proposals and reports from senate committees (sen … … · with respect to matters on campus,...

6. PROPOSALS AND REPORTS FROM SENATE COMMITTEES

a. Senate Committee on Academic Standards - Dr. Sara Beam, Chair i. 2015 University of Victoria Grading Patterns Report INFORMATION

(SEN-DEC 4/15-4)

b. Senate Committee on Admission, Re-registration and Transfer – Dr. Kenneth Stewart, Chair

i. 2014/2015 Annual Report (SEN-DEC 4/15-5) INFORMATION

c. Senate Committee on Agenda and Governance - Prof. Jamie Cassels, Chair i. Appointments to the 2015/2016 Senate Standing Committees ACTION

(SEN-DEC 4/15-6)

Motion: That Senate approve the appointments to the 2015/2016 Senate standing committees for the terms indicated in the attached document.

d. Senate Committee on Awards - Dr. John Walsh, Chair

i. New and Revised Awards ACTION

(SEN-DEC 4/15-7) Motion: That Senate approve, and recommend to the Board of Governors that it also approve, the new and revised awards set out in the attached document: • Grad Class of 1964 Entrance Scholarship (new)* • Grace and Harry Hickman Scholarship (revised) * • Cuchulain Vikes Rugby Award (new) * • Lawson Lundell LLP Prize in Securities (revised) * Administered by the University of Victoria Foundation

e. Senate Committee on Planning – Dr. Catherine Mateer, Chair i. Proposal for a new stream in Masters of Music - Music ACTION

Technology (SEN-DEC 4/15-8)

Motion: That Senate approve, and recommend to the Board of Governors that it also approve, subject to funding, the establishment of a stream in Masters of Music – Music Technology, as described in the document “Music Technology Program”, and that this approval be withdrawn if the program should not be offered within five years of the granting of approval.

7. PROPOSALS AND REPORTS FROM FACULTIES 8. PROPOSALS AND REPORTS FROM THE VICE-PRESIDENT ACADEMIC AND

PROVOST 9. OTHER BUSINESS

a. Letter from UVSS (SEN-DEC 4/15/-9) ACTION

Motion: Whereas participating in student advocacy efforts around post-secondary education is a longstanding part of campus culture; and Whereas on February 3rd, 2016 the University of Victoria Student Society (UVSS) will be holding the Education is Right rally at the Provincial Legislature in Victoria in support of fully funded post-secondary education; and Whereas the UVSS is not asking the University of Victoria Senate to endorse this rally, however, they are asking that the Senate open up the space for students to engage in their democratic right to organize on issues that directly affect them; therefore BIRT the Senate grant academic amnesty for all undergraduate students for February 3rd, 2016; and BIFRT this academic amnesty would absolve students of the obligation to hand in coursework, write exams or participate in classroom discussion on the day of February 3rd,, 2016.

b. Senate vacancy

10. ADJOURNMENT

MEMO

As discussed at the last Senate meeting, the Senate Committee on Agenda and Governance has agreed to trial a change in the way Senate minutes are drafted to reduce the level of detail. In particular, comments made at the meeting will not always be attributed to a particular member of Senate, unless requested. The minutes for the November 6 Senate meeting, drafted in the new style, are attached. /attachment

Date:

November 25, 2015

To:

Members of Senate

From:

Carrie Andersen Associate University Secretary

Re: Draft Open Senate Minutes – November 6, 2015

SEN-DEC 4/15-1 Page 1 of 8

DRAFT MINUTES

A meeting of the Senate of the University of Victoria was held on November 6, 2015 at 3:30 p.m. in the David Strong Building, room C116. 1. APPROVAL OF THE AGENDA

Motion: (B. Peterson/J. Crocker) That the agenda be approved as circulated.

CARRIED

2. MINUTES

a. October 2, 2015

Motion: (R. Grant/F. Diacu) That the minutes of the open session of the meeting of the Senate held on October 2, 2015 be approved and that the approved minutes be circulated in the usual way.

CARRIED 3. BUSINESS ARISING FROM THE MINUTES There was none. 4. REMARKS FROM THE CHAIR

a. President’s Report Prof. Cassels provided a report to Senate. He commented on the federal election, noting that three members of the new Liberal Cabinet were UVic alumni, as was the new interim leader of the official opposition. Prof. Cassels reported on Universities Canada meetings he attended in Ottawa following the federal election, and responded to a question about research funding, indicating that opportunities for less narrowly targeted funding might arise. With respect to matters on campus, Prof. Cassels provided a report on the Campus Plan and the Strategic Research Plan. He noted that budget planning was well underway. Prof. Cassels provided a report on the upcoming Convocation ceremonies, as well as an upcoming meeting of the Royal Society of Canada.


5. CORRESPONDENCE There was none. 6. PROPOSALS AND REPORTS FROM SENATE COMMITTEES

a. Senate Committee on Academic Standards

i. 2014/2015 Annual Report Dr. Beam introduced the report. There were no questions from members of Senate.

b. Senate Committee on Awards i. 2014/2015 Annual Report

Dr. Walsh introduced the report. There were no questions from members of Senate.

ii. New and Revised Awards Dr. Walsh introduced the proposal.

Motion: (J. Walsh/B. Peterson) That Senate approve, and recommend to the Board of Governors that it also approve, the new and revised awards set out in the attached document: • Dr. Arne H. Lane Graduate Fellowships in Marine Sciences

(revised)* • Gregory Blue Scholarship in Global History (new)* • Ronald F. MacIsaac Prize (revised) • 50th Anniversary Science Entrance Scholarship (revised)* • University of Victoria Entrance Scholarship – The Brishkai Lund

Scholarship (revised) • University of Victoria Entrance Scholarship – The Donna Thomas

Scholarship (revised) • University of Victoria Entrance Scholarship – The Dr. & Mrs. R.B.

Wilson Scholarship (revised) • University of Victoria Entrance Scholarship – The Dr. J. Waelti-

Walters (revised) • University of Victoria Entrance Scholarship – The Howard Denike

Scholarship (revised) • University of Victoria Entrance Scholarship – The Dr. Hugh Stephen

Scholarship (revised) * Administered by the University of Victoria Foundation

CARRIED


c. Senate Committee on Planning

i. Proposal to Change the Name of the Department and Degree Programs from Women’s Studies to Gender Studies

Dr. Mateer and Dr. Lepp reviewed the proposal with members of Senate.

Motion: (A. Lepp/J. Walsh) That Senate approve changing the Name of the Department and Degree Programs from Women’s Studies to Gender Studies, as described in the document “Proposal to Change the Name of the Department and Degree Programs from Women’s Studies to Gender Studies”, dated August 20, 2015.

CARRIED ii. Proposal for Certificate in General Studies

Dr. Mateer introduced the proposal for this non-credit certificate offered through the Division of Continuing Studies. Dr. MacDonald provided information about the nature of the credential, explaining that it was consistent with similar credentials offered by Continuing Studies and that a non-credit credential made sense in situations where there was not an academic home for the program.

Motion: (B. Peterson/J. Crocker) That Senate approve, and recommend to the Board of Governors that it also approve, subject to funding, the establishment of a Certificate in General Studies, as described in the document “Proposal for a Certificate in General Studies”, dated September 22, 2015, and that this approval be withdrawn if the program should not be offered within five years of the granting of approval.

CARRIED iii. Proposal to establish a Department of Civil Engineering at UVic

Dr. Mateer introduced the proposal and explained the need for an administrative unit to support the Civil Engineering program. Dr. Kuehne provided information about the long term hiring plan, noting that both the optimal number and complement of faculty members was being considered. She acknowledged the challenges with physical space and said that, although plans to address these challenges within the Faculty of Engineering generally were still being considered, adequate space to meet students’ needs would be allocated. Dr. Kuehne also commented on funding requests being made to support the program, noting that attempts to secure provincial funding were being made. Dr. Sadik Dost, Faculty of Engineering provided information on the Civil Engineering program, noting that the academic program would remain in place in the event the appropriate


administrative structures to support it were not approved. He acknowledged the challenges this could create for accreditation.

Motion: (B. Peterson/J. Crocker) That Senate approve, and recommend to the Board of Governors that it also approve, subject to funding, the establishment of a Department of Civil Engineering at UVic, as described in the document “Proposal for the Establishment of a Department of Civil Engineering”, dated October 14, 2015.

CARRIED 7. PROPOSALS AND REPORTS FROM FACULTIES

There was none. 8. PROPOSALS AND REPORTS FROM THE VICE-PRESIDENT ACADEMIC AND

PROVOST

a. Update on Enrolment Mr. Tony Eder, Executive Director, Academic Resource Planning provided a presentation on enrolment for 2015/16. He reviewed the UVic, provincial and national context; the number of applicants and registrants; and the average entering GPA. He discussed enrolment relative to targets and provided information on international growth. Mr. Eder provided information about student practices related to application to universities, and commented on UVic’s success in attracting high quality students. He acknowledged the factors associated with students’ decisions to attend a particular university, including location, program and tuition. Prof. Cassels commented on the graduate versus undergraduate ratio, noting that the profile of the university had changed since the ratios were set by government approximately 30 years ago. Mr. Eder provided some further information regarding international enrolment. He described the university’s efforts to diversity and redirect recruiting efforts, and commented on retention rates for international students.

b. Presentation on the Enhanced Planning Tools Dr. Sarah Blackstone, Advisor to the Provost, Special Projects updated members of Senate on the Enhanced Planning Tools project. She reviewed the process undertaken to date and summarized the criteria and measures developed. Dr. Blackstone previewed the tool that would roll out to units shortly and provided information about the steps and timeline for completing the questions.


9. OTHER BUSINESS

a. Senate minutes Ms. Andersen reported on a decision of the Senate Committee on Agenda and Governance to reduce the level of detail contained in the Senate minutes, in particular to change the practice of associating each comment made with a particular member of Senate, unless requested. Some members of Senate expressed concerns about accountability if names were not recorded in the minutes. There being no other business the meeting was adjourned at 4:56 p.m.


Senate Meeting November 6, 2015

Name In Regrets Position Attendance

\ndersen, Carrie ),1 0 Associate University Secretary By Invitation \ragon, Janni '(q h-" 0 Faculty of Social Sciences Elected by the Faculty 3aer, Doug \J (_':, 0 Faculty of Social Sciences Elected by the faculty_ members 3anerjee, Sikata "" o 0 Faculty of Humanities Elected by the faculty members 3ashir, Rizwan · tf.,....- 0 Convocation Senator Elected by the convocation

3eam, Sara \6 D Faculty of Graduate Studies Elected by the Faculty 3eaveridge, Chandra mY 0 Convocation Senator Elected by the convocation 3egoray, Deborah D .X Faculty of Education Elected by the faculty members 3engston, Jonathan ):l'. 0 University Librarian Ex officio 3oyd, Wesley-Ryan 0 0 Student Senator Elected by the students 3ranzan Aibu, Alexandra ~ 0 Faculty of Engineering Elected by the faculty members 3rekstad, Lee ~ 0 Student Senator Elected by the students 3ryden, Penny g ./ 0 Faculty of Humanities Elected by the faculty members 3utler-Palmer, Carolyn 0 X Faculty of Fine Arts Elected by the Faculty ~alder, Gillian "'X' 0 Faculty of Law Elected by the Faculty ~apson, David ':A 0 Dean, Faculty of Graduate Studies Ex officio ~assels, Jamie » 0 President and Vice-Chancellor Chair of Senate ~astle, David 0 )i( Vice-President Research Ex officio ~harlton , Lauren !iY' 0 Registrar By Invitation ~olby, Jason 0 X Faculty of Humanities Elected by the Faculty ~dppen , Carolyn 0 }!( Faculty of Education Elected by the Faculty ~rocker, Jordan M 0 Student Senator Elected by the students Jechev, Nikolai v 0 Faculty of Engineering Elected by the Faculty Jenley, Julia 0 0 Student Senator Elected by the students Jevor, Aaron ~ 0 Faculty of Social Sciences Elected by the faculty· members Jiacu, Florin l:f 0 Faculty of Science Elected by the Faculty )riessen, Peter 0 0 Faculty of Engineering Elected by the Faculty )unsdon, Jim A . 0 Associate Vice-President Student Affairs By Invitation )urno, John %.. 0 Librarian Elected by the Professional Librarians -astman , Julia >6 0 University Secretary Secretary of Senate -rickson, Kayleigh 0 0 Student Senator Elected by the students =lynn, Michael 0 )( Student Senator Elected by the students =rancis Pelton, Leslee )g[ "o Faculty of Education Elected by the faculty members 3illen, Mark ~ 0 .Facultyof Law Elected by the Faculty 3illis, Kathrvn ¥~ 0 .ActingDean, Faculty of Science Ex officio 3rant, Rebecca 'lgi' 0 Peter B. Gustavson School of Business Elected by the Faculty -lallgrimsdottir, Helga D X Faculty of Social Sciences Elected by the faculty members -laskett, Tim o / ')!( Faculty of Humanities Elected by the faculty members -licks, Robin >d b 0 Faculty of Science Elected by the faculty members vanova, lvelina '\9" 0 Student Senator Elected by the students <lein , Saul 0 ')J( Dean, Peter B. Gustavson School of Business Ex officio <ostek, Patricia 0 J;( Faculty of Fine Arts · .. Elected by the Faculty <rull, Catherine 0 y Dean, Faculty of Social Sciences Ex officio <uehne, Valerie )SJ,~ "'o Vice-President Academic and Provost Ex officio <ushniruk, Andre W// 0 Faculty of Human and Social Development Elected by the Faculty _emieux, Andrew \ef 0 Student Senator Elected by the students _epp_. Annalee . .'>C 0 Faculty of Humanities Elected by the Faculty _ewis, Susan ~ 0 Acting Dean, Faculty of Fine Arts Ex officio _iddell , Peter /o-- 0 Convocation Senator Elected by the convocation Littlewood, Cedric )!l' 0 Acting Dean, Faculty of Humanities Ex officio MacDonald, Maureen Vf' 0 Dean, Division of Continuing Studies Ex officio Marek, Patricia ¥ 0 Dean, Faculty of Human and Social Development Ex officio Mateer, Catherine )9 0 Associate Vice-President Academic Planning By Invitation Mellin, Dakota D 0 Student Senator Elected by the students Neiman, Alex 0 D Student Senator Elected by the students Peterson , Bernadette .J/ 0 Student Senator Elected by the students Popova, Diana IJ 0 Student Senator Elected by the students Rogers, Shelagh 'lX:J 0 Chancellor Ex officio Ryan, Tristan 0 0 StUdent Senator Elected by the students Sangster-Gormley, Esther )'f-. 0 Faculty of Human and Social Development Elected by the Faculty Schallie, Charlotte D 0 Faculty of Graduate Studies Elected by the Faculty Schrod, Phillip 0 0 Student Senator Elected by the students Shankman, Cory w 0 Student Senator Elected by the students Smith, Brock VI' 0 Peter B. Gustavson School of Business Elected by the Faculty St. Clair, Ralf 0 "")( Dean, Faculty of Education Ex officio Stahl, Ann \t 0 Faculty of Social Sciences · Elected by the faculty members Tiedje, Thomas 0 '1l Dean, Faculty of Engineering Ex officio Ulysses, Alicia ~ ' o- . Faculty of Humanities Elected by the Continuing Sessionals Varela, Diana 0 )( Faculty of Science Elected by the Faculty von Aderkas, Patrick ~ 0 Faculty of Science Elected by the faculty members Walsh, John ~ 0 Faculty of Graduate Studies Elected by the Faculty Webber, Jeremy 0 "');!( Dean, Faculty of Law Ex officio Wright, Bruce 0 )II( Head, Division of Medical Sciences Ex officio Wyatt, Victoria JJi 0 Faculty of Fine Arts · Elected by the faculty. members


MEMBERSHIP OF THE SENATE OF THE UNIVERSITY OF VICTORIA

Effective July 1, 2015

EX OFFICIO MEMBERS - University Act: Section 35 (2) (a-f) Chancellor: Shelagh Rogers (31/12/17) President and Vice-Chancellor: Jamie Cassels, Chair V.P. Academic & Provost: Valerie Kuehne V.P. Research: David Castle

Dean, Peter B. Gustavson School of Business: Saul Klein Dean of Education: Ralf St. Clair Dean of Engineering: Thomas Tiedje Dean of Continuing Studies: Maureen MacDonald

Acting Dean of Fine Arts: Susan Lewis Dean of Graduate Studies: David Capson Acting Dean of Humanities: Cedric Littlewood Dean of HSD: Patricia Marck Dean of Law: Jeremy Webber Acting Dean of Science: Kathryn Gillis Dean of Social Sciences: Catherine Krull University Librarian: Jonathan Bengtson MEMBERS ELECTED BY THE FACULTIES - Section

35 (2) (g) BUSI: Rebecca Grant (30/6/16) Brock Smith (30/6/18)

EDUC: Carolyn Crippen (30/6/16) John Walsh (30/6/17) ENGR : Peter Driessen (30/6/16) Nikolai Dechev (30/6/17) FINE: Carolyn Butler-Palmer (30/6/16) Patricia Kostek (30/6/18) GRAD: Sara Beam (30/6/16) Charlotte Schallié (30/6/17) HUMA: Andre Kushniruk (30/6/18) Esther Sangster-Gormley (30/6/16) HUMS: Jason Colby (30/6/18) Annalee Lepp (30/6/16) LAWF: Gillian Calder (30/6/17) Mark Gillen (30/6/16) SCIE: Florin Diacu (30/6/17) Diana Varela (30/6/17) SOSC: Janni Aragon (30/6/18) Doug Baer (30/6/17) MEMBERS ELECTED BY THE FACULTY MEMBERS

- Sections 35 (2) (g) Sikata Banerjee - HUMS (30/6/16) Deborah Begoray – EDUC (30/6/18) Alexandra Branzan Albu – ENGR (30/6/17) Penny Bryden – HUMS (30/6/16)

Aaron Devor – SOSC (30/6/17) Tim Haskett – HUMS (30/6/17) Robin Hicks – SCIE (30/6/18) Helga Hallgrimsdottir – SOSC (30/6/18)

MEMBERS ELECTED BY THE FACULTY

MEMBERS (continued)

Leslee Francis Pelton – EDUC (30/6/17) Ann Stahl - SOSC (30/6/16) Patrick von Aderkas - SCIE (30/6/16) Victoria Wyatt – FINE (30/6/16)

MEMBERS ELECTED FROM THE STUDENT ASSOCIATION – Section 35 (2) (h)

Wesley-Ryan Boyd (SOSC) (30/6/16) Lee Brekstad (HUMS) “ Jordan Crocker (HUMA) “ Julia Denley (SCIE) “ Kayleigh Erickson (SOSC) “ Michael Flynn (BUS) “ Ivelina Ivanova (LAW) “ Andrew Lemieux (GRAD) “ Dakota Mellin (EDUC) “ Alex Neiman (ENGR) “ Bernadette Peterson (SCIE) “ Diana Popova (GRAD) “ Tristan Ryan (SOSC) “ Phillip Schrod (SOSC) “ Cory Shankman (GRAD) “ vacancy (FINE) “

MEMBERS ELECTED BY THE CONVOCATION – Section 35 (2) (i) Rizwan Bashir (30/06/18) Chandra Beaveridge (30/06/18) Peter Liddell (30/06/18) Incumbent on leave to Dec. 31/15 (30/06/18) ADDITIONAL MEMBERS - Section 35 (2) (k) Head, Division of Medical Sciences: Bruce Wright Member elected by the Professional Librarians: John Durno (30/06/18) Continuing Sessional: Alicia Ulysses (30/06/17) SECRETARY OF SENATE - Section 64 (2) University Secretary: Julia Eastman BY INVITATION - Seated with specified speaking

rights Assoc. V.P. Student Affairs: Jim Dunsdon Assoc. V.P. Academic Planning: Catherine Mateer Registrar: Lauren Charlton (to Dec. 31/15) Associate University Secretary: Carrie Andersen


1

University of Victoria Date: November 19, 2015 TO: Senate

FROM: Dr. David Castle, Vice-President Research RE: Final Draft of the Strategic Research Plan

The Office of the Vice-President Research is presenting the attached final draft of the Strategic Research Plan (SRP) to Senate for discussion. An earlier draft of the plan was presented to Senate in October 2015 at which time Senators were asked to provide feedback on the plan, and to encourage their colleagues to do the same. Information about the outcomes of the Fall consultation period, including a description about how feedback was incorporated in the final draft of the plan, will be presented at the December 4 Senate meeting. Background The SRP has been developed by the Office of the Vice President Research, supported by the SRP Advisory Committee, within the framework of the university’s Strategic Plan as a means to foster achievement of the goals and objectives in the UVic Strategic Plan. The Plan has been shaped by input from faculty, staff, students and external partners over the academic year 2014-2015 in a wide variety and large number of engagement sessions, as summarized in the Engagement Report. Included among these were four updates on the plan development to Senate (October 2014 and February, May and October 2015). Members of the UVic community were encouraged to provide written feedback on the draft plan between September 21 and October 19, 2015. The final draft of the plan that incorporates the feedback received was discussed at the SRP Advisory Committee on October 30, Deans’ Council on November 18 and the Board of Governors on November 23. Next Steps The SRP will be finalized and presented to Executive Council in December, at which time the Vice-President Research will request that Executive Council recommend approval of the plan by the President. Once approved, implementation of the plan will commence in January 2016 working with Deans and Associate Deans Research through existing committees and processes as described in the plan.

Office of the Vice-President, Research Administrative Services Building, Room A110 PO Box 1700 STN CSC

Tel: (250)472-5416 Fax: (250)472-5477

[email protected] /[email protected] https://www.uvic.ca/research/

MEMO


http://www.uvic.ca/research/assets/docs/researchplan/SRP_EngagementReport_20150708_Final.pdf

mailto:[email protected]

mailto:/[email protected]

https://www.uvic.ca/research/

FINAL DRAFT

Strategic Research Plan

2016-2021

Prepared by the Office of the Vice-President Research


2

Table of Contents

1 PURPOSE AND PURVIEW 5 The Competitive Landscape of Research 5 Research and the UVic EDGE 6 Research Strategy in the Context of UVic’s Overarching Strategy 6

2 UVIC’S COMMITMENT TO THE VITAL IMPACT OF RESEARCH 7 Excellence in Research 7 Discovery, Creation and Invention 7 Community-Engaged Research 7 Research-Inspired Educational Programs 8 International Research 8

3 DEMONSTRATED RESEARCH EXCELLENCE AT UVIC 8 Research Funding Success 8 Innovation 9 In the Rankings 10 External Research Awards 11 Research Infrastructure 12 Research Centres 12 Graduate Students and Post-Doctoral Fellows 13

4 UVIC’S DYNAMIC RESEARCH CAPABILITIES 13 Creativity and Culture 14 Data Science and Cyber Physical Systems 14 Environment, Climate and Energy 15 Global Studies and Social Justice 16 Health and Life Sciences 16 Indigenous Research 17 Ocean Science and Technology 18 Physical Science and Engineering, and Mathematical and Computer Science 18

5 STRATEGIC PRIORITIES 19 Defining and Achieving Research Excellence 20 Enhancing the Integration of Research and Education 22 Expanding Partnerships, Innovation and Entrepreneurship 23 Improving Research Competitiveness through Differentiation and Specialization 25 Enhancing and Optimizing the Provision of Research Services 26

6 STRATEGIC RESEARCH PLAN IMPLEMENTATION PROCESS 29

7 CONCLUSION 29

8 APPENDICES AND USEFUL LINKS 30


3

Acknowledgements

The University of Victoria thanks the campus community, and key funders and research partners, for contributing to the strategic research planning process. The development of a Strategic Research Plan involves extensive engagement and consultation, and the time and effort contributed by UVic’s research community is gratefully acknowledged.

The University of Victoria acknowledges and thanks the members of the UVic Strategic Research Plan Advisory Committee. This committee was established to provide advice to the Office of the Vice-President Research regarding the development and implementation of the Strategic Research Plan process. Their commitment to the process and invaluable advice are sincerely appreciated.

All of these contributions have served to ensure the creation of a plan that will guide UVic research over the next five years, and enable advancement of the university’s research mission.


4

Executive Summary

The University of Victoria (UVic) is among Canada’s most research-intensive universities, and occupies a unique historical, geographical and cultural niche in Canada. UVic has made significant strides forward in the breadth and depth of its research and social impact in recent decades. In the process, the university has developed unique capabilities for research and knowledge mobilization that are reflective of UVic’s values and commitment to research. These guide the university’s approach to remaining at the forefront of research excellence among international peers, and to being relevant to challenges facing contemporary society.

UVic researchers are global leaders, as demonstrated by the university’s success in achieving international, national and regional recognition; in attracting external research funding including supports for research chairs; in showing vital impact through technological and social innovation; in providing research opportunities for undergraduates; and in training high-quality graduate students and post-doctoral fellows. This excellence is reflected in UVic’s dynamic capabilities for research in areas as diverse as: culture and creativity; data science and cyber physical systems; environment, climate and energy; global studies and social justice; health and life sciences; Indigenous research; ocean science and technology; and physical science and engineering, and mathematical and computer science.

UVic’s Strategic Research Plan supports intellectual inquiry at its inception, enables the research projects and programs of faculty, staff and students and research partners, and sustains an environment that promotes excellence in research, education and training for the next generation of researchers and leaders. Future success for UVic research is predicated on having a clear sense of the organizational values to which the university is committed, understanding the competitive and changing landscape of research, and channelling existing research capabilities toward new opportunities for UVic researchers. By addressing the research needs and priorities of funders and partners in research, and attending to government priorities, UVic can meet society’s need and demand for knowledge that can be mobilized for maximum social impact.

At the core of this Plan are five priorities, and associated objectives and strategies, for enhancing and leveraging the best of UVic research:

Defining and Achieving Research Excellence

Enhancing the Integration of Research and Education

Expanding Partnerships, Innovation and Entrepreneurship

Improving Research Competitiveness through Differentiation and Specialization

Enhancing and Optimizing the Provision of Research Services

The research priorities set directions for improving UVic’s research environment and institutional support for research, with the ultimate aim of enabling current and successive generations of researchers to excel in research. With a view to implementing the strategies in this Plan, key objectives were developed to guide the development of annual implementation plans. Existing institutional planning processes and consultation mechanisms will guide implementation, and the timing and pacing of progress against the strategic priorities and objectives for research is subject to resource considerations over the five-year life of the Plan. By setting the course with high-level strategic priorities and by providing a way to see the priorities turned into actions, UVic will be able to achieve the research excellence, knowledge mobilization and impact on society required by the university’s academic mission.


5

1 PURPOSE AND PURVIEW

The Competitive Landscape of Research

The high quality and dedication of UVic’s faculty, staff, undergraduate and graduate students and post-doctoral fellows are foundational to UVic’s research success. UVic has established its position as a leading research university in Canada by building upon its areas of established and emerging strength and by securing the support needed to sustain research growth. Constant improvement has yielded great results for UVic, as reflected in its dynamic capabilities and potential for future research success. By promoting the mobilization and application of knowledge for societal benefit, UVic continues to meet rising expectations about the role of research at Canadian universities.

Nevertheless, research is an intrinsically competitive endeavour and shifting priorities and needs create complex dynamics for any research university, including UVic. While research funding in Canada has plateaued over the last decade, the number of institutions competing for funding has increased markedly, creating a more competitive domestic market for research funding. Some long-standing funding programs supporting research infrastructure have ended without comparable replacements, and in other cases smaller awards are made or networks are funded for shorter terms. Rising expectations about research outputs and outcomes has made funding applications longer and more complicated, and higher expectations in peer review processes drive competition between universities. With the rise of electronic media and new expectations regarding accessibility, as well as initiatives promoting an expanded range of options for dissemination, researchers face new challenges in their quest to mobilize new knowledge.

Changes to existing institutional funding programs, and the creation of new ones, have also reshaped the research landscape in Canada. An increased focus on research impact and collaboration, including partnerships and knowledge mobilization, is being witnessed across the research environment. Some research partners jointly coordinate specific calls for funding proposals,—for example, Genome Canada and the Canadian Institutes for Health Research. Or in other cases, partnerships manifest themselves between universities and other sectors. Research partnerships of all types are often predicated on leveraged or matched funding from different sources, a pattern that creates competition among universities for new types of resources. Funding agencies continue to fund fundamental or discovery research, but even then there is an expectation that some downstream applications can be anticipated. These expectations shape and focus the social mission of universities as well as research collaborations, impact and innovation.

UVic must respond to—and take advantage of—this ever-changing and highly competitive research landscape by staying abreast of the changes and making strategic and tactical decisions. The Strategic Research Plan provides a consolidated strategic outlook based on institutional commitments and capabilities, and a basis from which the university can make strategic decisions to support the university’s pursuit of research-intensiveness and research excellence. The Plan positions UVic as a responsive and nimble research-intensive university; enables prioritization and planning in response to new opportunities; and makes the most of existing resources in the pursuit of excellence in research, innovation and social impact.

“… [W]e must develop a research plan that addresses both the pressing operational needs for research support, and the strategic needs relating to areas of focus, partnerships, knowledge mobilization and community engagement.”

– President Jamie Cassels, Report to the University Community on Campus Conversations, 2014.


https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB4QFjAAahUKEwi387uK0eXHAhXBK4gKHcY3CLI&url=https%3A%2F%2Fwww.uvic.ca%2Fpresident%2Factivities%2Ftalks%2FConversationsReport2014.pdf&usg=AFQjCNHVv6LMXBcUCgmRr5c3uIjhPJk7Sw



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Research and the UVic EDGE

UVic invests in all forms of research, scholarship and creative activity because they are integral to the substantial intellectual, technological, social and cultural contributions universities make to society. Over its five-decade history, UVic has emerged as one of Canada’s leading research universities and has achieved national and international stature, ranking among the top Canadian universities in terms of per capita research funding, and in the impact of its scholarly and creative work. The university’s commitment to research excellence underpins its academic mission by informing a broad array of disciplinary and interdisciplinary educational programs. Situated in an extraordinary academic, natural and cultural environment, UVic has an academic mission that integrates the vital impact of research within a culture of dynamic learning where teaching is blended with hands-on learning. These distinctive qualities give students the UVic Edge. The strength of UVic’s research and educational programs is directly related to the quality and dedication of the university’s faculty, staff, post-doctoral fellows, and graduate and undergraduate students. In all these ways and more, UVic’s research community is dedicated to shaping the future for people, places and the planet.

Research Strategy in the Context of UVic’s Overarching Strategy

This five year Strategic Research Plan is guided by, and serves to articulate, the three high-level

objectives for research outlined in UVic’s 2012 Strategic Plan – A Vision for the Future: Building on Excellence. The vision set out by this overarching strategy is:

…to be a university of choice for outstanding students, faculty and staff from British Columbia, Canada and the world. We aspire to be the Canadian university that best integrates outstanding scholarship, inspired teaching and real-life involvement. As members of a diverse and dynamic learning community, we challenge one another to become thoughtful, engaged citizens and leaders, prepared to contribute to the betterment of a rapidly changing global society.

The three high-level objectives for research associated with this vision are:

Objective 21: To nurture our culture of excellence in research, scholarship and creative endeavours, enhancing UVic’s local, national and international impact and reputation as a leading, innovative, research-intensive university.

Objective 22: To promote greater alignment of our research, educational and support programs, so that we can optimize the benefits derived from our investments in people, systems, infrastructure and programs across the university.

Objective 23: To enhance the social benefit derived through mobilization of research knowledge and creative endeavours from across the disciplines.

The associated UVic research mission is:

… to benefit society through the advancement and application of knowledge, innovation, creative and artistic expression, and the creation of a research-inspired learning environment.

This Strategic Research Plan enables UVic to build on its research success, while being prepared for future opportunities in an increasingly competitive and globalized research environment. The Plan describes UVic’s unique combination of history, geography, attributes and abilities and scopes out how best to support researchers in their ongoing pursuit of research excellence.


https://www.uvic.ca/strategicplan/

https://www.uvic.ca/strategicplan/

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The Plan advances UVic’s research mission by articulating the university’s commitment to research (§2), describing UVic’s dynamic capabilities for undertaking research (§3); providing strategic priorities for

bolstering research at UVic (§4); and developing annual implementation plans to support the realization of these priorities and objectives (§5).

2 UVIC’S COMMITMENT TO THE VITAL IMPACT OF RESEARCH

In addition to possessing a wide range of dynamic capabilities for research, discussed below in §4, UVic is known for its commitment to a set of organizational values that inform how individuals and the university as a whole strive for excellence in research and mobilize knowledge to benefit society. These values are reflected in the university’s Strategic Plan, A Vision for the Future: Building on Excellence, in the President’s Report to the University Community on Campus Conversations, and more recently in the UVic Edge. While contributing significantly to the strength of the UVic research enterprise as a whole, these values inform UVic’s identity as a research-intensive university through research communications, emphasizing UVic’s unique character, contributions and impact that differentiate it from other universities nationally and globally.

Excellence in Research

As one of Canada’s most research-intensive universities, UVic consistently ranks highly in many national and international ranking systems. At the core of research excellence is a commitment to the fundamental value of freedom of inquiry. Excellence in research is driven by pure curiosity, designed to respond to a specific problem, seeks to expand the boundaries of creative expression, and covers the whole spectrum of knowledge generation.

Discovery, Creation and Invention

Canadian society expects publicly funded universities to contribute expertise, ideas and solutions to economic, social, cultural, technological and environmental challenges. Leveraging insights, discoveries, inventions and creativity into outputs provides tangible benefits to society. UVic provides its researchers with the tools, resources and access to experienced professionals and mentors to help move ideas, discoveries, creations and inventions forward to create vital impact.

UVic values and excels at innovation in all its forms and has been described as one of Canada’s most inventive universities in a report by The Impact Group in 2012. UVic’s commitment to excellence in research foci and methodologies is matched by its commitment to seeing research put into use by inventors, entrepreneurial faculty, staff and students, all for the betterment of society.

Community-Engaged Research

UVic has an international reputation for excellence in community-engaged research, and the university’s long-standing commitment is reflected in institutional policies and organizational supports for this form of research, from local to international. By working together, the university and local, Indigenous, regional and more diffusely constituted communities identify research priorities and co-develop research projects. Community-engaged research combines experiential learning and research together with a culture of effective knowledge mobilization and the desire to be a good citizen and neighbour. The areas of focus for community-engaged research at UVic are broad and deep, from understanding the lives of the homeless, to working with local school districts to chart children’s learning, to mapping community natural, cultural and sustainable resources. UVic has a long-standing and overt commitment to the social, cultural and economic advancement of its many partnering communities, and is


https://www.uvic.ca/strategicplan/assets/docs/strategicplan.pdf

https://www.uvic.ca/president/activities/talks/ConversationsReport2014.pdf

https://onlineacademiccommunity.uvic.ca/edge/

http://www.impactg.com/pdf/identifyingcanadasmostinventiveuniversities.pdf

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particularly engaged with Indigenous communities. As exemplified by the extensive engagement with Indigenous communities, many of which are increasingly proactive about their own research agendas and capacity-building, UVic research is optimally positioned to contribute to and enhance the potential benefits of the reciprocal shaping of universities and communities through community-engaged research.

Research-Inspired Educational Programs

The culture of a research-intensive university, and related research activity, enrich the educational experience for students by creating intellectual vibrancy and research-inspired learning opportunities. UVic’s academic mission is premised on a commitment to suffusing every educational program offered by the university with relevant research. Sustaining research-inspired educational programs at UVic requires careful planning and involves aligning faculty recruitment with research and educational priorities, and aligning research and educational programs. Every student at UVic—whether studying on-campus or by distance-learning—must have opportunities to be exposed to the intellectual stimulation of a research-intensive university, engage in research and learn research skills. Inspiring educational programs with research is a core UVic value. Every student is encouraged to develop research-related aptitudes. Students learn how to be focused and inquisitive, take initiative, solve problems, acquire and organize information, analyze and communicate, and pursue continuous learning. Research-inspired educational programs can take many forms. For example, each year thousands of students participate in on- and off-campus experiential learning via practicums, field trips, extra-curricular team activities, internships and UVic’s co-op program, with many of them participating in some type of research. The highly successful Jamie Cassels Undergraduate Research Awards (JCURA) support mentored research experiences for exceptional undergraduate students in every discipline. UVic undergraduate students are also encouraged to apply for external research awards such as those funded by the Natural Sciences and Engineering Research Council (NSERC).

International Research

As an internationally engaged research university, UVic is at once locally relevant and globally significant. This international focus infuses the work of every faculty and research centre on campus, resulting in hundreds of state-of-the-art research projects and partnerships with links to virtually every continent on the planet. These partnerships are addressing some of the social, economic and environmental challenges most relevant to the world today. A commitment to building a thoughtful, internationalized research strategy is a core part of UVic's Strategic Plan. The strategic research planning process shows that UVic needs to be strategic in its approach to internationalizing research, provide its students with a range of international research opportunities, and offer enhanced administrative support for international collaborations.

3 DEMONSTRATED RESEARCH EXCELLENCE AT UVIC

Research excellence, as defined more fully below in §5, refers to the complex processes by which important new knowledge develops fully and holds the potential for significant social impact.

Research Funding Success

UVic has experienced a steep trajectory for research income growth over the past 15 years, from approximately $31 million in 2000-01 to $112 million in 2007-08, and thereafter an annual average of


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over $100 million. From 2009 to 2014, funding to UVic from the federal tri-council agencies (NSERC, Social Sciences and Humanities Research Council (SSHRC), and Canadian Institutes for Health Research (SIHR)) has grown steadily. At the same time, UVic has continued to see growth in a wide range of other funding sources, including sectors such as government agencies, non-governmental organizations and industry. Funding from these sources now makes up half of UVic’s research income, with annual variations attributable to cash flow variations in large infrastructure projects.

Figure 1: UVic Total Research Income 2003/04 – 2014/15

Innovation

UVic contributes to the local, regional and national economies through technological and social innovation. The university’s Research Partnerships and Knowledge Mobilization (RPKM) unit, operating under the Office of Research Services, handles all industry liaison, contracts, community-engaged research, and knowledge mobilization services. RPKM’s mission is to deliver high-quality services to the UVic community, particularly to attract research funding for programs, engage communities in research partnerships, and raise UVic’s national and global profile. To date, UVic has had nearly 900 invention disclosures, averaging over 60 annually. The university has also filed more than 400 patents while maintaining an ongoing portfolio of just over 100 patents, managed through UVic Industry Partnerships. Most of these disclosures, filings and companies are created for the faculties of Science and Engineering, as indicated in Figure 2 below.


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Figure 2: UVic Inventions Disclosures and Patents Filed 2005-2015

For the decade preceding 2012, UVic created 60 companies, and in the last three years has worked with UVic’s Innovation Centre for Entrepreneurs (ICE) to incubate an additional 20 start-ups that are in various stages of commercialization. RPKM has also worked with and contributed to the Alacrity Foundation to create an additional four companies via the Faculty of Engineering and with the support of industrial partner Wesley Clover. Some of these companies have been incubated alongside other innovative tenants at UVic’s Vancouver Island Technology Park, British Columbia’s largest integrated technology park. UVic is an associate member of Mitacs, a national, not-for-profit organization created to design and deliver research and training programs in Canada. With $5.5 million in funding from Mitacs over the past 10 years, UVic and Mitacs have trained future researchers and built partnerships that support industrial and social innovation in Canada.

RPKM supports social innovation through its work in community partnerships. In 2014/15, for example, 928 actions were logged, ranging from information provision and referrals to hosting and attending meetings that support community engaged research and knowledge mobilization. RPKM supports relationship-building with a wide range of external partners including: not-for-profit organizations, the provincial government, other post-secondary institutions, and Indigenous governments and organizations. All of UVic’s faculties and research centres maintain their own vigorous relationships with community partners, and RPKM provides further supports where appropriate to facilitate partnerships, particularly with the faculties of Social Sciences, Human and Social Development, and Education, as well as the Peter B. Gustavson School of Business and the Division of Continuing Studies.

In the Rankings

UVic is consistently ranked as one of Canada’s leading research universities by external surveys and rankings and has had significant rankings success over the past five years. Although each ranking system is built to favour different performance metrics, placement at or near the top in a wide range of competing evaluations confirms that UVic’s research is at the leading edge of discovery.

National recognition and Canada Research Chairs

UVic has been named a Canadian Re$earch Infosource “Research University of the Year” for 12 of the past 13 years. UVic ranked second in Canada for number of medical/science grants per 100 full-time


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faculty members and third in Canada for CFI cumulative funding to 2014 per full-time faculty member (as measured in 2011 when data was last available). Success in securing funding from the Tri-Council funders is reflected in UVic’s seventh ranking in Canada for NSERC and CIHR grants measured by the size of grant per eligible faculty member. This is a particularly impressive outcome given that UVic does not have a medical school, which typically attracts higher per-capita levels of research funding. UVic currently holds 38 Canada Research Chairs (CRC), the holders of which are conducting research in engineering and the natural sciences, health sciences, humanities, law and social sciences. UVic’s success rate with CRC nominations is 98 per cent compared with the national average of 83 per cent. UVic was also the winner in 2012 of the inaugural Canada Research Chair Equity Recognition Award for exceeding equity targets for chairholder representation from among women, visible minorities and Indigenous Peoples.

International recognition

UVic’s recognition in international university rankings has improved over the past decade. In 2015 UVic was ranked in the 201-250 category in the Times Higher Education (THE) World University Rankings, placing the university among the world’s top colleges and universities. As a relatively young institution, this success was recognized in 2012 and 2013, when THE ranked UVic 11th and 20th globally (respectively) and first in Canada among universities less than 50 years old. From 2010 to 2014 (inclusive), THE rankings had UVic first in Canada overall for a university without a medical school. Every year since its inception in 2011 UVic has been recognized in the Leiden University Rankings for the highest proportion of internationally co-authored research of any university. Leiden’s 2015 rankings place UVic science and engineering first overall in Canada for a university without a medical school. Using bibliometrics, the Leiden rankings place UVic third in Canada overall for scientific impact, and first in the broad fields of mathematics and computer science, and physical sciences and engineering. UVic placed fourth overall in Canada for collaboration. The 2015 QS Subject Rankings rank UVic at world-class level in 29 of 36 subject areas—and in the top 200 internationally in six subject fields: English language and literature, Earth and marine sciences, geography, law, philosophy, and psychology. UVic has five researchers in the 2014 Thompson Reuters Highly Cited list, representing the top one per cent of most-cited researchers for their subject field and year of publication, and tied for fourth in Canada.

External Research Awards

Celebrating the success of the UVic research community is fundamental to UVic’s culture of research excellence. Internally, the Office of the Vice-President Research recognizes research achievements across campus through the annual Craigdarroch Research Awards. External award nominations are made on recommendation to the president via the President’s Advisory Committee on External Awards. The university’s awards facilitator supports the development of candidates’ dossiers in collaboration with faculty and academic units. National and international recognition reflects the quality of UVic’s people and programs, and strengthens the university’s reputation as one of Canada’s leading research-intensive universities, which in turn attracts other leading researchers and funding. Figure 3 includes some of the national and international awards that UVic faculty members have received over the past decade.


https://www.uvic.ca/research/learnabout/home/facts/chairs/index.php

http://www.uvic.ca/home/about/facts-reports/ranking/

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Figure 3: UVic's National Research Awards

Research Infrastructure

UVic has a decades-long, strong track record in the development, governance and management of large scientific platforms. Over the past 15 years UVic has excelled at securing research infrastructure funding from agencies such as the Canada Foundation for Innovation (CFI), Western Economic Diversification Canada, and the British Columbia Knowledge Development Fund (BCKDF). The total funding from those agencies since 2000 is almost $300 million, leading to a sixth-place ranking in Canada for CFI funding per faculty member. UVic’s faculty members benefit from a 92 per cent success rate in the CFI John R. Evans Leaders Fund awards competition, compared to the national average success rate of 79 per cent.

UVic’s infrastructure funding success has led to extensive growth in research infrastructure on campus and at associated facilities, including notable examples such as:

Oceans research including Ocean Networks Canada’s NEPTUNE and VENUS observatories and many oceans-related projects ($133 million);

The Advanced Rare IsotopE Laboratory (ARIEL) at Canada's national laboratory for particle and nuclear physics, TRIUMF ($76 million); and

The Centre for Advanced Materials Technology (CAMTEC) infrastructure which includes the Scanning Transmission Electron Holography Microscope (STEHM) and the Prometheus Project ($16 million).

In recent years UVic has implemented a project management system for the largest and most complex research infrastructure projects, recognized by CFI as a best practice model.

Research Centres

Research centres that have received approval from UVic’s Board of Governors and Senate receive a variety of financial administrative supports to respond to emerging research opportunities, promote collaborative and interdisciplinary research, and enhance research networking capacity and infrastructure. Their research mandates range from a disciplinary focus within a single academic

0 2 4 6 8 10 12 14 16 18 20

Society for Neuroscience Educator Award

Sloan Research Fellowship

Guggenheim Fellowship

Molson Prize in the Social Sciences and Humanities

Vanier Medal

Killam Research Fellowship

Killam Prize

NSERC Steacie Fellowship

Governor General's Awards for Visual and Media Arts

Pierre Elliot Trudeau Fellowships

CIHR Partnership Award

CIHR Award for Knowledge Translation

Canadian Academy of Engineering Fellowships

Canadian Academy of Health Sciences Fellowship

Royal Society of Canada College Members

Royal Society of Canada MedalsRoyal Society of Canada Fellowships

UVic's External Research Awards: 2005 - 2015


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department, to centres that are inter-institutional in nature. Centres are also tasked with providing education and training in research and related skills through seminars, workshops, and non-credit courses for students and professionals in partnership agencies. Centres take a leading role at UVic in forming external partnerships in Canada and throughout the world, and mobilizing knowledge. The research activities of UVic research centres contribute significantly to the university’s research capabilities, and a number of them are highlighted in §4 of the Plan.

Graduate Students and Post-Doctoral Fellows

Graduate students and post-doctoral fellows are at the core of a research-intensive university. They make critical contributions to the university’s research enterprise in labs, in the field, in local communities, in theatres and auditoriums, and in clinics. Over the past seven years, graduate students at UVic have consistently brought in over $5 million per year in research funds through national scholarships, and there are roughly 250 active national scholarship-holders each year. UVic is notably successful in the Vanier Canada Graduate Scholarship program, the most prestigious of the tri-council scholarship programs that aims to attract and retain world-class doctoral students. In 2013/14, UVic received five of the 165 Vanier scholarships awarded nationally (each worth $50,000), and another five students were awarded scholarships in 2015/16. UVic’s research-inspired learning environment and wide range of experiential learning opportunities prepares students to develop new ideas and solutions for addressing economic, social, cultural, technological and environmental questions, opportunities and challenges.

4 UVIC’S DYNAMIC RESEARCH CAPABILITIES

UVic has unique and defining attributes, including its organizational history as a former college of McGill University and early affiliation with the University of British Columbia, its location as Canada’s westernmost research-intensive university on an island in the Pacific Rim, and its unique cultural milieu especially among Indigenous people but also with a diverse professoriate and student body. As a research-intensive university, UVic has invested in faculty, staff and students, infrastructure, space and the development of institutional policies and procedures for research. Taken together, these resources reflect UVic’s accumulation of research expertise and achievements. UVic has developed highly specialized research capabilities that allow the university to generate, absorb and apply new knowledge from insights, inventions and discoveries. These capabilities are dynamic since they empower UVic to anticipate and exploit new opportunities while remaining competitive.

This section discusses a number of UVic’s capabilities—described as clusters of research excellence that have ensured UVic’s success as a research-intensive university, and that provide a strong platform for future successes. The clusters outlined in this Plan originated from, and have continuity in some cases with, strengths outlined in UVic’s 2012-15 CRC and CFI Strategic Research Plan. Through the Strategic Research Plan engagement process, these strengths were discussed to test and validate their continued relevance, and were updated to include newly emerged capabilities using the described criteria below (which are not in a ranked order). Further alignment of the Plan with the Enhanced Planning Tools will establish a set of common, comprehensive, longitudinal measures of research achievement and capabilities.

Criteria for determining areas of dynamic research capability:

Research excellence, as recognized through external peer review, nationally and internationally, and including citations, rankings, and external awards;

Significant investment that has been made, or is expected, by the university, its funders or research partners;


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Selectivity in infrastructure investments aligned with research capacity;

A critical mass of researchers at the university that fosters the growth of leading edge disciplinary or interdisciplinary research through national and international collaborations and partnerships;

Responsiveness to community needs and evidence of significant benefits returned, resulting from research on/with those communities;

Competitive or comparative advantage over other universities; and

Connections to graduate or undergraduate education and training.

The eight areas of dynamic research capability at UVic are: creativity and culture; data science and cyber physical systems; environment, climate and energy; global studies and social justice; health and life sciences; Indigenous research; ocean science and technology; and physical science and engineering, and mathematical and computer science. They are all outlined in more detail below.

Creativity and Culture

Creative arts and culture play a vital role in promoting civic engagement and global citizenship in sustainable societies at the local, regional, national and international levels. Arts and culture are spheres of engagement that are becoming increasingly interdisciplinary, inter-institutional, and international. In a world that is increasingly aware of its cultural diversity, prosperity depends on working across cultural differences, to collaborate, to translate, to represent cultures to one another, and to develop viable social, legal and political structures.

Creative and cultural research at UVic includes a broad cross-section of researchers, drawing expertise from the Faculty of Fine Arts (music, writing, visual arts, theatre, art history and visual studies), Faculty of Humanities (history, philosophy, Indigenous studies, English, French, Germanic and Slavic studies, Greek and Roman studies, Hispanic and Italian studies, linguistics, medieval studies, religious studies, Latin American studies, and Pacific and Asian studies), Faculty of Law, Faculty of Human and Social Development, Faculty of Education, Faculty of Social Sciences (sociology, political science, psychology and anthropology) and the Faculty of Engineering (computer science). UVic is also home to a number of centres and research groups including the Centre for Studies in Religion and Society, the Centre for Asia Pacific Initiatives, the Centre for Global Studies, and the Consortium on Democratic Constitutionalism.

As the only university in British Columbia with a freestanding Faculty of Fine Arts, and as one of very few across Canada, UVic is a leader in creative innovation and arts knowledge (defined as knowledge creation and use, and training in the fine and performing arts). UVic’s well-developed capabilities in Indigenous studies, religious diversity, global engagement, questions of nationhood and equality, and linguistic diversity have situated it well to address the challenges and opportunities associated with cultural difference and interaction. UVic has two endowed chairs and two Canada Research Chairs focussed on issues related to the creative arts and culture (philosophy and political science). UVic faculty have been recognized nationally for research excellence in these areas with prestigious awards, including; Governor General Awards in the Visual and Media Arts and in Literature; Trudeau Foundation fellowships; Royal Society of Canada fellowships, medals and membership in the College of New Scholars, Artists and Scientists; and the Order of Canada.

Data Science and Cyber Physical Systems

Data acquisition was once one of the biggest hurdles for researchers, but now ease of data generation, storage and access creates enormous new research challenges. Large volumes of structured or unstructured data need analytics to extract meaningful patterns and relationships. Data science has emerged as an important field in its own right, and enables other fields of research such as climate science, oceanography, physics and digitally based research in the humanities and social sciences. UVic


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has outstanding research capabilities and expertise in the field of cyber physical systems including: computing; networked control systems; adaptive systems; energy systems; “smart oceans” technologies assistive technologies and medical care monitoring, including elderly care; transportation and mobility; autonomous systems; smart materials; and wearable devices.

With new investment from CFI, UVic has been chosen as one of four hubs across Canada for advanced research computing which increases 13-fold the university’s resources for cloud research computing capacity. The initial allocation of 5.5 petabytes of storage is 5,500 times that of a typical home or office computer, and will be installed in the university's existing data centre.

UVic has a number of groups and platforms on campus that reflect the institution’s capability in these fields. One of UVic’s faculty members in this area of research is recognized in the 2014 Thompson Reuters Highly Cited list, representing the worldwide top one per cent most highly cited researchers in his field for networked control systems. UVic is also home to an internationally significant interdisciplinary group working on digital humanities and arts; Ocean Networks Canada’s data management system, Oceans 2.0; contributions from the Department of Mathematics and Statistics and the Department of Computer Science to biostatistics work in health and life sciences; and a broad range of researchers from across campus working on cyber physical systems.

Environment, Climate and Energy

UVic’s research on climate, ecology, terrestrial and atmospheric environmental science, and energy systems is focused on the search for innovative new approaches to living within planetary boundaries and restoring and protecting biodiversity. The university has a longstanding reputation for excellence in marine and terrestrial conservation and restoration, ecological and biological research, and sustainable human practices. Expertise is drawn from a broad cross-section of researchers from the Faculty of Science (earth and ocean sciences; biology; physics and astronomy; and mathematics and statistics), Faculty of Social Sciences (anthropology, environmental studies, geography, political science and psychology), Faculty of Engineering (mechanical engineering), Faculty of Law (Environmental Law Centre), Faculty of Education, and the Peter B. Gustavson School of Business, and is complemented by research in other areas such as public education and public administration. UVic researchers are working with governments, industry and community groups to find effective public policy and technological solutions to address the challenges posed by climate change, and interactions between various Earth systems.

UVic has leaders in research on climate modelling, climate change mitigation and adaptation, development of sustainable energy systems, and the human dimensions of climate change. Two Canada Research Chairs focused on issues related to environment and climate, and one on energy systems design. Many researchers have been recognized nationally for research excellence in this area with prestigious awards such as the Steacie Prize and fellowship in the Canadian Academy of Engineering, as well as Trudeau and Royal Society fellowships. Three of UVic’s faculty members in this area of research were recognized in the Thompson Reuters Highly Cited list for 2014, representing the top one per cent of most-cited researchers for their subject field in clean energy systems and climate science respectively.

Research in this area is facilitated and supported by faculties, departments and a number of centres, labs and entities including: the UVic-led Pacific Institute for Climate Solutions; the Pacific Climate Impacts Consortium; Environment Canada’s Canadian Centre for Climate Modelling and Analysis, and Water and Climate Impacts Research Centre (both located on campus); the Centre for Forest Biology;


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Ocean Networks Canada; Bamfield Marine Sciences Centre; and the Institute for Integrated Energy Systems.

Global Studies and Social Justice

As an agent in a world facing enormous socio-political and ecological challenges, UVic is committed to employing its research strengths and capacity to benefit external communities, promoting civic engagement and global citizenship, and valuing equal rights and dignity of all persons. UVic’s researchers also explore the forces that are precipitating globalization, and are identifying its political, social, cultural, economic and environmental implications. Their research is providing critical (reflective and reflexive) perspectives and methodologies on these challenges and on the possibilities for understanding and renewing conceptions of freedom, equality, injustices and inequalities.

Global studies and social justice research at UVic involves faculty from a broad cross-section of disciplines, drawing expertise from the faculties of Humanities, Fine Arts, Social Sciences, Education, Human and Social Development, Business and Law. Areas of research include governance, politics, international law and trade, public management, feminist perspectives, transgender studies, cultural inquiry and social policy analysis. UVic has clusters of significant research capability in the Centre for Global Studies, Centre for Asia Pacific Initiatives, Centre for Studies in Religion and Society, and the Consortium on Democratic Constitutionalism. UVic is the only university west of Quebec that has two UNESCO Chairs, one in early childhood education and the other in community-based research and social responsibility in higher education. The university is home to the world’s only Chair in Transgender Studies and the world’s largest transgender archives. The Peter B. Gustavson School of Business has a substantial focus on international business in its research and academic programs, including the Global Leadership and Organizational Behaviour Effectiveness (GLOBE) study on cross-cultural leadership.

Health and Life Sciences

In recent years there has been a significant shift in conceptions of the factors that determine human health and well-being. Greater attention is being paid to a range of structural, social, economic, environmental and health service factors that interact in complex ways to influence the health of individuals, communities and populations. Working with community groups and leaders, governments, health authorities and other health care agencies, UVic researchers provide the evidence-based knowledge that decision-makers need to improve the health and well-being of people living in Canada.

A wide array of academic units at UVic contribute to this set of capabilities, including, but not limited to: nursing, biochemistry and microbiology, physics and astronomy, chemistry, biology, mathematics and statistics, social work, child and youth care, exercise science, physical and health education, educational psychology and leadership studies, health information science, public health and social policy, sociology, psychology, anthropology, the Division of Medical Sciences, and almost all departments in the Faculty of Engineering.

The scope and depth of health research at UVic is demonstrated through the work of more than 200 researchers who conduct health research or work in allied fields. Developing collaborations and synergies between UVic researchers and community partners, including Island Health (the health authority for Vancouver Island), are stimulating research clusters in proteomics and genomics, medical physics, neuroscience, mental health, social determinants of health, and aging. Researchers in the Centre for Advanced Materials and Related Technology (CAMTEC) are developing biosensors using nanomaterials for detection of biomarkers, and biomedical engineering and medical physics are emerging areas of interdisciplinary strength involving many UVic faculty. The Department of


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Mathematics and Statistics has an internationally recognized team in mathematical modelling of biochemical networks and disease dynamics and epidemiology, including a 2014 Thompson Reuters Highly Cited Researcher. UVic currently has 10 Fellows of the Canadian Academy of Health Sciences, and two Steacie Fellows in the areas of biochemistry and molecular biology respectively. One of UVic’s faculty members was recently awarded the Science Educator Award from the international Society of Neuroscience in recognition of his significant contributions to educating the public about neuroscience.

The following research centres and facilities support UVic’s capabilities in health and life sciences: Centre on Aging, Centre for Addictions Research of British Columbia (CARBC), Centre for Aboriginal Health Research, Centre for Biomedical Research, Centre for Forest Biology, UVic-Genome BC Proteomics Centre, Centre for Youth and Society, CanAssist and CAMTEC. CARBC won the inaugural Research Canada Leadership Award (2014) in recognition of the centre’s outstanding efforts in advocating for health research at the local, provincial and national levels.

Indigenous Research

UVic is located on the traditional territories of the Songhees, Esquimalt and WSANEC nations, and the university promotes research reflecting the aspirations voiced in the Truth and Reconciliation Commission to advance reconciliation between Indigenous and non-Indigenous peoples in Canada. Indigenous research is grounded in the knowledge and traditions of diverse Indigenous peoples, explores past and present interactions between Indigenous and non-Indigenous peoples, and considers ways in which those relationships might be reordered and restructured to secure a better future. UVic’s Indigenous researchers apply culturally and methodologically appropriate approaches to answering questions and addressing issues most relevant to Indigenous peoples at local, regional, national and international levels.

UVic is a committed and recognized leader in Indigenous research, not only as a research focus or in terms of long-standing relationships with Indigenous partners, but also in terms of growing the number of Indigenous scholars. UVic has 19 self-declared Indigenous faculty members, and 4.6 per cent of undergraduates and 6.2 per cent of graduate students are self-declared Indigenous—among the highest proportions in a Canadian university. UVic’s research programs aim to enhance the lives of Indigenous individuals, communities and nations through advancing Indigenous knowledge and engagement with diverse knowledge keepers, seekers and systems. Indigenous issues in British Columbia are a central focus of UVic’s research, but its reach also extends well beyond, certainly throughout Canada but also to the US, Australia, New Zealand, Fennoscandia, and increasingly to Latin America, Asia, and Africa. This research yields theoretical, methodological and policy outcomes of national and international significance and application in the field of Indigenous research.

A wide range of research projects have been undertaken at UVic over many years with particular emphasis on Indigenous language, culture, laws and governance, health and human services, and environment. The majority of Indigenous research here is undertaken by faculty in departments that have a significant focus on Indigenous academic courses and programs and/or faculty including: anthropology, child and youth care, social work, Indigenous governance, history, philosophy, political science, Indigenous education, Indigenous language revitalization, geography, environmental studies, visual arts, and law. UVic is home to a Canada Research Chair in Indigenous Law, a Law Foundation Professor of Aboriginal Justice and Governance, and a Hakai Professor in Ethnoecology. A number of UVic specialists in Indigenous research are fellows of the Royal Society of Canada, and others have been recognized with awards such as Killam and Trudeau fellowships.


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Many UVic research centres and groups also have a focus on Indigenous research including the Indigenous Governance unit, Centre for Aboriginal Health Research, Indigenous Law Research Unit, Centre for Youth and Society, Centre for Asia Pacific Initiatives, and Centre for Studies in Religion and Society. Finally, the Peter B. Gustavson School of Business and Faculty of Law established the National Consortium for Indigenous Economic Development in 2014.

Ocean Science and Technology

UVic is an international leader in the study of ocean science and the development of marine technology. Ocean science and technology research is undertaken by researchers in the schools of Earth and Ocean Science and Environmental Studies; the departments of Biology, Chemistry, Geography, and Mechanical Engineering; and Ocean Networks Canada (ONC). UVic researchers have strong links with the region’s thriving marine technology sector, and with scientists at several nearby research centres. Researchers are focused on a wide range of research themes including biogeochemical cycles, climate-ocean dynamics, marine environment and ecosystems. Ocean engineering and ocean energy are a focus in the Department of Mechanical Engineering and the Institute for Integrated Energy Systems (IESVic). Research themes in this field include underwater vehicles, tidal turbines and wave energy devices, offshore wind power, and green ship propulsion systems. UVic researchers and students are also deeply involved in the work of the Bamfield Marine Sciences Centre, a shared campus of the universities of Victoria, British Columbia, Alberta, Calgary and Simon Fraser University. The centre was established to provide a permanent base and infrastructure for marine and coastal-oriented field operations on the west coast of Canada.

The flagship for ocean science and technology at UVic is ONC, a national research platform created by UVic in 2007. ONC operates and maintains the NEPTUNE and VENUS ocean observatories, to position Canada as an international leader in the science and technology of ocean observing systems, and to maximize associated economic and societal benefits through commercialization and outreach. The observatories collect data in real time on physical, chemical, biological, and geological aspects of the ocean over long time periods, supporting research on complex Earth processes in ways not previously possible. More recently the Smart Oceans BC system is extending ONC’s capacity, delivering science and information for responsible ocean management and sustainable ocean use. Smart Oceans BC uses a range of underwater and land-based instruments to monitor ocean conditions, help predict tsunamis and earthquakes, and provide science-based information for response to offshore accidents and natural disasters. ONC’s Innovation Centre is a world leader in this oceans observing technology, related digital infrastructure, and data analytics and modelling. The Innovation Centre’s goal is to bring the benefits and solutions from ONC’s technology to industry and government.

Physical Science and Engineering, and Mathematical and Computer Science

Physical sciences at UVic encompass researchers from a wide spectrum of disciplines across campus, including the departments of Physics and Astronomy, Chemistry, Mathematics and Statistics, Mechanical Engineering and Electrical and Computer Engineering, as well as the School of Earth and Ocean Sciences. Materials science research at UVic draws expertise from the departments of Biology, Chemistry, Electrical and Computer Engineering, Mechanical Engineering and Physics and Astronomy, as well as the School of Earth and Ocean Sciences.

In the broad area of physical sciences, UVic has significant capability in the areas of high-energy physics and astronomy—supported by centres such as the Astronomy Research Centre and the Victoria Subatomic Physics and Accelerator Research Centre—and enjoys close connections with nearby facilities such as TRIUMF in Vancouver and NRC Herzberg in Saanich. UVic faculty members have taken leadership


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roles in several global science endeavours, such as the ATLAS experiment at CERN, the Thirty Meter Telescope planned in Hawaii, the ARIEL linear accelerator at TRIUMF, and others, leveraging substantial (and often international) capital investment to benefit UVic research. The Department of Mathematics and Statistics has internationally recognized groups in operator algebras, dynamical systems and mathematical modelling, with strong interactions between them. UVic is a founding member of the Pacific Institute for the Mathematical Sciences (PIMS) and continues to be a major participant.

A large cluster of researchers in advanced materials from the faculties of Science and Engineering has a broad range of expertise and established track records. Materials scientists and engineers in IESVic and CAMTEC use technologies such as nanotechnology, spintronics, photonics, supramolecular design, crystal growth and advanced microscopy to investigate new materials for applications as diverse as manufacturing, electronics and biotechnology.

Faculty in these fields are recognized nationally through fellowships in the Canadian Academy of Engineering and the Royal Society of Canada. They have also been recognized internationally for research excellence in the physical sciences—ranked 96th by Times Higher Education in 2014, and first in Canada in 2015 for impact in physical sciences, engineering, mathematics and computer science, according to the Leiden University Rankings.

5 STRATEGIC PRIORITIES

UVic’s deep value-based commitments in its research (§2) and dynamic capabilities for research (§4) are the result of several decades of individual and institutional choices in the pursuit of new opportunities for research, scholarship and creative activity. The accrued capacity for research positions UVic—now and in the future—to generate, absorb and exploit new knowledge from insights, inventions and discoveries. Moreover, as the university experiences renewal with a predicted influx of new faculty and their graduate students, those researchers will extend and reshape UVic’s existing capacity for research as they anticipate, monitor and respond to new opportunities, and strive to remain at the forefront of an increasingly competitive and rapidly changing research environment.

This section of the Plan builds on UVic’s dynamic capabilities for research as the starting point for five strategic priorities that will renew and extend capacity for vital impact through research excellence and knowledge mobilization. The strategic priorities and objectives are:


Defining and achieving research excellence is the paramount objective of this Plan, and UVic will align resources, supports and incentives to ensure that, alongside teaching, the pursuit of research excellence remains at the forefront of UVic’s academic mission.


In alignment with the UVic Edge, UVic will promote and support the integration of research and educational programs to create dynamic learning opportunities that reflect UVic’s extraordinary environment and contribute to the vital impact of research.


UVic will expand its focus on partnerships as mechanisms to enhance innovation, generate new research opportunities, engage with community partners, mobilize knowledge in society, policy and professional practice, and support entrepreneurship.


Building on its unique combination of history, place and dynamic capabilities, UVic will continue to concentrate resources in areas that have already demonstrated, or show real prospects of, research excellence.


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By making strategic investments in systems, staff and staff training, and through the optimization of service delivery and asset management, UVic will further the pursuit of research excellence for researchers and the university as a whole.

Each of the strategic priorities advances UVic’s academic and research missions by linking the university’s high-level goals to specific objectives. Associated strategies describe how the objectives will be realized and how progress made against each priority area will be evaluated, including existing processes and consultation mechanisms such as academic and integrated planning, and future processes such as the development of indicators from the Enhanced Planning Tools. Ultimately, the timing and pacing of implementing the five-year Plan and undertaking work to achieve each objective is subject to resource considerations.


Research is a complex set of activities seeking to satisfy curiosity and the quest for new knowledge. Research excellence is achieved when new, significant knowledge is acquired, guided by prevailing standards and norms associated with the research process, and is manifested in the collected outputs, outcomes and impact of intellectual and creative inquiry.

New Knowledge: The pinnacle of research excellence is reflected in the European Aarhus Declaration, a universal principle which encourages all researchers to aim for new knowledge and “real breakthroughs” that “change paradigms, invent new fields and open[s] opportunities with broad social consequences.” All research, by definition, has as its fundamental goal the creation of new knowledge, but it is the significance or transformative power of new insights and discoveries that define research excellence. While the declaration strongly promotes the pursuit of risky and ambitious research that has a high probability of enormous impact, research excellence is often a combination of research seeking the utterly new and more predictable programs of incremental research.

Guiding Standards and Norms: Researchers are understandably the greatest champions of intellectual life and the research enterprise. And they are the most likely to speak of the value of knowledge in its own right. Since research excellence also refers to how knowledge is created and disseminated, excellence in research also reflects evolving community standards for the integrity and quality of the research process itself. These standards have a broad scope, including discipline-honed criteria relating to the way that research questions are posed, or norms arising from communities of practice that guide the development of disciplinary and interdisciplinary research projects. Research process is also appraised in light of ethical norms relating to the conduct of research involving human and non-human subjects, standards of collaboration with industry and community partners, and the evaluation of how the process avoids or mitigates social, environmental and other risks. Since the fundamental objective of research is to create new knowledge, communities of scholars react swiftly and decisively to preserve scholarly integrity in cases of research fabrication, falsification and plagiarism.

Productivity and Impact: A variety of techniques are used to ensure that knowledge is widely mobilized and research results accessible in formats that end-users find useful. These include research-enriched educational programs; experiential opportunities; innovative use of digital platforms; community engagement, engaging government, professions, and community actors; commercialization; and input into public policy and regulatory frameworks. Working collaboratively with research partners in the co-design and development of research programs and projects is important for identifying stakeholders and often leads to unanticipated end-users of the knowledge. Also integral to the mobilization of new knowledge is ensuring the consistent communication of research findings through conventional academic dissemination opportunities, and accessible and innovative communications with audiences


https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CCQQFjABahUKEwjBltn99efHAhWFGqYKHWUOC5c&url=http%3A%2F%2Ferc.europa.eu%2Fsites%2Fdefault%2Ffiles%2Fdocument%2Ffile%2Fthe_aarhus_declaration.pdf&usg=AFQjCNGEKw5rxonHlbUYumNcZdwbvvX1Sg

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outside academia. Such communications encompass more traditional opportunities in academic publications (including open-source journals), as well as engagement through avenues of communication adapted—in both form and substance—for non-academic audiences such as media releases, radio and television interviews, multimedia presentations, film and other performing arts, and articles in technical or community publications, books and, increasingly, social media.

Priority Objectives Strategies

Define research excellence and achieve it by aligning resources, supports and incentives to ensure that the pursuit of research excellence remains at the forefront of UVic’s academic mission.

Adopt the definition of research excellence in the Plan to guide strategic decision-making

Communicate with academic units and integrate the definition into Enhanced Planning Tool (EPT) processes

Provide and sustain a high-quality research environment

- Integrate EPT quality indicators for research into annual priorities of the Office of the Vice-President Research (OVPR) and implementation plans - Align submissions to Integrated Planning with Strategic Research Plan priorities - Work with the Office of the Vice-President Academic (VPAC) and the Dean of Graduate Studies to consider increasing the proportion of graduate students among the total student population - Work with VPAC to foster a culture of recognition of research excellence through reporting and acknowledgement of research funding success

Promote research that engages with partners and communities to maximize opportunities for impact

RPKM to coordinate and facilitate research partnerships with the Office of the Vice-President External Relations (VPER) and the Office of Community-University Engagement (OCUE)

Recognize and reward high-quality, fundamental and problem-focused research, nationally and internationally

- Increase the annual number of award nominations - Work with academic units to define Enhanced Planning Tool indicators of research quality to support research award nominations

Increase research funding for research chairs and graduate student scholarships and sponsorships via endowments

Work with VPER to use fundraising priority-setting process to increase donations

Focus knowledge mobilization initiatives to derive greater impact and social benefit from research

Align EPT quality and demand indicators for research with mandate and activities of RPKM and OCUE

Support research communications to increase access to publicly funded research

- Work with University Communications and Marketing (UC+M) to enhance and implement strategic research communications about UVic research excellence - Work with UC+M to create tools and training for research communications, including social media - Support the organization of conferences, workshops, colloquia, and reporting meetings with stakeholders - Work with libraries to support open-access initiatives


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Enhance supports for graduate student research

- Undertake a review of graduate student support with VPAC and the Faculty of Graduate Studies (FGS) - Work with VPER to use fundraising priority- setting process to increase donations for graduate research - Work with other research universities in BC to improve competitiveness in graduate student funding, relative to other provinces - Improve competitiveness in recruiting graduate students by enhancing financial packages and enhancing campus space allocations for graduate student use

Enhance supports for post-doctoral research - Work with VPAC and the dean of graduate studies to consolidate administrative supports for post-doctoral fellows - Work with VPAC and FGS to improve the profile of and supports for post-doctoral fellows


Consistent with the commitment made to experiential learning and the UVic student experience in President Cassels’ 2014 Report to the University Community on Campus Conversations, UVic’s high international research standards will be maintained not only by attracting and supporting the very best faculty, post-doctoral fellows, graduate students and technicians, but also by ensuring that undergraduate students have exposure to, and opportunities to contribute to, university research.

People are the drivers of research success, and UVic’s approach is to be maximally inclusive while recognizing that graduate students are of particular importance to the success of UVic’s research, knowledge mobilization and social impact. This people-focused orientation is reflected in Objective 22 of A Vision for the Future, which emphasizes the need to bring educational and training programs into greater and more synergistic alignment with the research. Just as the report on the Campus Conversations further extends this vision, so too does this Strategic Research Plan provide the basis for further implementation of this vision in curricula, co-operative opportunities, and in the design and resourcing of research projects and related infrastructure and space.


Promote and support, in alignment with the UVic Edge, the integration of research and educational programs to create dynamic learning reflective of UVic’s extraordinary environment and which contributes to the vital impact of research.

Recruit and retain the best researchers Work collaboratively with VPAC on hiring processes

Ensure that educational programs are predicated on research excellence and reciprocally, that research excellence is reflected in educational programs

- Coordinate academic and research planning processes with VPAC - Work with VPAC to review awards related to the integration of research and educational programs

Provide every student with the opportunity to become engaged in the culture and activities of a research-intensive university

- Work with academic units to expand opportunities for student engagement in research - Provide on-campus and distance-learning research opportunities

Support graduate student success while optimizing existing resources

Work with FGS to monitor program completion rates for graduate students

Draw on library expertise in research-related education and training

Promote digital information fluency training throughout UVic


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For researchers to contribute to the betterment of a rapidly changing global society, they must respond to challenges associated with competition and pursue opportunities for collaboration in an increasingly mobile and interconnected world. Although research has never occurred in a vacuum, isolated from the rest of the world, UVic research intensiveness and social impact is now frequently driven by partnered and leveraged activity with university libraries and partnership intermediaries such as UVic’s Research Partnerships and Knowledge Mobilization unit.

One of the most important partnerships for UVic researchers is internal to the university—UVic Libraries. The libraries are a research platform in their own right, providing access to physical and digital collections, and to digital scholarship and data visualization space and supports. Integration of librarians into research projects is enabling for researchers, particularly for those projects making use of, or creating, digital resources. The library provides an important linkage between research and educational programs by offering training for digital information fluency, encompassing traditional conceptions of information literacy with increasingly complex forms of knowledge creation and dissemination. In addition to creating interdisciplinary linkages between researchers at UVic, the library is itself a conduit to other kinds of partnerships with organizations such as the Royal BC Museum and Archives, the Greater Victoria Art Gallery and Public Library, land title and survey authorities and police departments. Nationally, the libraries are working with the Canadian Association of Research Libraries (CARL) in partnership with Compute Canada to mount the Portage project, a multi-year initiative to create data management tools and build a national infrastructure for the preservation and discovery of research data.

Research is also increasingly coupled with innovation, understood as value-added technological and social solutions. Innovation is associated with new modes of entrepreneurship and changing professional practice through which novel exchange mechanisms allow for more rapid transfer of ideas, services, and products. To develop institutional capacity for these important drivers of change in research, in 2013 UVic created the Research Partnerships and Knowledge Mobilization unit (RPKM) to consolidate activities related to research partnerships with industry, contracted research, knowledge mobilization and community-engaged research. With the concept of partnership underpinning all aspects of RPKM activity, UVic has developed a flexible approach to the delivery of research services that positions the university to compete and collaborate in a rapidly changing global society.

With a focus on research contracts, securing intellectual property rights, and licensing technologies, RPKM plays a crucial role in supporting partnership agreements, company development, and supports to legal entities held by UVic. As the university further consolidates its strategy on community engagement, RPKM will continue to play a critical role in providing services to community-engaged research programs and projects. These services include intellectual property management, cultural protocols, research agreements, and project planning and capacity-building with external research partners. Although partnerships, contracts and community engagement are often considered endpoints, they are also critical mechanisms by which UVic creates a wide variety of entrepreneurial outlets for the exchange of ideas, services and products. Along with supports to entrepreneurial activity, UVic’s commitment to partnerships enables many avenues for knowledge mobilization. Among the most visible is IdeaFest, a celebration of UVic research and creative activity, which attracts thousands of public and university community participants to approximately 50 events annually every March.

UVic has made great strides forward with the creation of RPKM because its commitment to partnerships, innovation and entrepreneurship reflect the disposition of a research-intensive university dedicated to making the most of its dynamic capabilities, now and in the future. Yet providing high-


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quality services on and off campus requires a renewed commitment of purpose and resources to achieve the ambitious level of contracting, agreements, partnerships and mobilization of knowledge envisioned in this Plan. In part, that requires that RPKM is enabled to do its own homework by providing the research information and administration systems that will improve reporting and strategic planning on unit and university metrics. A new approach to reflecting and promoting research expertise and university capacity to nurture partnerships arises from better use of enterprise-level research information systems. To remain competitive and in the service of enhanced collaboration, RPKM will streamline its contracts and agreements, and refine the approval process based on the level of institutional risk and variance from template agreements. With the first collective agreement in place, RPKM will provide support to the process of clarifying and improving the intellectual property policy to ensure that all members of the university community have a strong and unified interpretation of it. In addition to policy improvements, partnerships, innovation and entrepreneurship will be further enabled with greater supports to, and activity within, UVic Industry Partnerships.

As it stands, RPKM provides an exceptional level and breadth of services in support of partnerships, innovation and entrepreneurship. The unit is now poised, with further consolidation of its mandate and resources to support it, to deliver on the promise of vital impact that is central to UVic’s research mission.


Expand UVic’s focus on partnerships as mechanisms to enhance innovation; generate new research opportunities; engage with community partners; mobilize knowledge in society, policy and professional practice; and support entrepreneurship on campus.

Promote internationalization of UVic research - Implement international working group recommendations - Identify supports for ongoing and new international research partnerships

Improve institutional responsiveness to new opportunities for research partnerships and community engagement with regional, national and international partners

- Engage partners and potential partners to identify key priorities for enhancing responsiveness - Contribute to the review of a revised intellectual property policy - Foster greater collaboration between UVic researchers and companies at the Vancouver Island Technology Park - Work with the VPER, OCUE and regional economic development leadership to create the conditions and opportunities for economic and social development that improve well-being of citizens - Foster collaborative approaches to designing, conducting and implementing research and educational programs with partners

Streamline contracts management to improve service on- and off-campus

Establish electronic workflows and refine approval process

Enhance supports for partnership and entrepreneurial activity

Work with Office of the Vice-President Finance and Operations (VPFO) to explore the potential for the university to gain access to venture capital

Increase UVic’s research profile regionally, nationally and internationally

Work with UC+M and RPKM to enhance and implement strategic research communications about research partnerships

Enhance community-engaged research RPKM to develop cultural protocols and best practices for initiating, continuing and expanding research partnerships in


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collaboration with other units including OCUE and the Office of Indigenous Affairs (OIA)

Further integrate university libraries into UVic research processes

- Identify opportunities for librarians to collaborate on research projects - Raise awareness of the ability of UVic Libraries to access other collections and repositories


UVic has a strong values-based commitment to social and environmental progress that is reflective of the university’s sense of place and a realistic assessment of how dynamic capabilities for research align with emerging opportunities.

The foundation of research excellence is exceptional faculty, students and staff. The sparks of inquisitiveness that lead to university-based research projects and programs originate with insightful people who ask questions, identify a problem that needs resolution, or reframe conceptions of states of affairs in new and insightful ways. The role of the university is to support inquiry at its inception, enable projects and programs, and nurture the environment to promote research excellence and high-quality education and training for the next generation of researchers. Objective 21 of the university’s Strategic Plan places research excellence at the heart of faculty recruitment and assessment because the brightest and most inspired researchers define the international research agenda, and many of these agendas are reflected in the university’s dynamic research capabilities. UVic has a history of advancing inquiry by providing centralized supports to seed new ideas, to convene scholars, and to respond quickly and assiduously to emerging opportunities.

UVic will continue to concentrate on areas that have demonstrated, or show strong potential for, research excellence. Responding to fruitful research trajectories involves decision-making about where and when to allocate resources strategically and efficiently to ensure that departments, schools and faculties can pursue priority lines of inquiry. For example, research excellence is secured first by recruiting high-quality researchers and then by aligning resources for students and other trainees. Other opportunities for enhancing dynamic capabilities include clustering approaches where there are natural affinities between researchers, and where co-location and concentration of expertise will predictably generate knowledge-spill overs, establish a competitive advantage in funding competitions, and act as an attractant to students. Research chairs, for example, can be used to nucleate such research groups, whereas industrial research chairs can stimulate impactful interactions between UVic and its research partners. Space and infrastructure are finite resources and need to be allocated strategically to have better than simply additive impact. Since the real costs of research exceed operational funding, careful attention must be paid to ensuring that research support funds and indirect costs of research are collected and deployed appropriately. As research intensiveness increasingly involves the use of large datasets and analytical prowess to extract meaning and value from them, for example, librarians and data scientists require supports to participate in research design and delivery. Internationalization, interdisciplinarity, community-engaged research and Indigenous scholarship—which are hallmarks of UVic research excellence rather than endpoints—similarly require systematic alignment of time, money and effort. UVic’s research centres have played a pivotal role in defining UVic’s dynamic capabilities and convene people into hubs of focused activity.


Concentrate resources in areas with demonstrated or

Provide and sustain a high-quality research environment that enables and nurtures the expertise and aspirations of researchers

- Develop and implement annual priority-setting process with the Research Advisory Committee and the Council of Centre Directors


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strong potential for research excellence.

Enable existing and emerging dynamic research capabilities

- Promote clustering of resources where strategically advantageous - Ensure that the allocation of space, infrastructure and research chairs aligns with Strategic Research Plan priorities - Identify opportunities for increasing and improving space for researchers and students - Explore ways to provide seed-funding for interdisciplinary conferences and workshops

Fully engage the expertise and leadership of research chairs

Develop a research chairs forum focused on research leadership for UVic

Continue to ensure that UVic meets the use and reporting requirements of the Research Support Fund

Work with VPFO to review Research Support Fund use to ensure consistency with evolving reporting requirements

Optimize the collection of indirect costs of research

- Engage internal community and external funders to optimize the collection of indirect costs of research - Collaborate with other universities and organizations regarding related initiatives

Enable and support research centres to respond to emerging research opportunities, promote collaborative and interdisciplinary research

- Develop standardized annual reporting templates - Increase research networking capacity and infrastructure

Provide the best possible governance of research

Support, or lead, research-related policy and procedure reviews

Continue to build the visibility and reputation of UVic as a research-intensive university

Develop and implement a strategic research communications plan with UC+M and align Strategic Research Plan priorities with the UVic Edge


UVic’s research enterprise has grown, over the last decade and a half, to an average level of $100 million per year in externally funded research that supports the research efforts of nearly 900 faculty members. Of these, 60 hold endowed or Canada Research Chairs and more than a dozen are UVic Distinguished Professors or Lansdowne Scholars. Research funding is raised through approximately 700 standard research and partnered grant applications for approximately 125 different funding opportunities annually. This application rate has led to the ongoing maintenance of over 2,000 active research accounts, with an annual turnover of 450, all of which require administrative and financial oversight. Roughly one-third of these open research accounts involve active human subject research protocols, and another 80 require animal care protocols. Of the external research funding UVic is awarded annually, roughly a third is comprised of institutional grants in the form of approximately 40 awards from the Canada Foundation for Innovation and the BC Knowledge Development Fund, along with a rolling stock of nearly 40 Canada Research Chair awards and renewals. In addition, Research Partnerships and Knowledge Mobilization actively manages 300 ongoing and new contracts and agreements every year and maintains a portfolio of more than 100 patents to which 15 are added each year. The university discloses more than 60 inventions annually.

As discussed in §1, the drivers of change require Canadian universities to undertake more leveraged and partnered research associated with higher expectations about productivity and impact. UVic’s current capacity to deliver high-quality research services may be steady-state now, but delivery capacity is being tested. A 2015 external review of UVic’s Office of Research Services concluded that the university benefits from having a well-trained and motivated staff working in an organized and well-managed environment in which high standards of service delivery and compliance throughout the research


https://www.uvic.ca/vpacademic/faculty/faculty-achievements/

https://www.uvic.ca/vpacademic/faculty/faculty-achievements/

http://www.uvic.ca/education/exercise/people/faculty-staff/lansdowne/index.php

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process are met. Existing management mechanisms, such as the Research Services Operations Advisory Group, are working effectively and will continue to be used to manage needs and risk. Yet as the Canadian (and international) research landscape becomes increasingly competitive, UVic must optimize its research services to retain—and improve— its absolute and relative competitive position. “What capacity for research administration and associated services will UVic need in 2020?” is the question to confront now. Although major structural adjustments are not anticipated within the Office of Research Services during the lifetime of this Strategic Research Plan, there are a number of recommended changes to UVic’s research administration that will help to enhance and optimize service delivery.

For example, UVic currently oversees research grants with a pre and post-award system, but could instead consider a model in which grants, particularly larger team and networked grants have continuous, cradle-to-grave, central administration. A culture of proactive, systematic grants facilitation, as demonstrated by other universities and in some units within UVic, can improve a unit’s coordination of research and lead to greater numbers of applications with a higher success rate. Grants facilitation should support and enhance research success across the university in nuanced ways appropriate to different modes of research. A university-wide system of grant facilitators embedded in faculties and divisions, along with grants-crafting and peer-review processes, once complete, will provide a common and high level of service. The establishment of a university-wide council of grants facilitators will ensure effective liaison with Office of Research Services grants officers. Furthermore, grant facilitators that are shared between faculties and perhaps track-specific funding councils can support opportunities for greater collaboration.

Every faculty and division has a strong vested interest in promoting a culture of research excellence. A university-wide system of associate deans research, once complete, will provide a common level of academic leadership and administrative oversight within faculties and divisions, and may raise new possibilities for the membership and mandate of the OVPR’s Research Advisory Committee (RAC). Working alongside deans, division heads, and in concert with VPAC via Deans Council, the associate deans research could consider developing annual strategic research plans within their faculties to share with RAC to achieve greater strategic alignment and synergies of research initiatives at UVic. Faculty and division annual research plans would, together with the annual strategic research implementation plans, provide an annual, strategic, institutional roadmap for UVic research.

UVic currently offers university-wide research services on a first-come first-served basis. Optimization of Office of Research Services resources could be partly achieved by establishing a light-handed system of service levels across the university. For example, a system of grants facilitators embedded in faculties or divisions can ensure that individual and small groups of researchers can receive the support locally and under the oversight and support of the relevant associate dean research. The administrative workflow in this case would be from academic units to the Office of Research Services. The opposite workflow, requiring centralized administrative supports, would transpire in the case of large-scale projects, networked activity, institutional partnerships and institutional programs. All of these are institutionally strategic initiatives, often requiring higher levels of institutional risk, commitment of resources, and/or acquisition of infrastructure.

In recent decades, UVic has acquired significant research infrastructure, some of which is located at the central campus (e.g. the STEHM microscope facility), at Vancouver Island Technology Park (e.g. UVic-Genomics BC Proteomics Centre), offsite (e.g. Ocean Networks Canada’s NEPTUNE and VENUS cabled observatories and Arctic and Atlantic installations), or is widely distributed (e.g. the many research vessels owned and operated by UVic). UVic’s research enterprise has grown and matured to the extent that efficient and sustainable use of infrastructure is an ongoing priority. An asset management tool for


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research infrastructure, with operational status, associated user base, technical support, operating costs and projected lifespan could be incorporated into a robust research administration system.

The self-analysis undertaken by the Office of Research Services, and the external review panel in 2015, indicated that UVic requires an enterprise-class research information system and associated research administration system. Without appropriate IT-enabled workflows and timely access to accurate information, UVic internalizes the costs of cumbersome workflows, allocates human resources inefficiently and non-strategically, and is exposed to on-going institutional risks associated with business continuity and compliance. Collaboration with other BC universities would be streamlined and strengthened with jointly procured and inter-operable systems, such as harmonized ethics approvals.

An important enabling tool at any university is a system of internal research grants. Internal research grants are not a “sole source” of continuous funding but are intended to provide necessary funds for one-off projects and for leveraging small initiatives into larger, externally funded activities. Alternate year applications support distributional fairness, and allocations for subventions to publication (monographs) can also be explored.


Further the pursuit of research excellence for researchers and UVic as a whole by making strategic investments in systems, staff and staff training, and through the optimization of service delivery and asset management.

Position the Office of Research Services for 2021

- Ensure that the Office of Research Services (ORS) annual service plan reflects Strategic Research Plan priorities - Implement enterprise-class research information and administration systems

Increase the quantity and improve the quality of research grant applications

- Work with faculty to assess the needs of researchers for achieving, measuring and recognizing success - Create a university-wide, robust system of grants facilitation and management distributed through the faculties - Monitor application success rates - Optimize ORS workflow consistent with differentiated services - Develop pre-selection guidelines for institutional program opportunities - Work with Faculty of Graduate Studies to develop grants facilitation supports for graduate students

Support the development of annual research plans by academic units

Work with VPAC and academic units to create a university-wide system of associate deans research

Improve the management of major research infrastructure

- Conduct a review of asset management models at other institutions - Develop an asset management process for major UVic research infrastructure - Seek advice from Internal Audit

Improve UVic’s internal research grants program

Strike a review committee, develop recommendations and consult before implementation

Support new collaborative research initiatives in response to emerging opportunities

Explore sources of funds to increase discretionary activity


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6 STRATEGIC RESEARCH PLAN IMPLEMENTATION PROCESS

During the engagement process for the Plan’s development, members of the UVic research community clearly indicated the need for an actionable and measurable plan. The five strategic priorities that guide UVic’s strategy for research are set at a high conceptual level, but can be expressed as a set of achievable objectives and implementation strategies. Because these objectives and strategies are many in number and have many interdependencies, not only will it take the life of the Strategic Research Plan to implement all of them, but the sequence in which strategies are implemented matters as well. To achieve an orderly implementation of the Strategic Research Plan, the Office of the Vice-President Research (OVPR) will develop annual implementation plans. Implementation planning will involve small to large-scale changes and initiatives that will be timed accordingly, with some initiatives being yearlong while others may involve multiyear improvement plans. The implementation plans will articulate UVic’s differentiated service commitments to individuals, groups, partners and networks. They will focus on research opportunities that are cross-cutting with the potential to achieve excellence with enhanced institutional support. The development process for the implementation plans will be aligned with existing and new processes including: annual faculty academic planning; integrated planning; fundraising priority-setting, Enhanced Planning Tools; and the UVic Edge. Where needed, the OVPR will work collaboratively with the offices of the Vice-President Academic, Finance and Operations and the Vice-President External Relations on development of the implementation plans. Continued engagement and guidance from key UVic governance groups including Deans’ Council, the Research Advisory Committee and the Council of Centre Directors will be required. Initiatives requiring approval by Senate and the Board of Governors will follow the appropriate policies and procedures. The priorities, objectives and strategies taken up in any given year will be subject to resource considerations, and constraints and opportunities will have to be balanced over the five-year life of the Plan. Progress and success will be monitored and reported yearly. Monitoring the implementation process will include reporting on timeliness, consistency of implementation and impacts on other activities. A summary progress report will be published annually. A cycle of annualized implementation planning, monitoring and reporting will lend itself to pro-active course correction and allow the OVPR to respond to emerging research opportunities as needed.

7 CONCLUSION

Over the last decade there were some years in which UVic experienced the greatest growth in research income and greatest increase in research intensity among comparator Canadian universities. This remarkable trajectory is clear evidence of the international calibre and excellence of UVic researchers, and draws attention to the significant and transforming investments made in research space and infrastructure. UVic now has enviable research strengths that make it a dynamic and capable research-intensive university.

This Strategic Research Plan prepares the university for future research excellence and positions UVic to make important contributions to society. The plan recognizes the university’s research strengths, and identifies five priorities, and associated objectives and strategies, for enhancing and leveraging the best of UVic research into the future. Those new priorities, objectives and strategies will feed into the renewal of the university’s strategic plan and other institutional plans. Over the course of the next five years, UVic will concentrate on building upon its research excellence, further integrating its research and educational programs to create dynamic learning opportunities and contribute to the vital impact of research, by developing more robust partnerships and opportunities for entrepreneurship and


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innovation, by increasing the competitiveness of the university by focusing on research where UVic has a competitive edge, and by offering the best possible research services to researchers and their partners.

8 APPENDICES AND USEFUL LINKS

Strategic Research Plan Advisory Committee Membership and Terms of Reference

Strategic Research Plan Engagement Process Report 2015

Office of Research Services Review Report May 2015

UVic Canada Research Chairs/Canada Foundation for Innovation Strategic Research Plan 2012-2015


http://www.uvic.ca/research/learnabout/home/researchplan/advisory-committee/index.php

http://www.uvic.ca/research/assets/docs/researchplan/SRP_EngagementReport_20150708_Final.pdf

http://www.uvic.ca/research/assets/docs/researchplan/ReviewOfUVic-ORS_20150624_FINAL.pdf

https://www.uvic.ca/research/assets-old/docs/ors/governance/UVic%20CRC-CFI%20SRP%20120420%20final.pdf

Office of the Vice-President Finance and Operations

MEMO

Date: November 18, 2015 To: Julia Eastman University Secretary From: Valerie Kuehne, Vice-President Academic and Provost Gayle Gorrill, Vice-President Finance and Operations Co-Chairs, Campus Planning Committee RE: SEMI-ANNUAL REPORT TO SENATE ON CAMPUS DEVELOPMENT Please find attached the semi-annual report to Senate on campus development for its December 4, 2015 meeting.

___________________________________ Valerie Kuehne Vice-President, Academic and Provost

____________________________________ Gayle Gorrill Vice-President, Finance and Operations


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Semi-Annual Report to Senate on Campus Development

1.0 Campus Plan Update The Campus Plan guides the physical development of the campus in accordance with the university’s strategic priorities and its research and teaching needs. The Plan update process, which started last October, under the guidance of the Campus Planning Committee (CPC), is near completion with phase 1 and 2 activities complete. Phase 2 of the Plan update focused on the development of ideas and concepts through a stakeholder workshop and consultation with the CPC in the April to June period. The ideas and concepts from this work then formed the basis of the built form, open space and mobility frameworks, included as key directions in the updated draft Plan which was prepared over the summer. In early October the draft Plan was unanimously recommended by the CPC to the President for wider campus and community consultation. During October, consultation consisted of multiple mobile booths, two open houses, a stakeholder workshop and meetings with community associations. Next steps in the process include summarizing the feedback received on the draft plan and adjusting the document, as appropriate, to reflect this feedback. A final Campus Plan will be provided for review and recommendation to the President by the CPC in December and then to the Board in January 2016 for final approval. The draft Plan and related engagement materials are available at www.uvic.ca/campusplanning under the Campus Plan Update 2015 banner.

2.0 McKinnon Building Renovation Work to renovate the McKinnon Building, which will support the needs of the School of Exercise Science, Physical and Health Education commenced in July. 3.0 Continuing Studies Building Addition This project which started construction in August 2014 with project completion and occupancy targeted for January 2016, is slightly behind schedule with a new completion date of March 2016. The English Language Centre and the Pathway Program for international students, will benefit from the expanded space. There will also be other benefits as space currently being used for these programs, including space in Mearns, will now be available for other uses.


http://www.uvic.ca/campusplanning

MEMO

Senate Committee on Academic Standards

To ensure continued oversight of grading patterns, a grading patterns summary report is presented annually to the Senate Committee on Academic Standards and Senate. The attached report was provided to the Senate Committee on Academic Standards at its meeting on November 3, 2015. Respectfully submitted, 2015/2016 Senate Committee on Academic Standards Sara Beam (Chair), Faculty of Graduate Studies Eva Baboula, Faculty of Fine Arts Laurie Barnas, Associate Registrar Sarah Blackstone, Advisor to the Provost, Special Projects (President's nominee) Gillian Calder, Faculty of Law Rosaline Canessa, Faculty of Social Sciences Lauren Charlton, Registrar Jordan Crocker, Student Senator Nikolai Dechev, Faculty of Engineering David Harrington, Faculty of Science Cindy Holder, Associate Dean Academic Advising (HUMS, SCIE, SOSC) Valerie Kuehne, Vice-President Academic and Provost Peter Liddell, Convocation Senator Michele Martin, Division of Medical Sciences Norah McRae, Executive Director, Cooperative Education and Career Services Michael Nowlin, Faculty of Humanities Tim Pelton, Faculty of Education Bernadette Peterson, Student Senator Abdul Roudsari, Faculty of Human and Social Development Richard Rush, Division of Continuing Studies Ada Saab, Director, Graduate Admissions and Records Brock Smith, Peter B. Gustavson School of Business Kaylee Szakacs, University of Victoria Students’ Society Representative Elissa Whittington, Graduate Students' Society Representative Carrie Andersen (Secretary), Office of the University Secretary

Date:

November 18, 2015

To:

Senate

From:

Senate Committee on Academic Standards

Re: 2015 University of Victoria Grading Patterns Reporting Portal


The purpose of the grading reports is to document patterns of grades awarded at the university, faculty, and school or department levels over a five-year period for undergraduate, graduate, and law courses at the University of Victoria. Previous paper reports were prepared every two years for the Senate Committee on Academic Standards and the Vice-President Academic and Provost, with relevant sections distributed to interested parties, such as deans and chairs. In 2013, the system was revamped to be more comprehensive, timely, detailed, and available on-line. This report comprises grading statistics up to the Spring Term of 2015. Starting with the Summer 2014 term, percentage grades are now being collected and this report presents some overall percentage grades in addition to the usual 9-point and letter grade statistics. In addition, this report corrects a previous error whereby averages where calculated incorrectly – summary averages were “means of means”. For this year and onwards, averages are all calculated from base case values (in this instance individual course grades for every student). Access is via the Office and Institutional Planning and Analysis website (www.inst.uvic.ca). Full instructions on how to access and navigate the system as well as reports at the following levels are attached to this memorandum. Attached Reports:

• Overall Undergraduate • Overall Graduate • Faculty of Law • Faculty of Education • Faculty of Engineering • Faculty of Fine Arts • Faculty of Human and Social Development • Faculty of Humanities • Division of Medical Sciences • Faculty of Science • Faculty of Social Sciences • PB Gustavson School of Business

Institutional Planning and Analysis PO Box1700 STN CSC VictoriaBritish ColumbiaV8W 2Y2Canada Tel (250) 721-8026 Fax 721-7213 E-mail [email protected] Web www.inst.uvic.ca

Date: Monday, October 19th, 2015 To: Chair, Senate Committee on Academic Standards From: Office of Institutional Planning and Analysis Re: University of Victoria Grading Patterns Reporting Portal

1


http://www.inst.uvic.ca/

For the university as a whole, the five academic years with complete information show that the grade distributions have remained relatively constant with perhaps a slight downward trend, with GPAs falling from 5.57 to 5.42 although A+’s have risen from 7.7 to 10.0 percent and 2nd class grades have fallen from ~41% to 32%. Expanding the academic years into individual terms shows, however, that grade performance during the summer is consistently better than during the fall and spring terms, with better GPAs, first class results, and fail rates. Perhaps not surprisingly, performance in undergraduate courses by level is better as the level goes up. For example, in 2014/15 the average GPA for 100, 200, 300, and 400 level courses were 4.82, 5.09, 5.68, and 6.61 respectively. These reports are intended to be descriptive rather than analytical or prescriptive. There are numerous possible explanations for changes in grade distributions over time, for differences in grade distributions across sections of a course, and for variations in grade distributions among departments and faculties. These reports document general time-series trends and grading anomalies, but do not (nor should they) attempt to explain them. Attachments: Appendix A – Grading reports Appendix B – Accessing and navigating the Grading Reports

2


ALL COURSE LEVELS

Applied filters: Time 5 years ending with the last year (currently 2014) AND Course Year Level equal to 100 Level, 200 Level, 300Level, 400 Level, 500 Level, 600 Level, 700 Level

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%

FailGradeableHeadcount

%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.57 . 7.7% 40.5% 41.0% 13.6% 4.9% 126,403 4.2% 136,9985.54 . 7.8% 39.9% 41.2% 14.1% 4.8% 126,199 4.5% 137,4335.45 . 9.9% 43.0% 32.7% 19.6% 4.7% 126,841 4.5% 137,6705.45 . 10% 43.2% 32.2% 19.7% 4.8% 130,629 4.9% 142,9255.42 74.7 10% 42.9% 32.0% 20.2% 4.9% 133,562 4.8% 146,518

ALL COURSE LEVELS

Applied filters: Time 5 years ending with the last year (currently 2014) AND CourseYear Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500 Level, 600Level, 700 Level

BY COURSE LEVEL

Applied filters: Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500 Level, 600 Level, 700 Level AND Time5 years ending with the last year (currently 2014)

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

CourseYearLevel

AcademicYear

100Level

200Level

2010201120122013201420102011201220132014

4.89 . 6.4% 30.0% 41.8% 19.9% 8.2% 38,779 5.5% 41,1634.93 . 6.6% 30.0% 42.5% 19.8% 7.7% 38,103 6.0% 40,6274.83 . 8.7% 34.2% 31.6% 26.5% 7.8% 37,412 5.8% 39,8764.76 . 7.7% 33.3% 31.8% 26.9% 8.0% 39,780 6.4% 43,4204.82 71.4 8.6% 34.2% 31.7% 25.9% 8.1% 41,891 6.3% 45,6585.25 . 7.4% 34.7% 42.7% 16.5% 6.0% 26,092 4.7% 28,0825.21 . 7.4% 34.6% 41.6% 17.9% 6.0% 26,996 4.8% 29,3695.03 . 8.7% 37.4% 31.6% 25.0% 5.9% 27,211 5.0% 29,4345.05 . 9.0% 37.8% 31.1% 24.9% 6.1% 27,513 5.3% 29,8695.09 73.1 9.5% 38.2% 31.2% 25.0% 5.5% 29,233 5.2% 31,687

Program Course Level.PROGRAM_COURSE_LEVEL: Undergraduate

Section Grading Patterns - UVic

Note:* 1st Class: Includes grades A+, A, and A-* 2nd Class: Includes grades B+, B, and B-* Pass: Includes grades C+, C, and D* Fail: Includes grades E, F, and N* Headcounts: Reflect the total number of students in all sections for each level of data aggregation, thus unique headcounts are only available when viewing data for an individual course section.* Official Reporting: Please verify with Institutional Planning & Analysis. 3


BY COURSE LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

CourseYearLevel

AcademicYear

300Level

400Level

700Level

201020112012201320142010201120122013201420102011201220132014

5.93 . 7.8% 45.1% 42.1% 10.0% 2.7% 41,518 3.6% 44,7895.83 . 7.3% 43.2% 43.1% 10.8% 2.9% 41,080 3.9% 44,2305.75 . 9.5% 45.7% 35.8% 15.7% 2.8% 42,690 4.1% 45,9745.79 . 9.9% 46.6% 35.2% 15.5% 2.7% 43,047 4.3% 46,1725.68 76.1 9.8% 45.3% 34.9% 16.9% 3.0% 42,436 4.3% 45,6186.54 . 11% 58.7% 34.6% 5.2% 1.5% 19,715 2.3% 22,2546.55 . 12% 59.0% 34.3% 5.1% 1.5% 19,780 2.7% 22,6076.58 . 15% 61.5% 29.7% 7.4% 1.4% 19,287 2.4% 21,8256.62 . 16% 63.0% 28.1% 7.4% 1.4% 20,081 2.8% 22,9596.61 80.7 17% 63.2% 27.6% 8.0% 1.2% 19,781 2.6% 23,0426.55 . 3.7% 56.2% 40.8% 2.0% 1.0% 299 0.4% 7106.88 . 1.7% 70.4% 28.3% 0.4% 0.8% 240 0.7% 6006.97 . 9.5% 69.3% 29.0% 0.4% 1.2% 241 0.2% 5616.94 . 13% 54.8% 44.2% 0.5% 0.5% 208 0.2% 5056.88 82.1 3.6% 61.5% 37.6% . 0.9% 221 1.0% 513

BY COURSE LEVEL

Applied filters: Course Year Level equal to 100 Level, 200 Level, 300 Level, 400Level, 500 Level, 600 Level, 700 Level AND Time 5 years ending with the last year(currently 2014)



Note:* 1st Class: Includes grades A+, A, and A-* 2nd Class: Includes grades B+, B, and B-* Pass: Includes grades C+, C, and D* Fail: Includes grades E, F, and N* Headcounts: Reflect the total number of students in all sections for each level of data aggregation, thus unique headcounts are only available when viewing data for an individual course section.* Official Reporting: Please verify with Institutional Planning & Analysis.

4


ALL COURSE LEVELS


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

7.35 . 15% 80.7% 18.1% 0.4% 0.8% 7,626 1.6% 16,4797.41 . 17% 81.3% 17.9% 0.4% 0.5% 7,862 1.8% 17,3387.47 . 21% 82.5% 15.9% 0.9% 0.7% 7,472 1.7% 16,9827.47 . 23% 82.1% 16.4% 1.1% 0.4% 7,812 2.0% 17,6947.51 84.8 25% 83.7% 14.6% 1.3% 0.4% 7,644 2.4% 17,827

ALL COURSE LEVELS


BY COURSE LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

CourseYearLevel

AcademicYear

500Level

600Level

2010201120122013201420102011201220132014

7.34 . 15% 80.5% 18.4% 0.4% 0.7% 7,256 1.8% 13,5297.40 . 17% 80.9% 18.2% 0.4% 0.5% 7,530 2.0% 14,0267.45 . 21% 82.2% 16.1% 0.9% 0.7% 7,184 2.0% 13,5747.46 . 23% 81.8% 16.7% 1.1% 0.4% 7,505 2.3% 14,0547.49 84.7 24% 83.3% 14.9% 1.3% 0.4% 7,338 2.9% 14,0697.60 . 27% 86.2% 11.4% . 2.4% 370 1.1% 2,9507.67 . 25% 88.3% 10.2% 0.3% 1.2% 332 0.7% 3,3127.82 . 36% 88.9% 9.4% 0.7% 1.0% 288 0.7% 3,4087.72 . 29% 87.6% 11.4% 0.3% 0.7% 307 0.7% 3,6407.96 87.2 36% 92.5% 6.9% 0.3% 0.3% 306 0.7% 3,758

Program Course Level.PROGRAM_COURSE_LEVEL: Graduate




BY COURSE LEVEL


Program Course Level.PROGRAM_COURSE_LEVEL: Graduate



6


ALL COURSE LEVELS


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.55 . 1.8% 26.7% 64.1% 8.8% 0.4% 2,672 1.3% 3,1765.50 . 0.9% 25.6% 65.1% 9.0% 0.1% 2,737 0.2% 3,2295.49 . 1.9% 28.4% 59.7% 11.6% 0.2% 2,757 0.2% 3,2425.54 . 1.9% 29.7% 59.5% 10.4% 0.4% 2,633 0.3% 3,0925.60 76.2 1.2% 31.0% 59.6% 8.8% 0.6% 2,503 0.7% 2,995

ALL COURSE LEVELS


BY COURSE LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass % Fail GradeableHeadcount

%Drop

TotalHeadcount

CourseYearLevel

AcademicYear

100Level

300Level

2010201120122013201420102011201220132014

5.30 . 0.6% 19.1% 72.1% 8.7% 0.1% 774 4.5% 9275.26 . 0.6% 14.9% 77.5% 7.5% . 777 . 8905.17 . 1.0% 17.0% 70.4% 12.5% 0.1% 778 . 8865.25 . 0.1% 15.7% 76.7% 7.6% . 724 1.0% 8335.33 75.3 0.5% 22.4% 66.9% 10.7% . 740 . 8505.62 . 1.8% 29.1% 61.4% 9.0% 0.4% 1,870 . 2,1135.58 . 0.9% 29.3% 60.7% 9.6% 0.2% 1,938 0.4% 2,2075.60 . 2.1% 32.3% 55.9% 11.3% 0.3% 1,963 0.2% 2,2305.61 . 2.3% 34.2% 53.7% 11.6% 0.6% 1,885 . 2,1255.70 76.5 1.4% 33.8% 57.2% 8.2% 0.9% 1,741 1.0% 2,004

Program Course Level.PROGRAM_COURSE_LEVEL: Law




BY COURSE LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%


%Drop

TotalHeadcount

CourseYearLevel

AcademicYear

500Level

600Level

2010201120122013201420102011201220132014

7.50 . 33% 79.2% 16.7% . 4.2% 24 . 687.37 . 16% 78.9% 21.1% . . 19 . 567.75 . 19% 93.8% 6.3% . . 16 . 548.00 . 27% 100% . . . 22 . 687.55 83.9 4.5% 95.5% 4.5% . . 22 . 615.50 . 25% 50.0% 25.0% . 25.0% 4 . 688.00 . . 100% . . . 3 . 76

. . . . . . . 0 . 728.50 . 50% 100% . . . 2 . 66

. . . . . . . 0 . 80

BY COURSE LEVEL


Program Course Level.PROGRAM_COURSE_LEVEL: Law



8


FACULTY LEVEL

Applied filters: Time 5 years ending with the last year (currently 2014) AND Course Year Level equal to 100 Level, 200 Level, 300 Level, 400Level, 500 Level, 600 Level, 700 Level

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

6.55 . 6.6% 59.2% 35.6% 4.3% 0.9% 11,152 1.9% 13,5976.52 . 6.2% 57.1% 38.1% 4.1% 0.7% 10,196 2.1% 12,5106.73 . 14% 65.2% 28.0% 5.8% 1.0% 10,191 2.0% 12,2426.73 . 14% 65.1% 27.7% 6.3% 0.9% 9,892 2.5% 11,8886.77 81.5 16% 66.3% 26.7% 6.1% 1.0% 9,817 2.3% 11,691

FACULTY LEVEL


COURSE YEAR LEVEL

Applied filters: Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500 Level, 600 Level, 700 Level AND Time 5 years endingwith the last year (currently 2014)

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

5.79 . 4.5% 42.7% 43.6% 11.5% 2.1% 2,246 5.2% 2,3695.90 . 5.1% 42.6% 45.8% 10.1% 1.6% 2,192 6.2% 2,3406.17 . 11% 56.4% 29.1% 12.5% 2.0% 2,289 4.2% 2,3906.09 . 12% 53.9% 29.7% 14.4% 2.0% 2,196 4.6% 2,3036.16 78.3 13% 55.0% 30.1% 12.7% 2.3% 2,116 5.0% 2,2836.06 . 7.5% 45.6% 45.0% 7.7% 1.7% 947 2.7% 1,2066.14 . 6.3% 45.2% 47.2% 6.8% 0.8% 991 2.3% 1,2786.29 . 14% 52.6% 36.8% 9.7% 0.9% 992 2.5% 1,2246.43 . 13% 59.7% 31.0% 8.2% 1.1% 998 3.1% 1,2516.34 79.5 12% 57.4% 32.4% 9.4% 0.7% 937 2.0% 1,1316.73 . 7.9% 62.0% 34.8% 2.8% 0.4% 3,888 1.6% 4,7536.55 . 4.9% 55.3% 41.7% 2.6% 0.4% 3,436 1.4% 4,0776.71 . 11% 63.8% 30.7% 4.6% 0.9% 3,476 1.9% 4,1436.77 . 13% 63.5% 31.2% 4.5% 0.7% 3,617 2.7% 4,2066.74 81.4 13% 64.0% 30.3% 5.0% 0.6% 3,612 2.5% 4,181

Course Faculty.COURSE_FACULTY_1: Faculty of Education


Section Grading Patterns by Faculty

Note:* 1st Class: Includes grades A+, A, and A-* 2nd Class: Includes grades B+, B, and B-* Pass: Includes grades C+, C, and D* Fail: Includes grades E, F, and N* Headcounts: Reflect the total number of students in all sections for each level of data aggregation, thus unique headcounts are only available when viewing data for an individual course section.

* Official Reporting: Please verify with Institutional Planning & Analysis.

9


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

700 Level

2010201120122013201420102011201220132014

6.95 . 6.5% 69.8% 28.9% 0.9% 0.4% 3,772 0.7% 4,5596.99 . 8.5% 71.1% 27.4% 1.1% 0.4% 3,337 0.6% 4,2157.29 . 20% 76.5% 21.5% 1.5% 0.5% 3,193 0.8% 3,9247.25 . 17% 78.3% 19.4% 2.0% 0.3% 2,873 0.9% 3,6237.40 84.4 24% 80.5% 17.0% 2.0% 0.4% 2,931 0.6% 3,5836.55 . 3.7% 56.2% 40.8% 2.0% 1.0% 299 0.4% 7106.88 . 1.7% 70.4% 28.3% 0.4% 0.8% 240 0.7% 6006.97 . 9.5% 69.3% 29.0% 0.4% 1.2% 241 0.2% 5616.94 . 13% 54.8% 44.2% 0.5% 0.5% 208 0.2% 5056.88 82.1 3.6% 61.5% 37.6% . 0.9% 221 1.0% 513

COURSE YEAR LEVEL






* Official Reporting: Please verify with Institutional Planning & Analysis.10


DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

CurriculumandInstruction

EducPsychology&Leadership

Education

Exercise Sc,Phys &Health Ed

IndigenousEducation

TeacherEducationProgram

2010201120122013201420102011201220132014201020112012201320142010201120122013201420112012201320142010201120122013

6.76 . 6.9% 64.3% 32.8% 2.4% 0.5% 4,860 1.4% 5,3536.64 . 5.4% 59.5% 37.8% 2.3% 0.4% 3,965 1.8% 4,2646.72 . 10% 63.3% 32.3% 3.6% 0.8% 3,863 1.9% 4,1546.73 . 11% 63.2% 32.4% 3.6% 0.8% 3,851 2.6% 4,2046.65 80.7 9.5% 62.9% 32.1% 4.1% 0.9% 3,784 2.2% 5,0436.84 . 6.0% 66.3% 31.4% 1.8% 0.5% 2,398 1.7% 2,6526.65 . 6.7% 62.7% 32.9% 3.5% 0.9% 2,255 1.6% 2,5447.00 . 19% 72.2% 22.0% 4.3% 1.5% 2,259 1.8% 2,5667.01 . 17% 75.5% 17.5% 6.0% 1.0% 2,133 1.3% 2,4247.09 83.0 23% 74.1% 19.0% 6.1% 0.8% 2,229 1.3% 2,5106.87 . 2.6% 74.4% 25.6% . . 39 4.3% 477.00 . . 68.0% 32.0% . . 25 9.1% 337.00 . 17% 66.7% 29.2% 4.2% . 24 6.3% 326.11 . . 44.4% 50.0% 5.6% . 18 11.5% 266.80 80.8 . 80.0% 20.0% . . 5 . 136.14 . 6.6% 48.4% 42.0% 8.2% 1.4% 3,846 3.2% 4,0046.28 . 7.1% 49.2% 43.2% 6.8% 0.8% 3,614 3.6% 3,7866.55 . 14% 61.4% 28.6% 9.2% 0.8% 3,750 2.7% 3,9006.49 . 16% 59.3% 30.1% 9.6% 1.0% 3,594 3.7% 3,7866.64 80.9 18% 63.1% 27.2% 8.5% 1.2% 3,565 3.3% 3,7406.99 . 2.7% 75.9% 23.5% 0.3% 0.3% 332 0.6% 4777.41 . 15% 85.4% 12.5% 1.7% 0.3% 287 0.5% 4187.58 . 19% 88.0% 9.2% 2.4% 0.3% 292 0.3% 3957.93 87.0 27% 94.9% 4.7% . 0.4% 234 0.3% 3850.00 . . . . . 100% 9 0.8% 1,5410.00 . . . . . 100% 5 0.5% 1,4060.00 . . . . . 100% 8 0.4% 1,1720.00 . . . . . 100% 4 0.6% 1,053

DEPARTMENT LEVEL








FACULTY LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.68 . 12% 42.4% 39.2% 13.7% 4.5% 9,363 4.6% 9,8895.85 . 14% 46.0% 37.2% 12.3% 4.4% 9,948 4.8% 10,5215.64 . 15% 47.6% 27.8% 19.7% 4.5% 10,814 4.9% 11,3975.52 . 14% 45.7% 28.6% 20.2% 5.2% 12,494 5.3% 13,7685.56 75.1 16% 46.6% 28.2% 19.0% 5.9% 14,029 5.3% 15,418

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

5.13 . 6.6% 33.6% 42.9% 15.4% 8.1% 2,904 6.6% 3,1105.66 . 9.9% 44.4% 37.2% 11.3% 7.1% 3,044 5.6% 3,2265.39 . 14% 44.8% 26.9% 20.2% 8.0% 3,078 6.4% 3,2885.13 . 10% 40.1% 29.8% 21.9% 8.0% 3,774 6.8% 4,6175.22 72.3 15% 44.1% 25.6% 18.9% 11.3% 4,163 6.7% 5,0535.58 . 11% 39.7% 41.8% 13.7% 4.2% 1,965 4.6% 2,0605.52 . 13% 39.2% 39.6% 16.4% 4.4% 2,211 6.0% 2,3545.34 . 14% 44.5% 26.9% 22.4% 5.6% 2,269 6.1% 2,4185.14 . 11% 40.7% 28.1% 22.5% 8.0% 2,401 6.1% 2,5605.31 74.0 13% 41.5% 30.8% 21.7% 5.5% 3,137 6.5% 3,3555.61 . 13% 40.4% 39.1% 16.6% 3.3% 2,489 4.3% 2,6685.70 . 12% 42.3% 39.9% 13.8% 3.8% 2,687 4.5% 2,8785.43 . 14% 42.6% 30.2% 23.8% 2.8% 3,327 4.1% 3,4885.47 . 14% 43.5% 30.3% 22.6% 3.3% 3,664 4.4% 3,8425.49 75.2 14% 44.1% 30.3% 21.4% 4.0% 4,132 3.8% 4,305

Course Faculty.COURSE_FACULTY_1: Faculty of Engineering





12


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

20102011201220132014

6.68 . 21% 60.1% 31.3% 7.5% 0.9% 2,005 2.1% 2,0516.70 . 22% 60.8% 30.8% 7.4% 1.0% 2,006 2.5% 2,0636.63 . 21% 62.9% 26.4% 9.6% 0.9% 2,140 2.8% 2,2036.51 . 21% 61.3% 25.2% 12.2% 1.2% 2,655 3.3% 2,7496.53 80.6 23% 61.0% 25.9% 12.1% 0.9% 2,597 3.7% 2,705

COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

ComputerScience

Electrical &ComputerEngg

Engineering

MechanicalEngineering

20102011201220132014201020112012201320142010201120122013201420102011201220132014

5.30 . 12% 39.5% 35.3% 17.3% 7.8% 3,627 7.8% 3,9375.75 . 14% 48.1% 31.7% 13.1% 7.1% 3,751 7.8% 4,0705.51 . 16% 47.0% 25.4% 21.1% 6.5% 4,176 7.5% 4,5135.29 . 13% 43.5% 27.1% 22.4% 6.9% 4,845 8.5% 5,3015.54 74.9 18% 47.9% 25.5% 19.2% 7.5% 5,575 7.7% 6,0495.68 . 14% 41.5% 39.8% 15.3% 2.7% 1,874 2.7% 1,9895.53 . 13% 39.1% 39.3% 18.6% 2.7% 2,191 3.2% 2,3255.29 . 16% 40.7% 28.5% 27.7% 2.5% 2,629 3.3% 2,7365.30 . 14% 41.0% 29.5% 25.8% 3.3% 3,167 3.7% 3,2965.27 74.2 15% 41.8% 27.9% 25.3% 4.8% 3,214 5.6% 3,4116.00 . 12% 45.0% 43.7% 8.2% 3.1% 2,146 3.3% 2,2196.11 . 15% 48.2% 40.2% 7.8% 3.8% 2,197 3.8% 2,2846.08 . 16% 56.8% 25.5% 12.5% 4.9% 1,922 4.5% 2,0145.98 . 14% 52.2% 29.7% 13.0% 4.8% 2,169 3.5% 2,8025.65 75.1 13% 46.0% 33.4% 14.0% 6.5% 2,595 3.4% 3,2546.09 . 12% 46.3% 41.1% 11.0% 1.0% 1,716 1.5% 1,7446.13 . 11% 47.4% 42.3% 8.6% 1.4% 1,809 1.4% 1,8425.93 . 13% 49.3% 33.8% 13.3% 2.6% 2,087 2.1% 2,1345.90 . 14% 50.7% 29.6% 14.5% 4.5% 2,313 2.3% 2,3695.88 76.6 15% 50.5% 29.2% 16.1% 3.5% 2,645 2.0% 2,704

DEPARTMENT LEVEL








FACULTY LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

6.35 . 10% 55.3% 35.6% 6.2% 2.9% 9,763 4.6% 10,3186.39 . 13% 57.7% 32.4% 6.9% 3.0% 8,963 4.5% 9,4706.28 . 12% 56.1% 32.1% 8.9% 2.8% 9,295 4.2% 9,7586.40 . 14% 59.4% 29.0% 8.6% 2.9% 8,355 4.2% 8,7806.25 78.5 14% 57.5% 28.8% 11.1% 2.7% 8,926 4.0% 9,389

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

6.08 . 9.4% 50.5% 37.1% 8.1% 4.3% 3,104 5.9% 3,3136.21 . 13% 53.9% 33.2% 9.2% 3.7% 2,844 6.4% 3,0516.03 . 12% 52.2% 31.6% 12.7% 3.5% 3,144 4.6% 3,2966.12 . 13% 54.6% 29.9% 12.1% 3.5% 2,910 5.8% 3,0895.95 77.0 13% 53.4% 28.3% 14.3% 4.0% 3,138 5.2% 3,3136.14 . 7.4% 50.7% 39.1% 7.0% 3.2% 2,243 4.5% 2,3656.14 . 7.9% 52.1% 36.9% 8.1% 2.9% 2,180 4.1% 2,2826.08 . 9.4% 52.5% 34.6% 9.6% 3.2% 1,909 4.7% 2,0176.24 . 11% 55.9% 31.9% 9.7% 2.5% 1,623 4.4% 1,7106.06 77.7 11% 53.3% 31.5% 12.4% 2.8% 1,707 2.9% 1,7746.55 . 12% 58.9% 34.1% 5.0% 2.0% 3,515 4.0% 3,6746.59 . 14% 61.8% 30.5% 4.9% 2.7% 2,999 3.6% 3,1296.47 . 12% 58.4% 33.0% 6.6% 2.0% 3,342 3.9% 3,4916.61 . 15% 63.7% 27.4% 6.1% 2.8% 2,989 3.2% 3,1076.47 79.6 15% 60.0% 29.9% 8.2% 1.9% 3,225 4.1% 3,402

Course Faculty.COURSE_FACULTY_1: Faculty of Fine Arts





15


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

20102011201220132014

6.98 . 14% 68.9% 27.5% 2.6% 1.0% 901 2.3% 9666.91 . 18% 68.5% 25.5% 3.7% 2.2% 940 3.0% 1,0086.87 . 16% 68.9% 25.7% 3.2% 2.2% 900 2.9% 9546.89 . 18% 68.1% 26.1% 3.5% 2.4% 833 1.8% 8746.89 81.9 19% 71.1% 20.6% 7.5% 0.8% 856 1.6% 900

COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Art History& VisualStudies

Fine Arts

Music

Theatre

Visual Arts

Writing

201020112012201320142010201120122013201420102011201220132014201020112012201320142010201120122013201420102011201220132014

6.42 . 15% 58.3% 31.1% 6.0% 4.6% 2,103 6.7% 2,2626.42 . 17% 58.2% 31.4% 5.8% 4.6% 2,033 5.8% 2,1676.25 . 14% 54.7% 33.4% 7.7% 4.2% 1,983 5.6% 2,1066.40 . 16% 59.7% 28.3% 7.6% 4.3% 1,884 4.3% 1,9726.25 78.0 13% 57.1% 30.3% 9.5% 3.1% 1,934 4.1% 2,0526.26 . 7.1% 47.2% 46.5% 4.8% 1.4% 849 3.4% 8796.62 . 18% 64.4% 25.9% 6.5% 3.2% 506 8.0% 5505.81 . 6.7% 43.1% 42.3% 12.3% 2.3% 480 4.8% 5045.89 . 11% 47.3% 35.8% 13.1% 3.8% 366 5.7% 3885.73 76.3 12% 47.4% 33.1% 15.7% 3.8% 447 4.3% 4686.14 . 9.3% 55.0% 31.9% 8.8% 4.4% 2,440 5.2% 2,6016.21 . 11% 55.5% 32.2% 8.3% 4.0% 2,239 4.4% 2,3716.26 . 16% 58.5% 26.5% 11.0% 4.0% 2,216 4.2% 2,3256.56 . 20% 64.2% 23.4% 8.8% 3.7% 2,054 5.5% 2,1836.28 78.6 21% 60.6% 21.4% 14.0% 4.0% 2,324 5.3% 2,4716.70 . 11% 65.3% 27.4% 5.5% 1.8% 1,552 2.7% 1,6346.83 . 16% 68.5% 24.1% 5.4% 2.0% 1,555 2.8% 1,6306.57 . 11% 60.5% 31.7% 6.3% 1.5% 1,607 3.3% 1,6976.60 . 12% 65.6% 23.9% 8.7% 1.8% 1,409 2.8% 1,4906.33 79.3 10% 58.4% 29.9% 10.7% 1.1% 1,425 2.5% 1,4965.93 . 4.6% 40.8% 49.3% 7.7% 2.1% 1,151 4.3% 1,2145.85 . 3.7% 38.8% 51.5% 7.7% 1.9% 1,259 4.1% 1,3275.95 . 4.3% 46.2% 42.3% 10.2% 1.3% 1,201 3.7% 1,2476.02 . 3.9% 46.3% 44.0% 7.7% 2.0% 1,109 3.9% 1,1545.91 76.8 4.0% 48.9% 38.3% 10.3% 2.5% 1,203 3.8% 1,2506.55 . 9.7% 56.7% 39.2% 3.0% 1.1% 1,668 3.4% 1,7286.57 . 12% 62.9% 28.4% 7.6% 1.1% 1,371 3.8% 1,4256.44 . 12% 61.0% 28.7% 8.4% 1.9% 1,808 3.7% 1,8796.38 . 12% 59.6% 29.5% 9.1% 1.8% 1,533 3.6% 1,5936.54 80.3 16% 61.8% 28.1% 8.4% 1.7% 1,593 3.5% 1,652

DEPARTMENT LEVEL








FACULTY LEVEL

Applied filters: Time 5 years ending with the last year (currently 2014) AND Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level,500 Level, 600 Level, 700 Level

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

6.48 . 7.5% 56.9% 37.5% 3.9% 1.6% 8,307 3.1% 10,4476.59 . 8.9% 59.5% 35.9% 2.8% 1.9% 8,204 3.6% 10,4936.75 . 13% 66.3% 27.8% 4.3% 1.6% 7,847 3.6% 10,0396.82 . 17% 67.4% 26.1% 5.0% 1.4% 9,439 4.0% 11,4226.56 80.0 14% 62.5% 28.6% 7.1% 1.8% 9,332 4.7% 11,612

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

6.05 . 10% 44.8% 45.7% 6.4% 3.1% 703 6.3% 7506.20 . 14% 48.9% 42.5% 5.0% 3.6% 661 6.1% 7045.99 . 9.7% 50.0% 34.4% 12.2% 3.4% 596 3.1% 6155.64 . 15% 50.0% 25.6% 17.8% 6.6% 640 8.3% 6985.39 74.2 8.9% 39.9% 35.8% 20.5% 3.8% 576 9.3% 6436.35 . 7.5% 53.5% 40.3% 3.7% 2.5% 921 3.6% 9556.47 . 8.3% 58.2% 36.1% 3.1% 2.6% 870 4.6% 9136.62 . 12% 62.7% 29.8% 5.7% 1.7% 1,331 4.5% 1,3956.78 . 17% 65.9% 26.8% 6.5% 0.7% 1,520 3.5% 1,5766.30 79.1 15% 59.8% 25.1% 13.3% 1.8% 1,533 5.2% 1,6216.50 . 6.1% 57.6% 37.5% 3.4% 1.6% 3,735 3.1% 4,5566.60 . 7.1% 58.8% 37.3% 2.3% 1.6% 3,517 3.4% 4,3546.83 . 14% 67.4% 28.1% 3.1% 1.4% 3,336 4.0% 4,1366.82 . 15% 66.2% 28.8% 3.9% 1.1% 4,158 4.0% 4,8696.54 79.7 12% 60.6% 32.0% 5.5% 1.9% 3,936 4.8% 4,684

Course Faculty.COURSE_FACULTY_1: Faculty of Human & Social Dev.






COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

20102011201220132014

6.61 . 8.6% 60.0% 34.7% 4.2% 1.1% 2,948 2.4% 4,1866.70 . 10% 62.7% 32.9% 2.9% 1.5% 3,156 3.1% 4,5226.88 . 12% 70.4% 24.7% 3.4% 1.5% 2,584 2.8% 3,8937.08 . 20% 73.3% 22.3% 3.2% 1.2% 3,121 3.4% 4,2796.93 81.8 18% 70.0% 25.0% 3.8% 1.2% 3,287 3.8% 4,664

COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Child & YouthCare

HealthInformationScience

Human &Social Devlmnt

IndigenousGovernancePrgrm

Nursing

PublicAdministration

Public Health& Social Policy

Social Work

201020112012201320142010201120122013201420102011201320142013

20142010201120122013201420102011201220132014201120122013201420102011201220132014

6.18 . 6.4% 49.2% 42.2% 5.6% 3.1% 2,125 3.8% 2,2096.23 . 5.2% 50.8% 42.5% 3.2% 3.5% 2,019 4.3% 2,1106.51 . 13% 62.1% 28.1% 7.1% 2.7% 1,896 4.1% 1,9866.62 . 19% 64.9% 24.4% 8.0% 2.7% 2,047 5.2% 2,1596.67 80.3 19% 66.0% 24.4% 7.4% 2.2% 1,969 5.9% 2,1106.93 . 21% 66.9% 27.9% 4.7% 0.6% 721 0.8% 7276.84 . 22% 62.8% 31.9% 4.3% 1.0% 623 1.4% 6326.74 . 14% 66.5% 26.5% 6.1% 0.9% 675 1.7% 6876.74 . 17% 65.5% 26.4% 7.6% 0.6% 872 2.6% 8966.67 81.4 23% 67.2% 19.4% 12.5% 0.9% 857 0.8% 8645.89 . 6.6% 41.9% 45.2% 11.6% 1.3% 301 3.2% 3116.74 . 21% 60.0% 34.8% 4.5% 0.6% 310 3.4% 3227.00 . 7.1% 71.4% 28.6% . . 14 26.3% 195.12 74.0 . 29.4% 52.9% 11.8% 5.9% 17 . 18

6.67 . 6.5% 67.4% 23.9% 4.3% 4.3% 46 4.2% 48

6.64 81.2 29% 64.3% 21.4% 14.3% . 14 6.7% 156.40 . 5.3% 54.4% 40.2% 4.2% 1.2% 2,310 2.1% 3,9146.52 . 7.2% 57.0% 38.5% 2.8% 1.8% 2,336 2.5% 4,0276.86 . 16% 67.7% 27.7% 3.1% 1.5% 2,320 2.2% 3,9667.13 . 24% 71.4% 24.5% 3.3% 0.8% 2,654 2.5% 4,0006.71 80.6 17% 63.6% 29.5% 4.9% 1.9% 2,426 3.6% 3,8766.42 . 1.9% 57.2% 38.2% 3.1% 1.4% 421 5.8% 4476.23 . 1.5% 52.2% 40.1% 5.0% 2.6% 456 7.9% 4956.24 . 1.3% 53.8% 39.8% 4.2% 2.1% 377 9.4% 4166.35 . 2.9% 57.3% 36.6% 4.8% 1.3% 524 4.9% 5516.15 77.8 3.2% 54.1% 37.2% 6.7% 2.0% 505 7.8% 5485.39 . 28% 44.4% 22.2% 16.7% 16.7% 18 . 186.57 . 17% 58.9% 33.2% 7.1% 0.9% 693 2.8% 7136.40 . 13% 59.1% 29.9% 9.4% 1.7% 1,025 4.6% 1,0865.73 76.7 12% 47.2% 31.5% 19.3% 1.9% 1,065 6.2% 1,1616.78 . 7.4% 65.0% 32.6% 1.2% 1.2% 2,429 3.9% 2,8396.94 . 10% 69.6% 28.3% 1.4% 0.7% 2,442 4.3% 2,8897.01 . 8.7% 73.9% 23.6% 1.5% 1.1% 1,886 5.1% 2,2716.98 . 12% 71.9% 25.4% 1.5% 1.2% 2,257 5.1% 2,6636.75 80.6 8.6% 65.5% 31.3% 1.8% 1.4% 2,479 5.2% 3,020

DEPARTMENT LEVEL








FACULTY LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.46 . 6.2% 34.9% 47.9% 12.9% 4.3% 24,549 5.2% 26,0925.52 . 6.8% 35.8% 47.4% 12.8% 3.9% 24,113 5.4% 25,8065.48 . 8.0% 39.6% 39.6% 16.9% 3.8% 24,081 5.3% 25,5865.41 . 7.5% 38.6% 39.3% 18.2% 3.8% 24,552 5.8% 26,2435.40 74.3 7.7% 38.7% 39.4% 17.9% 4.0% 24,486 5.5% 26,110

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

5.17 . 5.9% 29.3% 49.8% 16.4% 4.6% 8,807 5.7% 9,4385.25 . 6.7% 29.5% 51.0% 15.7% 3.8% 8,386 5.7% 8,9625.11 . 7.1% 32.1% 42.5% 20.9% 4.5% 8,438 5.6% 9,0125.11 . 6.1% 32.3% 42.1% 21.5% 4.1% 8,900 6.0% 9,5695.08 72.9 6.5% 32.7% 41.4% 21.1% 4.8% 9,597 6.1% 10,2615.35 . 6.2% 33.9% 47.1% 14.1% 4.9% 5,927 5.5% 6,2795.42 . 7.3% 35.2% 45.6% 14.6% 4.6% 5,707 5.8% 6,2475.46 . 8.8% 41.3% 36.1% 18.9% 3.7% 5,727 5.6% 6,0885.24 . 8.6% 37.8% 36.5% 21.0% 4.7% 5,939 6.3% 6,3625.33 74.1 8.8% 38.8% 36.3% 21.0% 4.0% 5,971 5.7% 6,3675.65 . 5.2% 37.6% 48.4% 10.3% 3.8% 6,741 4.7% 7,1315.64 . 5.3% 38.5% 46.8% 10.7% 4.0% 6,730 5.1% 7,1335.66 . 7.1% 42.7% 39.9% 13.7% 3.7% 6,943 5.3% 7,3905.58 . 6.0% 41.1% 40.1% 15.5% 3.4% 6,751 5.8% 7,1995.66 75.2 7.4% 42.5% 40.5% 13.4% 3.7% 6,749 5.0% 7,176

Course Faculty.COURSE_FACULTY_1: Faculty of Humanities





21


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

20102011201220132014

6.07 . 9.2% 46.7% 43.3% 6.5% 3.5% 3,074 4.5% 3,2446.12 . 9.2% 47.7% 42.7% 6.5% 3.1% 3,290 4.3% 3,4646.13 . 11% 50.2% 38.0% 9.2% 2.6% 2,973 3.5% 3,0966.27 . 13% 54.0% 34.7% 9.1% 2.1% 2,962 4.3% 3,1136.19 78.4 11% 52.8% 35.7% 9.5% 2.0% 2,169 4.0% 2,306

COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

English

French

Germanic &SlavicStudies

Greek andRomanStudies

Hispanic &ItalianStudies

History

Humanities

Linguistics

201020112012201320142010201120122013201420102011201220132014201020112012201320142010201120122013201420102011201220132014201020112012201320142010

4.99 . 1.2% 21.5% 59.2% 14.8% 4.5% 6,592 3.7% 6,8585.02 . 0.9% 21.2% 60.9% 14.2% 3.7% 6,576 4.0% 6,8675.02 . 1.4% 26.5% 51.5% 18.1% 3.9% 7,006 4.0% 7,3045.03 . 1.5% 27.7% 49.3% 19.2% 3.8% 7,341 4.5% 7,7004.92 72.3 1.7% 26.4% 49.0% 20.1% 4.5% 7,660 4.2% 8,0166.01 . 12% 45.3% 42.1% 10.2% 2.5% 1,101 5.0% 1,2176.16 . 15% 50.1% 37.6% 9.5% 2.8% 1,064 3.2% 1,1356.09 . 13% 51.7% 33.1% 13.6% 1.6% 1,089 4.3% 1,1866.04 . 12% 51.5% 33.0% 13.5% 2.0% 1,112 5.6% 1,2246.13 78.6 17% 55.6% 27.2% 15.0% 2.2% 965 4.3% 1,0646.80 . 19% 64.8% 29.0% 4.6% 1.6% 1,622 3.9% 1,6926.88 . 22% 67.1% 26.2% 4.8% 1.9% 1,557 3.5% 1,6166.79 . 23% 65.9% 25.0% 7.9% 1.2% 1,555 2.9% 1,6016.38 . 17% 57.4% 29.9% 11.1% 1.6% 1,670 3.7% 1,7346.36 79.3 14% 57.6% 31.8% 8.6% 1.9% 1,181 4.4% 1,2415.37 . 6.1% 35.0% 44.5% 16.1% 4.3% 1,612 3.4% 1,6725.15 . 5.4% 32.8% 42.6% 19.8% 4.8% 1,606 4.7% 1,6875.56 . 11% 46.7% 29.5% 19.1% 4.7% 1,551 5.3% 1,6415.41 . 12% 42.1% 33.5% 18.5% 5.9% 1,193 6.9% 1,2835.97 76.8 14% 49.9% 33.5% 13.2% 3.4% 1,244 5.5% 1,3206.01 . 16% 50.7% 32.5% 13.2% 3.6% 1,455 5.7% 1,5486.05 . 17% 51.3% 32.0% 13.0% 3.7% 1,302 6.2% 1,3915.85 . 19% 51.7% 24.9% 19.9% 3.5% 1,332 4.2% 1,3955.92 . 16% 54.1% 25.6% 16.6% 3.8% 1,267 6.1% 1,3545.93 77.2 17% 53.1% 26.3% 17.4% 3.3% 1,375 6.0% 1,4695.09 . 1.9% 26.7% 54.0% 13.5% 5.8% 4,070 6.0% 4,3325.20 . 2.0% 28.8% 53.0% 12.6% 5.6% 3,742 6.9% 4,0225.10 . 2.3% 30.8% 46.4% 18.2% 4.6% 3,776 7.2% 4,0775.02 . 2.7% 30.5% 44.2% 20.6% 4.7% 4,005 6.2% 4,2764.97 71.4 2.4% 29.7% 45.4% 19.6% 5.3% 3,747 6.3% 4,0175.66 . 5.0% 43.2% 41.3% 11.3% 4.2% 424 7.8% 4606.07 . 9.7% 48.3% 41.3% 6.8% 3.6% 443 7.1% 4785.46 . 14% 39.0% 36.9% 18.6% 5.5% 344 6.2% 3705.25 . 12% 36.9% 34.2% 25.6% 3.2% 371 4.1% 3876.37 78.8 19% 58.3% 28.1% 10.6% 3.0% 470 2.7% 4865.68 . 6.2% 43.1% 39.1% 14.1% 3.8% 1,644 5.2% 1,829

DEPARTMENT LEVEL







23


DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Linguistics

MedievalStudies

Pacific &AsianStudies

Philosophy

ReligiousStudies

Women'sStudies

20112012201320142010201120122013201420102011201220132014201020112012201320142010201120122013201420102011201220132014

5.59 . 7.5% 42.1% 37.5% 17.0% 3.4% 1,698 5.0% 2,0325.72 . 15% 50.3% 25.5% 19.7% 4.5% 1,517 4.2% 1,6565.64 . 13% 48.6% 26.6% 20.7% 4.0% 1,486 5.3% 1,6685.78 76.7 18% 51.0% 26.0% 18.7% 4.2% 1,495 5.8% 1,6165.99 . 17% 47.1% 36.6% 10.6% 5.7% 227 6.2% 2426.17 . 12% 49.9% 41.0% 5.0% 4.1% 339 4.2% 3546.29 . 7.7% 57.4% 32.4% 7.4% 2.9% 312 9.0% 3436.13 . 5.3% 55.5% 30.8% 9.5% 4.2% 263 8.4% 2876.33 78.7 14% 56.3% 33.0% 8.7% 1.9% 309 6.8% 3376.45 . 15% 56.6% 34.3% 7.1% 2.0% 1,304 5.6% 1,3836.33 . 15% 53.6% 35.8% 7.6% 2.9% 1,256 5.6% 1,3336.37 . 17% 55.8% 33.5% 8.4% 2.3% 1,351 4.7% 1,4186.40 . 19% 57.5% 29.9% 10.3% 2.4% 1,469 5.3% 1,5556.34 79.2 16% 56.4% 31.8% 10.0% 1.8% 1,675 4.9% 1,7705.23 . 5.2% 32.5% 47.6% 14.1% 5.8% 3,148 7.9% 3,4265.42 . 7.2% 35.1% 46.2% 14.3% 4.4% 3,107 8.3% 3,3915.25 . 8.7% 39.6% 33.7% 21.0% 5.6% 2,709 8.3% 2,9645.13 . 8.0% 35.3% 37.4% 22.4% 4.9% 2,963 9.8% 3,2885.04 72.2 6.9% 35.3% 35.2% 24.3% 5.2% 3,012 9.3% 3,3455.41 . 7.2% 36.0% 43.9% 17.8% 2.3% 472 6.9% 5075.44 . 5.8% 35.1% 45.2% 14.8% 4.9% 467 7.2% 5035.27 . 6.5% 36.4% 39.9% 21.2% 2.6% 539 4.3% 5645.41 . 8.8% 42.5% 33.3% 19.8% 4.4% 409 5.5% 4345.03 72.0 5.4% 34.4% 36.9% 23.3% 5.4% 352 5.1% 3725.47 . 3.0% 31.3% 55.4% 9.3% 4.0% 878 5.2% 9265.80 . 4.6% 38.6% 50.8% 7.6% 2.9% 956 3.9% 9975.72 . 4.0% 41.7% 45.5% 10.1% 2.7% 1,000 5.5% 1,0675.72 . 5.8% 44.6% 37.8% 14.9% 2.8% 1,003 4.4% 1,0535.73 75.9 3.6% 42.4% 43.2% 12.3% 2.2% 1,001 4.8% 1,057






24


FACULTY LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.95 . 29% 52.6% 23.7% 23.7% . 38 2.5% 405.82 . 32% 52.9% 20.6% 20.6% 5.9% 34 5.6% 366.31 . 31% 61.1% 19.4% 16.7% 2.8% 36 2.7% 378.78 . 78% 100% . . . 18 10.0% 206.57 81.8 37% 61.1% 20.4% 16.7% 1.9% 54 . 55

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

% A+ % 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

300 Level

400 Level

201020112012201420102011201220132014

5.10 . 17% 37.9% 31.0% 31.0% . 29 3.2% 315.50 . 27% 50.0% 20.0% 23.3% 6.7% 30 6.3% 325.54 . 11% 50.0% 25.0% 21.4% 3.6% 28 3.4% 295.32 75.9 13% 38.7% 32.3% 25.8% 3.2% 31 . 328.67 . 67% 100% . . . 9 . 98.25 . 75% 75.0% 25.0% . . 4 . 49.00 . 100% 100% . . . 8 . 88.78 . 78% 100% . . . 18 10.0% 208.26 89.7 70% 91.3% 4.3% 4.3% . 23 . 23

Course Faculty.COURSE_FACULTY_1: Medical Sciences





25


COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Division ofMedicalSciences

20102011201220132014

5.95 . 29% 52.6% 23.7% 23.7% . 38 2.5% 405.82 . 32% 52.9% 20.6% 20.6% 5.9% 34 5.6% 366.31 . 31% 61.1% 19.4% 16.7% 2.8% 36 2.7% 378.78 . 78% 100% . . . 18 10.0% 206.57 81.8 37% 61.1% 20.4% 16.7% 1.9% 54 . 55

DEPARTMENT LEVEL








FACULTY LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

4.73 . 7.9% 30.6% 36.7% 21.9% 10.8% 24,715 5.5% 26,2084.72 . 8.0% 29.8% 37.4% 22.2% 10.5% 25,149 6.2% 26,8944.41 . 9.1% 30.9% 26.6% 32.4% 10.1% 25,577 6.2% 27,3924.54 . 9.1% 32.7% 27.0% 30.5% 9.8% 27,038 6.7% 29,0804.50 70.0 9.0% 31.8% 27.3% 31.2% 9.7% 28,537 6.5% 30,739

FACULTY LEVEL


COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

201020112012201320142010201120122013201420102011201220132014

4.16 . 5.5% 22.9% 36.4% 25.3% 15.3% 11,570 6.6% 12,3884.19 . 5.8% 22.7% 37.3% 25.2% 14.7% 11,465 7.9% 12,4493.90 . 6.8% 24.5% 25.4% 36.1% 14.0% 11,342 7.6% 12,2894.04 . 6.7% 26.2% 26.3% 33.9% 13.6% 12,840 8.0% 13,9524.09 67.6 7.1% 26.5% 26.7% 34.1% 12.7% 13,658 7.7% 14,8234.63 . 8.4% 29.2% 36.0% 23.6% 11.1% 6,257 5.0% 6,5954.55 . 7.4% 28.1% 36.2% 24.7% 11.0% 6,960 5.3% 7,3713.97 . 7.8% 26.0% 24.0% 38.5% 11.5% 7,133 5.7% 7,5914.30 . 8.8% 30.2% 24.9% 34.5% 10.4% 6,978 6.4% 7,4904.36 69.5 9.6% 30.6% 25.4% 33.5% 10.5% 7,771 6.1% 8,3445.51 . 9.1% 39.2% 40.4% 16.7% 3.7% 4,592 4.5% 4,8145.58 . 10% 39.5% 40.9% 16.2% 3.5% 4,497 4.6% 4,7215.36 . 11% 40.8% 33.4% 22.8% 3.1% 4,737 4.9% 5,0165.29 . 9.8% 40.0% 32.8% 24.0% 3.3% 4,716 4.9% 4,9935.10 73.6 8.0% 37.4% 32.2% 26.4% 4.0% 4,436 5.4% 4,748

Course Faculty.COURSE_FACULTY_1: Faculty of Science






COURSE YEAR LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level

20102011201220132014

6.32 . 17% 55.5% 32.0% 10.3% 2.0% 2,296 3.1% 2,4116.24 . 17% 52.1% 35.0% 11.3% 1.6% 2,227 4.0% 2,3536.27 . 21% 57.2% 26.2% 15.0% 1.6% 2,365 3.3% 2,4966.33 . 21% 59.0% 24.8% 14.7% 1.4% 2,504 4.0% 2,6456.01 78.2 18% 52.9% 27.7% 17.5% 1.9% 2,672 3.6% 2,824

COURSE YEAR LEVEL








DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Biochemistry&Microbiology

Biology

Chemistry

Earth andOceanSciences

Mathematicsand Statistics

Physics andAstronomy

Science

2010201120122013201420102011201220132014201020112012201320142010201120122013201420102011201220132014201020112012201320142010

5.18 . 7.2% 34.3% 40.7% 20.0% 5.0% 2,026 5.4% 2,1495.23 . 7.7% 34.4% 40.6% 20.9% 4.1% 2,017 5.1% 2,1305.29 . 11% 40.7% 30.6% 26.0% 2.7% 1,995 5.0% 2,1085.13 . 7.2% 38.8% 31.5% 26.8% 2.9% 1,980 5.4% 2,0965.08 73.9 7.6% 37.6% 31.1% 28.0% 3.3% 2,050 5.1% 2,1925.22 . 7.5% 34.6% 40.6% 20.6% 4.2% 6,425 2.7% 6,6205.19 . 8.7% 33.3% 41.4% 20.9% 4.4% 6,523 3.7% 6,7974.78 . 9.0% 33.3% 30.4% 31.9% 4.4% 6,446 3.8% 6,7384.99 . 9.6% 36.8% 29.5% 29.7% 4.0% 6,581 4.0% 6,8754.80 71.9 8.7% 33.4% 30.2% 31.5% 4.8% 6,517 3.8% 6,8154.95 . 8.0% 32.3% 39.0% 18.5% 10.2% 4,087 4.2% 4,2834.83 . 8.2% 30.8% 38.9% 19.5% 10.9% 4,045 5.4% 4,3024.31 . 7.8% 30.7% 24.4% 33.9% 10.9% 4,076 5.0% 4,3534.57 . 10% 33.4% 26.1% 29.3% 11.3% 4,235 5.7% 4,5484.58 71.4 8.3% 31.9% 28.9% 29.8% 9.3% 4,479 5.0% 4,7935.42 . 6.0% 34.7% 46.7% 14.6% 3.9% 1,861 3.1% 1,9215.40 . 6.2% 35.3% 45.5% 13.8% 5.4% 1,948 3.2% 2,0135.01 . 6.4% 34.8% 35.3% 24.7% 5.2% 2,005 2.6% 2,0615.12 . 7.5% 34.9% 38.0% 22.7% 4.5% 1,884 4.2% 1,9674.99 73.2 6.0% 33.9% 35.3% 26.1% 4.7% 1,781 3.4% 1,8453.85 . 8.9% 23.7% 28.1% 26.8% 21.4% 7,709 8.2% 8,4013.89 . 7.4% 23.4% 30.1% 26.8% 19.7% 7,950 8.8% 8,7303.73 . 10% 25.5% 20.3% 35.6% 18.5% 8,349 8.7% 9,1493.88 . 9.2% 27.5% 21.2% 34.3% 17.1% 9,123 9.5% 10,0854.01 66.5 10% 29.0% 21.3% 33.6% 16.2% 10,197 9.6% 11,3114.92 . 7.9% 32.2% 38.6% 22.3% 6.6% 2,606 7.6% 2,8334.99 . 9.7% 31.6% 39.3% 22.9% 6.0% 2,666 8.6% 2,9224.72 . 9.3% 32.2% 30.6% 31.4% 5.8% 2,706 8.8% 2,9834.73 . 8.5% 33.0% 30.0% 30.2% 6.8% 3,235 7.4% 3,5094.68 71.4 9.4% 32.3% 30.9% 29.8% 7.0% 3,513 6.6% 3,7838.00 . . 100% . . . 1 . 1

DEPARTMENT LEVEL








FACULTY LEVEL

Applied filters: Time 5 years ending with the last year (currently 2014) AND Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500Level, 600 Level, 700 Level

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2nd

Class%

Pass%


%Drop

TotalHeadcount

AcademicYear20102011201220132014

5.32 . 7.1% 34.4% 44.3% 16.9% 4.4% 31,807 3.9% 33,1575.20 . 5.8% 32.1% 45.3% 18.3% 4.3% 32,659 4.2% 34,1635.14 . 8.7% 36.8% 34.6% 24.2% 4.4% 31,976 4.6% 33,6005.10 . 7.7% 36.0% 35.3% 24.2% 4.6% 32,023 4.8% 33,7075.08 73.3 8.0% 36.1% 34.4% 25.3% 4.2% 31,142 4.6% 32,796

FACULTY LEVEL


COURSE YEAR LEVEL

Applied filters: Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500 Level, 600 Level, 700 Level AND Time 5 years ending withthe last year (currently 2014)

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

100 Level

200 Level

300 Level

400 Level

20102011201220132014201020112012201320142010201120122013201420102011

4.75 . 6.8% 27.0% 41.5% 25.2% 6.2% 9,145 3.6% 9,4844.63 . 4.5% 23.4% 45.2% 25.7% 5.7% 9,158 3.9% 9,5304.68 . 9.6% 31.5% 30.9% 31.4% 6.2% 8,106 4.6% 8,4984.49 . 6.2% 28.4% 31.9% 33.1% 6.6% 8,231 5.1% 8,6744.70 71.5 7.4% 31.0% 33.2% 29.5% 6.2% 8,154 4.6% 8,5625.04 . 5.7% 28.7% 47.7% 18.5% 5.1% 6,711 4.3% 7,0135.04 . 5.9% 28.9% 46.0% 20.3% 4.8% 6,946 4.1% 7,2454.83 . 6.6% 32.1% 35.1% 27.9% 5.0% 6,736 4.8% 7,0814.82 . 7.2% 32.1% 33.9% 28.7% 5.3% 6,870 4.7% 7,2194.85 72.3 6.9% 32.4% 34.4% 29.0% 4.1% 6,926 4.7% 7,2905.66 . 7.2% 38.7% 45.9% 12.1% 3.3% 13,905 4.0% 14,5175.47 . 5.8% 36.0% 46.2% 14.4% 3.4% 14,449 4.5% 15,1685.37 . 8.5% 39.0% 36.8% 20.7% 3.6% 14,788 4.7% 15,5595.39 . 8.2% 38.8% 38.2% 19.5% 3.5% 14,479 4.8% 15,2625.21 74.0 8.3% 37.4% 35.5% 23.6% 3.6% 13,632 4.9% 14,4056.45 . 12% 56.5% 34.6% 6.5% 2.4% 2,046 3.8% 2,1436.37 . 11% 54.5% 37.0% 6.4% 2.1% 2,106 4.0% 2,220

Course Faculty.COURSE_FACULTY_1: Faculty of Social SciencesProgram Course Level.PROGRAM_COURSE_LEVEL: Undergraduate




31


COURSE YEAR LEVEL

Applied filters: Course Year Level equal to 100 Level, 200 Level, 300 Level, 400 Level, 500 Level, 600 Level, 700 Level AND Time 5 years ending withthe last year (currently 2014)

Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseYear Level

AcademicYear

400 Level201220132014

6.23 . 13% 54.5% 32.5% 11.0% 2.0% 2,346 3.7% 2,4626.25 . 11% 55.4% 33.3% 8.7% 2.7% 2,443 3.6% 2,5526.32 79.2 12% 56.6% 32.4% 9.8% 1.3% 2,430 3.3% 2,539

COURSE YEAR LEVEL







DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Anthropology

Economics

EnvironmentalStudies

Geography

InterdisciplinaryStudies

Political Science

Psychology

Sociology

20102011201220132014201020112012201320142010201120122013201420102011201220132014201020112012201320142010201120122013201420102011201220132014201020112012

6.03 . 11% 48.9% 38.1% 10.4% 2.6% 3,103 3.0% 3,2015.73 . 7.5% 41.1% 43.2% 13.6% 2.1% 3,152 3.7% 3,2755.81 . 11% 46.9% 34.3% 16.1% 2.7% 3,052 3.7% 3,1795.59 . 11% 43.2% 35.4% 17.7% 3.7% 2,864 4.9% 3,0125.15 73.5 8.5% 38.5% 32.4% 24.5% 4.6% 2,614 4.5% 2,7455.19 . 12% 35.3% 38.1% 20.6% 6.1% 6,394 4.5% 6,6944.73 . 6.8% 26.6% 42.1% 24.6% 6.8% 6,760 4.7% 7,0924.48 . 8.9% 29.9% 28.8% 33.8% 7.6% 6,532 5.0% 6,8794.53 . 6.9% 30.1% 30.4% 32.9% 6.5% 7,048 4.6% 7,3864.70 71.9 9.0% 33.2% 28.7% 32.5% 5.5% 7,534 4.3% 7,8835.97 . 9.1% 45.2% 42.8% 8.8% 3.2% 1,942 2.7% 2,0116.17 . 8.0% 49.6% 41.6% 6.3% 2.5% 2,033 3.5% 2,1345.92 . 8.1% 49.7% 34.6% 13.2% 2.5% 1,898 3.4% 1,9915.93 . 8.9% 49.7% 35.0% 12.4% 2.8% 1,936 3.7% 2,0275.96 77.5 7.1% 49.0% 37.7% 11.6% 1.7% 1,824 3.7% 1,9115.47 . 4.6% 32.6% 51.4% 12.5% 3.5% 4,328 4.5% 4,5325.41 . 5.1% 34.0% 47.1% 15.6% 3.4% 4,358 3.5% 4,5175.04 . 4.8% 32.2% 40.3% 24.3% 3.2% 4,294 4.5% 4,4975.23 . 5.3% 35.5% 39.6% 21.6% 3.3% 4,115 4.0% 4,2885.24 74.3 5.6% 37.7% 36.7% 22.9% 2.7% 3,770 3.9% 3,9345.01 . 1.0% 22.2% 57.6% 18.2% 2.0% 198 2.9% 2045.40 . 2.1% 29.1% 56.7% 12.1% 2.1% 141 4.1% 1476.37 . 12% 61.0% 29.2% 4.1% 5.7% 318 3.6% 3305.94 . 4.0% 48.7% 38.5% 8.7% 4.0% 275 4.8% 2925.60 74.5 6.6% 47.7% 32.1% 14.6% 5.6% 302 5.6% 3225.07 . 2.5% 25.8% 54.0% 14.5% 5.8% 3,827 4.6% 4,0225.02 . 1.6% 24.4% 55.2% 15.1% 5.4% 3,643 6.2% 3,9064.91 . 2.0% 27.2% 47.7% 19.8% 5.4% 3,572 6.2% 3,8164.76 . 1.5% 24.6% 47.6% 21.6% 6.1% 3,493 7.1% 3,7664.76 70.8 1.2% 24.0% 48.7% 22.1% 5.1% 3,245 6.5% 3,5105.20 . 6.7% 34.2% 41.7% 20.5% 3.7% 8,400 3.3% 8,7025.24 . 6.7% 34.2% 42.5% 19.8% 3.5% 8,855 3.6% 9,1895.51 . 14% 45.0% 28.4% 23.3% 3.3% 9,013 4.1% 9,4185.37 . 13% 43.2% 28.8% 24.4% 3.6% 8,939 4.5% 9,4025.29 74.7 12% 40.5% 30.5% 25.2% 3.7% 8,736 4.8% 9,2074.95 . 4.1% 27.1% 47.9% 19.6% 5.4% 3,615 4.5% 3,7914.93 . 3.8% 25.9% 49.3% 20.4% 4.4% 3,717 4.6% 3,9034.66 . 4.1% 25.1% 42.5% 28.1% 4.4% 3,297 5.2% 3,490

DEPARTMENT LEVEL






33


DEPARTMENT LEVEL


Mean9PointGrade

MeanPercentGrade

%A+

% 1stClass

%2ndClass

%Pass

%Fail

GradeableHeadcount

%Drop

TotalHeadcount

CourseDepartment

AcademicYear

Sociology20132014

4.77 . 3.0% 26.4% 44.1% 24.3% 5.2% 3,353 5.0% 3,5344.91 72.0 3.5% 30.6% 41.5% 23.6% 4.3% 3,117 4.4% 3,284





34


1 | P a g e

Appendix B: Accessing the SAS Portal

The UVic SAS Reporting System portal can be accessed via: • Institutional Planning & Analysis homepage

http://www.inst.uvic.ca • https://sas.uvic.ca/

1.1 Supported Browsers

Currently, the SAS Portal fully supports: • Internet Explorer 7.0 (or higher) for the PC • Firefox 3.6 (or higher) or the PC or for the Mac • Testing reveals that the portal also works with Safari (although not strictly “supported” by SAS and may

not contain all functionality that is present in the other two browsers listed above).

Logging into the Portal

NOTE: If you are accessing the portal from off campus, you will need to use our Virtual Private Network client software (http://www.uvic.ca/systems/services/internettelephone/remoteaccess/). If you are on campus, or have started the VPN client, navigate to the following URL using Internet Explorer (for the PC) or using Firefox (for the Mac):

https://sas.uvic.ca/ Once there, you will see the login screen where you will need to enter your NetlinkID and password.

Once you have successfully logged into the Portal you will see something like the following:

35



https://sas.uvic.ca/

http://www.uvic.ca/systems/services/internettelephone/remoteaccess/

2 | P a g e

Locating the Grading Reports

From your “Home” tab, you will need to click on the “Courses” tab:

Viewing Each Grading Report

The UVic SAS Reporting System currently contains seven grading reports:

The first report “Grading Patterns – UVic” consists of two tables (and associated graphs) that present, by default, the last five academic years of summary undergraduate grades for the university as a whole, including 1st class (A+, A, and A-), 2nd class (B+, B, B-), pass (C+, C, and D), fail (E, F, N), and dropped, as well as mean grade point averages and headcounts. Note that the dropped percentages are based on initial course enrolment, while the other categories are based on final course enrolment. The second table expands the information by course year level such as, “100 level” or “200 level”.

Selecting the plus icon on the left of any row will expand that table to show the equivalent information on the three terms that make up the academic year. Selecting the down arrow (drill-down) has a filtering effect and will expand the information on only the item selected. Note that, depending on the time of year, not all three terms that make up the most recent academic year may yet be available.

36


3 | P a g e

There are two sets of options on the left of this screen. The first allows the user to examine summary grade information by graduate and law programs in addition to undergraduate programs. The second set allows the addition or subtraction of columns from the default tables. For example, the user may wish remove the percentage of A+’s displayed and add the percentage of fails instead.

The second home-page report, “Grading patterns – By Faculty”, is similar to the first except that it allows an examination of grades by faculty. The third report “Grading patterns – By Department” does the same for school or department. At the department level, each subject area can be expanded (plus symbol) or drilled-down (down arrow symbol) to the course and course section level of detail.

Grading Patterns UVic.srx

Grading patterns at the University level (tables & charts): • All course levels • By course level

Grading Patterns By Faculty.srx

Grading patterns at the Faculty level (tables & charts): • All courses at the faculty level • All courses by course year level • All courses by department

Grading Patterns By Department.srx

Grading patterns by Department level: • All courses at the department level • All courses by course year level • All courses by subject (can go all the way down to

the individual section level)

The next three reports: “Grading Pattern Distribution – UVic”, “Grading Pattern Distribution – Faculty”, and “Grading Pattern Distribution – Department”, operate in the same way as the first three, the main difference being that actual grades, such as D, C, C+, are displayed. Again, the expanding and drill-down buttons can present course and course section levels of detail.

Grading Pattern Distribution - UVic.srx Grading pattern distributions at the University level: • All course levels • All courses by PASS, 2nd CLASS, & 1st CLASS grades • All courses by course level (PASS, 2nd CLASS, & 1st

CLASS) Grading Pattern Distribution - Faculty.srx Grading pattern distributions at the Faculty level:

• All courses at the faculty level • All courses by PASS, 2nd CLASS, & 1st CLASS grades • All courses by course level (PASS, 2nd CLASS, & 1st

CLASS) • All courses by department (PASS, 2nd CLASS, & 1st

CLASS) Grading Pattern Distribution - Department.srx Grading pattern distributions at the Department level:

• All courses at the department level • All courses by PASS, 2nd CLASS, & 1st CLASS grades • All courses by course level (PASS, 2nd CLASS, & 1st

CLASS)

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• All courses by subject (PASS, 2nd CLASS, & 1st CLASS) and can go all the way down to the individual section level

The seventh and final report is “Grading Pattern Alerts”, and is designed to show possible grading pattern anomalies for a given school or department over any of the last three academic years. The table allows the user to expand or drill down to the level of a course section for a given term. Grading anomaly criteria were chosen to capture possible grading issues, and include sections with mean GPAs 8.0 or greater, GPAs 2.0 or less, A+’s accounting for 33% or more of the grades, A’s accounting for 50% or more of the grades, and failure or drop rates at 20% or more. Any section with an enrolment of 20 or less is flagged with an exclamation mark to indicate that an anomaly may say more about the individuals enrolled than about the characteristics or presentation of the section itself. Such sections should be viewed with even greater than usual circumspection.

Grading Pattern Alerts.srx Possible grading pattern anomalies by department. This report *only* contains sections that meet at least one of the following criteria:

• Mean GPA: Greater than or equal to 8.0 • Mean GPA: Less than or equal to 2.0 • % Students Receiving an A+: 33% or higher • % Students Receiving an A: 50% or higher • % Students Receiving a Fail: 20% or higher • % Students who Dropped: 20% or higher • Gradeable Headcount: 20 or less

Navigating the Reports

All reports have some common navigation methods:

Table of Contents

Use the Table of Contents item to directly select a sub-set of data for the report. For example, in the report “Grading Patterns – By Faculty” the Table of Contents reveals that the data is first subdivided into “Undergraduate”, “Law,” and “Graduate” courses. Then the data is further sub-divided by faculty. Thus, in the example to the right, the data currently selected shows “Undergraduate” sections from the “Faculty of Education.” These selections are also reflected in the report’s red sub-titles.

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5 | P a g e

Reveal More Detailed Data

To reveal more detailed data click the “Expand” button, the plus sign ( + ). You will note that it changes to a “minus sign” once clicked. In this example, you can see that we have “expanded” the “Faculty of Engineering” to reveal the next level of detailed information, while still keeping the rest of the information for the other faculties visible.

View a Subsection of Data (Drill Down)

To view a subsection of data Use the “Drill Down” button, the down arrow button ( ). In this example, if you click the drill down arrow for the course subject “A E”, you will change the table to view all “A E” course numbers (to the exclusion of all other data). When you “drill down” into a subsection of data, a “breadcrumb” trail is formed (see the pink arrow to the right). To return “up” a level, click on the breadcrumb trail text (in this example click on “Subject Org”).

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6 | P a g e

Export Data

To export table (or chart) data to MS Excel or MS Word, right-mouse-click over the table data you are interested in and select the “Export Table…” item from the resulting pop-up menu (Item E shown to the right). NOTE: This will *only* export the table (or chart) data. We strongly encourage you to copy/paste the following information to your exported file to ensure that in the future you know where the data came from, along will all filters that were applied:

A. Report title B. Report section C. Report sub-section D. All filters applied to the data

Print Data

To print a report to a PDF, select “Print…” from the File menu. To print landscape or portrait, along with adjusting margin widths, select “Page Setup…” from the File menu.

SAS Training

Institutional Planning & Analysis provides regular training for the UVic SAS Reporting System. For a list of upcoming training dates visit http://www.inst.uvic.ca

To arrange for customized group training, contact Institutional Planning & Analysis.

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SENATE COMMITTEE ON ADMISSION, RE-REGISTRATION AND TRANSFER ANNUAL REPORT

Secretary: Pat Konkin

SEPTEMBER 1, 2014 - AUGUST 31, 2015

The Senate Committee on Admission, Re-Registration and Transfer consisted of: Dr. Kenneth Stewart (Economics) (Chair) Dr. Tim Haskett (Representative to the BC Council on ATAC, ex-o) Ms. Lynda Gammon (Visual Arts) (Sept 1, 2014-June 30, 2015) Ms. Leslee Francis Pelton (Curriculum & Instruction) Mr. Joel Lynn (Executive Director, Student Affairs) Ms. Anne Heinl (Undergraduate Advising Officer, ex-o) (Sept 1 2014-Feb, 2015) Ms. Susan Butler (CSC Academic Advisor, ex-o) (Feb 1, 2015-Aug 31, 2015) Dr. Cindy Holder (Associate Dean Academic Advising Faculties of Science, Social Sciences and Humanities) Mr. David O’Brien (Counselling Services, ex-o) Ms. Lauren Charlton (Registrar & Executive Director of Student Enrolment, ex-o) Ms. Laurie Barnas (Associate Registrar, ex-o) Dr. Diana Varela Dr. Stephen Tax Dr. Alison Chapman (English) (on leave July 1, 2015- Dec 31, 2015) Dr. Catherine Leger (French) (July 1, 2015 – Aug 31, 2015) Dr. Caterina Valeo (Mechanical Engineering) (July 1, 2015 – Aug 31, 2015) Ms. Kayleigh Erickson (Student Representative) Mr. Nick Tang (Student Senator) (Sept 1, 2014 – June 30- 2015) Ms. Lindsey Willis (Student Senator) (Sept 1, 2014-June 30, 2015) Ms. Bronte Renwick-Shields (Student Senator) (July 1, 2015-Aug 31, 2015) Ms. Julia Denley (Student Senator)( July 1, 2015- Aug 31, 2015)

SEPTEMBER 1, 2014 – AUGUST 31, 2015

The Senate Committee on Admission, Re-Registration and Transfer held 15 meetings during the period September 1, 2014 to August 31, 2015 inclusive. There was one meeting cancelled due to no cases. There were a total of 68 appeals (34 from Undergraduate Admissions and 34 from Undergraduate Records) submitted by students. The results: 41 were accepted; 27 were rejected.


SENATE COMMITTEE ON ADMISSION, RE-REGISTRATION AND TRANSFER ANNUAL REPORT

Secretary: Pat Konkin

The Senate Committee on Admission, Re-Registration and Transfer (SCART) also considered various items/issues. The most noteworthy are as follows:

1. Combined Program in Music and Computer Science: Wendy Joyce presented a proposed revision to admission requirements for the Combined Program in Music and Computer Science to the Committee.

2. Entrance Requirements for Graduate School: Dr. Stephen Evans presented

a proposed change to the requirements for admission to Graduate School. “A survey of the entrance requirements of institutions in Western Canada with large graduate programs shows that UVic is alone in the prerequisite of a baccalaureate degree for admission to a Master’s program, with all our comparator institutions offering either published or unpublished waivers.”

3. Failure to Disclose. It was observed that such cases seem to be increasingly

common and that the penalties for Failure to Disclose should be regularized and the Calendar entry revised to make these more explicit. The Committee discussed this over a few meetings and came to agreement on the changes, which will be presented to Senate for approval.

4. Exploratory Studies name change: Ms. Wendy Joyce presented to the

Committee a proposal on changing the name “Exploratory Student” to “Discovery Student”.

5. Trades Teaching Option: Ms. Wendy Joyce presented this proposal to the

Committee as a FYI as they are not proposing a new program, but rather new area of teaching to be offered within an existing program. Proposed Offering: To add trades teaching areas (Woodworking/Carpentry/Joinery; Electronics; Metalworking/Fabrication’ & Machining) to the existing 5-year Bachelor of Education degree program (Secondary Curriculum). The Committee had a lengthy discussion but no vote was required.


MEMO

Senate Committee on Agenda and Governance

The Senate Committee on Agenda and Governance nominations sub-committee met on November 20, 2015 to consider appointments to the 2015/16 Senate committees. These appointments are to fill outstanding vacancies and upcoming faculty leaves on a number of Senate committees. The proposed new appointments are bolded in the attached document.

Motion: That Senate approve the appointments to the 2015/2016 Senate standing committees for the terms indicated in the attached document.

/Attachment

Date:

November 20, 2015

To:

Senate

From:


Re: Appointments to the 2015/2016 Senate Standing Committees

SEN-DEC 4/15-6 1 of 7

of 6 Updated: November 20, 2015

2015- 2016 Senate Committees

Senate Committee on Admission, Re-registration And Transfer

Name Faculty or Department Term

Kenneth Stewart (Chair) (NS) Social Sciences 2016 (2010)

Leslee Francis Pelton (S) (Vice-Chair) Education 2017 (2011) Diana Varela (S) Réal Roy to replace Diana while she is on leave Jan 1/16 – Jun 30/16

Science 2017 (2014)

Stephen Tax (NS) Joshua Ault to replace Stephen while he is on leave Jan 1/16 – Jun 30/16

Business 2017 (2014)

Caterina Valeo (NS) Engineering 2018 (2015)

Alison Chapman (NS) Humanities 2016 (2013)

Kayleigh Erickson (S) Student Senator 2016 (2015)

Julia Denley (S) Student Senator 2016 (2015)

Brontë Renwick-Shields (S) Student Representative (UVSS) 2016 (2015)

Joel Lynn (NS) Director, Student Services (President’s nominee) (ex officio)

Cindy Holder (NS)

Associate Dean Academic Advising (Faculties of

Science, Social Sciences and Humanities)

(ex officio)

Sue Butler (NS) Director or equivalent of an Advising Centre (ex officio)

David O’Brien (NS) Representative from Counselling Services (ex officio)

TBA (NS) Registrar (ex officio)

Laurie Barnas (NS) Associate Registrar (ex officio)

Tim Haskett (NS)

Representative to the BC Council on Admission and

Transfer, Transfer and Articulation Committee

(ex officio)

Patricia Konkin (Secretary) Undergraduate Admissions and Records

(S) Senator (NS) Non-Senator

SEN-DEC 4/15-6 2 of 7



Name

Faculty or Department Term

Jamie Cassels (Chair) (S) Chair of Senate (ex officio) John Durno (S) Library 2018 (2015) Alexandra Branzan-Albu (S) Engineering 2017 (2014) Mark Gillen (S) Law 2018 (2015) Robin Hicks (S) Science 2018 (2015) Annalee Lepp (S) Humanities 2017 (2014) Andrew Lemieux (S) Student Senator 2016 (2015) Lauren Charlton (S) Convocation Senator 2018 (2015) David Capson (S) Vice-Chair of Senate (ex officio)

Valerie Kuehne (S) Vice-President Academic and Provost (ex officio)

Julia Eastman (S) University Secretary (ex officio)

Carrie Andersen (Secretary) Associate University Secretary


SEN-DEC 4/15-6 3 of 7


Senate Committee on Appeals

Name


Mark Gillen (Chair) (S) Law 2016 (2013) Rebecca Grant (S) Business 2016 (2013) Monica Prendergast (NS) Education 2017 (2014) Peter Wild (NS) Engineering 2016 (2010) Stephen Ross (NS) Humanities 2018 (2015) Esther Sangster-Gormley (S) HSD 2016 (2013) Carolyn Butler-Palmer (S) Fine Arts 2018 (2015) Frank van Veggel (NS) Science 2018 (2012) Aaron Devor (S) Social Sciences 2017 (2014) Gweneth Doane (NS) Patricia MacKenzie replacing Gweneth while she is on leave Jan 1/16 – Jun 30/16

Graduate Studies 2018 (2012)

Alex Neiman (S) Student Senator 2016 (2015) Wesley-Ryan Boyd (S) Student Senator 2016 (2015) TBA (S) Student Senator 2016 (2015) Olisa Ezeh (NS) Student Representative (GSS) 2016 (2015) Carrie Andersen (Secretary) Associate University Secretary


SEN-DEC 4/15-6 4 of 7


Senate Committee on Learning and Teaching

Name


Janni Aragon (Chair) (S) Social Sciences 2018 (2012) Stephen Evans (NS) Graduate Studies 2018 (2015) Annalee Lepp (S) Humanities 2018 (2015) Dale Ganley (NS) Business 2016 (2013) Richard Rush (NS) Continuing Studies 2016 (2013)

Peter Driessen (S) Engineering 2016 (2013)

David Leach (NS) Fine Arts 2016 (2013) Jeannine Moreau (NS) Jin-Sun Yoon to replace Jeannine while she is on leave Jan 1/16 – Aug 31/16

HSD 2016 (2013)

Martha O’Brien (NS) Law 2018 (2005) Kurt McBurney (NS) Medical Sciences 2016 (2013) Florin Diacu (S) Mark Laidlaw to replace Florin while he is on leave Jan 1/16 – Jun 30/16

Science 2017 (2014)

Lee Brekstad (S) Student Senator 2016 (2015) Ivelina Ivanova (S) Student Senator 2016 (2014) Anna Lusk (NS) Student Representative (UVSS) 2016 (2015) Katrina Woollgar (NS) Student Representative (UVSS) 2016 (2015) Andreas Bergen (NS) Student Representative (GSS) 2016 (2015) Valerie Gonzales (NS) Alumni Association 2016 (2010) TBA (NS) Library, (FALC) 2018 (2015) Rizwan Bashir (S) Convocation Senator 2018 (2015) Kathy Gaul (NS) Designate, Faculty of Education (ex officio) Caron Rollins (NS) Coordinator, Learning and Research (ex officio) TBA (NS) Chief Information Officer (ex officio)

Norah McRae (NS) Executive Director, Cooperative Education and Career Services (ex officio)

TBA (NS) Learning and Teaching Centre (ex officio) Hayley Hewson (NS) Technology Integrated Learning Centre (ex officio)

Sarah Blackstone (NS) Advisor to the Provost, Special Projects (President’s nominee) (ex officio)

Carrie Andersen (Secretary) Associate University Secretary (S) Senator (NS) Non-Senator

SEN-DEC 4/15-6 5 of 7


Senate Committee on Libraries

Name


Dale Ganley (NS) (Chair) Business 2017 (2011) Charlotte Schallie (S) Graduate Studies 2017 (2014) Andre Kushniruk (S) HSD 2018 (2015) Kathy Sanford (NS) Education 2017 (2014) Miranda Angus (NS) Continuing Studies 2016 (2013) Venkatesh Srinivasan (NS) Engineering 2018 (2015) Patricia Kostek (S) Fine Arts 2017 (2014) Colin Bennett (NS) Social Sciences 2016 (2013) Michael Nowlin (NS) Humanities 2016 (2010) Freya Kodar (NS) Robert Howell replacing Freya while she is on leave Jul 1/15 – Jun 30/16

Law 2017 (2014)

Leigh Anne Swayne (NS) Medical Sciences 2016 (2013) Tom Fyles (NS) Science 2017 (2011) TBA (S) Student Senator 2016 (2015)

Ryan Butler (NS) Student Representative (GSS) 2016 (2015)

Peter Constabel (NS) on leave Jan 1/16 – Jun 30/16

Representative of Council of Centre Directors 2016 (2012)

Daniel Brendle-Moczuk (NS) Librarian selected by Faculty

Association Librarians’ Committee (FALC)

2017 (2014)

Kim Nayyer (NS) Associate University Librarian (ex-officio) Lisa Goddard (NS) Associate University Librarian (ex-officio) Ken Cooley (NS) Associate University Librarian (ex officio) TBA (NS) President’s nominee (ex officio) TBA (NS) Chief Information Officer (ex officio) Jonathan Bengtson (S) University Librarian (ex officio) Sheila Cresswell (Secretary) University Librarian’s Office

(S) Senator (NS) Non-senator

SEN-DEC 4/15-6 6 of 7


Senate Committee on Planning

Name


Catherine Mateer (Chair) (NS) Associate Vice-President Academic Planning (ex officio)

Sang Nam (NS) Business 2018 (2015) Catherine McGregor (NS) Education 2016 (2013) Jason Colby (S) Lisa Surridge replacing Jason while he is on leave Jan 1/16 – Dec 31/16

Humanities 2018 (2015)

Victoria Wyatt (S) Fine Arts 2016 (2013) Anne Bruce (NS) HSD 2016 (2013) Ralf St. Clair (S) Dean 2016 (2014) Stan Dosso (NS) Science 2017 (2011) Reuven Gordon (NS) Engineering 2017 (2011) Gillian Calder (S) Law 2017 (2014) Stephen Evans (NS) Graduate Studies 2017 (2014) Patrick Nahirney (NS) Medical Sciences 2017 (2014) Maureen MacDonald (S) Continuing Studies 2018 (2012) Ann Stahl (S) Social Sciences 2016 (2013) Philip Schrod (S) Student Senator 2016 (2015) Alexandra Kovalchuk (NS) Student Representative (GSS) 2016 (2015) Merwan Engineer (NS) President’s nominee (ex officio) TBA (NS) Registrar (ex officio)

Andrea Giles (NS) Cooperative Education and Career Services (ex officio)

Valerie Kuehne (S) Vice-President Academic and Provost (ex officio)

David Castle (S) Vice-President Research (ex officio) Carrie Andersen (NS) Associate University Secretary (ex officio)

Jessica Gelowsky (Secretary) Office of the Vice-President Academic and Provost


SEN-DEC 4/15-6 7 of 7

MEMORANDUM University of Victoria

Student Awards and Financial Aid Email: [email protected] Tel: (250) 721-8425 Fax: (250) 721-8757 TO: Secretary of Senate DATE: November 18, 2015 University Secretary’s Office FR: Lori Nolt, Director, Student Awards and Financial Aid Secretary, Senate Committee on Awards RE: Awards Recommended to Senate for Approval

_______________________________

Lori Nolt 2015/2016 Senate Committee on Awards J. Walsh (Chair), S. Banerjee, K. Barnes, D. Begoray A. Cirillo, M. Runtz, H. Hallgrimsdottir, D. Mellin, J. Wood A. McLaughlin, L. Charlton, L. Nolt, Y. Rondeau. The Senate Committee on Awards recommends that the Senate approves and recommends to the Board of Governors the following awards: *Administered by the University of Victoria Foundation Additions are underlined Deletions are struck through

GRAD CLASS OF 1964 ENTRANCE SCHOLARSHIP* (NEW-UG) One or more scholarships are awarded to academically outstanding undergraduate students entering the Faculty of Science directly from a Canadian secondary school or college. Students must demonstrate a high level of extra-curricular involvement in their school or community. GRACE AND HARRY HICKMAN SCHOLARSHIP* (REVISED-UG) One s Scholarships will be awarded to assist a students to study French at a university in France or Quebec. Applicants must be registered in a full time program, including at least one course in French, at the University of Victoria, and intend to study at an appropriate French institution for one year and to return to the University of Victoria to complete the program requirements; preference will be given to a first or second year student. The scholarship will be paid upon receipt of documents demonstrating the student's registration at an acceptable institution. Only students in first through third year are eligible.


Selection of the recipients will be made by the Senate Committee on Awards on the recommendation of the Department of French. Written applications, including details of the proposed program, are to be submitted to the Department of French by April 1 of the academic year preceding the proposed study at another institution. CUCHULAIN VIKES RUGBY AWARD* (NEW-UG) One or more awards are given to undergraduate students who compete on the Vikes Men’s or Women's Varsity Rugby teams at UVic. Eligible students must meet all CIS (Canadian Interuniversity Sport) eligibility requirements. Award recipients will be selected on the basis of work ethic, commitment and performance criteria by the Director of Athletics and Recreation in consultation with the Manager of Athletics. LAWSON LUNDELL LLP PRIZE IN SECURITIES REGULATION (REVISED-UG) A prize in the sum of $1,500 is awarded to a student who has achieved high academic standing in the Securities Regulation course in the Faculty of Law, or in a year when the course is not offered, the prize may be awarded to a student who has completed a paper on a related topic. Selection of the recipient will be made by the Faculty of Law.


At its meeting of 5 November 2015, the Senate Committee on Planning discussed and approved the request for a new stream in Masters of Music – Music Technology. The following motion is recommended: That Senate approve and recommend to the Board of Governors that it also approve, subject to funding, the establishment of a stream in Masters of Music – Music Technology, as described in the document “ Music Technology Program” and that this approval be withdrawn if the program should not be offered within five years of the granting of approval.

_______ __ :mam

Committee Membership: Dr. Catherine Mateer, Chair

Ms. Lauren Charlton Dr. Stan Dosso Mr. Alexander Kovalchuk Dr. Reuven Gordon Ms. Carrie Andersen Dr. David Castle Dr. Maureen MacDonald Dr. Jason Colby

Dr. Merwan Engineer Dr. Patrick Nahirney Ms. Jessica Gelowsky, Secretary

Dr. Valerie S. Kuehne Dr. Sang Nam Dr. Catherine McGregor Dr. Victoria Wyatt Dr. Anne Bruce Dr. Ann Stahl Mr. Philip Schrod Dr. Andrea Giles Dr. Stephen Evans Ms. Gillian Calder Dr. Ralf St. Clair

Associate Vice-President Academic Planning PO Box 1700 STN CSC Victoria British Columbia V8W 2Y2 Canada Tel (250) 721-7012 Fax (250) 721-7216 E-mail [email protected] Web http://www.uvic.ca/vpac

Date: November 18, 2015

To: The Secretary of the Senate

From: Dr. Catherine Mateer, Chair, Senate Committee on Planning

Re: Proposal for a new stream in Masters of Music – Music Technology


1

Music Technology Program

1. Identification of new program 1.1. Name

New stream in Masters of Music – Music Technology

1.2. Location

School of Music, Faculty of Fine Arts, University of Victoria

1.3. Academic units (Faculties, departments, or schools) offering the new program

School of Music, Faculty of Fine Arts Faculty of Graduate Studies

1.4. Anticipated program start date

Curriculum Change Effective Date: May 1, 2016 First Intake Date: September 1, 2016

1.5. Name, title, phone number and e-mail address of contact person(s)

Dr. Harald Krebs, Acting Director, School of Music, 250-721-7901, [email protected] Dr. Patrick Boyle, Graduate Advisor, School of Music, [email protected] Kirk McNally, Audio Specialist/Recording Engineer, School of Music, 250-472-5628, [email protected] 2. History and context of the program

The School of Music at the University of Victoria educates the next generation of performers, composers, teachers, scholars, and writers on music in a supportive and collaborative environment that promotes student success and community engagement. At the heart of the School is a unique synergy of performers, composers, scholars, educators, and students who work together to make and study music in its broadest sense. The School operates under the same pillars as the University Strategic Plan, with an emphasis on people, quality, research-based programs, and the integration of research and creative work into the learning and teaching environments.

The core of the teaching and research mission—our academic goal—is the




2

creation of compelling performances, music, and innovative scholarship. Research and creative activity in the School of Music encompasses a wide range of inquiry: creative work and performance, research-based composition, musical analysis, music education, cultural history, ethnomusicology, music and literature, music and technology, and interdisciplinary studies. Our research-intensive degree programs integrate musical creation, performance skills, music scholarship, pedagogy, and professional skills to prepare students for success at jobs in the music industry or scholarship-funded further training at top-ranked institutions.

Degrees offered at the School of Music include: B.Mus. (comprehensive, composition and theory, history and literature, performance, music education), M.A. (musicology, musicology with performance), M.Mus. (performance, composition), and Ph.D. (musicology). In 2005 the School of Music began offering a Combined Program in Music and Computer Science. Degrees granted for this program are either a B.Sc. or a B.A. from the Faculty of Fine Arts. The program has proven both attractive to students and successful in giving graduates the skills and knowledge for professional careers or for subsequent graduate studies. With a student population of 40-50, this program is now a significant presence within the School of Music and the most successful joint major program on the UVic campus. Historically, institutions involved in music, computers, technology, and the creation and performance of music using these methods would be considered schools of computer music. The International Computer Music Association and the associated International Computer Music Conference (ICMC), now in its 40th year, remains the preeminent meeting place for scholars in this area. This field of study has matured and subsequently grown new branches of research in the past fifteen years, including: Music Information Retrieval (MIR), New Interfaces for Musical Expression (NIME), and Sound and Music Computing (SMC). This year’s ICMC and SMC conferences will be hosted jointly for the first time, signifying an adoption of the new into the historical model, as both seek to move forward in the 21st century. Research-based contemporary music incorporating technology is a major part of the research profile of faculty within the School of Music. Simultaneously, faculty in the School of Music are involved in sound studies, digital humanities, computational musicology and computational ethnomusicology. This history mirrors the current situation at UVic and the need for a defined program in music technology. The faculty complement listed in this proposal—John Celona, Andrew Schloss, and Dániel Péter Biró (School of Music), and Peter Driessen and George Tzanetakis (School of Engineering and Computer Science) has a long-standing record of producing outstanding music technology research. However, at the present time, a student wishing to undertake graduate studies in music technology with these colleagues would need to apply for an individual interdisciplinary project (INTD) through the Faculty of Graduate


3

Studies. There are program hurdles and disciplinary coursework associated with a general interdisciplinary program model that can lead to requirements not directly related to the student’s area of interest and research. The INTD is also an inefficient model, with an individual program being created for each student. The proposed program seeks to address these problems by providing core courses in music technology and by creating a ‘home’ for students working in this area. Building on the strengths of UVic faculty and integrating areas of research, creation and scholarship, the program will link research with teaching and allow for existing and coming technological innovations of the 21st century to be a primary focus of the School of Music. 3. Program strengths

The program takes advantage of an integrated and interdisciplinary faculty with an exemplary research and granting history in the field of music technology. There is a record of student excellence, faculty supervision and graduate success behind the proposed program. Evidence of this can be seen in the list of students below, each supervised by core music technology faculty members.

Manjinder Benning MASc 2007, Electrical and Computer Engineering, Kalman Filtering for Computer Music Applications. Director, Limbic Media, Victoria, British Columbia.

Ajay Kapur, PhD 2007, Computer Science, Digitizing North Indian Music:

Preservation and extension using multimodal sensor systems, machine learning and robotics. Director of Music Technology: Interaction, Intelligence and Design, California Institute for the Arts (CalArts), Associate Dean for Research and Development in Digital Arts, Office of the President, California Institute for the Arts (CalArts), Senior Lecturer of Sonic Arts Engineering, Victoria University of Wellington, New Zealand

Peter van Kranenburg, Postdoctoral Researcher 2009, Meertens Institue, Amsterdam, Netherlands

Darren Miller, PhD 2015, Music Composition (by special arrangement), Compositional Outcomes of Audio Morphing Research.

Ben Nevile, MASc 2006, Interdisciplinary Studies, Gesture Analysis Through a Computer’s Audio Interface: The Audio-Input Drum.

G. Odowichuk MASc 2012, Electrical and Computer Engineering, Free-Space Gesture Mappings for Music and Sound.


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Felipe de Almeida Ribeiro, MMus in Composition 2008. Faculty member, Escola de Música e Belas Artes do Paraná, Brazil.

Adam Tindale, PhD 2009, Interdisciplinary Studies (Music, Computer Science and Electrical Engineering), Advancing the Art of Electronic Percussion. Associate Professor of Human-Computer Interaction. Digital Futures Initiative. OCAD University

Shawn Trail, PhD/ABD 2014, Pitched Percussion and Music Information Robotics. Instructor, Performance & Technology, Oregon State University

Matthew Wright, PostDoc 2007, Computational Ethnomusicology. Research Director, Center for Research in Electronic Art Technology (CREATE), University of California, Santa Barbara, California.

The program also boasts an adjunct faculty member, Gordon Mumma, a world-renowned composer and pioneer in music technology with significant teaching expertise in the program area. Other potential adjunct faculty members have been identified, and planning is in place to secure appointments coinciding with the first intake of students to the program.

4. Aims, goals and/or objectives The program aims to give students integrative training in music technology. It is directed at graduate students who will be at the forefront in the creation and creative use of music technology in the 21st century. As a meeting place for the different types of students interested in music technology—composers, instrument builders, performers, programmers and musicologists—the program has an interdisciplinary focus. The program will bring these different types of minds together, provide a forum for discussion and collaborative learning, teach the fundamentals of music perception, cognition and audio analysis (which are fundamental across these different directions), and provide experiential learning opportunities and support for individual research projects.

4.1. Distinctive characteristics

The program is unique among BC institutions in that it will be the only Master’s of Music with a Music Technology distinction. Two university undergraduate programs, the joint major program in Music and Computer Science at UVic and the new Minor in Applied Music Technology at UBC, are available to students in BC. Currently, no graduate programs in Music Technology exist in BC. The two core courses of the program (Music Perception and Cognition, Computational Music and Audio Analysis) are also of interest to the greater UVic population and will service students from outside the music faculty; please see attached letters of support. The program is distinct within the School of Music’s other graduate


5

programs because of the focus on technology; composition, performance and musicology elements may be a background for a prospective student, but the focus of the proposed program is on the use of technology for artistic means, or the creation of technology for use by specialists in these directions. 4.2. Anticipated contribution to the UVic, Faculty, and academic unit’s strategic plans

The interdisciplinary focus of the Music and Technology Program is in alignment with the University of Victoria Strategic Plan:

"Our strength continues to be grounded in the quality and accessibility of faculty and staff, the excellence of the university’s programs, particularly their interdisciplinary and international focus, a commitment to environmental sustainability and stewardship, and the opportunities we offer for civic engagement and experiential learning in every faculty." - University of Victoria Strategic Plan: "A Vision for the Future – Building on

Excellence" p. 8

The Music Technology Program is research-based and makes creative and technological innovation a main priority, which is in accord with the goals of the University of Victoria:

"It is widely recognized that university research yields answers to some of the immediate questions our society faces, while history tells us that great innovations emerge from basic research, often of an interdisciplinary nature. Society also benefits from a citizenry educated in the broad array of disciplines represented by the liberal arts and sciences. Building our society of the 21st century and finding solutions to its problems will require concerted efforts across all disciplines." - University of Victoria Strategic Plan: "A Vision for the Future – Building on Excellence" p. 12

The Music Technology Program responds to technological and cultural developments of our time in a creative and innovative manner, bringing interdisciplinary knowledge to the University of Victoria. This is in alignment with the University of Victoria Strategic Plan:

"Our programs engage and challenge through inspired and inspiring teaching, incorporate the best disciplinary and interdisciplinary knowledge and are enriched by our research- intensive environment. They build on the attributes of a liberal education, which include, most importantly, the capacity for critical thinking, good judgment and

effective communication. We will respond to the rapid pace of cultural, social, economic, political, technological and environmental change occurring in our society and in the international and global context. We will continuously assess our programs and practices to ensure that


6

students are challenged and engaged and develop a desire and capacity for lifelong learning." - University of Victoria Strategic Plan: "A Vision for the Future – Building on Excellence" p. 12

By integrating musical creation and technological research, the Music Technology Program will build bridges between researchers, community groups and the private sector, which is a goal of the university:

"Build high-quality partnerships between university researchers, community groups and the private sector through the work of UVic Industry Partnerships and the Vancouver Island Technology Park, increasing our contributions to innovation and to the economic well-being of society." - University of Victoria Strategic Plan: "A Vision for the Future – Building on Excellence" p. 32

4.3. Target audience, student and labour market demand

This program is aimed at students exploring the intersection of music and technology. The program will be of interest to students from the joint major program in Music and Computer Science, students in the Computer Music option in Electrical Engineering, and students from other music- and music-technology- focused undergraduate programs in Canada and abroad. The program will also be attractive to students from other disciplines with a passion for music and technology. Individuals from the creative industry who wish to upgrade their research skills, formalize their creative practice, or obtain graduate degrees to support their professional development will also be interested in the program. The labour market for graduates of this program will include this creative industry, which as a whole has been identified as

“an important driver in BC’s economy. Creative industries represent one of the fastest growing segments of the provincial economy, developing highly skilled jobs and employing more workers than agriculture, forestry, fishing and hunting combined. As other jurisdictions have recognized, where governments play a role in ensuring such clusters have the means necessary to support creativity and innovation, a thriving creative sector is built.” - From the Margins to the Mainstream; Moving BC’s Creative Industries Forwards” April 2012, prepared by Susan Brinton, Suebee Media Consulting.

There are also significant opportunities for further training in graduate/doctoral programs in the area of music technology. The Sound and Computing Network (SMC) maintains a list of research centres worldwide, with one hundred and twelve centres currently listed. Opportunities for graduate students are advertised regularly, and this program, with excellent training and research opportunities,


7

will prepare graduates well for these positions. Graduates may also find opportunities within the growing local, national and international music technology industry sector. Strong connections with Victoria’s music technology companies have been fostered over the past decade. Building upon the success of undergraduate co-op and work placements, the graduate program in Music Technology will continue to build this relationship and will contribute to the growth of this sector within the local economy.

5. Admission requirements

Students applying to the proposed program will be required to hold a Bachelor’s degree in an appropriate discipline (B.A., B.Mus., B.Sc., B.Eng.) from a recognized university. Applicants must meet the general requirements set out by the Faculty of Graduate Studies in the Graduate Studies Calendar. Students must have the equivalent of a “B” average or greater over the last two years (or equivalent of 30 UVic units) of their undergraduate degree to be considered. A supervisor who is a member of the Faculty of Graduate Studies must confirm her or his willingness to supervise before a student can be admitted. A portfolio of works may be requested in order to further evaluate the student’s application to the program. In cases where students have insufficient background in Music Technology research, additional coursework may be required as part of the student’s program. This will be determined by the supervisor and communicated to the student in writing at the time of acceptance into the program. Given the nature of course delivery and curriculum design, multiple points of entry to this program are not available. 6. Areas of specialization and evidence of adequate faculty complement.

The faculty complement considered “core” to the Music Technology program is listed below:

• Dr. Dániel Péter Biró, Composition, Music Theory, Electroacoustic Music, Performance Praxis with Electronics

• Dr. Peter Driessen, Electrical Engineering, Music Technology

• Dr. Andrew Schloss, Music Technology, Electroacoustic Music, Instrument Building

• Dr. George Tzanetakis, Music and Computer Science, Music Technology, Electroacoustic Music, • Kirk McNally, Sound Recording, Electroacoustic Music, Music Technology

All faculty listed above are members of the Faculty of Graduate Studies, Dr. George Tzanetakis (Computer Science) and Dr. Peter Driessen (Electrical Engineering) hold cross-listed appointments with music, and are thus able to serve as advisors for students in the program. The enrolment plan for the program is for an initial intake of two students, growing to a maximum of five students per year once fully implemented. This level of graduate student


8

supervision (two per faculty member) is on par with the expectations for the School’s fulltime faculty. 7. Curriculum design (calendar curriculum change forms in Appendix A.) 7.1. Schedule of course delivery

Year Fall Spring Summer

1 MUS503 (1.5 units)

MUS510/511 (1.5 units)

Elective (1.5 units)

Approval of program


MUS512 (1.5 units)

Proposal defense


2 MUS510/511 (1.5 units)

MUS598C (4.5 units)


Project writing


(Project writing)

(Project defense)

(Project defense)

7.2. Delivery methods

Students will be required to complete two 1.5 unit core courses: MUS510 Music Perception and Cognition and MUS511 Computational Music and Audio Analysis, and MUS503 Bibliography, which is mandatory for all graduate students in the School of Music. During their program, students will also take part in the Music Technology Colloquium (MUS512); students will receive 1.5 units of pass/fail credit in their first year for this course. Attendance and participation in the colloquium throughout the Music Technology program will be strongly encouraged, with students in the second year of the program in the process of writing or preparing for their project defense being required to make a presentation on their research as part of the 4.5-unit MUS598C Project. The remaining 7.5 units of credit will be selected from the list of courses detailed in the program outline below. These courses will be chosen in conjunction with the student’s primary academic supervisor and, in certain instances, taken with the permission of the instructor. If a student’s prerequisite knowledge is insufficient for a desired course, upper-level undergraduate courses may be used to fill elective requirements or be taken for extra credit. These courses will be determined in consultation with the student’s primary academic supervisor. The details of each student’s program must be agreed upon by the student’s primary academic supervisor and communicated to the student in writing by the end of the first semester in the program. At the end of the first year of study, MUS598C project proposals and proposed field topics for the comprehensive examinations will be submitted for review by the student’s supervisor. At that time the student


9

will also receive the faculty’s recommendation for a secondary adviser for the project work. Any research with human or animal subjects will require ethics approval from the Office of Research Services prior to the start of research. The expectations of the project are that the student successfully:

• Demonstrates a high level of creativity. • Understands and employs research methods. • Shows evidence of perspective on the topic. • Shows that an appropriate methodology has been understood and applied. • Writes a professional technical document.

Project defense will normally take place at the end of the second year of the program.

Master of Music in Music Technology

Bibliography (MUS503) 1.5

Music Perception and Cognition (MUS511) – year 1 1.5

Computational Music and Audio Analysis (MUS510) – year 2 1.5

Music Technology Colloquium (MUS512) 1.5

Project (MUS598C) 4.5

Sub-total 10.5

7.5 units from the following list chosen in conjunction with the academic supervisor and (where appropriate) with permission from the instructor:

Advanced Recording Techniques (MUS506A/B) 3.0

Computer Music Seminar (MUS507) 3.0

Composition/New Music (MUS562A/B)‡ 1.5

Music Information Retrieval (CSC575) 1.5

Audio Signal Processing (ELEC484)* 1.5

Advanced Human-Computer Interaction (CSC510) 1.5

Information Visualization (CSC511) 1.5

Multimedia Systems (CSC561) 1.5

Massive Data Sets, Scalability and Concurrency (CSC565) 1.5

Seminar in Musicology (MUS531 of MUS532) 1.5

Directed Studies (MUS590) 1.5 TS300 Networking, New Media and Social Practices 1.5 TS320 Special Topics in Technology and Society 1.5 TS400 Technologies of the Future 1.5

* ELEC484 only offered in the summer term ‡ Required for students wishing to create an original electroacoustic composition or performance presentation with electronics as a final project

7.3. Linkages between the learning outcomes and the curriculum design

The stated goal of this program is to educate individuals who will be at the forefront in the creation and creative use of music technology in the 21st century.


10

The program is purposefully designed to attract a diverse student body, where each student is interested in music technology, but each has a different individual focus, for example, composition, instrument building, performance, programming and musicology. The curriculum has been designed to both take advantage of this diversity and also address it directly by asking the questions, “what are the methods to employ music technology for creation, performance and scholarship”, “what makes good music technology?” and, “what are the tools and applications of music technology?”. The two core courses have been designed to answer these questions. MUS510 (Computational Music and Audio Analysis) identifies how the computer and digital technology are used to create and analyze sound, what languages are available, and what limitations or system requirements are necessary to achieve a desired task or goal. MUS511 (Music Perception and Cognition) looks at how we as humans perceive and interpret sound, for the purpose of discovering how the end user will understand a specific music technology or application of music technology. The purpose of the colloquium is to provide a forum for collaborative learning, with students and experts from the field alike presenting their original contributions to music technology. There are five key learning outcomes for the degree that are aligned with this curriculum design:

1. Create unique examples of music technology or the application of music technology for research-based creation, performance and scholarship (MUS510, MUS11).

2. Exercise critical thought and aesthetic judgment with regards to examples of music technology both as an individual and collectively in a team setting (MUS511, MUS513, MUS598C).

3. Demonstrate advanced knowledge of music technology, significant historical and contemporary examples of music technology, research databases, scholarly reading comprehension and writing techniques (MUS503, MUS513, MUS598C).

4. Communicate convincingly in speech, writing and presentation (MUS503, MUS513, MUS598C).

5. Demonstrate expertise in one computer language associated with the field of music technology (MUS510, MUS598C).

7.4. Use and purpose of practica, Co-op, or work terms

Internships within the creative industry, music technology industry, arts organizations, studios, ensembles and libraries/archives will enable students to have experiences within the professional world during their time of study. These will be encouraged, with opportunities being cultivated by the program’s faculty, but they are not a requirement for the degree.

7.5. Residency requirements and anticipated times to completion

The projected completion time is two years.


11

All Master’s programs require a minimum attendance of five terms, including two Winter Sessions and at least 18 units of course credit. All requirements must be completed within five years (60 months) of the date of first registration. 7.6. Policies on student evaluation, candidacy exams, and oral examinations

First-year Review:

By May 15 of the first year of study, candidates will submit proposed field topics for the comprehensive examinations and a preliminary draft of the project proposal to their academic supervisor. The supervisor will review the materials and provide comments on the candidate’s progress in the program by May 31. At that time the student will also receive the faculty recommendation for a secondary adviser for the project work.

Oral Comprehensive Examination:

Full-time students will be required to pass a comprehensive oral examination in the context of MUS598C(Project) during the fall or summer term of their second year. In consultation with their academic supervisor, candidates will develop a total of three topics of inquiry that address a range of approaches or applications of music technology. The selection of these research areas will take place in the student’s first year, in the context of MUS513 (Music Technology Colloquium). The selected topics will be expected to represent the variety of directions and applications of music technology that will not have been addressed in his/her coursework and research experience.

Preparation for the Comprehensive Orals will involve critical reading, listening and repertoire building, and evaluation of current research in each area; the student will be expected to:

1. Prepare a select formal bibliography of the most important “classic” and recent scholarship on each topic; this bibliography will represent the student’s reading list for each area;

2. Prepare a repertoire list consisting of a select representative sampling of musical literature related to each area, including (where relevant) editions consulted and/or performances selected; this list will represent the student’s required listening for each area;

3. Write a 2-3-page summary of the present state of research in each area;

4. Submit this material to the student’s academic supervisor one month before the scheduled Oral Comprehensive.

On the basis of the above, the student’s supervisory committee will prepare a question related to each topic, which will be presented to the student two weeks before the oral examination. The Oral Comprehensive Examination will be adjudicated by the student’s supervisory committee, with the student’s academic


12

supervisor as chair, and will normally last about 60 minutes. The student will be requested to speak on the three pre-selected questions for about 15 minutes in total. The remaining time will be devoted to discussion of issues elicited by the research summaries, as well as additional questions related to them. Unsuccessful exams may be repeated, once, no later than three months after the first test.

Project presentation:

Student projects (MUS598C) will be evaluated in a formal presentation to the student’s supervisory committee. Because of the anticipated range of project topics and material, the project presentation will either be scheduled at the time of the student’s oral comprehensive examination or as a separate 60-minute presentation (30-minute presentation/demonstration, 30-minute discussion/question period). The scheduling of the project presentation will be done in consultation with the student’s academic supervisor.

8. Enrolment plan for the length of the program

2016-17 2017-18 2018-19 2019-20 2021-22

Admitted 2 4 5 5 5

In-Progress 2 6 9 10 10

Graduated 0 0 2 6 11

9. Plans for on-going program assessment and for evaluation of graduate student supervision

Program assessment will be ongoing in the form of regular curricular review and review of the results of the Course Experience Survey. 10. Related programs in your own or other British Columbia post-secondary institutions

There is a joint major program in Music and Computer Science at the University of Victoria; degrees granted are either a B.Sc. or B.A. from the Faculty of Fine Arts. The School of Music at the University of British Columbia has a Minor in Applied Music Technology. The Media and Graphics Interdisciplinary Centre (MAGIC) at UBC is affiliated with both the Music and Fine Arts departments, and MAGIC projects in Music Technology are ongoing. The Centre does not grant degrees directly, but does administer Specialization in Human Computer Interaction for Master’s students. SFU Surrey School of Interactive Arts and


13

Technology (SAIT) explores ideas where technology and art meet; degrees granted are Master of Arts, Master of Science and Doctor of Philosophy.

11. Evidence of support and recognition from other post-secondary institutions, and relevant regulatory or professional bodies, where applicable (Provide copies of letters of support in Appendix B We have secured letters of support from prominent members of the academic community in British Columbia, as well as from members of the technology sector.

Manjinder Benning of Limbic Media in Victoria, a firm that provides art and light installations for public spaces, states that there has been a historic scarcity of employees who can bridge the gap between music and engineering. He feels that the proposed program will be useful to his firm as an incubator for new talent, and looks forward to hiring our graduates. Dr. Gary Garritan, a leading expert in music technology and a pioneer of software musical instruments, writes that the proposed program would provide musicians with the technological tools that they need in today’s music world, and that it would also prepare students for careers in music technology. In his opinion, the University of Victoria is the appropriate location for this program, both because it is already one of the two top universities offering education in music technology (the other being McGill), and because Victoria is a thriving location for music technology. Dr. Keith Hamel, Professor of Composition in the School of Music at UBC and an active researcher in computer applications to music since 1980, applauds the rich array of courses in the proposed program. He welcomes the opportunity that the program provides to graduates of UBC’s popular Minor in Applied Music Technology for the continuation of their studies within British Columbia. Dr. Arne Eigenfeldt, Professor of Music and Technology in the School for the Contemporary Arts at Simon Fraser University, expresses his full support for the proposal. He is impressed with the balance in the proposed program’s curriculum between music and aesthetics on the one hand and technology and science on the other. He acknowledges the University of Victoria as a leader in cross-disciplinary programs of this kind. Paul Walde, Associate Professor of Painting and Media Practices and Chair of the Department of Visual Arts at UVic, writes that the current undergraduate program in computer music has provided advanced instruction to students in his department who are interested in the burgeoning area of sound art. He feels that it makes sense to build on the success of the undergraduate program, and that the proposed MMus program will help to shape the creative dialogue between sound and technology.


14

Alexandrine Boudreault-Fournier, Assistant Professor of Anthropology at UVic, whose research involves digital media and sonic design, states that the course work in the proposed program will fill an urgent need for the increasing number of students in the Department of Anthropology who are seeking to develop their knowledge on sound and technology. 12. Budget & Resources One course (1.5 units) of new instructional money ($6700) is asked to support the program. Two Teaching Assistantships with a value of $2,618.55 each ($5237.10 total) is also asked for. This new money would provide experiential learning opportunities, and career and/or pedagogical value for students in the program. It would also allow for more integrated and comprehensive teaching support for the School’s undergraduate courses in Music Technology than is currently available. 300 and 400 level sound recording and computer music courses currently have one TA assigned for both courses. The 200 level foundation course for the undergraduate combined major in music and computer science has limited TA support for a class of its size (60 students). Support and funding opportunities from industry is being explored as a component of this program proposal, there are no agreements at this time.

a. Income generated (UVic tuition shown for academic planning purposes only; there are no special fees or program fees for this proposed program)

2016-17 2017-18 2018-19 2020-21 2021-22

Admitted 2 4 5 5 5

In-Progress 2 6 9 10 10

Graduated 0 0 2 6 11

Yearly tuition

($1786.10/term) $7144.40 $21433.20

$32149.80

$35722.00 $35722.00

Total tuition $7144.40 $28577.60 $60727.40 $96449.40 $132171.40

b. Faculty appointments required

No new faculty appointments are required to administer this program. The conversion of one full-time PEA position to Assistant Professor in Music Technology, and the increased teaching load associated with that new position


15

allows for the delivery of this program. Graduate advising load and requirements are to be based on the School of Music: Standard for the Distribution of Duties and Responsibilities of Faculty Members. In the event that graduate numbers exceed the existing target (28FTE), further course release for graduate advising will be necessary.

c. Staff requirements No new staffing is required at this time. If graduate student numbers in the School of Music increase past the existing targets (28FTE) there will be a need for supplemental graduate secretary support.

d. Space requirements

No new space is required for this program.


2-740 Discovery St V8T 1H2 778-430-5123

Dear Committee

Limbic Media

I am writing this letter in support of the proposed MMus in Music Technology program. Our company, Limbic Media, is currently employing 2 MA.Sc engineers and 1 Ph.D computer scientist who have all had considerable academic training in the field of computer music.

A number of our products bridge the gap between audio/music and engineering. It has always been a struggle to fmd the right people who can excel across this gap. Individuals with the right mix of creative and technical excellence is hard to find and continues to be a human resource challenge for us.

The proposed MMus in Music Technology program will be very useful to us as an incubator for new talent. We support it 100% and will look to it for future hirings.

Thankyou,

Manjinder Benning M.A.Sc Director


Dr. Alexandrine Boudreault-‐Fournier Department of Anthropology Cornett Building Room B330 PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada T 250-‐721-‐7052 | F 250-‐721-‐6215| [email protected] | uvic.ca/socialsciences/anthropology

September 21, 2015

Re: Letter of Support for the M. Mus. In Music Technology Program

To Whom It May Concern:

I would like to provide my strongest support for the M.Mus in Music Technology Program initiative at the University of Victoria. I am a professor of Anthropology who has a strong interest for sound and music. I began teaching the course “The Anthropology of Sound” (ANTH 303) in the Fall term of 2012. I am teaching this course every Fall semester since then, and the enrollment is growing fast. I am witnessing an increase of graduate students applying to conduct research on sound and/or music in the Anthropology Department. There is an urgent need to provide them with more support to pursue their research at another level. I am convinced that the M.Mus in Music Technology Program will address this gap at our University.

Only this year, I supervise 3 graduate students who were desperately looking for a course to complete the elective requirement of their program. The Music Perception and Cognition & Computational Music and Audio Analysis courses would have allowed them to continue develop their knowledge on topics related to sound and technology at the graduate level (no course on sound is offered in the Anthropology Department at the graduate level). These courses would be excellent options for them and I would strongly encourage them to register.

This type of course content at the graduate level is currently missing at the University of Victoria and I am convinced that such a program would respond to this gap. There is a need to offer this kind of program to students who are already interested in sound and music but who do not know how to pursue their interest with the current offers at the graduate level.

I hope to have the pleasure to witness the inauguration of the M.Mus in Music Technology Program very soon.

All the best,

Alexandrine Boudreault-‐Fournier


SCHOOL FOR THE CONTEMPORARY ARTS

Dance / Film / Music / Theatre / Visual Art / Art, Performance & Cinema Studies MA Comparative Media Arts / MFA Interdisciplinary Studies

Goldcorp Centre for the Arts 149 West Hastings Street Vancouver, BC, Canada V6B 1H4

TEL 778.782.3363 FAX 778.782.5907 www.sfu.ca/sca

Dr. Arne Eigenfeldt Professor, Music and Technology School for the Contemporary Arts Simon Fraser University Vancouver September 17, 2015 To whom it may concern, I have read the draft documents regarding the proposed Master of Music in Music Technology degree at the University of Victoria, and I fully support this proposal. It is well thought out, and clearly demonstrates a viable degree program. I am particularly impressed with the balanced curricula of music (and aesthetics) with technology and science. The University of Victoria has been a leader in such cross-disciplinary degree programs, and it seems that they will continue to innovate. Please do not hesitate to contact me if you would like any further clarification on my opinion regarding the proposal. Best wishes, Arne Eigenfeldt


Hi Kirk,

Thanks for sending me this information on University of Victoria's proposed Master of Music in Music Technology. That is exciting news and lookslike it will be a very good program.

This program would help musicians gain the necessary technological tools they need to navigate the music world today, Moreover, it would also toprepare students for careers in music technology.

Will this be on-campus only or are there plans for online education? For an example, a popular online Masters program is the Masters of MusicTechnology Program at IUPUI (see http://music.iupui.edu/degrees/ms-MusicTechnology.shtml).

This program makes total sense in Victoria. First of all, UVic is one of the two tops universities offering Music Technology education (the otherbeing McGill). Second, Victoria is already a thriving place for music tech with Peter Lupini (Digitech/Harmon) , PG Music (Peter Gannon), Limbic,the old Mackie software developers, IVL, Doug Blakely, Garritan/MakeMusic, etc., here in Victoria

I would most certainly support such a program. Furthermore, I would want to be involved as a teacher or advisor if that is possible.

All the best,

Gary

On 15-07-14 02:46 PM, Kirk McNally wrote:Dear Gary,

I hope this finds you well. I mentioned this Master's program to you when we met for lunch a couple weeks ago, the approval process is movingalong and we are getting closer! As part of that process, the University asks that we show the level of support from interested parties, both on-campus and off. I'd be very grateful if you could take a look at the attached summary of the proposed program and let me know if this issomething you, as a member of Victoria's music technology community supports.

Sincerely,Kirk

Gary <[email protected]>To: Kirk McNallyRe: UVic MMus in Music Technology

14 July, 2015 3:34 PM


School of Music6361 Memorial RoadVancouver, BC Canada V6T 1Z2

Phone 604 822 3113Fax 604 822 4884www.music.ubc.ca

September 17, 2015 Dr. Harald Krebs, Acting Director School of Music, University of Victoria Rm B102, MacLaurin Building University of Victoria Victoria BC V8P 5C2 Dear Dr. Krebs: I am writing in support of the proposed Master of Music in Music Technology at the University of Victoria. I am a Professor of Composition at UBC and an active researcher in the area of Computer Applications to Music, a field I have been involved in since the mid-1980s. As a composer, many of my works involve interactivity between live performers and computers in areas such as live electroacoustic processing and diffusion, automated score following, gesture tracking of movement and interactive video. I have looked over the course proposal for the Master of Music in Music Technology and it appears to be well conceived with a strong core of essential courses and a wide variety of electives that allow students the flexibility to concentrate on different specializations. I am impressed by the number of electives that the program allows since I know that new university programs usually have to be instantiated without additional staff hiring. The faculty involved in designing this program has done an excellent job in coming up with a range of diverse courses that are relevant to the discipline and will adequately accommodate students differing interests. UBC has recently approved an undergraduate minor in Applied Music Technology, which Dr. Bob Pritchard and I oversee, and this new program is literally overrun with applicants from many departments and faculties across the University. We had our first cohort of six graduates in the Minor in Applied Music Technology last spring and we expect to have a steady stream of students graduating with this qualification in the foreseeable future. (One of our graduates


was given full fellowships at three American Universities and is now in the Masters in Music Technology program at the University of Michigan.) Since we currently don’t have a graduate program in Music Technology, the U.Vic program will provide a program for the undergraduate students with this specialization to continue their work within the province. I am happy to support the proposed Master of Music in Music Technology and I hope that the University of Victoria will approve it. Sincerely,

Keith Hamel Professor of Composition Researcher, Institute for Computing, Information and Cognitive Systems (ICICS)


Department of Visual Arts University ofVictmia Email [email protected]

PO Box 1700 STI\1 esc Tel 250-721-8011 Victoria British Columbia Fax 250-721-6595 VSW 2Y2 Canada Web finearts.uvic.ca/visualarts

Dr. Harald Krebs, Acting Director School of Music University of Victoria P.O. Box 1700 STN CSC Victoria, BC VSW 2Y2

August 4, 2015

Dear Dr. Krebs,

I'm writing to express my support for the proposed Masters of Music and Technology program. As artist engaged in the practice of Sound Art, I share many of the same research interests as many of the primary instructors of the current undergraduate program, and indeed I have collaborated on several research projects with them, and have consulted several others on related projects. As such I believe I'm in a unique position to comment on the proposed M.Mus in Music and Technology. Sound Art is a major area of growth in our discipline and the current Music in Technology program has allowed our students with technical (and creative) inquiries in this field an opportunity to gain advanced instruction in overlapping technological areas or study that are directly relatable to our own that we are currently unable to offer in my own department. The current program plays a major role in the promotion of Sound Studies at UVic and to build on this success only makes sense. The integration of sound and technology is a rich field of artistic and scientific inquiry and I'm confident that the M.Mus in Music and Technology will not only add to this dialogue, but will help to shape it. I've read the proposal in detail and without hesitation endorse this important initiative. I look forward to the success of this program and the future possibilities for collaboration between our departments that this opportunity presents.

Kind regardst

&~.,____ Associate Professor, Chair, Department of Visual Arts


ATTN: Senate Committee on Agenda and Governance November 13, 2015

On February 3rd, 2016 the University of Victoria Student Society (UVSS) will be holding

the Education is Right rally at the Provincial Legislature in Victoria in support of fully

funded post-secondary education. The UVSS is not asking the University of Victoria

Senate to endorse this rally, however, we are asking that you open up the space for

students to engage in their democratic right to organize on issues that directly affect

them. Therefore, we are requesting that the Senate grant academic amnesty for all

undergraduate students for February 3rd, 2016. This academic amnesty would absolve

students of the obligation to hand in coursework, write exams or participate in classroom

discussion on the day of February 3rd. Participating in student advocacy efforts around

post-secondary education is a longstanding part of campus culture and we hope that the

University of Victoria Senate would allow students to participate in this action without

being penalized.

Thank you for your consideration,

Brontë Renwick-Shields

UVSS Chairperson


ATTN: Senate Committee on Agenda and Governance November 18, 2015

Whereas participating in student advocacy efforts around post-secondary education is a

longstanding part of campus culture; and

Whereas on February 3rd, 2016 the University of Victoria Student Society (UVSS) will

be holding the Education is Right rally at the Provincial Legislature in Victoria in support

of fully funded post-secondary education; and

Whereas the UVSS is not asking the University of Victoria Senate to endorse this rally,

however, they are asking that the Senate open up the space for students to engage in their

democratic right to organize on issues that directly affect them; therefore

BIRT the Senate grant academic amnesty for all undergraduate students for February 3rd,

2016; and

BIFRT this academic amnesty would absolve students of the obligation to hand in

coursework, write exams or participate in classroom discussion on the day of February

3rd,, 2016.

Thank you for your consideration,

Brontë Renwick-Shields

UVSS Chairperson


Attached is a copy of a memorandum sent on November 20, 2015 to Deans, Chairs and Directors regarding the National Day of Action on February 3, 2016.

This memorandum, sent out annually from my office, sets out the practices the university requests instructors follow in relation to students participating in the event being held at the provincial legislature on this date.

Vice-President Academic and Provost PO Box 1700 STN CSC Victoria British Columbia V8W 2Y2 Canada Tel (250) 721-7010 Fax (250) 721-7216 E-mail [email protected] Web http://www.uvic.ca/vpac


To: Senate

From: Valerie S. Kuehne, Vice-President Academic & Provost

Re: Academic Amnesty for National Day of Action on February 3, 2016



http://www.uvic.ca/vpac

On Wednesday, February 3, 2016, the UVSS is participating in an event at the provincial legislature in Victoria on university funding and tuition fees. Our practice in the past has been to take reasonable steps to avoid any academic penalty for students who participate in this event.

Please communicate this information to your colleagues as they plan their spring term classes. Faculty members are, of course, expected to teach their courses on that day, and students who absent themselves are expected to make up any lost work. Faculty members should be encouraged to be flexible and, wherever possible, avoid setting February 3 as the deadline for tests or other mandatory course/lab components that cannot be made up.

Where there is any doubt or disagreement, students and faculty should discuss the matter and in the event that they are unable to resolve the issue will see the assistance of the chair/director and, if necessary, the final academic decision lies with the Dean.

Vice-President Academic and Provost PO Box 1700 STN CSC Victoria British Columbia V8W 2Y2 Canada Tel (250) 721-7010 Fax (250) 721-7216 E-mail [email protected] Web http://www.uvic.ca/vpac


To: Deans, Chairs and Directors

From: Valerie S. Kuehne, Vice-President Academic & Provost

Re: Academic Amnesty for National Day of Action on February 3, 2016



http://www.uvic.ca/vpac

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