to labour market conditions. Construction estimators are often required by smaller companies to serve as project managers or schedulers. The job of construction estimators is largely an entry level position and with experience and advancement they can become senior project managers. Due to rapidly changing technology in this field, people in these occupations can plan on periods of retraining and professional development. New entrants with relevant

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work experience and highly developed computer expertise are likely to enjoy the best employment prospects.

5.0 APPLICANT MARKET: Individuals who previously learned estimating skills on the job or individuals wanting to enter the construction industry would benefit from this program.

6.0 FINANCIAL IMPLICATIONS: Existing Programming: This is a new offering for Durham College with no related programs currently being offered. Conestoga College and Sheridan College will host these online courses. Funding Implications: Each course is offered individually; students register for each course independently. Budget Information: This program and its core courses were developed by Fleming College and Durham College. All courses have been developed and exist within the OntarioLearn consortium; there are no start-up costs. Total Program Hours: 267 hours 7.0 OPERATING REVENUE AND EXPENSES – PROJECTION: Nancy please verify This program is operated with part-time course revenue offset by expenses. Projections are based on a 39 hour course with an enrolment of 20 students.

Revenue




Expenses







AGENDA PAGE 78

Board Goals 2012/2013

As noted in Durham College By-law No. 1, Section 10. Powers of The Board, subsection 10.1 - The

Board shall establish the overall goals, objectives and strategic direction of the College and shall,

through its oversight and stewardship, ensure that the College operates efficiently and effectively.

Board goals for the coming year:

Partnerships

Growth

Good governance

Partnerships

continue to strengthen our relationship with UOIT;

increased interaction with PACs and community;

increased dialogue with local government officials and staff;

offer training in sync with the local business community’s human capital needs.

Growth

prepare for future growth/obligation as a board to respond and service the incredible

growth at Durham College;

branding;

advocacy/visible and accessible to the full college community in all locations;

introduction of first degree programs;

Ensure and monitor sustainability;

Broaden international growth;

Engagement of students;

Establish high-level, long-term capital plan.

Good governance

continue to work to resolve the co-populous issue;

continue strong working relationship with DCLT;

better understanding of college offerings and programs,

completion of strategic plan;

update/completion of campus master plan;

succession planning for the Board to ensure future board leadership/strong

recruitment/mentorship;

succession planning for DCLT to ensure future leadership at the college;

budget oversight.

AGENDA PAGE 79

Durham College Board of Governors - 1 - November 14, 2012 PUBLIC


Action Required: Public: Discussion In-Committee: Decision

DATE: November 14, 2012 FROM: Don Lovisa, President SUBJECT: Program Advisory Committee Minutes A. Purpose A report to inform the Board of Governors of the activities of the various Program

Advisory Committee meetings of Durham College.

B. Background Under the system of Minister’s Binding Policy Directive– 3.0 Programs – Framework for Programs of Instruction, Section C: Advisory Committees: The Board of Governors is to ensure that an advisory committee for each program of instruction or cluster of related programs offered at the college is established and is made up of a cross-section of persons external to the college who have a direct interest in and a diversity of experience and expertise related to the particular occupational area addressed by the program. The Board of Governors is to establish in by-law the structure, terms of reference, and procedures for program advisory committees. The Durham College Board of Governors By-Law #2, a By-law regarding

Advisory Committees for Programs of Instruction, sets out in section 3.5 in part

that “…The Board of Governors will acknowledge receipt of program advisor

minutes for resolution.”

C. Discussion/Options Attached are the Program Advisory Committee minutes for consideration. D. Financial/Human Resource Implications N/A

AGENDA PAGE 80

Durham College Board of Governors - 2 - November 14, 2012 PUBLIC


N/A F. Recommendation(s) That the Durham College Board of Governors receives the Program Advisory

Committee minutes for information.

AGENDA PAGE 81

Multimedia and Contemporary Web Design Advisory Committee School of Media, Art & Design

Minutes of September 26, 2012

Multimedia and Contemporary Web Design Membership List

Name Title Organization

Committee Chair

Rob Rock

External Committee Members

President

Social Media Learning

Justin Aguilar

Jason Atkins

Dave Bobak*

Rick Dolishny*

Chris Erwin*

Sandi Gauder

Barry Hillier

Alex Jansen*

Michael Monaghan

Chris Vale*

Stacey Vetzal

Greg Wilson*

Junior Designer

CEO

Web Developer

Project Manager

Web Developer

Senior Partner/Owner

Chief Visionary Officer

Owner/Operator

President

Owner Operator

President

Associate Creative Director

Teehan+Lax

360 incentives.com

Teehan+Lax

Interactive

Teehan+Lax

CMS Web Solutions

Dashboard

POP Sandbox

Monaghan Design Solutions Inc.

CLH Designs

Three Wise Men Software Dev.

Mouth Media Inc.

Elected Student/Alumni Representatives

Nicole Black

Joyce Chan

Jacob Jackson

Ashley Schofield

Elected Faculty/Staff Representatives

Name

Linda Cheng

Wade Clarke

Kris Felstead

Greg Murphy

Year/Program/Alumni

Alumni Multimedia Design

2nd

Year Contemporary Web

Alumni Multimedia Design

3rd

Year Multimedia Design

Title

Co-Coordinator, Multimedia

Co-Coordinator, Multimedia

Coordinator, Contemporary Web Design

Dean

Durham College

Durham College

Durham College

Durham College

Organization

Durham College

Durham College

Durham College

Durham College

Guests/Unelected Faculty/Staff

Name

Steven Evans

Brent Hudson

Sandra Meader

Title

Professor

Professor

Continuing Education Officer

Organization

Durham College

Durham College

Durham College

AGENDA PAGE 82

Attendees (date of meeting): *External Members

Present: *Nicole Black, *Dave Bobak, Linda Cheng, Wade Clarke, *Rick Dolishny, *Chris Erwin, Steven

Evans, Kris Felstead, Brent Hudson, *Alex Jansen, Greg Murphy, *Rob Rock, Ashley Schofield, *Chris Vale, *Greg Wilson

Regret(s): *Justin Aguilar, *Jason Atkins, *Sandi Gauder, Charlotte Hale, *Barry Hillier, *Jacob Jackson,

Sandra Meader, *Michael Monaghan, *Stacey Vetzal Guest(s): Recording Secretary: A. Desaillier, Administrative Coordinator

KEY POINTS OF DISCUSSION

1. Acceptance of minutes of May 1, 2012 was moved by C. Vale and seconded by W. Clarke. Carried.

2. Industry trends: Mouth Media showed an increase in business, summer was a slow time, social media design and back end industry is increasing, mobile application development is taking off, less marketing, trends towards prototyping and ISO development.

3. Incubator Projects: More incubators cropping up in Industry. Idea Boost – CFC Idea lab, project and company incubator, MaRS Institute – FedDev money, connecting web and branding, implementing gamification into their sites. L. Cheng, R. Rock and A. Jansen agreed to meet and discuss a plan for an incubator project.

4. Program of Study: G. Murphy noted that we have final approval to move to a two-year program for Multimedia - new name in Contemporary Media Design and the school is also moving towards a suite of graduate certificates. The fourth semester of Contemporary Web Design was restructured. There are now 6 courses with the hours allocated over the 6 courses, A. Jansen would like to see more entrepreneurship courses/focus within the curriculum.

5. FedDev: L. Cheng shared that web and multimedia Durham College students have worked on FedDev projects over the past two summers and this initiative have been successful.

6. Graduates: Students generally are either designers or coders, not normally good at both. 7. Integrate more work with web apps into the program. 8. Student Voice: J. Chan asked if the new program has less programming will the students be

ready for the grad certificate. L. Cheng spoke about the graduate certificates model. 9. Post Graduate Certificate: The proposed Post Graduate program is currently the 5

th and 6

th

semester of the current Multimedia program, structured as higher learning courses, getting students thinking on a higher level than normal. Web and Applied thinking is included along with thesis style forums. Instead of building a portfolio the students will build a technical thesis. R. Rock would like to see some of the courses in 5 and 6 the semester pulled out and made into a specific entrepreneurship certificate.

10. Proposed New Programs: Native mobile application design should also be explored as a post grad certificate with Responsive Design through multi platforms.

RECOMMENDED ACTIONS

1. Explore the opportunity for an Entrepreneurship post graduate certificate after completing Contemporary Media Design to be undertaken by S. Evans and R. Rock.

2. Provide a current list of continuing education courses to the membership to allow for new courses to be developed to be undertaken by S. Meader.

3. Calling one of the post graduate certificates as Media Production Management to be explored by the program team.

4. Add more entrepreneurship courses/focus within the curriculum. 5. Add web apps design and development to the curriculum. 6. Next meeting – Wednesday, May 8

th, 2012 at 6: 30 p.m.

7. Adjournment 8:00 p.m.

STATUS OF RECOMMENDATIONS FROM May 1, 2012 MEETING

1. Mobile Web Application Curriculum was circulated to the membership. 2. Programs to aid students in the development of code for both the iOS and android platforms

are still being reviewed.

AGENDA PAGE 83

3. Investigating freelance and entrepreneurial field placements is still ongoing. 4. Field placements for students to use all of their learning outcomes is completed.

REPORT PREPARED BY: Alanna Desaillier DATE: September 26, 2012 DRAFT REVIEWED BY DEAN: Greg Murphy SIGNATURE: APPROVED BY CHAIR: Rob Rock SIGNATURE: October 4, 2012 via email

AGENDA PAGE 84

Electro-Mechanical Advisory Committee School of Science and Engineering Technology


Electro-mechanical Advisory Committee Membership List


Committee Chair

William Hineman


Luke Carson

Robert Cullen

Richard Dillane

Clinton Dorssers

Lynne Everson

Eric Guertin

Shawn MacDonald

Mike Mokros

Stephen Webster

Bob van den Berg

Service Tech./Installation Engineer

Plant Engineering

Systems Team Leader

Control & Instrumentation Designer

Robotics Automation Technologist

Regional Automation Manager

Controls, Integration & Programming

Account Manager-Eastern Ontario

Power & Control Area Manager

Electrical Engineering Manager

Vice-president, Professional Affairs & Services Board (voluntary)

FANUC Robotics Canada Ltd.

Lear Ajax

Johnson Controls I.P.

R.V. Anderson

Ventra Plastics

Westburne Ruddy Electric

Autodyne Machinery Inc.

Rockwell Automation

Rockwell Automation

Howard Marten Co.

.OACETT


Mitchell Bennett

Year/Program/Alumni

Student, year 3

Durham College


Name

Brent Brooks

Ronald Forest

Beau James

Pravin Patel

Susan Todd

Title

Professor

Professor

Professor

Professor

Dean

Organization

Durham College

Durham College

Durham College

Durham College

Durham College


Name

Linda Dillon

Title

Administrative Coordinator

Organization

Durham College

AGENDA PAGE 85

Attendees - September 25, 2012 *External Members

Present: M. Bennett, B. Brooks, *W. Hineman, P. Patel, S. Todd, *B van den Berg Regret(s): L. Carson, R. Cullen, R. Dillane, C. Dorssers, L. Everson, R. Forest, E. Guertin, B. James, S. MacDonald, M. Mokros, S. Webster Guest(s): Recording Secretary: L. Dillon


1. Previous Minutes: The minutes of May 25, 2012 were approved by W. Hineman, seconded by B. Brooks. Carried.

2. Industry Trends: Indicate that software and networking (electronic, social vs traditional) is popular. Switches in robots are now controlled by zones and software.

3. Enrolment: S. Todd provided an update on enrolment numbers for fall 2012. Enrolment has increased by 300 students from the previous year with 71 international students.

4. Field Placement: Concerns included good placement positions being secured by the faculty member organizing the placement position and students not wanting to travel to do the secured placement position. This results in some field placements being cancelled. Seminars have been added to Field Placement to make students more prepared before they begin their placement.

5. Pathways to Ireland: M. Jelavic, professor is working on this initiative. One member noted that students can work in Ireland for 20 hours per week and be paid.

6. Program of Studies: Concern was raised about year 3 being too heavy a course load for students. The Microprocessors (MPRO 1131) and Statistical Methods in Quality Control (STAT 3136) courses were discussed. It was recommended by the committee that the learning outcomes from STAT 3136 be redistributed into Manufacturing Processes (MANF 3131). The reason is to embed vocational learning outcome #16 on quality control and quality assurance more effectively.

7. Student Voice: The student representative mentioned that summer is the best time for students to complete their placement component.

8. Electro-mechanical Lab Safety: Safety in specific courses and labs was discussed. Additional safety has been introduced into the Integrated Manufacturing Centre this year.

9. Integrated Manufacturing Centre (IMC): S. Todd (dean) received a couple of suggestions from advisory members on the name for the Centre.

10. Hiring: Ian Martin and Associates is looking for 5 Electro-mechanical graduates to hire. Information has already been forwarded to B. Brooks (faculty) and the Hired Career Services Department. Linkedin and Facebook are a good method to communicate to students.

11. Student Voice: Field Placement is a great experience for students. Theory taught and the level of networks that students are exposed to in the IMC is very beneficial to see how various components talk to one another (Ethernet). Concerns raised were: A networking component could be added. Students could benefit from some pockets of electrical codes being added into some courses.

12. Next Meeting: Tuesday, February 5, 2013, 6:00 p.m.

RECOMMENDED ACTIONS

1. Field Placement – Explore offering Field Placement in February Break week or in the March period. Program faculty to encourage students to complete placement in the summer months before coming back to complete their final year.

2. Pathways to Ireland – S. Todd (dean) will provide the Ireland link and contact name to M. Bennett and advisory members.

3. Program of Studies - The Microprocessors (MPRO 1131) course outline will be sent to advisory members so that they can compare the course outline and Ministry Standards #10 for possible inclusion in the Electro-mechanical Program of Studies. Feedback to be sent to P. Patel (coordinator).

Learning outcomes will be redistributed from the Statistical Methods in Quality Control course and these outcomes will be embedded into Manufacturing Processes so that vocational outcome #16 can be covered. S. Todd (dean) will advise all advisory members of the recommended

AGENDA PAGE 86

changes and as a final step discuss the changes with the Registrar’s Office.

RECOMMENDED ACTIONS (Cont’d)

4. Lab Safety – S. Todd (dean) will follow up with M. Calhoun (associate dean) relating to Electro-mechanical lab safety by course. Safety policies and the on-line safety component that the Science programs have implemented will also be looked at.

5. Integrated Manufacturing Centre – S. Todd (dean) will email advisory members the Business Plan for the IMC Centre.

6. Student Voice - S. Todd (dean) will send out an email to the Electro-mechanical faculty regarding discussing electrical codes and a networking component in a future program meeting.

STATUS OF RECOMMENDATIONS FROM MAY 25, 2012 MEETING

1. The advisory membership list was updated to include a new student representative.

2. Safety in labs to be discussed further in the Sept. 25, 2012 meeting.

3. S. Todd will continue to follow-up with R. Cullen regarding a demonstration on Controls.

4. The Microprocessors (MPRO 1131) course outline and the Ministry of Colleges and Universities Program Standard #10 will be shared with advisory members again.

5. Discussions were completed with pertinent faculty on Statistics and Calculus courses.

6. The OACETT magazine article was shared with J. Robinson and D. Lovisa.

REPORT PREPARED BY: Linda Dillon DATE: October 23, 2012

DRAFT REVIEWED BY DEAN: Susan Todd SIGNATURE: APPROVED BY CHAIR: William Hineman SIGNATURE:

AGENDA PAGE 87

Journalism Program Advisory Committee School of Media, Art & Design


Journalism Program Advisory Committee Membership List


Committee Chair

Kyla Morgan


Journalism Graduate

Freelance

Joanne Burghardt

Rik Davie

Erika Goreski

Kevin Hann

Rob Leth

Neil McArtney

Ted McFadden

Terry O’Keefe

Rick Pereira

Ken Regular

Paul Rellinger

Dave Stell

Sandra Watson


Tracey Fidler

Editor in Chief

Publisher and Managing Editor

Coordinator of Volunteer Resources

Deputy Editor

Reporter

Associate Producer

News Editor

Producer

Supervising Producer

Writer/Producer Sports Producer

Communications Specialist

News Director

Year/Program/Alumni

Journalism Print Alumni

Metroland News

The Scugog Standard

Rogers Television

Toronto Sun

Global News

Rogers Television

York Region Media Group

City News

Rogers Television

CTV News The Independent & Northumberland News

Rouge Valley Health System

Durham Radio Inc.

Manjula Selvarajah


Name

Charlotte Hale

Year 2 Journalism

Title

Associate Dean

Durham College

Organization

Durham College

Greg Murphy Dean Durham College

Brian Legree Coordinator, Journalism Durham College

Rob Paxton Professor, Journalism Durham College


Name

Stacy Leaming-Conroy

Title

Administrative Assistant

Organization

Durham College

Sandra Meader Continuing Education Officer Durham College

Gerry Rose Professor Durham College

AGENDA PAGE 88

Attendees (September 26, 2012): *External Members

Present: *Joanne Burghardt, *Rik Davie, *Tracey Fidler, Charlotte Hale, Brian Legree, *Kevin Hann,

*Neil McArtney, *Kyla Morgan (Chair), Rob Paxton, *Ken Regular,* Manjula Selvarajah Regret(s): *Erika Goreski, *Rob Leth, *Ted McFadden, Greg Murphy, *Terry O’Keefe, *Rick Pereira, *Paul

Rellinger,* David Stell, *Sandra Watson Guest(s): Sandra Meader, Gerry Rose Recording Secretary: S. Leaming-Conroy, Administrative Assistant


1. Minutes of June 13, 2012 were not approved as there was no quorum. 2. Industry trends indicate: print skills are still valuable to newspapers; Journalists are now using

iPhones to submit stories, students need to be generalist not specialists. 3. Program Updates: more hybrid and online elements are being introduced. 4. Program of Studies: The proposed curriculum for the program was discussed; Introduction to

MAC is not needed, teaching the developing mindset of a journalist is needed as well as Writing for the Web.

5. Specialty Program: more UOIT courses are needed in order to achieve a specialty option. 6. Student Voice: would like to see more portfolio building, new media could be expanded to

include video and web. Would like to see the Chronicle website re-designed. 7. Committee Membership: membership will be updated as per the Terms and References

document.

RECOMMENDED ACTIONS

1. Program of Studies - A draft copy of the proposed new curriculum will sent to the PAC members to provide input/feedback.

2. Concerns and recommendations of the PAC members on the new program, Broadcast for Contemporary Media will be brought forward to the Dean.

3. Membership will be reviewed and updated to aid in obtaining quorum. 4. Next meeting – Thursday, February 7, 2013, 6:00 p.m. Room TBA. 5. Adjournment 7:40 p.m.

STATUS OF RECOMMENDATIONS FROM June 13, 2012 MEETING

1. Updating and adding new external members to the committee is ongoing. 2. An email remainder was sent to the members one week before the meeting completed. 3. Committee meeting was held prior to November 2012 completed.

REPORT PREPARED BY: Stacy Leaming-Conroy DATE: September 26, 2012 DRAFT REVIEWED BY ASSOC. DEAN: Charlotte Hale SIGNATURE: October 6, 2012 via email APPROVED BY CHAIR: Kyla Morgan SIGNATURE: October 6, 2012 via email

AGENDA PAGE 89

Law Clerk Advanced Program Committee School of Justice & Emergency Services

Minutes of October 2, 2012

Law Clerk Advanced Program Advisory Committee Membership List


Committee Chair

Theresa Fergusson


Financial Services Law Clerk

Stikeman Elliott LLP

Adriana Carnevale

Lindsey Creen

Susanne Currell

April Gross

Lynn Gaudet

Nancy Johnstone

Cynthia Kelly

Amber Marshall

Jody Parsons

Melinda Shiers

Kari Pringle

Michelle Long

Ashleigh Graham


Katie Bell

Lawyer

Litigation Law Clerk

Corporate Law Clerk

Property Inspector

Law Clerk

Estate Law Clerk

HR Generalist

Sales Representative

Prosecutor

Law Clerk

Law Clerk

Corporate Securities Law Clerk

Law Clerk

Year/Program/Alumni

Year 2 – Law Clerk Advanced

Carnevale Law Office

Gowling Lafleur Henderson LLP

McMillan LLP

Municipal Property Assessment

Franklin Hall LLP

Dickson MacGregor Appel LLP

Aird & Berlis LLP

New Vision Real Estate Inc.

Town of Markham

Ernst & Young Electronic

Inmet Mining

Durham College


Name

Stephanie Ball

Drew Dowling

Virginia Harwood

Lesley Wagner

Title

Dean

Coordinator/Professor

Professor

Professor

Organization

Durham College

Durham College

Durham College

Durham College


Name

Peggy Hinan

Title

Professor

Organization

Durham College

AGENDA PAGE 90

Attendees (October 2, 2012): *External Members

Present: S. Ball, *K. Bell, *L. Creen, S. Currell, D. Dowling, *T. Fergusson, *A. Gross, V. Harwood, P.

Hinan, *A. Marshall, *K. Pringle, *M. Shiers, L. Wagner Regret(s): *A. Carnevale, *L. Gaudet, *A. Graham, *N. Johnstone, *C. Kelly, *M. Long, *J. Parsons Guest(s): P. Hinan Recording Secretary: M. Bartosik


1. Minutes of May 22, 2012 were approved by M. Shiers and seconded,

2. Industry Trends: conversion to Microsoft 10 by most firms; weak job market in the GTA; law clerk graduates competing for jobs with paralegal graduates; firms looking at higher docketable hour requirements and clients increasingly negotiating fees.

3. Student Voice: issues were reaffirmed surrounding access to computer labs and technical problems with printers and software.

4. Office Administration-Legal Program Advisory Committee: Proposal was put forward to combine the Law Clerk Advanced and Office Administration-Legal program advisory committees as one PAC due to the similarities in curriculum and employers involved in both committees.

5. Field Placement Review: Additional placement agencies for our large number of students are still needed.

6. Employment Details for 2011 Graduates: The statistics are comparable or better than in other programs. There is a trend for graduates to continue on to further education.

7. PQAPA Visit: Suggested programs will be put forward for the college audit taking place in the spring 2013. External program advisory members, faculty and students will be contacted by the auditors regarding awareness of program standards and vocational learning outcomes.

RECOMMENDED ACTIONS

1. The Reflections newsletter will include a notice for alumni to lobby through their employers for vendors to permit software access to the Law Clerk Advanced students by D. Dowling.

2. The request for the Alumni Association website to include a link to the Legal Reflections newsletter will be pursued by L. Wagner.

3. A protocol will be developed with the IT Department for all legal software in the computer labs by the faculty.

4. The use of e-books will be investigated by the faculty.

5. A combined advisory meeting of the Law Clerk Advanced and Office Administration-Legal programs was proposed for spring 2013.

STATUS OF RECOMMENDATIONS FROM (May 22, 2012) MEETING

1. The evaluation form was re-worded to align with the vocational learning outcomes for this academic year.

2. Several vendors were contacted to get a program wide vendor for all the legal software with mixed reactions as the security of the software was the main issue reported by the faculty.

3. Discussions will be held with IT regarding student use of laptops in the program as well as licensed software as an ongoing item this academic year by the faculty.

REPORT PREPARED BY: Mary Bartosik DATE: October 3, 2012

DRAFT REVIEWED BY DEAN: Stephanie Ball SIGNATURE: _____ ____________

APPROVED BY CHAIR: Theresa Fergusson SIGNATURE:

AGENDA PAGE 91

AGENDA PAGE 92

Veterinary Assistant Program Advisory Committee School of Interdisciplinary Studies & Employment Services

October 16, 2012

(PAC name) Membership List


Committee Chair

Carol Smith

Oshawa Animal Hospital

Committee Member

Carolin DeBendictis

Cheryl Birss

Dawn Erickson

Dawn Markovich

Eleanor Locke

Joan Weston

Keri Semenko

Laura Norton

Leah Spiering

Lori Martel

Megan Koressis

Tanis Manahan

Animal Emergency Clinic

Baker Animal Clinic

Midtown Animal Hospital

Benson Medical

Vetoquinol

K9 Shrink

Durham College

Fenelon Falls Animal Clinic

Veterinary Emergency Clinic

BorderLink Veterinary Supplies

Animal Emergency Clinic

Elected Student/Alumni

Representatives

Manny Lamila-Sammut

Alumni student

Rouge Valley Animal Hospital


Ann Conroy

Bev Neblett

Kevin Baker

Robin Voisey

Vicki Heenan

Durham College

Durham College

Durham College

Durham College

Durham College


Name

Janice Haslett

Durham College

AGENDA PAGE 93

Attendees (date of meeting): *External Members

Present: Bev Neblett (acting Chair); Robin Voisey; Janice Haslett; Manny Lamila-Sammut*; Megan

Koressis*; Keri Semenko*; Carolin DeBenedictis*; Laura Norton*; Eleanor Locke*; Lori Martel*; Leah Spiering*

Regret(s): Carol Smith*; Cheryl Birss*; Dawn Erikson*; Dawn Markovich*; Joan Weston*; Kevin Baker;

Tanis Manahan*; Vicki Heenan; Ann Conroy Guest(s): N/A Recording Secretary: Janice Haslett


1. Industry updates included:

Increase in veterinary clinics opening up in the GTA is creating a competitive market for veterinary services. More veterinarians are purchasing their equipment from the U.S., which is leading to questions around the quality controls associated with the inspection of equipment that isn’t bought or serviced in Canada.

Summer activity at clinics has been busy. The cases of tick infestation and contagious demidex are up this year.

Breed ban legislation is at 3rd

reading in government. International Union of Animals has phased out bear bile farming.

Veterinarians are having a difficult time hiring veterinary technicians due to a shortage of veterinary technicians. This may add value to the role of the animal care worker and the team of animal services.

2. Grad student is working in the field. The heartworm instruction and handling/restraint of domestic animals of various sizes was very valuable learning

3. Durham College will be working with Animal Emergency Clinic Durham Region as a site location for the practical learning/training of the program.

4. Program KPI results.

RECOMMENDED ACTIONS

1. Finalize program of study based on feedback from committee members.

2. Realign, revise and develop curriculum based on initial findings from program review.

3. Identify and invite a program student representative to next meeting.

4. Share final submission of program review report.

STATUS OF RECOMMENDATIONS FROM MAY 1, 2012 MEETING

1. Updated committee members on initial findings of program review.

2. 3 new members have joined the committee.

3. Canadian Council on Animal Care (CCAC) application for Animal Emergency Clinic of Durham Regions was

submitted to UOIT.

REPORT PREPARED BY: Janice Haslett DATE: October 16, 2012 DRAFT REVIEWED BY DEAN: SIGNATURE: Bev Neblett, Associate Dean APPROVED BY CHAIR: SIGNATURE: ____________________________

AGENDA PAGE 94

911 Emergency & Call Centre Communications Committee School of Justice & Emergency Services

Minutes of October 24, 2012

911 Emergency & Call Centre Communications Program Advisory Committee Membership List


Committee Chair

Sue Knox


Communications/911 Services Manager

Durham Regional Police

Diane Douglas

Arthur Graham

Jennifer Hoffman

Kaitlana Jeffers

Brenda Jeffs

Nancy McCracken

Sharon Noble

Todd Rollauer

Rui Da Silva

Susan Sharp

Theresa Virgin

Brenda Wrethan

Barb Young


Manager, Professional Standards

Customer Care Manager

Coordinator, Training & Recruitment

Communications Officer

Inspector, Communications

Manager, Station Operations

Training Unit

ACPO Canada Representative

Training Unit, Communications

Manager, Dispatch Operations

Year/Program/Alumni

Oshawa Fire

Toronto Emergency Medical

Minacs

City of Oshawa

Toronto Police Service

Ajax Fire & Emergency

Durham Regional Police

CHUBB


APCO Canada


CAA South Centre Ontario

Gail McKenzie

Patrick Pugliese


Name

Alumni

Year 2 student

Title

Durham College

Durham College

Organization

Stephanie Ball

Sandra Meader

Margot Murray

Annette Patrick


Name

None

Dean

Support

Coordinator/Faculty

Faculty

Title

Durham College

Durham College

Durham College

Durham College

Organization

AGENDA PAGE 95

Attendees (October 24, 2012): *External Members

Present: S. Ball, *R. Da Silva, *D. Douglas, *B. Jeffs, *S. Knox, *N. McCracken, M. Murray, *S. Noble, A.

Patrick, P. Pugliese, *T. Rollauer, T. Virgin Regret(s): *A. Graham, *J. Hoffman, *K. Jeffries, G. McKenzie, S. Meader, *S. Sharp, *B. Young Recording Secretary: M. Bartosik


1. An amendment was made to the minutes of May 2, 2012: under 6.3 Continuing Education Update: the sentence is replaced with: ‘The certificate is still being offered with the only difference is that most of the program must now be taken online with the exception of the hands-on classes: APCO Telecommunicator.’ The minutes were approved as amended by M. Murray and seconded by A. Patrick. Carried

2. Enrolment: There is a strong retention rate in the second year as a result of the January Start students.

3. Field Placement: The block placement has been moved from the beginning to the last three weeks of the semester that would also provide students with possible employment.

4. Call Centre Strategies: Opportunities with the Distress Centre Durham which addresses volunteerism and work related experience are not being utilized by the students. A rubric that defines professional competencies may provide students the incentive to participate in this type of activity.

5. Employment/Graduates: This year had the highest success rate of graduates. Overall, graduates do not attain positions within the first six months of graduation when the KPI surveys are completed with employers.

6. Employment Opportunities: Written and verbal communication skills including emails continue to be a weakness in many applicants.

7. Student Voice: redundancy of information covered in both the Research Skills and Communications courses.

RECOMMENDED ACTIONS

1. 360 Survey: An electronic copy of the survey will be sent to all committee members by A. Patrick.

2. N. McCracken and B. Wrethen volunteered to do mock interviews with our students and discuss their individual interviewing process and expectations to be set up by A. Patrick.

3. A professional rubric for courses will be investigated by A. Patrick for possible implementation.

4. Mock interviews done in the Court Support Services program will be investigated by A. Patrick.

STATUS OF RECOMMENDATIONS FROM (May 2, 2012) MEETING

1. Toronto Police Service does access juvenile records as part of the background check for a position and should be disclosed by applicant.

2. The 360 Review Quick Response form had not been sent electronically, however, this action item will be completed this semester by A. Patrick.

3. Media Services has two videos on interviews that can be booked for classroom use.

4. Names of graduates who applied to Toronto Police Service are not attainable by any committee members as the application process is electronic.

5. The course outline for Call Centre Strategies was not sent to the members as there were revisions forthcoming. It was distributed it at this meeting for discussion.

REPORT PREPARED BY: M. Bartosik DATE: October 25, 2012

DRAFT REVIEWED BY DEAN: S. Ball SIGNATURE: ______ _______

AGENDA PAGE 96

APPROVED BY CHAIR: S. Knox SIGNATURE: _ ___

AGENDA PAGE 97

Office Administration Program Advisory Committee School of Interdisciplinary Studies & Employment Services

October 24, 2012

(PAC name) Membership List


Committee Chair

Shannon LeBel

Tina Powers

Sales Coordinator

Student Placement Coordinator and Administrative Assistant to the Direct, Research, Knowledge Translation and Academic Development

McGraw-Hill Ryerson

Ontario Shores


Marianne Bouchard

Year/Program/Alumni

2nd

year OFMD

External Committee Member

Name

Title

Organization

Ernie Davies Manager, Office of Energy Management Program

City of Oshawa

Melissa Duke Pricing Manager Gerdau Ameristeel

Cindy Fleming

Municipality of Clarington

Allan Hewitt Manager of Administration Health Dept., Region of Durham

Krista McCreary Admin Kelly Services

April McRae Exec. Admin Assistant, Engineering Director

Darlington Nuclear, OPG

Kim Murray Manager Manpower Temporary Services

Debbie Nickerson Manager of Administration Recreation & Culture, Town of Ajax

Felicea Nobile Corporate Administrator Canadian Mental Health Association

Catherine Scoleri Division Director Office Team – Toronto

MaryJo Sitter Supervisor, HR Town of Whitby

Marilyn Van Eyk Administrator Oshawa Clinic

CarolAnn Walker Executive Director Business Advisory Centre, Durham

Andrew Scuse Corporate Training


Name

Marianne Bouchard

Yr/Program/Alumni

OFMD year 2

Elected Faculty/Staff

Title

AGENDA PAGE 98

Representatives

Name

Sue Dickinson Professor Interdisciplinary Studies & Employment Services

Harpreet Kochhar Professor Interdisciplinary Studies & Employment Services

Francis Jeffery

Bev Neblett

Ann Conroy

Professor

Associate Dean

Administrative Coordinator

Interdisciplinary Studies & Emp. Services



GUEST

Donna Boyd

Program Officer

Continuing Education

Daphne Brussee Professor Interdisciplinary Studies & Emp. Services

Attendees (October 24, 2012):

*External Members

Present: *Shannon LeBel, Daphne Brussee, Donna Boyd, Marianne Bouchard, Ann Conroy, Bev Neblett, Fran Jeffery, *Andrew Scuse, Ann Conroy

Regret(s): Harpreet Kochhar, *Ernie Davies, *Allan Hewitt, Kevin Baker, *Tina Powers, Susan Dickinson, *Melissa

Duck, *Cindy Fleming,* Krista McCreary, *April McRae, Kim Murray,* Debbie Nickerson *,Felicea Nobile, *Catherine Scoleri,* Mary Jo Sitter, *Marilyn Van Eyk, *Carol Ann Walker

Guest(s): Recording Secretary: Ann Conroy


1. Changing YorkMed software to Choice Learning. 2. Differentiation of placement duration between OFEX and OFMD. 3. Requirement of CPR for OFMD student placement. 4. Communication III curriculum content being more relevant to job search tools. 5. Upcoming events at the college. 6. Program KPI results.

RECOMMENDED ACTIONS

1. Revise Medical Billing I and II curriculum to incorporate recent ministry requirement updates around OHIP medical billing.

2. Recruit a student from the OFEX program.

STATUS OF RECOMMENDATIONS FROM May 2, 2012 MEETING

Met with Ontario Shores regarding their MediTech software which is an updated version to Lakeridge Health software. They have agreed to teach their version in the Hospital Information course in order to broaden the student perspective.

REPORT PREPARED BY: Ann Conroy DATE: October 26, 2012 DRAFT REVIEWED BY DEAN: SIGNATURE: ____________________________ Bev Neblett, Associate Dean APPROVED BY CHAIR: SIGNATURE: ____________________________

AGENDA PAGE 99

I HEREBY CERTIFY THE FOLLOWING IS AN EXTRACT FROM THE DURHAM COLLEGE EXECUTIVE COMMITTEE SESSION OF OCTOBER 28, 2012. Moved by Governor Chatterton Seconded by Governor Simpson That the Executive Committee approves the MYAA Report Back 2011-12.

CARRIED

_______________________________________ Leigh Doughty, Board Secretary

Oshawa Campus 2000 Simcoe Street North

Oshawa, ON L1H 7K4

AGENDA PAGE 100

Ministry of Training, Colleges and Universities

2011-2012 Multi-Year Accountability Agreement (MYAA) Report Back

Durham CollegeInstitution Name:

OVERVIEW

The annual Multi-Year Accountability Agreement (MYAA) Report Backs continues to provide the government with a tool forpublicly reporting on the performance of Ontario postsecondary institutions on the principles of access, quality and accountability.

Consistent with the 2009-2010 and 2010-2011 MYAA Report Backs, the 2011-2012 MYAA Report Back maintains the system-wide performance indicators that reflect current government priorities for postsecondary education in Ontario. In addition, the2011-2012 MYAA Report Back maintains an institution-specific component that provides institutions with the opportunity to telltheir unique story of how they are driving system-wide priorities.

Where possible, to help streamline the 2011-2012 MYAA Report Back process, the Ministry pre-populated Durham College's2011-2012 MYAA Report Back with data from a variety of confirmed institutional sources, including reports (e.g. Key PerformanceIndicators), data sources (e.g. Full-Time Enrolment Headcount) and pre-populated data from previous Report Backs (e.g. 2009-2010). Data that was pre-populated by the Ministry of Training, Colleges and Universities (the Ministry) in Durham College's2011-2012 MYAA Report Back is denoted with the symbol (+).

Durham College Last Updated: October 24, 2012 Page 1 of 39AGENDA PAGE 101


1) Enrolment - Headcount*

*DEFINITION: Headcount is the un-audited 2011-2012 enrolment count on November 1, 2011 in the Ontario College ApplicationSystem(OCAS) (Full-Time funded students only: does not include Nursing, Second Career, Apprentice or International students).

Durham College's the total Headcount enrolment count in 2011-2012 = 7,431(+).

Please indicate the number of students aged 18-24 (age as of November 1, 2011) from the total Headcount enrolment at DurhamCollege in 2011-2012 = 6,215.

Please indicate the number of students aged 25+ (age as of November 1, 2011) from the total Headcount enrolment at DurhamCollege in 2011-2012 = 1,091.

Please indicate (if applicable) the number of students under the age of 18 (age as of November 1, 2011) enrolled at DurhamCollege in 2011-2012= 123.

* The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Enrolment - Headcount.

This data was obtained from Durham College's Banner student information system. Note, there was no DOB record for twostudents.



Please provide one or more examples, in the space provide below, of highlights from Durham College's Enrolment ManagementPlan that Durham College used during 2011-2012 to manage enrolment.

Strategic Enrolment Management PlanDurham College continues to follow a five-year enrolment planning mechanism that is reviewed and revised on an annualbasis. The five-year plan is focused on a rigorous, responsive new program development strategy, allowing for projections oflonger term enrolment goals, yet it is nimble enough for plans to be changed to reflect program approval and developmenttimelines and labour market needs.

Retention InitiativesIn addition to this plan, a number of retention initiatives were in place for the 2011-12 fiscal year that contribute to enrolment.Some of these included:• Expanded services through our Student Academic Learning Services (SALS) centre;• Expanded programming to support first generation students and international students; and• The opening of the new Student Services Building and the simultaneous launch of a new student service model thatstreamlines the services offered to students through the use of new technologies and the reorganization of staffing resources.



2) Under-Represented Students: Students with Disabilities*, First Generation* and Aboriginal*

*DEFINITION: Students with disabilities is the total number of students with disabilities (excluding apprentices) registered with theOffice for Students with Disabilities and reported in Table 1 of Durham College's annual report to the Ministry for the AccessibilityFund for Students with Disabilities (AFSD).

*DEFINITION: First Generation is a student whose parent(s)/guardian(s) has/have not attended a postsecondary institution. If asibling of the student has attended a postsecondary institution, but the parent(s)/guardian(s) have not, the student is still considereda First Generation student.

Parents/Guardians: one or more adults, over the age of 21, who are legally responsible for the care and management ofthe affairs of the student.

Postsecondary Attendance: have attended (but not necessarily having obtained a credential from) any institution ofhigher education in Ontario or elsewhere including outside Canada after high school (includes programs that lead to apostsecondary credential e.g. degree, diploma, certificate).

*DEFINITION: Aboriginal is a collective name for the original people of North America and their descendants. The CanadianConstitution, Constitution Act 1982, recognizes three groups of Aboriginal peoples - Indians (First Nation), Métis and Inuit. Theseare three separate peoples with unique heritages, language, cultural practices and spiritual beliefs.



*NOTE: Please do not include International students, Second Career students or Apprentices in the calculations below.

Students With Disabilities First Generation Students Aboriginal Students

* The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Students with Disabilities, First Generation and Aboriginal Students.

Please indicate the total number of Full-Time Students with Disabilities atDurham College who registered withthe Office for Students with Disabilitiesand received support services in 2011-2012= 475

Please calculate the total indicatedabove as a comparative % of DurhamCollege's 2011-2012 EnrolmentHeadcount:(Insert Total From Above) 475÷ 7,431(+) (2011-2012 EnrolmentHeadcount) x 100 = 6.4%

Please also indicate the total number ofPart-Time Students with Disabilities atDurham College who registered withthe Office for Students with Disabilitiesand received support services in 2011-2012 = 188

Please indicate the total number of Full-Time First Generation Students enrolledat Durham College in 2011-2012=2,813

Please calculate the total indicatedabove as a comparative % of DurhamCollege's 2011-2012 EnrolmentHeadcount:(Insert Total From Above) 2,813÷ 7,431 (+) (2011-2012 EnrolmentHeadcount) x 100 = 37.9%

Please also indicate the total number ofPart-Time First Generation Studentsenrolled at Durham College in 2011-2012 = 230

Please indicate the total number of Full-Time Aboriginal Students enrolled atDurham College in 2011-2012= 121

Please calculate the total indicatedabove as a comparative % of DurhamCollege's 2011-2012 EnrolmentHeadcount:(Insert Total From Above) 121÷ 7,431(+) (2011-2012 EnrolmentHeadcount) x 100 = 1.6%

Please also indicate the total number ofPart-Time Aboriginal Students enrolledat Durham College in 2011-2012 = 5

Methodology for Students with DisabilitiesNumber of students with disabilities is based on students who registered with the Centre for Students with Disabilities (CSD)between May 1, 2011 and April 30, 2012 in order to receive one or more services relating to disability accommodation.

Methodology for First Generation StudentsNumber of First Generation students is based on identification through OCAS and the Durham College Student Successsurvey. In addition, some students self-identify during an in-person visit with the First Generation Co-ordinator.

Methodology for Aboriginal StudentsNumber of Aboriginal students is based on identification through OCAS and the Durham College Student Success survey.



Students With Disabilities First Generation Students Aboriginal Students

In the space below, please provide oneor more highlights of an activity in2011-2012, which contributed tomaintaining or improving DurhamCollege's initiatives for Students withDisabilities. A highlight could be astrategy, initiative or program viewedby Durham College to be aninnovative practice, success storyand/or key accomplishment.

In the space below, please provide oneor more highlights of an activity in2011-2012, which contributed tomaintaining or improving DurhamCollege's initiatives for FirstGeneration Students. A highlight couldbe a strategy, initiative or programviewed by Durham College to be aninnovative practice, success storyand/or key accomplishment.

In the space below, please provide oneor more highlights of an activity in2011-2012, which contributed tomaintaining or improving DurhamCollege's initiatives for AboriginalStudents. A highlight could be astrategy, initiative or program viewedby Durham College to be aninnovative practice, success storyand/or key accomplishment.

Self-Service Options for Students withDisabilitiesThe Centre for Students withDisabilities (CSD) launched threeautomated modules through theClockwork data management systemenabling students to self-serve in theseareas: a) renewing theiraccommodation letters online, b)signing up for and receiving note-takingservices, and c) signing up for test andexams online. These serviceimprovements, in addition to animproved website and online intakeforms, allowed for service provisionduring the September 2011 work-stoppage. Moreover, the automation ofservices has improved studentsatisfaction (the CSD climbed by 6percentage points in the 2011-12 KPIsurvey) and significantly reducedstudent appointment wait-time.Modeling Universal Design (UD)principles in service delivery positionsthe CSD to influence broad adoption ofUD principles among faculty and staff atDurham College.

Communications and Support for FirstGeneration (FG) StudentsAs a result of the programmingdeveloped and implemented during the2011-12 FG Student Initiative, first-yearFG students were introduced to FGsupport services upon registrationincluding an introductory “Welcome”postcard in the mail that directed themto the dedicated one-stop FG micro-site. New students also receivedintroductory e-mails upon registration.First-year and returning FG studentsreceived E-mentoring via the FGStudent Co-ordinator.

Early IdentificationAs a result of the FG Student Initiative’spartnership with Durham College’sStrategic Enrolment Management(SEM) team, there is now a focus onearly identification of attributes whichcould put incoming first-year FGstudents “at-risk” of completing college.The Student Success Survey includesquestions pertaining to new students’writing, reading, math and scienceskills, financial preparedness, careeralignment with program choice, andanticipated social engagement. All first-year FG students who complete thevoluntary survey receive individualizedcommunications from the FG StudentCo-ordinator based on their responsesto provide early referral to the correctsupport services targeting theirindividual needs.

Web-Based and Face-to-Face ServicesThe academic support website, www.

New Services for Aboriginal StudentsDurham College began offering specificservices to Aboriginal students in 2011-12. In this first year of operation, weprovided culturally appropriate servicesin a holistic way, utilizing the MedicineWheel as a guide. In the fall of 2011,we held a naming ceremony and theresident Elder named the centre“Saswaaning Endaajig”, which, inEnglish, is “The nest away from home.”We invited members of the communityto celebrate our grand opening shortlyafter this. Saswaaning Endaajigprovides a relaxing, welcoming andaesthetically recognizable space, andAboriginal art, medicines, books, DVDsand other resources to celebrate themany accomplishments andcontributions of Aboriginal peoples. Ona monthly basis, Elders and traditionalteachers provide lessons throughteachings, traditional crafts and thesharing of food.

Professional DevelopmentA significant role of the staff of thecentre is to educate non-Aboriginalprofessors, students and staff and thishas been accomplished through thecelebration of a Metis Day, anAboriginal Awareness Day andpresentations to classes across thecollege.

Community ConsultationsWe continue our ongoing communityconsultation through an activeAboriginal Advisory Circle, whichincludes members from a number of



durhamcollege.ca/sals, wasrestructured to reflect the needs of FirstGeneration (FG) students. FirstGeneration Services were advertised tohelp FG students access additionalface-to-face supports in workshops,clinics and appointments. As a result,FG student visits and use of the supportCentre increased by over 85%. In the2010-11, there were 4,041 visits to theSALS Centre, as compared to 7,456visits in 2011-12. Surveys show a highdegree of satisfaction with the supportCentre.

Aboriginal communities and the localMetis council.



3) Compliance with the Student Access Guarantee (SAG) in 2011-2012

Through its signed MYAA, Durham College committed to participate in the Student Access Guarantee (SAG). For 2011-2012,this meant meeting students' tuition/book shortfall in allocating financial aid, as set out in the 2011-2012 SAG Guidelines.

*NOTE: The table below has been pre-populated to identify SAG expenditures reported into the OSAP system by DurhamCollege as of July 5, 2012.

2011-2012 TUITION / BOOK SHORTFALL AID: TOTAL $# of STUDENT

ACCOUNTS

SAG Expenditures towards Tuition/Book Shortfalls $217,033(+) 192(+)

Other SAG Expenditures (towards other assessed shortfalls) $1,008,437(+) 631(+)

Total SAG Expenditures Reported by Durham College $1,225,470(+) 823(+)

Did Durham College meet students' tuition/book shortfall in allocating financial aid, as set out in the 2011-2012 SAGGuidelines? Yes

*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Compliance with the Student Access Guarantee (SAG) in 2011-2012.

n/a



4) Participation in the Credit Transfer System

The Ministry is developing long-term indicators for credit transfer in consultation with the sector. The Ministry anticipates that asdata collection systems in institutions evolve, data sets will become more complete. In future years, the Ministry will be expectingmore complete data with respect to the number and type of transfer students applying to and registering for university, number ofstudents transferring under transfer pathways, and amount of credit granted.

The Ministry is using the following data from the College Graduate Outcome Survey to inform the latest trends in college touniversity student transfers:

Survey Years Total # ofDurhamCollege

graduateswho

participated inGraduateSurvey

(A)

# of DurhamCollege

graduateswho

participated inGraduate

Survey whoindicated that

they wereenrolled in auniversity inOntario at sixmonths aftergraduation

(B)

% of DurhamCollege

graduateswho




(B ÷ A x 100)

Total # of allcollege

graduateswho

participated inGraduateSurvey

(C)

# of all collegegraduates

whoparticipated in

GraduateSurvey who

indicated thatthey were

enrolled in auniversity inOntario at sixmonths aftergraduation

(D)

% of allcollege

graduateswho




(D ÷ C x 100)

2007-2008 1512(+) 82(+) 5.4%(+) 44622(+) 3510(+) 7.9%(+)

2008-2009 1587(+) 83(+) 5.2%(+) 43086(+) 3145(+) 7.3%(+)

2009-2010 1601(+) 97(+) 6.1%(+) 40388(+) 2725(+) 6.7%(+)

2010-2011 1902(+) 115(+) 6%(+) 50622(+) 3355(+) 6.6%(+)

2011-2012 2437(+) 137(+) 5.6%(+) 57701(+) 3463(+) 6%(+)

Per the College Graduate Outcomes Survey for 2010-2011 and 2011-2012 (based on 2009-2010 and 2010-2011 graduates), thepercentage of Durham College students who were satisfied or very satisfied with academic preparation for university was83.3%(+).

Per the College Graduate Outcomes Survey for 2011-2012 (based on 2010-2011 graduates), the percentage of all collegestudents who were satisfied or very satisfied with the transition experience to universities in Ontario was 81.3%(+).

NOTE: The Ministry recognizes that this is a census survey in which the response rate is approximately 66%. The Ministry alsorecognizes that this only captures college graduates who have transferred within 6 months of graduation and is not the completepicture of college-university transfer students.



Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,and which contributed to maintaining or improving Durham College's efforts to develop and enhance credit transfer. A highlightcould be a strategy, a transfer pathway (i.e. transfer policies, specifically defined credits or a defined entry point, new orexpanded agreements), changes to student supports or program viewed by Durham College to be an innovative practice, asuccess story and/or a key accomplishment. In addition, Durham College may, if desired, identify below any factors, such asprogram mix, that affected credit transfer graduate survey outcomes.

1) Expanding Transfer Pathways, excluding collaborative degree programs without a transfer pathway (e.g. expanding bilateralarticulation agreements to multilateral agreements, new/revised policies with specifically defined credits or defined entry point,pathway projects to support college to college or college to university transfer, etc.):

PathwaysDurham College and the University of Ontario Institute of Technology (UOIT) have committed to increasing the number ofladdering opportunities between the two institutions on our shared campus that enable students to complete their degreerequirements in less than the traditional amount of time. As well, Durham College continues to explore "Fast Track" optionsand Graduate Certificate programs for university students to provide a practical, experiential learning opportunity tocomplement their degree. Durham College presently offers six Fast Track programs in the School of Science and EngineeringTechnology and sixteen Graduate Certificate programs, and we expect that these options will continue to grow.

Experience has shown that an increasing number of students are seekng pathways in both directions and appreciate theopportunity to remain on the shared campus to pursue further education. UOIT and Durham College will continue to worktogether to provide a full post-secondary campus environment with various areas of study that support continuous learningfrom apprenticeship to PhD.

2) Providing Support Services for Transfer Students (including student transition experience/activities and supports topromote student success):

Common Services for StudentsIn 2011, Durham College hosted a Mature and Transfer student social during the third week in September. Although tenstudents attended, none identified themselves as a transfer student. Similar attempts to provide specialized services fortransfer students have also resulted in a lack of participation. Our findings suggest that transfer students prefer to participate inthe same student support services that are available to all student types, and our communications with students encourage allto participate in activities that will support student success.

3) Improving Transparency and Access to Information about Credit Transfer and Transfer Pathways:

Communication MediumsDurham College provides a transfer agreement chart on the Durham College website in the top-level navigation to ensure thatopportunities are easily identifiable to students: http://www.durhamcollege.ca/programs-and-courses/diploma-to-degree-options

As well, every program page contains links to pathways and agreements. As one example, seehttp://www.durhamcollege.ca/programs/paralegal

The Durham College calendar includes a full section on transfer agreements: http://www.durhamcollege.ca/wp-content/uploads/full-time_calendar.pdf



5) Class Size

*DEFINITION: Class size is the number of students per class in a section. A section is an organized course offered for credit,identified by discipline and number, meeting at a stated time or times in a classroom. Each section should only be counted once.Students who withdrew part way through should be included in the count. Labs and tutorials are considered and sub-sections andshould be excluded from the count. One-on-one independent study and/or practicum should also be excluded.

Class Size Calculation Example:

FIRST YEAR - COURSES

GSSC1109 Life Span DevelopmentCourse Option #1: Offered Tues - 35 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 35)Course Option #2: Offered Wed - 25 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 25)

COMP1082 Computer SkillsCourse Option #1: Offered Mon - 98 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 98)

SWRK1026 Canadian Social WelfareCourse Option #1: Offered Mon & Thurs - 10 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 10)Course Option #2: Offered Wed & Fri - 10 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 10)Course Option #3: Offered Tues & Thurs - 40 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 40)

SWRK 1041 Preparation for the FieldCourse Option #1: Offered Tues - 30 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 30)Course Option #2: Offered Wed - 30 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 30)

SWRK1043 Group DynamicsCourse Option #1: Offered Mon - 60 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 60)

COMM1007 College English* (*If this is a cross-listed course with another faculty, count only once)Course Option #1: Offered Mon & Thurs - 100 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 100)Course Option #2: Offered Wed & Fri - 101 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 101)Course Option #3: Offered Tues & Thurs - 76 students enrolled (Class Size Reported in 2011-2012 MYAA Report Back = 76)

Each of these course offerings should be counted once in the table below, in the appropriate class size section. For the 2011-2012 MYAA Report Back, using the information above, the class size data would be recorded as follows -

Class Size Number of Sections As a Percentage of All 1st YearSections

Fewer than 30 students 3 3/12 = 25.0%

30 to 60 students 5 5/12 = 41.7%

61 to 100 students 3 3/12 = 25.0%

101 to 250 students 1 1/12 = 8.3%

251 or more students 0 0/0 = 0.0%

Total 12 12/12 = 100.0%



Using the class size calculation example above, please provide the percentage of 1st, 2nd, 3rd and 4th (if applicable) year classsizes for all programs at Durham College in 2011-2012:

1ST YEAR CLASSES:

Class Size Number of Sections As a Percentage of All 1st YearSections

Fewer than 30 students 651 42.9%

30 to 60 students 774 51%

61 to 100 students 90 5.9%

101 to 250 students 4 0.3%

251 or more students 0 0%

Total 1,519 100%

2nd YEAR CLASSES:

Class Size Number of Sections As a Percentage of All 2nd YearSections


30 to 60 students 324 49.8%

61 to 100 students 27 4.2%

101 to 250 students 2 0.3%


Total 650 100%

3rd YEAR CLASSES:

Class Size Number of Sections As a Percentage of All 3rd YearSections



61 to 100 students 3 1.6%

101 to 250 students 3 1.6%


Total 189 100%



4th YEAR CLASSES (if applicable):

Class Size Number of Sections As a Percentage of All 4th YearSections

Fewer than 30 students 0 0%





Total 0 0%

*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Class Size.

Class size includes only lectures and lecture-lab combinations. Labs, fieldwork/placements and individualized learning areexcluded. Class sizes are based on sections offered at both the Oshawa and Whitby campuses.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's class size initiatives. This could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment that DurhamCollege would like to highlight.

Appropriate Class SizesThe class size inventory, as identified on the previous page, demonstrates that Durham College classes are reasonable in size.Almost 94% of first year classes contain no more than 60 students, almost 96% of second year classes contain no more than60 students, and almost 97% of third year classes contain no more than 60 students. Durham College will continue to monitorclass sizes to ensure they remain appropriate.

Alternative DeliveryAlthough our class sizes are appropriate now, we continue to explore options for alternative delivery to address pressures thatwill result from continued enrolment growth. For example, the Youth Corrections and Interventions program features weekenddelivery for one course early in the semester. The goal is to provide an opportunity for students to complete an engaging andsubstantive course and to get to know classmates early in the semester as they will be working together closely over thebalance of the next two semesters. A second course is offered in a weekend delivery format later in the first semester to allowfor intensive study in a key program area. This weekend delivery reduces pressure for space during the week.



The Government of Ontario, in the recently released discussion paper, Strengthening Ontario's Centres of Creativity, Innovationand Knowledge, included a section regarding online learning as a potential method to increase access for all learners, particularlythose who are prevented from attending in-class education as a result of barriers that may be financial, geographic, physical,family-related, or work-related.

6) eLearning

In spring 2010, the Ministry conducted a postsecondary survey on eLearning activity and plans that proved to be very useful inhelping the Ministry to develop a stronger understanding of the scale and type of eLearning activity taking place across Ontario.

In its 2010-2011 MYAA Report Back, Durham College provided information on eLearning that expanded on the information thatwas submitted in the Postsecondary eLearning Survey, and contributed to establishing a general baseline of student participationand demand in online courses and programs. As part of the ongoing development of performance indicators that reflect currentgovernment priorities for eLearning, and that will contribute to the Ministry's future priorities on technology-enabled learning,Durham College is asked to provide information on eLearning courses, programs and registrations in 2011-2012.

Fully Online Learning* and Synchronous Conferencing*

*DEFINITIONS:

Courses:

A Fully Online Learning (asynchronous) course is a form of distance learning delivered to individuals with access to the Internet,either at home, work or through an access centre. Although courses may have a set start date and set due dates forassignments, students can otherwise access and participate in courses at times and places of their own choosing. The onlinecomponent is typically over 80% of the total delivery. For example, a fully online course may include occasional face-to-facemeetings, a proctored exam, etc. with the remainder of the content delivered online.

A Synchronous Conferencing course is delivered through audio and video conferencing to provide synchronous communications(i.e., at the same time) between an instructor at one site and students at other sites. Conferencing can make use of the publictelephone system (ISDN), dedicated wideband networks or the Internet. A course is considered to be offered via synchronousconferencing if 80% or more of the content is delivered this way. For example, a synchronous conferencing course may haveoccasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered through audio and videoconferencing.

Programs:

A Fully Online Learning (asynchronous) program describes a program, which is considered to be fully online if 80% or more of itscourses are fully online courses. As an example, suppose a program consisted of 10 courses where: 8 courses are delivered fullyonline and 2 courses are delivered via traditional face-to-face. In this case, 80% of courses in the program are fully online, andthe program is defined as a fully online program.

A Synchronous Conferencing program describes a program, which is considered to be offered via synchronous conferencing if80% or more of its courses are delivered via synchronous conferencing and 2 courses are delivered via traditional face-to-face. Inthis case, 80% of courses in the program are delivered via synchronous conferencing, and the program is defined as asynchronous conferencing program.



Please indicate in the table below the number of Ministry-funded courses, programs Durham College offered in 2011-2012 andcorresponding registration information -

COURSESOntario College

Credential*Other Credential*

# of Ministry-funded courses offered through Fully Online Learning* 30 0

# of Ministry-funded courses offered through Synchronous Conferencing* 0 0

Total # of Ministry-funded courses offered through the above eLearningformats

30 0

PROGRAMSOntario College


# of Ministry-funded programs offered through Fully Online Learning* 3 0

# of Ministry-funded programs offered through Synchronous Conferencing* 0 0

Total # of Ministry-funded programs offered in the above eLearning formats 3 0

REGISTRATIONSOntario College


# registrations in Ministry-funded programs offered through Fully OnlineLearning*

409 0

# registrations in Ministry-funded programs offered through SynchronousConferencing*

0 0

Total # of registrations in Ministry-funded programs offered in the aboveeLearning formats

409 0

*An Ontario College Credential includes: Ontario College Certificate, Ontario College Diploma, Ontario College AdvancedDiploma, or Ontario College Graduate Certificate (or the French-language equivalent).* Other Credential includes: local board certificates, non-credit courses and other similar course/program offerings.



*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: eLearning Course, Program and Registration Data.

This data was obtained from Durham College's Banner student information system.

Note that the number of registrations may exceed the number of students in cases where students registered for multiplecourses.

In addition to the data provided on the previous page, 588 unique online courses were offered through the School ofContinuing Education during 2011-12. This number does not include multiple sections or multiple starts. It is not possible toclassify the courses as “Ontario Credential” or “Other Credential” because there are a number of courses that can counttowards both an Ontario Credential as well as a local board certificate (e.g. accounting courses). Similarly, some students maybe attending a particular course to achieve a local board certificate whereas others may be working towards an OntarioCredential and some may be seeking both; hence it is not possible to provide an Ontario Credential classification on theregistrations in Continuing Education courses.



*DEFINITIONS:

Hybrid Learning*

A Hybrid Learning course is a course where face-to-face teaching time is reduced, but not eliminated, to allow students more timefor online study. This model comes in a number of formats; however the online component is typically 50%-80% of the totalcourse delivery. In this case, a hybrid learning course may have components delivered via traditional face-to-face; however, overhalf of the course delivery should be online.

A Hybrid Learning program is a program in which 80% or more of its courses are hybrid learning courses.

In the space provided below, please highlight one or more examples of Durham College's use of Hybrid Learning courses and/orprograms in 2011-2012.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's eLearning initiatives. This could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment that DurhamCollege would like to highlight.

Professional DevelopmentThe Centre for Academic and Faculty Enrichment (CAFE) delivered a professional development workshop series called theOnline Institute in the spring of 2011 and again in the spring of 2012. Because of the lead times for quality development, someof the development work for September 2012 was begun in the 2011 session. The work done in these sessions involved tenfaculty from different schools.

Online courses that were developed:• Natural Disasters• Cultural Diversity in Canada• Canada and the World• Introduction to Women’s Studies• Introduction to New Media• Social Media and Society

Hybrid courses that were developed:• Executive Word Processing• Security Leadership & Operations• Residential Landlord & Tenant Law

ImpactFaculty participating in the piloting of hybrid courses have reported positive outcomes. Hybrid format allows for the opportunityfor a personal connection while offering the flexibility associated with online format. There were a total of 28 courses at DurhamCollege that were delivered in hybrid format in 2011-12.



Quality Online ResourcesThe above-mentioned Online Institute made a major contribution to assisting faculty in the development of quality onlineresources. Using the Jumpstart model, which is a method of lesson planning that supports multiple learning styles and activelearning, a clear template for online development was utilized to provide consistency and quality. The CAFE funded the onlineinitiative by purchasing licenses of authoring software for faculty and hiring multimedia students to develop content.

New Learning Management SystemDurham College decided upon and purchased a new learning management system, with training planned for May 2012 and fullimplementation planned for September 2012. The establishment of requirements and examination of the options in the marketwere spearheaded by the CAFE with the assistance of a faculty committee.

College Teaching CertificateIn the fall of 2011, the new Durham College Teaching Certificate program was launched. This is a five-course Durham CollegeGraduate Certificate program. The first three courses, Teaching Methodologies, Curriculum Development, and Assessmentand Evaluation are mandatory for all new probationary full-time faculty. These courses are designed and delivered in hybridformat, with 50% of each course delivered online. These courses also follow a Universal Design for Learning instructionaldesign methodology. Hence, new full-time faculty experience first-hand a well-developed hybrid course that uses UDLprinciples. Such an experience sets a standard for their own practice of teaching. The Flexible Delivery Committee also createdan Alternate Delivery Website to assist academic administrators in their planning efforts with respect to alternate delivery.http://enrichment.durhamcollege.ca/delivery/index.php/home



7) International

7.1 Initiatives

Please provide the number of For-Credit outbound students and inbound students participating in student exchanges/studyabroad/internships/international experiences that Durham College had in 2011-2012:

• Outbound students* = 0*DEFINITION: Outbound students are students who pay tuition at an Ontario college/university for credit received forstudy/work abroad.

• Inbound students* = 0

*DEFINITION: Inbound students are international students at an Ontario college/university participating in studentexchanges/study abroad/internships/international experiences to receive academic credit.

Please provide the gross revenue from international student tuition in Ontario in For-Credit academic programs at DurhamCollege in 2011-2012 = $2,263,815

Please provide the gross revenue for all off-shore activities, including campuses, development and enterprise projects, contracttraining and partnerships that Durham College had outside of Canada in 2011-2012 = $0

Please list, in the table below, all For-Credit, Stand-Alone campuses, partner campuses or partnerships at which DurhamCollege delivers courses and/or programs abroad (outside of Canada) in 2011-2012, including city, country, programs offered,and total enrolment in each program offered at each campus:

Campus Name City/Municipality/Country List all programs offered atthe Campus, PartnerCampus or Partnership in2011-2012

Provide 2011-2012 totalenrolment in eachprogram offered listed inthis table

N/A N/A N/A N/A

*The space below is provided for Durham College to describe methodology, survey tools, caveats and otherinformation regarding the numbers reported above re: International Initiatives.

n/a



7.2 Enrolment

In 2011-2012, the following were the top 5 source countries for international students at Durham College:

Source Country Number of Full-Time InternationalStudents from Source Country

International Students fromSource Country as a Percentage ofDurham College Total Full-TimeInternational Student Enrolment(+)

1. England(+) 2(+) 1.1%(+)

2. Trinidad(+) 2(+) 1.1%(+)

3. China(+) 1(+) 0.6%(+)

4. Hong Kong(+) 1(+) 0.6%(+)

5. Brazil(+) 1(+) 0.6%(+)

Durham College reported to the Ministry that International Enrolment* in 2011-2012 = 176(+).

*DEFINITION: International Enrolment is the headcount of Full-Time international students who are a non-Canadian citizen ornon-permanent resident (i.e. Student Visa, other visa, non-Canadian status unknown, or non-Canadian no visa status)studying as of September 2011 at Durham College, including students who are both eligible and ineligible for fundingconsideration, excluding ESL students from abroad who are taking short-term language training on a full-time basis.

*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: International Enrolment.

NOTE: The pre-populated data above on International Enrolment is incorrect. The correct enrolment is 146.

NOTE: The pre-populated data above on source countries is incorrect. Correct information is provided below:

1. India: 98 FT students, representing 68% of FT international enrolment2. China: 22 FT students, representing 15% of FT international enrolment3. USA: 2 FT students, representing 1.4% of FT international enrolment4. Germany: 2 FT students, representing 1.4% of FT international enrolment5. Trinidad: 2 FT students, representing 1.4% of FT international enrolment



Full-Time International Enrolment as a comparative percentage* of Full-Time Enrolment at Durham College in 2011-2012 was:2.37%(+)

*Comparative percentage calculation based on Durham College's 2011-2012 Full-Time International Enrolment (176(+)), dividedby Durham College's 2011-2012 Fulltime Enrolment Headcount (7,431(+))

Please provide Durham College's 2011-2012 Part-Time International Student Enrolment = 6

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's international initiatives. A highlight could be a strategy, initiativeor program viewed by the institution to be an innovative practice, success story and/or key accomplishment.

Partnership with GrokChinaBuilding upon our successful off-shore recruitment strategy in India, Durham College has partnered with GrokChina to hire afull-time recruiter / program officer for Durham College based in China. This strategy has allowed the college to leverageexisting relationships in China and to ensure a higher level of service for both students and agents. GrokChina also hosts thein-country Program Officer for the College’s ESL partner CultureWorks, thus creating an efficient application process.



7.3 English or French as a Second Language

Please provide the total number of International students who were enrolled in either an English as a Second Language (ESL)course or program or a French as a Second Language (FSL) course or program at Durham College in 2011-2012 = 0

Please provide a highlight in the space provided below of an initiative, strategy or practice that Durham College used in 2011-2012 to create pathways for International students from Durham College's ESL or FSL programming to postsecondary studies.

Partnership with CultureWorksDurham College has partnered with CultureWorks, located on the Oshawa campus, to market Durham College programsglobally and to provide ESL training to international students on the Durham College Oshawa campus. The International officeat Durham College works in close proximity with CultureWorks administration and staff to ensure a seamless transition forstudents from the ESL program into postsecondary programs at Durham College. In addition to our on-campus partner,Durham College engages with a number of off-campus English Language providers to facilitate a seamless pathway intopostsecondary studies, and to provide students with choices in relation to their English Language provider.

*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Enrolment in ESL or FSL by International Students.

n/a



Effective April 1, 2010, Broader Public Sector organizations, including colleges that receive more than $10 million per fiscal yearfrom the Ministry of Training, Colleges and Universities (TCU), are required to have Code of Ethics and Procurement, Policiesand Procedures in place within the college that are consistent with the principles outlined within the Government of Ontario'sSupply Chain Guideline. TCU recognizes the importance of this guideline in supporting the postsecondary education sector toachieve a common standard of supply chain excellence and to carry out supply chain activities in an ethical, efficient andaccountable manner.

8) Supply Chain Compliance / Broader Public Sector Accountability Act

Durham College confirmed in its 2010-2011 MYAA Report Back that it had adopted the Government of Ontario's Supply ChainCode of Ethics. Please confirm, that in 2011-2012, Durham College adhered to the Government of Ontario's Supply Chain Codeof Ethics: Yes

Durham College confirmed in its 2010-2011 MYAA Report Back that it had adopted or was in the process of adopting all of theGovernment of Ontario's 25 mandatory requirements for Procurement Policies and Procedures. Please confirm, that in 2011-2012, Durham College adhered to the Government of Ontario's 25 mandatory requirements for Procurement Policies andProcedures: Yes

SUPPLY CHAIN COMPLIANCE

If YES, please provide the approximate total dollar value of Durham College's OECM purchases in 2011-2012: 227,035

Durham College confirmed in its 2010-2011 MYAA Report Back that it had participated in the Ontario Education CollaborativeMarketplace (OECM). Please confirm, that in 2011-2012, Durham College participated in the Ontario Education CollaborativeMarketplace (OECM): Yes



Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's supply chain initiatives. This could be a strategy, initiative orprogram viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution wouldlike to highlight.

Durham College successfully developed the Green Procurement Goods and Service Guidelines.



BROADER PUBLIC SECTOR ACCOUNTABILITY ACT

All colleges were to be in compliance with the Broader Public Sector Accountability Act, 2010, proclaimed on April 1, 2011. TheAct, through three new directives (procurement, expenses and perquisites), established new expense, procurement andperquisite practices for large broader public sector (BPS) organizations and adds accountability measures.

BPS Procurement Directive

The new BPS Procurement Directive provides mandatory procurement practices for BPS organizations to improve accountabilityand transparency for procurement decisions and processes, and maximize the value that BPS organizations receive from the useof public funds. To comply with that Directive, institutions must:

i. formally adopt the supply chain code of ethics in accordance with their governance processes; and

ii. comply with the mandatory requirements of the Directive.

Durham College confirms that it was compliant with the BPS Procurement Directive and all of its mandatory requirementsas of April 1, 2011.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to Durham College's compliance with the BPS Procurement Directive. A highlight could be a strategy, initiativeor program viewed by Durham College to be an innovative practice, success story and/or key accomplishment.

Durham College successfully implemented a contracts management database that tracks all vendor contracts.



BPS Expenses Directive

The new BPS Expenses Directive improves accountability and transparency for BPS organizations by:

i. requiring designated BPS organization to establish expense rules, and

ii. establishing eight mandatory requirements for inclusion in each organization's expense rules.

Durham College confirms that it was compliant with the BPS Expenses Directive and all of its mandatory requirements asof April 1, 2011.

Please indicate the address on Durham College's website where a copy of Durham College's publicly available ExpensesDirective can be found:

http://http://www.durhamcollege.ca/about-us/corporate-links/governance/policies

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to Durham College's compliance with the BPS Expenses Directive. A highlight could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment.

Durham College successfully implemented the Purchasing Card Flat File expense module in the "Fast" reporting system.



BPS Perquisites Directive

The new BPS Perquisites Directive requires BPS organizations, including colleges, to establish rules on perquisites where theseare provided through public funds. The Directive sets out six requirements that must be included in the perquisites rules for theorganization. The rules apply to any person in the college including appointees, board members, elected officials and employees.

Durham College confirms that it was compliant with the BPS Perquisites Directive and all of its mandatory requirementsas of August 2, 2011.

Please provide one or more highlights in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to comply with the BPS Perquisites Directive in the 2011-2012. A highlight could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment.

Durham College developed a perquisites policy, which is posted on our internal website. A presentation on BPS PerquisiteDirective compliance was made to the Durham College Board of Governors through a report submitted on September 14,2011.



9) Work Integrated Learning*

As part of the Government's PSE Transformation agenda, as discussed in sector consultations during the Summer of 2012, thegovernment is interested in expanding work-integrated learning (including co-operative education) to make future Ontariostudents more career and job ready. Co-ops, internships, work placements and other types of work-integrated, experiential orentrepreneurial learning are already available in colleges and universities, often in partnership with industry.

While long-term indicators for Work-Integrated Learning (WIL) will be developed for future reports, the 2011-2012 MYAA ReportBack seeks to expand on survey information recently collected by the Higher Education Quality Council of Ontario (HEQCO). Thisinformation will help the Ministry to increase and strengthen WIL opportunities for Ontarians.

*DEFINITIONS:

Work-Integrated Learning is the process where students learn from experiences in educational and practice settings and integratethose experiences for effective professional practice and employment (adapted from HEQCO, 2012).

A Co-operative Education Program is defined as one that formally integrates a student's academic studies with work experience.The usual plan is for the student to alternate periods of experience in career-related fields according to the following criteria(Canadian Association for Co-Operative Education, 2012):

• Each work situation is approved by the co-operative education institution as a suitable learning situation; • The co-operative education student is engaged in productive work rather than merely observing; • The co-operative education student receives remuneration for the work performed; • The co-operative education student's progress on the job is monitored by the cooperative education institution; • The co-operative education student's performance on the job is supervised and evaluated by the student's employer; • The time spent in periods of work experience must be at least 30 per cent of the time spent in academic study.



Based on the definitions provided above, please provide WIL data for Durham College in 2011-2012:

Certificate DiplomaAdvancedDiploma

GraduateCertificate

AppliedDegree

Number of programs at Durham College with aCo-op Stream

0 1 0 0 0

Number of students at Durham College enrolledin a Co-op program

0 34 0 0 0

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to providing Work-Integrated Learning opportunities for students. Along with co-op, other examples of WILinclude internships, mandatory professional practice, field experience, service learning, applied research projects, innovationincubators and other WIL opportunities. This could include a strategy, initiative or program viewed by Durham College to be aninnovative practice, success story and/or key accomplishment.

Partnership with Habitat for HumanityTo provide an experiential learning opportunity for students in the Sustainable Carpentry program, Durham College partneredwith Habitat for Humanity on a deconstruct-to-reconstruct project in which students assisted to reclaim reusable parts fromhomes that were identified for demolition to accommodate the extension of the 407 highway. Reclaimed materials are then soldin the Habitat for Humanity's community stores. In the future, students will also work with Habitat for Humanity on theconstruction of a twenty-four unit townhouse complex in Oshawa by fabricating walls, roofs, etc. in the shops at the college forfuture erection. Students will also be encouraged to volunteer their time on weekends to go to the site and help erect the wallsand roofs they built at the college.

New Program Development Incorporating Experiental LearningThe new Horticulture Program, slated to start in September 2012 in partnership with the Parkwood Historical Estate in Oshawaand Landscape Ontario, will feature delivery of the curriculum for fall classes on-site at the Parkwood Estate, offering a uniquelearning environment for the students and the community.

Culinary and Hospitality OpportunitiesStudents in the Culinary Skills and Hospitality Management programs take work integrated learning to a high level. In additionto real kitchen experience in the food preparation labs that are at the heart of both programs, students also operate Bistro Max,a 36-seat restaurant located at Maxwell Heights Secondary School in Oshawa. Students take on all of the roles required toprepare and serve a full a-la-carte menu to paying customers. From food preparation to cooking, taking the customer order,and serving the meals to the table, presenting the guest check to washing the plates and glassware, the emphasis is onproviding the students with an experience that mirrors that which they would have in a private food service establishment. Withthe addition of the Culinary Management and Cook Apprentice programs and the move to the new Centre for Food on theWhitby campus, the experience will expand to include a retail operation where “ready-to-eat” home meal replacement andprepared foods will be produced, packaged, merchandised and marketed by the students to the campus community.

These same students have also participated in a number of catering events including College Day at Queen’s Park, theopening of the Alger Press Building, Whitby Phase 3 ground breaking, and the annual Culinary Golf Classic tournament atAngus Glen GC. Students are immersed in a real work environment, providing them with not only exposure to, but actualexperience in the planning, preparation and execution of actual catering events.

Hearing Screening ClinicThe hearing booth in our dedicated Comunicative Disorders Assistant (CDA) lab and classroom is used to screen and assessthe hearing of children and adults. Throughout the school year, an audiologist organizes a hearing screening clinic for adults(staff and faculty at DC and UOIT as well as the public) to have their hearing screened by our CDA students. Screenings arealso provided to children who attend the UOIT daycare centre.



Applied ResearchDurham College student participation in applied research activities continued to grow in 2011-12, with 81 students participatingin 32 different projects with industry partners across multiple programs. Feedback from students has been very positive, withstudents identifying a greater understanding of the world of work and and improved state of readiness to embark on a career.



10) Student Satisfaction

Per the Key Performance Indicator (KPI) results reported in 2011-2012, the student satisfaction rate at Durham Collegefor KPI Question #14 "Overall, your program is giving you knowledge and skills that will be useful in your future career"= 86.4%(+)

Per the KPI results reported in 2011-2012, the student satisfaction rate at Durham College for KPI Question #26 "Theoverall quality of the learning experiences in this program" = 78.1%(+)

Per the KPI results reported in 2011-2012, the student satisfaction rate at Durham College for KPI Question #44 "Theoverall quality of the facilities/resources in the college" = 66.7%(+)

Per the KPI results reported in 2011-2012, the student satisfaction rate at Durham College for KPI Question #45 "Theoverall quality of the services in the college" = 64%(+)

Please indicate the methods, in addition to the KPI survey results reported in 2011-2012, that Durham College used in 2011-2012 to measure student satisfaction.

Student Satisfaction Survey AnalysisThe KPI Student Satisfaction Survey is a provincial initiative that measures student satisfaction on a number of studentexperience-related aspects. Durham College analyzes the results of this survey along with the other key performanceindicators at the college level and reports the findings by way of an “Institutional Snapshot.” This report provides longitudinaltrending on KPIs and identifies the college’s areas of strengths and areas of improvements. However, since the questions onthe student satisfaction survey are globally worded, it is difficult to identify specific actions to address the areas ofimprovement. To respond to this gap, Durhm College developed the “Your Opinion Matters” student survey to follow-up on thecollege-wide areas of improvement identified on the Institutional Snapshot in order to gain specific actionable information.

In-depth Student Satisfaction SurveyThe "Your Opinion Matters" survey was developed in the summer of 2011 by the college’s Quality Assurance Council tomeasure student satisfaction prior to the official KPI survey period during the winter. In October 2011, students were asked tocomplete the online survey which focused on service and academic areas of the college that required improvement based onfeedback from the 2010 KPI survey. This pilot survey yielded a 9% response rate with 691 students completing it within a two-week period.

In addition, satisfaction survey cards are distributed to students attending events and workshops hosted by Student Servicesdepartments. These cards allow service providers to make adjustments to programming and services immediately based onstudent feedback.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's student satisfaction initiatives. This could be a strategy,initiative or program viewed by Durham College to be an innovative practice, success story and/or key accomplishment thatDurham College would like to highlight.



Cultivating a Culture of CelebrationThe “I heart DC” initiative was launched in September 2011, with first-year students receiving their own “I heart DC” OrientationT-shirt. The goal of the initiative is to cultivate a culture of celebration through showcasing students, staff and faculty success. Iheart DC looks for opportunities to showcase various events on campus and for new opportunities to celebrate DC. Students,staff, faculty and alumni can submit reasons why they love Durham College on our website by submitting text messages orvideos. Other fun events throughout the year showcased our “I heart DC” photo booth and the student appreciation event onGroundhog Day at which students and staff had opportunities to win “I heart DC” buttons, lanyards and T-shirts. 5,000 T-shirtswere distributed to students, staff and faculty throughout the year.

Groundhog DayGroundhog Day marks the day when legendary Canadian prognosticator, Wiarton Willie and his American counterpart,Punxsutawney Phil emerge from their winter dens on February 2nd every year to let us know how much more winter weatherwe can expect. It is a convenient day of public celebration in the midst of the darkest and often coldest time of year. At DurhamCollege, Groundhog Day coincides with Student Appreciation Day, a day when the staff and faculty serve the students freepizza and remind them that whether or not they see their shadows that day, there will still be another 9 weeks of scheduledclasses. This celebratory pause at the college also reminds the students that we care about them and hope that theirexperience at Durham College is memorable, fun and productive. It reminds the staff and faculty that we are here to servestudents and that no matter how bleak the weather, there is a warm and welcoming community at Durham College.



11) Graduation Rate

Per the KPI results reported in 2011, the graduation rate at Durham College = 68%(+)

Please indicate any methods, in addition to the KPI survey results reported in 2011-2012, that Durham College used in 2011-2012 to measure graduation rate.

None.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's graduation rate initiatives. This could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment that DurhamCollege would like to highlight.

Exam Preparation Program InitiativeAn “Exam Preparation Centre” was set up at the Oshawa and Whitby campuses during the week before exams and the weekof exams in 2011-12. The initiative was a response to the high levels of student stress observed by SALS staff due toupcoming exams. The goal was to help make exam preparation a more positive experience, and to provide students withadditional supports for last minute exam preparation. The initiative consisted of providing a quiet study area, a silent studyroom, and drop-in tutoring times for math, accounting, writing and the sciences. Additionally it allowed students to speak withthe FG Student Co-ordinator. A “Refuelling Station” with refreshments was added to encourage students to take a break. The“Exam Preparation Centre” was promoted at both campuses utilizing email, SALS, the FG microsite, and the FG Student Co-ordinator. This initiative served a total of 737 students, 432 in Oshawa and 305 in Whitby, in the two week period. Commentsfrom students indicated that this initiative allowed them to receive academic supports in a timely manner, and that it loweredthe stress levels of those who required a silent study area which was not a need previously identified at SALS. Identification ofthis need resulted in improved services to all students at exam times at both campuses.



12) Graduate Employment Rate

Per the KPI results reported in 2011-2012 the graduate employment rate, 6 months upon graduation, at Durham College =83.1%(+)

Please indicate any methods, in addition to the KPI survey results reported in 2011-2012, that Durham College used in 2011-2012 to measure graduate employment rate.

None.

Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's graduate employment rate. This could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment that DurhamCollege would like to highlight.

Job Search AssistanceDurham College Career Services telephones every graduate with job opportunities and information on Career Servicessupports, mainly during the summer months. The calling campaign occurs in conjunction with any emailing campaigns from theoffice. The call allows graduates to get personalized information on how to access Career Services in-person or on-line aftergraduation. Durham College graduates have free access to services and the Hired portal for two years after graduation. Thecalling campaign allows Career Services to assess whether graduates are having difficulties entering the workforce, and ifthere are trends with programs, targeted supports will be arranged to assist new graduates with navigating the specific industrydemands. 3,186 graduates were contacted by Career Services last year.

Certification OpportunitiesTo enhance the employability of students upon graduation, the Water Quality Technician program has embedded twoopportunities for students to obtain their Operator in Training Licences awarded by the Ministry of Environment and theirWalkerton Clean Water Center - Entry Level Drinking Water Course. Students must complete their course work at DurhamCollege and obtain at least 70% in their theory classes to be eligible to write the write external exams, which are invigilated oncampus.

Real World Work ExperienceTo enhance students’ employability and provide valuable experience for the job search, second year Dental Hygiene studentsparticipate in the Dental Hygiene clinic, seeing clients under the supervision of faculty and providing services such as completeexaminations, nutritional education, tobacco cessation, scaling, radiographs, polish, fluoride, desensitization, pit and fissuresealants and whitening. Providing dental services to the community for 35 years, the Dental Hygiene clinic has been atremendous community service, providing affordable and convenient dental care while giving our students the opportunity togain invaluable experience as they develop their clinical skills.

In addition to providing year round client care services, since 2008, Dental Assisting, Reception and Dental Hygiene studentsalso work collaboratively to offer a Mouth Guard clinic. Each year approximately ninety local athletes attend Durham College’sMouth Guard clinic to be fit with a custom made guard to help protect their teeth while playing hockey. The students are able toput to use the practical skills they have learned in their labs in a dental setting while offering local hockey players affordablemouth guards. The Mouth Guard clinic provides a fabulous learning experience derived from student, peer and clientinteraction.



13) Student Retention

The table below has been pre-populated with the results from Durham College's 2010-2011 MYAA Report Backs. Pleaseidentify Durham College's achieved results for 2011-2012 using the following methodology:

Use November 1st Full-Time enrolment data to determine year-over-year retention in multi-year programs (programs onwhich enrolment is reported at minimum twice). Please include in your calculations all students who were on work/co-

op placements during the specified retention periods.

RetentionRate Achievedfor 2010-2011

Retention Rate Achievedfor 2011-2012

1st to 2nd Year 86.9%(+) 2011 2nd Year Full-Time Enrolment Headcount for all 1+ Year Programs =2,232

÷2010 1st Year Full-Time Enrolment Headcount for all 1+ Year Programs =

2,786 x 100 = 80.1%

2nd to 3rd Year 84%(+) 2011 3rd Year Full-Time Enrolment Headcount for all 2+ Year Programs =544

÷2010 2nd Year Full-Time Enrolment Headcount for all 2+ Year Programs =

664 x 100 = 81.9%

3rd to 4th Year 0%(+) 2011 4th Year Full-Time Enrolment Headcount for all 3+ Year Programs = 0÷

2010 3rd Year Full-Time Enrolment Headcount for all 3+ Year Programs = 0x 100 = 0%

*NOTE: Institutions used a variety of student enrolment cluster groups in their 2010-2011 MYAA Report Back student retentionrate calculations. As such, comparison between the 2010-2011 student retention rate and the 2011-2012 student retention rate isnot recommended. The Ministry of Training, Colleges and Universities will continue to work with stakeholders to refine the studentretention rate indicator for future MYAA Report Backs.

*The space below is provided for Durham College to describe methodology, survey tools, caveats and other informationregarding the numbers reported above re: Student Retention.

This data was obtained from Durham College's Banner student information system. Note that four program groups wereexcluded from the calculations: students in these four program groups are enrolled in Years One and Two for the two-yearprogram, and only enrolled in Year Three for the related three-year program, thus preventing their inclusion in the calculation.



Please provide one or more highlights, in the space provided below, of an activity that Durham College used during 2011-2012,which contributed to maintaining or improving Durham College's retention initiatives. This could be a strategy, initiative orprogram viewed by Durham College to be an innovative practice, success story and/or key accomplishment that DurhamCollege would like to highlight.

Development of Supports for High-Risk CoursesSALS partnered with faculty to identify high-risk courses and to develop supports targeted at content within the programs.Resources were developed in workshop form, online, as learning objects, video units, and tip sheet forms in the SALS Centre.Through faculty partnerships, SALS staff customized presentations to high-risk classes, resulting in increased traffic to thesupport Centre before mid-terms. There were 20,053 student visits to the SALS Centre as compared to 10,420 in 2010-11, a92% increase in academic support centre use. To gauge student satisfaction with SALS services and staff, student feedbackwas collected specifically for First Generation students as an identified at-risk group specicially regarding learning skills andwriting workshops. Of the 142 student contact responses, 85 were learning skills workshop FG contacts, with 16% of studentssomewhat satisfied and 84% very satisfied. 57 were writing skills workshop FG contacts, with 12% of students somewhatsatisfied, and 88% of students very satisfied. The list of comments indicated a very high level of satisfaction in workshops fromthis group for both content and staff.

Special Event Auxiliary Team (SEAT)As a student success and retention initiative, the School of Justice & Emergency Services has been facilitating this volunteer-based student organization. Offered primarily for students by students with support and guidance from faculty, SEAT’sobjective and mandate is to provide students an opportunity to transition theoretical skills gained in the classroom into realworld experiences. SEAT does this by running volunteer security programs at sporting events hosted on campus. In addition,SEAT has supported and worked with various community partners to give students an opportunity for civic involvement with theDurham community at large. Some notable community partners have been Oshawa Santa Claus Parade, Hockey for Heart(Heart & Stroke Foundation), Girls Guides Canada, and Eastview Boys & Girls Club. SEAT is affiliated with the Co-CurricularRecognition Program and works closely with the Student Life Office to ensure that students have an opportunity to developtheir official Durham College non-academic transcript and potential receive Leadership Awards upon graduation.



Please provide one or more highlights, in the space provided below, of an activity that Durham College used in 2011-2012 toenhance the quality of the learning environment and what strategies are in place to continue and enhance quality for the threequality measure categories indicated below -

14) Quality of the Learning Environment

Faculty Professional DevelopmentMany opportunities exist for faculty professional development throughout the academic year through the Centre for Academicand Faculty Enrichment (CAFE). During 2011-12, there were 63 sessions of general training for faculty. Other opportunitiesinclude Teaching in Community, a 12-month faculty book study club that meets one evening per month; and TeachingSquares, a collaborative effort with Ontario Power Generation and UOIT. In addition to the regular series of professionaldevelopment opportunities offered by the CAFE, an event was held in the Spring of 2011 entitled EdCamp. This one-dayprofessional development mini-conference was intended to bring together faculty in a community of practice model to fostersharing about teaching challenges that they face. There were multiple streams and sessions throughout the day culminatingwith several interactive sessions with guest experts. Approximately 40 faculty attended.

The Eastern Region colleges also collaborate on several initiatives each year, including the production of a two-partconference called Aligning and Building Curriculum. Fourteen Durham College faculty attended last year. The LeapConference, held in the Spring, is a three-day, intensive conference for program coordinators. New full-time faculty take part ina week-long conference called Focus on Learning and the Eastern Region collaborates on the development and delivery ofonline professional development courses in the Faculty Cyber Connections program.

2011 saw the first VPA Award for Academic Excellence given to Virginia Harwood of the School of Justice and EmergencyServices.

1) IN-CLASS EXPERIENCE (Examples may include promoting teaching excellence, staff training, etc.)

Labour Day Services for New and Returning StudentsIn 2011, Durham College launched the Beat the Rush services event for students. The Oshawa campus was open for businessover the Labour Day weekend. Campus services and academic offices were open on Saturday and Sunday to serve new andreturning students. The event ensured students had time to start the new academic year prepared. New students could get apersonalized tour of their classes, get a souvenir photo in our “I heart DC” photo booth and they enjoyed free ice cream andmusic on the lawn. They could also buy their text books and school supplies, parking passes, rent lockers, buy orientationconcert tickets, learn how to access the campus computer network and set up their wireless access, speak to Financial Aidadvisors, and pick up their Campus ID cards without any line-ups. This event provided students and their families with arelaxed atmosphere as they moved into residence or off-campus and they prepared to begin their academic year.Approximately 200 students and their family members were served through this initiative throughout the weekend.

Campus Conflict Resolution Services (CCRS)With a vision to create an authentic and experiential learning activity for Mediation-Alternative Dispute Resolution GraduateCertificate students, an on-campus dispute resolution service was created. The students established a “living” conflictresolution clinic to benefit the entire Durham College community with the mission of providing a free, confidential conflictresolution service, assisting the campus community to collaborate in a safe and professional environment. The vision: toresolve conflicts to promote educational success. Students manage the CCRS under the supervision of faculty and providecustomized outreach presentations, workshops, one-on-one or group coaching, pre-mediation, and mediation servicesconcerning issues that involve student group-work or relationship conflicts to students. CCRS supports all faculty by providinga confidential and “real-world” service to refer their students who are dealing with group-work or relationship conflict. Studentclients of CCRS are exposed to meaningful and creative ways of resolving conflict with their peers while the Mediation-ADR

2) ENGAGEMENT (Examples may include new student orientation, work-learning opportunities, etc.)



students are gaining valuable and authentic experience in assisting students resolve conflicts while promoting the benefits ofdispute resolution and mediation practices. CCRS recently expanded outside of the campus community to partner with theDurham Community Legal Clinic to provide free mediation services in the area of tenant-to-tenant disputes to the community atlarge with a view to expanding service areas over the next few years.

Improvements to Centre for Students with Disabilities (CSD)CSD overhauled its intake procedures by expanding summer programming, enhancing communication to students, realigningstaff positions, facilitating group orientation sessions for students, and introducing service automation allowing returningstudents to ‘self-serve.’ This initiative dramatically improved student wait-times during peak periods, enhanced the office’soverall accessibility, and improved student satisfaction ratings with the CSD significantly.

Improvements to Student Academic Learning Services (SALS)SALS made substantial changes to the delivery of academic support services in Whitby and Oshawa in direct response to theinstitutional directive to improve KPIs, support SEM and increase graduation rates. In 2011-12 the Early Academic InterventionProgram established a strategic partnership between the SALS Centre, faculty and student liaisons to identify and supportstudents struggling in their courses and/or at risk of failing. The objective of this program was to engage these students in thefirst month of the semester and to direct them to SALS services to receive academic supports much earlier than in previousyears. Engaging at-risk students at the earliest opportunity and providing focused supports significantly impacts coursecompletion and, ultimately program success. Demand for every service in SALS was about two weeks ahead of the norm forthis time of the year as a direct result of this initiative. Current feedback from staff and students indicates a high level ofengagement and support. The peer tutoring service was impacted significantly by this initiative in the fall semester with thehighest demand ever seen in the SALS Centre for math, science and English writing supports.

3) SUPPORT (Examples may include personal and academic supports to students, etc.)



Contact:

By checking this box, Durham College confirms that all information being submitted to the Ministry as part of the 2011-2012 MYAA Report Back is accurate and has received approval from Durham College's Executive Head or Board ofGovernors.

Attestation:

For additional information regarding Durham College's 2011-2012 MYAA Report Back please contact -

• Name: N/A

• Telephone: N/A

• Email: N/A

Please indicate the address on Durham College's website where a PDF copy of this 2011-2012 MYAA Report Back will beposted once it has been approved by the Ministry (the Ministry will contact the individual listed above once the 2011-2012 MYAAReport Back has been approved):

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Additional to the MYAA

Methodology, survey tools, caveats and other information regarding the international initiatives.

There has been no “For-Credit” in-bound or out-bound international student exchange activity during

2011-12.

The $2,263,815 gross revenue from international student tuition in “For-Credit” academic programs at Durham College represents the sum of tuition fee collections and other international revenue from short-term training activities in Canada. This figure was taken from the Durham College general ledger.

Other international initiatives during the fiscal year 2011-2012 are summarized below.

345 faculty, administrative and support staff participated in eight sessions of Cultural Diversity

Training.

International representation offices were opened in New Delhi, India and Beijing, China.

Hindustan Times, New Delhi, on January 25, 2012 recognized Durham College as one of the six

most popular Canadian colleges.

The College has celebrated a number of international cultural events including Diwali and

Chinese New Year, as a first in its history.

Durham Chinese Canadian Culture Centre (DCCCC) has opened a career centre at the Oshawa

campus. Preliminary agreement was reached with the Indo-Canadian Cultural Association of

Durham to open a similar office on our campus in May 2012.

Delegates from Suon and Tai Yuan colleges visited Durham College. Training was provided to

these colleges.

Academic collaboration agreements were signed with the following institutions:

o China: Yunnan Land and Resources Vocational College, Taiyuan Technician College,

Beijing Science and Technology and Management College, Shanxi Human Resource and

Security Department

o South Korea: Kyonggi Institute of Technology, SUDO Electrical Technical High School

o Vietnam: Vietnam – Canada Vocational School of Chilinh City

International enrolment of the College has grown substantially since 2008 and exceeded 200

students in the winter 2012.

The new BPS Expenses Directive

Durham College successfully implemented a travel program utilizing the Ministry of Government

Services vendor of record Hogg Robinson Group and preferred airline contracts with Porter and

WestJet. This travel program supports the BPS expense directives and Durham College expense policy

which provides cost and time-efficient travel services for our travellers.

AGENDA PAGE 140