senate - your kpu · lubana, bachelor of business administration in accounting, be withdrawn from...

SENATE Regular Meeting

Monday, October 29, 2018 4:00 PM - 7:00 PM

Surrey , Cedar Board Room 2110

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AGENDA

1. Call to Order ..................................................................................................... Alan Davis 4:00

2. Approval of Agenda

3. Approval of Minutes, September 24, 2018

4. Chair's Report

4.1. President's Report to Senate ................................................................... Alan Davis 4:05

4.1.1. Vision 2023 Update

4.1.2. Goals for 2019 / 20

4.1.3. Submission to the Select Standing Committee on Finance and Government Services

4.2. Provost's Report to Senate ....................................................................... Salvador Ferreras 4:20

5. Senate Standing Committee on Curriculum ..................................................... David Burns 4:25

5.1. Program Change: Bachelor of Science in Nursing

6. Senate Executive Committee ........................................................................... Alan Davis 4:30

7. Senate Governance and Nominating Committee ............................................ Patrick Donahoe 4:35

7.1. Faculty Bylaw Revisions: Faculty of Science and Horticulture

7.2. AC 13: Qualifications for Faculty Members: Faculty of Health

7.3. Search Advisory Committee: Associate Dean, School of Business

7.4. Committee Membership Updates:

7.4.1. Office of the Registrar Roles

7.4.2. Associate Vice-President, Research

7.4.3. Provost Roles

7.5. Committee Mandate Revision: Senate Governance and Nominating Committee

8. Senate Standing Committee on University Budget ........................................... David Burns 4:45

8.1. Role of Senate in Budget Assessment and 2019 / 2020 Key Dates

9. Senate Standing Committee on Academic Planning and Priorities ................... Jane Fee 4:55

9.1. Program Concept: Bachelor of General Studies

10. Senate Standing Committee on the Library (no report) ................................... Chris Traynor

11. Senate Standing Committee on Policy Review (no report) ............................... Stefanie Broad

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12. Senate Standing Committee on Program Review (no report) .......................... Chris Traynor

13. Senate Standing Committee on Research (no report) ...................................... David Burns

14. Senate Standing Committee on Teaching and Learning (no report) ................. David Burns

15. Office of the Registrar ....................................................................................... Zena Mitchell 5:10

15.1. Approval of Graduates to October 29, 2018

15.2. Senate By-Election Report, Fall 2018

16. Items for Discussion .......................................................................................... Alan Davis 5:25

17. Adjournment 5:35

SENATE MINUTES OF REGULAR MEETING

Monday, September 24, 2018 4:00 p.m. – 7:00 p.m.

Surrey Campus Boardroom, Cedar 2110

Senate September 24, 2018 1 / 5

Present: Quorum 15 members Non-voting Members

Rawan Ali Herbie Atwal Stefanie Broad David Burns (Vice-Chair) Carlos Calao Alan Davis (Chair) Bob Davis Murdoch De Mooy Patrick Donahoe Jane Fee Sal Ferreras David Florkowski Harleen Deol Stephanie Howes

Andre Iwanchuk Amy Jeon George Melville (Chancellor) Brian Moukperian Todd Mundle Diane Purvey Carolyn Robertson Lincoln Saugstad Chris Traynor Tom Westgate Christina Wilcox Paola Gavilanez Robert Dearle Elizabeth Worobec

Zena Mitchell (Secretary)

Regrets: Senate Office Guests:

Tahir Joseph

Rita Zamluk, Administrative Assistant Stephen Yezerinac, Associate Registrar, Senate and Curriculum

Hanne Madsen Lori McElroy Lekeyten (Elder-in-Residence) Steve Cardwell Anya Goldin

1. Welcome and Blessing

The Chair introduced George Melville, the Chancellor of the University, and Hanne Madsen, Past Chair and Community Member of the Board of Governors. Everyone introduced themselves.

Lekeyten, the Elder-in-Residence, provided a welcome and blessing for Senate.

2. Call to Order

The Chair called the meeting to order at 4:14 p.m.

3. Approval of Agenda

Bob Davis moved the agenda be confirmed as circulated.

The motion carried.

4. Approval of Minutes, June 25, 2018

Amendments:

Item 13: add “process” after program review in last sentence


In the nominations list the spelling of Kristen Ash should be Kristan Ash.

Carolyn Robertson moved the minutes be accepted as amended.

The motion carried.

5. Chair’s Report

Alan Davis submitted his report.

5.1. President’s Report to Senate

Alan Davis provided a brief verbal report.

5.1.1. Student Satisfaction Survey Infographic Reports

Lori McElroy provided context and background for the survey of students and the purpose of the Infographic reports. She noted the increase in reputation and programs of KPU, the use of the data in student profiles, and the results of feedback from graduates. She reported that KPU is meeting its targets.

5.2. Provost’s Report to Senate

Sal Ferreras provided a written report. He highlighted the Ministry’s streamlining of ABE programs, the first classes of the new Mechatronics program being underway, the development of recommendations to manage growth and support faculty and staff working with international students, the collaboration with the City of Surrey and SFU to resolve social issues with City Lab, the increased profile of food security and sustainable agriculture, taking advantage of opportunities to highlight research, progress on searches, and outcomes resulting from attending an educational conference in Geneva.

6. Senate Standing Committee on Curriculum

6.1. Consent Agenda: September 12, 2018

David Burns moved that Senate approves the attached list of new, revised and discontinued courses.

The motion carried.

6.2. Revision: Guidelines for Pathway Approval

David Burns provided context and background for the amendment being presented. The Senate discussed restructuring the sentence, the interpretation and metrics of the motion, the intention of the motion, and the application to both new and existing Pathway courses.

David Burns moved that Senate amends the Guidelines for Pathway Approval to include the following statement:

When a Pathways course is brought forward, consider the percentage of students who receive a D or F, or withdrew from a course (DFW rate).

The motion carried.

7. Senate Executive Committee

7.1. Report of Actions: June 26, 2018 – August 31, 2018

Alan Davis presented the actions taken by the Senate Executive Committee during the summer.


8. Senate Governance Committee

Patrick Donahoe presented a brief verbal report.

8.1. AC 13 Qualifications for Faculty Members: Accounting

Alan Davis provided background and context for the motion.

Patrick Donahoe moved that Senate approves the amended AC 13 Qualifications for Accounting.

The motion carried.

8.2. Correction of Appointment: Jen Adams

Patrick Donahoe informed the Senate of the correct committee to which Jen Adams was appointed.

8.3. Faculty Bylaws Revision: Faculty of Arts

Patrick Donahoe moved that Senate approves the revisions to the Faculty of Arts Bylaws

The motion carried.

8.4. Search Advisory Committees

8.4.1. Associate Dean, Faculty of Arts

Patrick Donahoe moved that Senate appoints the following members to the Search Advisory Committee for the appointment of an Associate Dean, Faculty of Arts:

Regular faculty members:

Cherylynn Bassani, Sociology

Robert Dearle, English

Nancy Norman, Education Assistant Program

Student:

Axel Lanciotti

The motion carried.

8.4.2. Associate Dean, Faculty of Trades and Technology

Patrick Donahoe moved that Senate appoint the following members to the Search Advisory Committee for the appointment of an Associate Dean, Faculty of Trades and Technology:

Regular faculty members:

Tom Westgate, Appliance Servicing

Gerard Sheehan, Automotive Servicing

Roger Cannon, Electrical

Al Sumal, Welding

Emma Baggott, Electrical

Sven Rohde, Plumbing

Student:

John Stewart, Appliance Servicing The motion carried.

8.4.3. Provost and Vice-President, Academic


Patrick Donahoe moved that Senate appoints the following replacement member of the Search Advisory Committee for the appointment of the Provost and Vice-President, Academic:

Regular faculty members

Sharon Leitch, Faculty of Health

The motion carried.

8.5. Senate Standing Committee: Nomination

Patrick Donahoe moved that Senate approves the renewal of the following appointment:

Senate Standing Committee on Teaching and Learning

Amanda Grey, Student (September 1, 2018 – December 31, 2018)

The motion carried.

9. Senate Standing Committee on University Budget

No report.

10. Senate Standing Committee on Academic Planning and Priorities

No report.

11. Senate Standing Committee on Library

No report.

12. Senate Standing Committee on Policy Review

12.1. Academic Schedules: 2019/20 and 2020/21

Stefanie Broad confirmed the academic schedules are compliant with policy AR17: Academic Schedule.

Stefanie Broad moved that Senate approves the 2019/2020 and 2020/2021 Academic Year Schedules.

The motion carried.

13. Senate Standing Committee on Program Review

No report.

14. Senate Standing Committee on Research

David Burns, the Chair, provided a written and verbal report. He highlighted a need for an intellectual property policy, and a need for policy to choose proposed research centres. The committee discussed the deadline for the intellectual property policy.

15. Senate Standing Committee on Teaching and Learning

David Burns, the Chair, provided a written and verbal report. He highlighted the committee taking action to define quality teaching.

16. Office of the Registrar

16.1. Approval of Graduates to July 30, 2018

Zena Mitchell, the University Registrar, confirmed that the students in the list are in compliance with the requirements for their graduation.

16.2. Approval of Graduates to September 24, 2018


Zena Mitchell presented the list of graduates to September 24, 2018. She requested that Daljit Singh Lubana, Bachelor of Business Administration in Accounting, be withdrawn from the list before consideration.

The Provost noted the first graduates with the Diploma in Traditional Chinese Medicine – Acupuncture are included in the list.

Rawan Ali moved that Senate approve the amended list of graduates to September 24, 2018.

The motion carried.

16.3. Declaration of Senate Vacancies

Zena Mitchell informed the Senate of two resignations of Senators.

1. Denise Nielson, Faculty of Academic and Career Advancement, resigned from Senate effective August 31, 2018. This resignation has created a vacancy of the faculty representative seat.

2. Leeann Waddington, Faculty of Health, resigned from Senate effective August 31, 2018. This resignation has created a vacancy of the faculty representative seat.

16.4. Notice of Fall By-Election: Monday, October 22 – Thursday, October 25

Zena Mitchell provided an update on the Fall By-Election. The nomination period closed on September 21, 2018. The following Senators are acclaimed:

Wilson School of Design

Natasha Campbell (acclaimed) October 31, 2018 – August 31, 2021

Faculty of Educational Support and Development

Marti Alger (acclaimed) October 31, 2018 – August 31, 2021

Faculty of Science and Horticulture

Rebecca Harbut (acclaimed) October 31, 2018 – August 31, 2019

The following vacancies for a Faculty senator will be filled in the spring election:

Faculty of Health

School of Business

Faculty of Academic and Career Advancement

17. Items for discussion

Alan Davis provided guidelines for bringing items forward for discussion, and the purpose and structure of closed (in-camera) meetings.

18. Adjournment

The meeting adjourned at 4:52 p.m.

SENATE Agenda Item: 4.1 Meeting Date: October 29, 2018 Presenter: Alan Davis

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Report to Senate

Alan Davis, President and Vice Chancellor

October 29th, 2018

The Fall semester continues with balmy weather and an amazing amount of activity in all areas of KPU. I

have been catching up on some of the external bodies where I represent KPU or our sector:

BCAIU Presidents (September 25th),

BCNET Board ( September 27th),

Polytechnics Canada (October 28 and 29th at its annual national strategy group event, joined by

Erin Pederson, a student in the Environmental protection program and Hanna Musslick an

employer/alumna of the program)

Universities Canada’s fall meeting (October 24th)

Collaboration on Online Higher Education Research (October 25th, where I presented on

leadership as it relates to blended and online learning with colleagues fro

m the universities of Alberta, Calgary and Manitoba)

Cascadia Innovation Corridor (October 9th and 10th, which KPU co-sponsored and brought

together industry, government and high education from BC, Washington State and Oregon)

Burns Bog Conservations Society (October 11 to 13th, where KPU Surrey hosted its 2nd Peatlands

for People conference, and I was pleased to represent KPU at the 30th anniversary dinner of the

BBCS)

Association for Governing Boards (October 22, which held a session for new board members

and I was invited to join a panel of presidents to discuss Board/President relations)

Open Education Resources universitas (October 15th consultation meeting)

Select Standing Committee on Finance and Government Services presentation (October 11th)

There have also been a number of celebrations and openings, including

the Fall Convocation (October 3rd and 4th),

the official opening of the Spruce Building Renovation (September 28th, attended by Minister

Harry Bains and local MP Sukh Dhaliwal),

the Surrey City Lab partnership with the City of Surrey and SFU kick off (September 28th)

the announcement of new funding for the School of Horticulture project with CN

EcoConnextions and Trees Canada

Appended to my report are 3 documents:

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4.1.1. A vision 2023 update on Integrated planning, which I hope is the first of regular updates on

progress towards our Vision 2023 goals

4.1.2 my Board approved Goals for 2018/19, and

4.1.3 KPU’s submission to the Select Standing Committee on Finance and Government Services

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Update

Office of the President and Vice Chancellor

October 2, 2018

Integrated Planning

One of the three goals of Vision 2023 under the theme of Sustainability was focused on the

sustainability of KPU itself:

We will integrate planning to ensure KPU operations are aligned with our

resources, thus sustaining quality and institutional health.

Context

For the last several years, BC government support of KPU has been essentially flat, with

adjustments made only for some collective agreement increases, sometimes for targeted new

programming, and to offset tuition for preparatory programs that are now free. Overall, this

funding is now less than 40% of KPU’s total revenue.

Each year, the minister responsible for post-secondary education sends to KPU a mandate

letter outlining the priorities for the coming year. In addition, an annual funding letter sets the

amount of government funding, along with an overall domestic student FTE target, which is

9097 FTE for 2018/19.

For many years, the BC Government has limited domestic tuition and fees to increases of up to

2%. Thus, without growing other revenues, no institution would have been able to survive, let

alone thrive, as costs have increased and the needs for new programming have grown.

Overlaying all of this are strict limitations on how institutions can use any surpluses, and the

requirement that an annual, balanced budget must be achieved.

During most of the last 6 years, institutions in BC have been encouraged to increase

international student enrollments, which we did at KPU with great success. Up until now, this

has provided KPU (along with many other benefits) new revenues that have allowed us to

expand programming, increase staffing, add and improve facilities, and to engage in a long list

of essential and strategic initiatives that otherwise would have been impossible.

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In the past 12 months, however, international enrollments grew dramatically, and the impact

on all aspects of our operations was strongly felt. This triggered a discussion about how big KPU

should and could be, and what we can do to better align our resources with our goals.

A loud message was sent in the Vision 2023 development to focus more on the experience of

people—students, employees and friends, at KPU, and on the quality of all we do.

This concern has been reinforced by a close inspection of financial trends, which shows that the

ability to add more course sections to accommodate unmet domestic student needs and the

international growth has reached a limit. The cost of additional growth will exceed the

additional revenue it will bring in.

Integrated Planning

The premise is very simple: to align what resources we have to what we can, need and want to

do within our mandate as a polytechnic university. As noted above, the resources are

constrained, and any new revenue generation has to be done carefully, balancing risks and

opportunities.

The planning has 2 major components:

- implementation of a model for FTE allocations across Faculties that, over a 3-year

period, will allow us to meet our domestic overall target and take the best advantage of

international student enrollments in terms of capacity and added value, academically

and financially.

- implementation of a financial model that, over a 3-year period, will reflect the new FTE

allocations along with other revenue and costs drivers, and that ensures capacity to

address our other Vision 2023 goals related to experience, sustainability, quality and

creativity.

The first step to integrated planning is to fully understand how we got to where we are. For

example, for the FTE allocation model we need to look at patterns of enrollment by academic

level and Faculty, the frequency of course and section offerings, the relationship between

program requirements and the cost of delivery, section fill-rates, class sizes, costs of FTE

delivery, unmet demand, and so on. This work has begun.

For the financial model, we must consider historical patterns of government funding, tuition,

costs of academic delivery, allocation of resources to non-instructional support areas,

amortization costs as we add properties, and the true costs of adding sections to meet

“demand”, especially in Arts and Business, and so on. This work has also begun.

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Provincial Funding

During provincial budget development we will be making representations to AEST to consider

increased funding for KPU which reflects:

the unmet demands of our growing region (as reflected in longer waitlists),

our university status (where senior level offerings are historically and widely understood

to be more expensive),

our applied focus (with many laboratories, studios and shops), and

our multi-campus structure (where many functions have to be duplicated) in order to

satisfactorily address our regional mandate).

Impacts

The propositions that flow from this work will be discussed with Senate and during the highly

collaborative and open budget development process.

The decisions will impact all areas of the university as we implement the new FTE allocation

model, undertake strategic enrollment management (marketing and recruitment, admissions

and retention), seek efficiencies in administrative services, and explore new opportunities for

dependable revenue growth.

The fundamental measure of success will be the approval of a balanced budget that has the

support of the Senate and the Board, which aligns with Vision 2023 and the Academic Plan, and

which shows KPU becoming financially sustainable and able to address strategic priorities such

as enhancing experience and quality.

Alan Davis, President and Vice Chancellor

A. PERFORMANCE PLAN – BUSINESS GOALS 2018-19

BUSINESS GOAL DESCRIPTION (aim for 3 – 4)

SUCCESS MEASURES (max 3)

TARGET COMPLETION DATE

1. Implement the first year of Vision 2023 strategic plan goals

• Metrics and targets are approved by the Board in September, 2018

Sept 2018

• The Institutional sustainability plan (enrolment, finances) is in place and widely understood

• The 2019/20 Budget is closely aligned with the goals of Vision 2023 and the Academic Plan

June 2019

2. Develop the leadership team • Review and re-structuring of the senior management committees is in place for more effective and transparent decision making

Dec 2018

• The Provost search is successfully completed • Implement the first year 1 actions of the 2018

Employee Engagement Survey

Mar 2019

3. External relations • A Community engagement strategy presented to the Board and executed accordingly

Oct 2018

• The number and relevance of Program Advisory Committees is increased

Jun 2019

• The Super PAC is in place and meets quarterly Dec 2018

• Polytechnics Canada meeting at KPU is successful May 2019

B. PERFORMANCE PLAN - DEVELOPMENT GOALS

Development goals are intended to elevate an employee’s current and/or future skills as it relates to their KPU career. Development activities an employee might engage in include workshops, courses, conferences, on-the-job cross training, job shadowing, mentoring, books, webinars, podcasts, interviewing colleagues, teach-backs, etc. Use this section to set a maximum of 3 SMART development goals for the employee.

DEVELOPMENT GOAL & ACTIVITY DESCRIPTION

(aim for 2-3, maximum of 3)

SUCCESS MEASURES (max 3)

TARGET COMPLETION DATE

1. Continue progress towards personal health

1. Gain 2 steps in The Healthy CEO scale June 2019

2. Continue to develop my knowledge and understanding of higher education

1. Make a major conference presentation 2. Teach a course in higher education

June 2019

Submission to the Select Standing Committee on Finance and Government Services

from Alan Davis, PhD President and Vice Chancellor, Kwantlen Polytechnic University

October 15, 2018 Further to our presentation to the Committee on October 11, I am pleased to provide this formal submission on behalf of Kwantlen Polytechnic University. Access to lifelong and meaningful education for all is our foundation at KPU and we strive to meet our mission and mandate in a context that is increasingly complex. This complexity includes, for instance:

more services for our students to support their mental well-being;

support and education around issues of sexualized violence on campus;

more progress in the Indigenization of education in all its manifestations; and

more and better opportunities for our learners to develop the new skills needed for a changing labor market.

The good news is that KPU is committed to being innovative in our delivery of educational and support services, and to being nimble and responsive to the needs of our communities, and the industries and businesses that support them.

Submission to the Select Standing Committee on Finance and Government Services October 15, 2018

We embrace the government’s commitment to access to affordable education and training. Our breadth of programming – which ranges from certificates, apprenticeship training and diplomas to bachelor’s degrees and post-graduate diplomas – and our multi-campus reach ensure that we can be immediately responsive to the varied types of education and training required by British Columbians over the next decade. One area of focus is to offer more work-integrated learning opportunities for our students. As Canada’s only polytechnic university, our focus on experiential learning is so engrained in KPU that we have adopted it as our tagline. We are proud to say that KPU is an institution where thought meets action: through co-op placements, internships and service learning. We have an incredible opportunity in front of us over the next few decades to build a highly educated and highly competent workforce that will be aligned with the future needs not just of British Columbia, but of Canada and the world. We know that nearly a million job openings will be created by 2028 in B.C., and that a huge proportion – 77 per cent – of those will require some form of post-secondary education. A further area of significant importance to us at KPU and to the province as a whole, is to live up to our commitment to the implementing the United Nations Declaration on the Rights of Indigenous Peoples and the Truth and Reconciliation Commission of Canada’s Calls to Action. Indigenous learners continue to be under-represented in the public post-secondary system, and we are committed to providing the supports needed for Indigenous learners. We have a Gathering Place at KPU Surrey, a department of Indigenous Services for Students, and an Elder In Residence. We are now in the planning stages of our third “Open Doors Open Minds” event – a day-long program for Indigenous high school students who come to campus to meet current students and some of our faculty members. They attend classes, hear from engaging keynote speakers and get to see first-hand the opportunities that post-secondary studies can offer them. But we need to do so much more and we hope the committee will see fit to recommend significant investment in this area. Let me speak specifically of the KPU’s South Fraser region. As this region grows, our capacity to offer more post-secondary seats must grow as well. We are delivering all the seats our provincial funding allows, and still we have waitlists, which are growing. We have tried to grow organically, and have quite simply stretched our resources as far as we can.

Submission to the Select Standing Committee on Finance and Government Services October 15, 2018

Our vision for 2023 is for KPU to provide exceptional experiences for our students, to excel in creativity and scholarship, and to be a sustainable institution in every way. We will be challenged to absorb significant growth in our communities without funding for additional seats to support the workforce needs as anticipated in the latest edition of the British Columbia Labour Market Outlook. We hope this committee will agree that further investment in KPU would:

address the gap between expectations of service delivery and available resources in student support;

expand work-integrated learning opportunities that will benefit students and our economy alike;

fulfill the promises we have made to our Indigenous communities; and

match the growth and the needs of the communities we serve in the South Fraser region.

Further to the last point above, we hope the committee will recommend that growth at KPU be funded to allow 2,500 more seats over five years to ensure that we not only grow with our communities, but that we can continue to meet the demands for a future-focused workforce to build a strong economy and prosperity for all. This steady, but measured increase in our capacity will allow us continue serving our region in a strategic manner that will allow us to continually re-align resources against demand. Thank you to the committee for the important work you do on behalf of British Columbians. Respectfully submitted, Alan Davis, PhD President and Vice Chancellor Kwantlen Polytechnic University

SENATE Agenda Item: 4.2 Meeting Date: October 29, 2018 Presenter: Sal Ferreras

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Provost’s Report to Senate

October, 2018

The early Fall calendar period at KPU is usually filled with external meetings and a fair bit of reconnection with all the civic, provincial and federal government and research agencies that are so important our continued growth and development. As usual, the most important event of them all is our Convocation Ceremonies held in early October. Once again, the excitement was palpable with inspiring speeches by the selected graduate representatives. Student award recipients were Rami Jizi (Criminology), Neyhit Jindal (Computer Information Systems) with a distinguished alumni award given to our very own Kristan Ash (Entrepreneurial Leadership). On the academic development side, Dr. Steve Cardwell continues to work with all the local school districts and select private schools to formalize an approach to dual credit programs with KPU. At the same time, Dr. Cardwell is also leading our initiatives regarding the development of micro-credentials and badges in collaboration with external parties including Polytechnics Canada. KPU Richmond and the Pacific Region National Research Council office hosted the annual meeting of IRAP, Industry Research Associates Program (IRAP). The very successful event gave KPU an opportunity to meet with a large group of potential industry partners and to present the broad range of research activities underway across our four campuses. Research participants included the Institute for Sustainable Horticulture, the Institute for Sustainable Food Systems, the Sustainable Agriculture Department, the Faculty of Health, the School of Business and the School of Design. Delegates were quite surprised by the depth and breadth of our research activities in process and in planning. September 28 featured the opening of the new refurbished Spruce Building, an event attended by a large group of internal and external guests including MP Sukh Dhaliwal and MLA & Minister of Labour, Hon. Harry Bains. That same afternoon the Faculty of Arts hosted a reception to launch Surrey City Lab, a joint student-civic office collaborative research and experiential learning project between KPU, SFU and the City of Surrey. The Provost made a short trip to Manila, Philippines to attend an important meeting of the Commission for Higher Education in the Philippines organized in conjunction with College and Institutes Canada. The meeting brought together up to 20 different colleges and universities from across the Philippines to promote joint ventures in programming, enrolment, partnerships and research. On the exciting news front, we are getting ready to move into the very elegant KPU Civic Plaza at the end of October to prepare our new campus for classes set to being in January 2019.

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The Academic Plan timeline begins to roll out with a number of new items and developments. Notable activities include the appointment of Len Pierre as our new Manager of Indigenous Services for Students and the continued upgrading of Educational IT throughout the campus under the direction of KPU’s new Chief Information Officer Reza Khakbaznejad. By the time Senate receives this report we will have officially announced the appointment of our new Associate Vice President Research. The Provost also presented the Academic Plan and discussed its impact on the activities of the President’s Diversity and Equity Committee. A variety of other activities continue to percolate to be communicated over the Fall and Spring terms. Dr. Sal Ferreras

SENATE Agenda Item: 5.1 Meeting Date: October 24, 2018 Presenter: David Burns

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Agenda Item: Program Change: Bachelor of Science in Nursing

Action Requested:

Motion to Approve Discussion Information Education

Recommended Resolution:

THAT Senate approves the change to the Bachelor of Science in Nursing, effective September 1, 2019.

Senate Standing Committee Report:

On October 10, 2018 the Senate Standing Committee on Curriculum recommends Senate approves the change to the Bachelor of Science in Nursing, effective September 1, 2019.

Context & Background:

Three seats in the BSN Program will be reserved for applicants who self-declare as Indigenous and meet the declaration criteria. If the seats are not filled, they will be offered to next qualified candidate(s).

Key Messages: Increase accessibility for Indigenous students to pursue a nursing career.

Consultations:

1. Approved at Faculty of Health BSN Curriculum Committee September 17, 2018

2. Approved at Faculty of Health Curriculum Committee September 21, 2018

3. Sent to Mr. Len Pierre, Manager Indigenous Services for Students (October 15, 2018) for information sharing purposes.

Attachments: Program Change Form

Submitted by: Deborah Dunn, BSN Curriculum Coordinator

Janice Webster, Faculty of Health Curriculum Support

Date submitted: October 16, 2018

Program Change Form v. 2017-Aug-18

Faculty: Faculty of Health

Program Name: Bachelor of Science in Nursing

Department: Nursing

Effective date: September 1, 2019

Dean/Associate Dean: Dr. David Florkowski

Chair/Coordinator: Deborah Dunn, Bachelor of Science In Nursing Curriculum Coordinator

Submission Date: September 26, 2018

Consultations Person Consulted Consultation Date

Office of the Provost: N/A

Vice Chair of Senate: Dr. David Burns September 26, 2018

Office of the Registrar: Nadia Henwood September 13, 2018 – initial consult September 17, 2018 – draft review

Other(s)* (if applicable): Len Pierre, Manager Indigenous Services for Students

October 15, 2018 – information sharing only.

Date on which this proposal was approved

Faculty Curriculum Committee: September 17, 2018 (BSN) and September 21, 2018 (FoH)

Faculty Council (if required): N/A

SSC on Curriculum: October 10, 2018

SSC on University Budget (if required): N/A

SSC on Academic Planning and Priorities (if required): N/A

Senate:

Proposed Change(s): Three seats in the BSN Program will be reserved for applicants who self-declare as Indigenous and meet the declaration criteria. If the seats are not filled, they will be offered to next qualified candidate(s).

Rationale: Increase accessibility for Indigenous students to pursue a nursing career.

URL(s): http://www.kpu.ca/calendar/2018-19/health/nursing/nursing-deg.html

Impact on Students: Check all that apply:

☒ The changes alter the admission, declaration or continuance requirements If yes, provide both the current calendar entry and new calendar entry in full (see below).

☐ The changes alter the curricular requirements If yes, provide both the current calendar entry and new calendar entry in full (see below).

☐ The changes change the total number of required credits If yes, state the current number of total credits:_______________________________ and proposed number of total credits: _______________________________________

☐ The changes introduce new, revised or discontinued courses If yes, indicate the Faculty approval date and list the courses below________________

☐ The changes alter the credential awarded If yes, indicate the proposed credential:_______________________________________

http://www.kpu.ca/calendar/2018-19/health/nursing/nursing-deg.html

Program Change Form v. 2017-Aug-18

Current Requirements with Proposed Changes New Requirements Admission Requirements

The Certificate in Health Foundations fulfills the first-year requirements

of the Bachelor of Science in Nursing. The Faculty's Admission

Requirements, which consist of KPU's undergraduate English Proficiency

Requirement, apply to this program.

The Certificate in Health Foundations may be completed in two

semesters by full-time students or over a longer period of time by part-

time students. Upon completion of the Certificate in Health Foundations

students may file a declaration of their eligibility and intention to enter

the second year of the Bachelor of Science in Nursing. A limited number

of students will be selected to commence Year 2 of the curriculum in

January and September of each year as a full-time cohort. Selection for

admittance to Year 2 will be based upon fulfillment of the declaration

requirements and, if spaces are oversubscribed, GPA. The following

additional program admission requirements apply:

An acceptable Criminal Record Check through the Ministry of

Public Safety and Solicitor General's Criminal Records Review

Program within 6 months prior to the start of the program.

Applicants who have lived outside of Canada as an adult are

required to secure a Criminal Record Search with the Vulnerable

Sector from their country of origin. Please contact the Office of

Admissions for further direction on obtaining your criminal

record check

Continuance Requirements

Admission Requirements

The Certificate in Health Foundations fulfills the first-year requirements

of the Bachelor of Science in Nursing. The Faculty's Admission

Requirements, which consist of KPU's undergraduate English Proficiency

Requirement, apply to this program.

Declaration Requirements

Students intending to graduate with this Faculty of Health degree must

declare the credential. At the time of declaration, the student must

satisfy all of the following requirements:

In good academic standing with the University

Completion of the Certificate in Health Foundations with a

minimum GPA of 2.33 and no grade lower than C.

Completion of a minimum of 30 hours of volunteer work with

adults or children, evidenced by a written reference reflecting

the length and nature of the experience.

If spaces are oversubscribed, declaration selection will be based on GPA

from the Certificate in Health Foundations. Upon being offered

admittance, students will be required to submit the following

documentation:

Canadian CPR Health Care Provider (Note: CPR certification must

remain current throughout the program.)

Current Standard First Aid Certificate

http://www.kpu.ca/calendar/2018-19/health/healthfoundations/healthfoundations-cert.html

http://www.kpu.ca/calendar/2018-19/ar/englishproficiency.html


http://www.kpu.ca/calendar/2018-19/health/healthfoundations/healthfoundations-cert.html



3

Students must maintain a cumulative GPA of 2.67 with a minimum

grade of C+ in all required courses, including electives. Nonadherence

to these requirements will result in removal from the program.

Declaration Requirements

Students intending to graduate with this Faculty of Health degree must

declare the credential. At the time of declaration, the student must

satisfy all of the following requirements:

In good academic standing with the University

Completion of the Certificate in Health Foundations with a

minimum GPA of 2.33 and no grade lower than C.

Completion of a minimum of 30 hours of volunteer work with

adults or children, evidenced by a written reference reflecting

the length and nature of the experience.

If spaces are oversubscribed, admittance to Year 2declaration selection

will be based on GPA from the Certificate in Health Foundations. Upon

being offered admittance, to Year 2 students will be required to submit

documentation of the following documentation: before their declaration

is granted:

Canadian CPR Health Care Provider (Note: CPR certification must

remain current throughout the program.)

Current Standard First Aid Certificate








record check








record check

To ensure a pathway is available for specific student populations in the

Bachelor of Science in Nursing, 3 seats will be reserved for self-declared

Indigenous students for each intake. Any reserved seats that are not

offered to the above noted specific student population will be offered

to the general pool of qualified BSN applicants.


Students must maintain a cumulative GPA of 2.67 with a minimum

grade of C+ in all required courses, including electives. Non-adherence

to these requirements will result in removal from the program.

4

To ensure a pathway is available for specific student populations in the

Bachelor of Science in Nursing, 3 seats will be reserved for self-declared

Indigenous students for each intake. Any reserved seats that are not

offered to the above noted specific student population will be offered to

the general pool of qualified BSN applicants.


Students must maintain a cumulative GPA of 2.67 with a

minimum grade of C+ in all required courses, including electives. Non-

adherence to these requirements will result in removal from the

program.

List any new, revised or discontinued courses associated with this program change Course Subject

Code

Course Number

Descriptive Title, hyperlinked to course outline

New, Revised, or Discontinued

Not Applicable

SENATE Agenda Item: 7.1 Meeting Date: October 29, 2018 Presenter: Patrick Donahoe

1 / 2

Agenda Item: Faculty Bylaw Revisions: Faculty of Science and Horticulture

Action Requested:



THAT Senate approves the revisions to the Faculty of Science and Horticulture bylaws.


On October 10, 2018, the Senate Governance and Nominating Committee recommended that Senate approves the revisions to the Faculty of Science and Horticulture bylaws.


Objectives of bylaw changes:

1. Clarify language intended to give Research Institutes a representative on Faculty Council;

2. Make “Professional Development” committees independent of Faculty Council; and

3. Add “Research” and “Teaching & Learning” as standing committees of Faculty Council, with committee bylaws developed by their ad hoc predecessors.

Further context and background available in attached PowerPoint presentation.

Key Messages: Changes were recommended by Faculty Council subcommittees, then approved by Faculty Council and Faculty of the Whole.

Consultations:

1. Kwantlen Faculty Association

2. Research Institute Directors

3. Ad hoc subcommittee on Research

4. Ad hoc subcommittee on Teaching and Learning

5. Professional Development subcommittee for Science

2 / 2

Attachments:

1. Faculty Council Bylaw Revisions Draft 2018.docx (Copy of original bylaws and proposed changes, using Track Changes feature of MS Word)

2. Faculty Council Bylaws 8-28-28.docx (Clean copy of bylaws ratified by Faculty of the Whole on August 28th)

3. Proposed Changes to Faculty Council Bylaws.pptx (PowerPoint presentation used to provide background and context for bylaw changes during Faculty of the Whole meeting)

Submitted by: Patrick Donahoe


Governance Bylaws

Kwantlen Polytechnic University Faculty of Science and Horticulture To be Proposed for Ratification by Faculty as a Whole Vote: August 28, 2018

1. The Faculty of Science and Horticulture shall:

1.1 Oversee the development of academic curricula and programs, including but not limited to, establishing academic priorities, developing new programs and courses, program and course revisions, discontinuation of programs and courses, appeals of proceedings and decisions.

1.2 Make recommendations on academic matters to Senate and other University bodies.

1.3 Request and consider reports relating to the academic affairs of the Faculty and the University.

1.4 Serve as the forum for sharing information and the discussion of Faculty matters.

2. Powers and Duties of a Faculty:

2.1. To make rules governing its proceedings, including the determining of the quorum necessary for the transaction of business.

2.2. To provide for student representation in the meetings and proceedings of the Faculty.

2.3. Subject to this Act and to the approval of the Senate, to make rules for the government, direction and management of the Faculty and its affairs and business.

2.4. To determine, subject to the approval of the Senate, the courses of instruction in the Faculty (i.e., approve program proposals and revisions, course outlines…).

2.5. Subject to an order of the President to the contrary, to prohibit lecturing and teaching in the Faculty by persons other than appointed members of the teaching staff of the Faculty and persons authorized by the Faculty, and to prevent lecturing or teaching so prohibited.

2.6. Subject to the approval of the Senate, to appoint for the examinations in each Faculty examiners, who, subject to an appeal to the Senate, must conduct examinations and determine the results.

2.7. To deal with and, subject to an appeal to the Senate, to decide on all applications and memorials by students and others in connection with their respective Faculties.

2.8. Generally, to deal with all matters assigned to it by the Board or the Senate.

2.9. To form committees, as it sees fit, for the conduct of its affairs and business, and to empower such committees, where advisable, to report directly to the appropriate committee(s) of Senate.

2.10. A general rule made by a Faculty is not effective or enforceable until a copy has been sent to the Senate and the Senate has given its approval.

2.11. The Faculty of Science and Horticulture will establish a Faculty Council to act on behalf of the Faculty as a whole.

3. Faculty Membership:

3.1. Membership of the Faculty of Science and Horticulture consists of:

3.1.1. All those employed within the Faculty as an instructor, lecturer, assistant professor, associate professor, professor, or in an equivalent position designated by the Senate (University Act, Definitions).

3.1.2. Dean of the Faculty, who is the Chair (University Act, 39(2)).

3.1.3. Associate Dean(s) of the Faculty.

3.1.4. President (University Act, 63(d)).

3.1.5. The Registrar, who is non-voting.

3.1.6. Instructional lab staff (lab instructors, lab supervisors, and instructional associates).

3.1.7. The Faculty membership may also include other members of the teaching staff of the Faculty or University as appointed by the Faculty in conformity with rules approved by Senate.

4. Conduct of Faculty Business:

4.1. A Vice-Chair of the Faculty shall be elected by the Faculty from among those employed within the Faculty as an instructor, lecturer, assistant professor, associate professor, or professor, or equivalent as designated by Senate, for a two-year term. Vice-Chairs may serve a maximum of three consecutive terms.

4.2. Robert’s Rules of Order shall govern the conduct of all Faculty meetings except as otherwise provided.

4.3. The Faculty shall have at least one regular meeting per academic year.

4.4. The Faculty meetings will be set and called jointly by the Chair and Vice-Chair of the Faculty.

4.5. Notice of regular meetings shall be sent to members of the Faculty at least 30 days in advance of a meeting.

4.6. In circumstances of urgency or at the special request of Faculty Council, extraordinary meetings of the Faculty may be called by the Chair or Vice-Chair at least seven days in advance.

4.7. The normal process of business at regular meetings of the Faculty shall be set by the Chair in consultation with other members of the Faculty.

4.8. Faculty and staff may add meeting agenda items by talking to the Chair.

4.9. The quorum for meetings of the Faculty shall be 30% of the eligible voters.

4.10. Any business conducted at a meeting where there is no quorum present will be considered as unofficial and subject to ratification at the next meeting held where a quorum is present. Any communication coming out of a meeting where no quorum was present shall be prefaced with a clear indication the communication is subject to ratification.

4.11. The majority required to pass a resolution shall be at least 50% plus one of the members voting, except in the case of adoption of or amendments to these Bylaws, when the majority required shall be at least two thirds of the members voting.

4.12. In circumstances of urgency or at the special request of Faculty Council, electronic notice of motions and electronic votes may be called by the Chair and/or Vice Chair. Electronic vote procedures will follow Senate policies for such.

4.13. Meetings of the Faculty shall normally be open to observers. The Faculty may decide, at any time, by a two thirds vote of those present and voting, that a whole meeting or any part of a meeting be held in camera.

4.14. The Chair may recognize non-members on any matters of business.

4.15. Minutes of open meetings of the Faculty shall be recorded and distributed to the University.

4.16. All documents presented to the Faculty shall normally be regarded as public. Nevertheless, the Chair may declare a document confidential, in which case the document shall be made available in advance only to members of the Faculty and, if appropriate, the Senate.

5. Powers and Duties of Faculty Council of the Faculty of Science and Horticulture :

5.1. Faculty Council shall oversee the development of academic curricula and programs of the Faculty of Science and Horticulture, including but not limited to, establishing academic priorities, developing new programs and courses, initiating program and course revisions, considering the discontinuation of programs and courses, and recommending and initiating appeals of proceedings and decisions.

5.2. Make recommendations on academic matters to Senate and other University bodies.

5.3. Request and consider reports relating to the academic affairs of the Faculty of Science and Horticulture, of Senate Standing Committees, of Senate, and of the University.

6. Membership of the Faculty Council of Science and Horticulture:

6.1. Membership for the Faculty Council of Science and Horticulture consists of:

6.1.1. Dean of the Faculty (non-voting member).

6.1.2. Associate Dean(s) of the Faculty (non-voting member).

6.1.3. Senators of the Faculty (2) (non-voting members).

6.1.4. One elected representative representing all Institutes associated with the Faculty of Science and Horticulture (voting member).

6.1.4.6.1.5. Faculty representation will be determined by the number of Fulltime Equivalent (FTE) faculty in the department or stand-alone program. Smaller departments and stand-alone programs with fewer than five FTE faculty will share one representative. Current representation is shown below.

Department or Program

Number of representatives

Chemistry 2

Biology 2

Physics 2

Horticulture 2

Math 3

CADD 1

Small departments

1

6.1.5.6.1.6. Three members of the Lab Staff of the Faculty (one from each campus: Langley, Surrey, and Richmond).

6.1.6.6.1.7. Student representatives (2) at meetings and proceedings of the Faculty, in accordance with rules established by the Faculty (University Act, 40(b)).

6.2. Members of Faculty Council must endeavour to serve the interests of the entire Faculty to the best of their ability.

7. Selection of members for the Faculty Council of Science and Horticulture:

7.1. Any faculty member within a department or program who has a University appointment sufficient to serve for the term of the appointment can be elected to the Faculty Council.

7.2. Associate Deans must have an appointment as a faculty member in the Faculty in order to serve on the Faculty Council.

7.3. Faculty representatives will be nominated from each department or program and will be elected by votes from only faculty members of that department or program.

7.4. Lab staff in the Faculty of Science and Horticulture on each campus will nominate and elect a representative for that campus.

7.5. Members Directors of the Research Institutes affiliated with the Faculty of Science and for Sustainable Horticulture will nominate and elect a representative.

8. Membership terms for the Faculty Council of Science and Horticulture:

8.1. Elections will normally be held in the spring semester of each year. The terms will normally run from September 1 to August 31. Elections will normally be conducted by secret ballot.

8.2. The faculty, and lab staff, and Research Institute for Sustainable Horticulture membership terms on the Faculty Council will normally be two years.

Formatted: Tab stops: Not at 0.69"

8.3. In order to establish staggered membership and continuity of membership, at the first Faculty Council election, one member from each group of two or more will be elected for an extraordinary term of three years. In no case may the term exceed three years.

8.4. Students from the Faculty of Science and Horticulture will be elected by the student body of the Faculty of Science and Horticulture annually. Faculty Council will ensure that such elections occur.

8.5. Any member may resign from Faculty Council by giving the Chair notice in writing.

8.6. The seat of a member who leaves the constituency from which that member has been elected shall be declared vacant.

8.7. The use of alternates for voting members is not permitted.

8.8. In the event that a seat of a member becomes vacant, a replacement shall be elected or appointed according to the usual process as outlined in these Bylaws at the earliest possible date. Members so elected or appointed shall serve the remaining term of office of the incumbent, at which point the normal election or appointment process will be followed.

8.9. The seat of an elected or appointed member who fails to attend three meetings of Faculty Council between September 1 and August 31 may be declared vacant by the Chair.

9. Faculty Council Conduct of Business:

9.1. Faculty Council Chair and Vice Chair will be elected from the Faculty members listed according to the Table in 6.1.5. The election will normally occur on or about September 1, and the normal term will be two years, or a shorter term corresponding to the Chair or Vice Chair’s Faculty Council term.

9.2. The Chair is a voting member of Faculty Council.

9.3. The Chair may be removed by a two thirds majority vote of councilors present and voting at any duly called meeting of Faculty Council.

9.4. The Vice-Chair will fulfill the duties of the Chair in the Chair’s vacancy or absence and will assist in the performance of the Chair’s duties.

9.5. When necessary due to vacancy or absence of the Chair and Vice-Chair, the Dean shall serve as Chair pro-tem.

9.6. Robert’s Rules of Order shall govern the conduct of all Faculty Council meetings except as otherwise provided.

9.7. Faculty Council meetings may be conducted by videoconference and/or teleconference.

9.8. Faculty Council business conducted by email will follow Senate policies for such.

9.9. Faculty Council shall meet as necessary, but at least once a semester.

9.10. Council may, by a two-thirds majority vote, recommend to the Dean that an extraordinary meeting of the Faculty be called to address a matter forwarded by Council to the Faculty for decision or advice.

9.11. Meeting times (weekday, time, campus location, & possible dates) will be set once a year by Faculty Council in April for the following year. This schedule will include times for possible additional extraordinary meetings.

9.12. Notice of meetings shall be sent to members of the Faculty Council at least seven days in advance of a meeting.

9.13. In circumstances of urgency, extraordinary meetings may be called by the Chair or a quorum of Faculty Council.

9.14. The normal process of business at regular meetings of the Faculty Council shall be set by the Chair in consultation with members of the Faculty Council.

9.15. Through their representative on Faculty Council or the Chair, faculty and staff may request items to be added to the meeting agenda.

9.16. The quorum for the meetings be 50% plus 1 of the voting members with a further requirement that 50% plus 1 of the voting members present are representatives as outlined in 6.1.5.


9.18. The majority required to pass a resolution shall be at least 50% plus one of the members voting.

9.19. In the case of a tie, the two senators can vote. If still a tie, the motion is defeated as per 9.18 above.

9.20. Faculty Council may decide at any time, by majority vote of those present and eligible to vote, that a whole meeting or any part of a meeting be held in camera.


9.22. Minutes of open meetings of Faculty Council shall be recorded and distributed to the University.

9.23. All documents presented to Faculty Council shall normally be regarded as public. Nevertheless, the Chair may declare a document confidential, in which case the document shall be made available in advance only to members of Faculty Council and, if appropriate, the Senate.

9.24. Senate Bylaw No. 3, Conflict of Interest, applies.

9.25. From time to time Faculty Council may invite guests to make presentations to Council meetings and to answer questions related to their presentations.

9.26. Administrative support for the committee shall be assigned through the Office of the Dean.

10. Committees of Faculty Council for the Faculty of Science and Horticulture:

10.1. Faculty Council shall establish Standing Committees, and Special Purpose (or Ad-hoc) Committees as needed, consisting of members of faculty and/or non-members of faculty to conduct specified academic affairs of the Faculty.

10.2. Faculty Council has the right to delegate business to Standing Committees and Special Purpose Committees, which, in turn, can make recommendations to Faculty Council for consideration.

10.3. Committees of Faculty Council may establish subcommittees to deal with specific issues as they arise.

10.4. Committees of Faculty Council are restricted to making recommendations or filing reports on matters assigned, and may not assume any powers of Faculty Council unless they are expressly delegated within the Bylaws.

10.5. Standing Committees of Faculty Council will normally report directly to Faculty Council. Faculty Council may empower or delegate authority to Standing Committees to report or make recommendations of specified tasks directly to the appropriate committee(s) of Senate, or Senate itself. Only Standing Committees of Faculty Council can be delegated such authority.

10.6. Standing Committees will meet at least once per semester, or as required.

10.7. When recommending the establishment or elimination of a Standing Committee, or altering its membership or mandate, Faculty Council will seek the advice of the Standing Committee on Nominations and Governance, and make a recommendation to the Faculty for endorsement.

10.8. The Chair of each Standing Committee or Special Purpose Committee shall be responsible for establishing meeting agendas for the respective committee and distributing it to the members at least two days before the meeting.

10.9. Terms of Office for Standing Committee members shall normally be two years, unless specified otherwise elsewhere.

10.10. Members are eligible for re-election or reappointment.

10.11. Terms of office may be adjusted to ensure continuity of membership, and to correspond to terms of Faculty Council.

10.12. Quorum of any Committee shall be 50% plus one of the total voting members of that committee.

10.13. The use of alternates for voting committee members is not permitted.

10.14. The seat of an elected or appointed member who fails to attend three committee meetings between September 1 and August 31 may be declared vacant by the Chair.

10.15. Any committee member may resign from a committee by giving the Chair notice in writing. The committee seat of a member who leaves shall be declared vacant.

10.16. The committee seat of a member who leaves the constituency from which that member has been appointed shall be declared vacant.

10.17. The minutes of all Standing Committees and Special Purpose Committees shall be distributed to the University.

10.18. Robert’s Rules of Order establishes overall terms of conducting meetings except as otherwise provided.

10.19. Meetings may conducted by videoconference and/or teleconference.

10.20. Business conducted by email will follow Senate policies for such.

11. Standing Committees of Faculty Council for the Faculty of Science and Horticulture:

11.1. Notwithstanding 10.1 above, Faculty Council will seek recommendations and advice from the following:

11.1.1. Standing Committee on Nominating and Governance.

11.1.2. Standing Committee on Academic Planning and Priorities.

11.1.3. Standing Committee on Curriculum.

11.1.4. Standing Committee of Chairs and Program Coordinators.

11.1.5. Standing Committee on Professional Development.

11.1.5. Standing Committee on Scholarships and Awards.

11.1.6. Standing Committee on Teaching and Learning.

11.1.7. Standing Committee on Research.

12. Standing Committee on Nominations and Governance:

12.1. The members of the Standing Committee on Nominations and Governance are:

12.1.1. The Dean – ex-officio and non-voting.

12.1.2. The Associate Dean(s) – ex-officio and non-voting.

12.1.3. The Chair of Faculty Council – ex-officio and non-voting.

12.1.4. Three elected faculty members of the Faculty, consisting of at least one member from Science and at least one from Horticulture.

12.1.5. The three elected faculty are voting members.

12.2. A Chair is elected from within the three voting faculty members. The Chair retains his or her voting privilege. The Vice Chair of the Standing Committee of Nominations and Governance is the Chair of Faculty Council.

12.3. The Standing Committee on Nominations and Governance shall:

12.3.1. Advise Faculty Council on matters related to elections, including timelines for nominations, elections, and appointments as required to meet the needs of the Faculty, Faculty Council, Standing Committees and Special Purpose Committees.

Commented [A1]: Committee on Professional Development

operates independently of Faculty Council, so should not be listed as

a Standing Committee of Faculty Council.

Commented [A2]: Two new standing committees added.

Professional Development committee removed to harmonize bylaws

with Collective Agreement.

12.3.2. Ensure vacancies are filled on Faculty Council, committees of Faculty Council, and representative committees of the University requiring representation from the Faculty of Science and Horticulture by calling for nominations and overseeing the election process.

12.3.3. Advise Faculty Council and committees of Faculty Council on all matters related to the conduct of its business, its meetings, and its proceedings.

12.3.4. Advise Faculty Council on matters related to duties of members and conflict of interest.

12.3.5. Review regularly the Bylaws of the Faculty and provide advice to Faculty Council, which will make reference to the Faculty for approval.

12.3.6. Perform other duties as assigned by Faculty Council.

12.3.7. Review at least once every three years the composition and terms of reference of committees.


13. Standing Committee on Academic Planning and Priorities:

13.1. Members of the Standing Committee on Academic Planning and Priorities are:

13.1.1. The Dean – voting member.

13.1.2. The Associate Dean(s) – voting members.

13.1.3. The Faculty Senators (2) – ex-officio and non-voting.

13.1.4. Two faculty members from horticulture and one faculty member from each of all other departments and programs – voting members.

13.2 A Chair and Vice-Chair are selected from within the voting members. Both retain their voting privilege.

13.3 The Standing Committee on Academic Planning and Priorities shall:

13.3.1. Advise Faculty Council on its educational plan and priorities of the Faculty.

13.3.2. Assume a leadership role in developing new programs and future academic directions of the Faculty of Science and Horticulture.

13.3.3. Review program reviews and action plans.

13.3.4. Advise Faculty Council on the establishment, revision or discontinuance of educational programs.

13.3.5. Establish sub-committees as needed to fulfill the Committee’s duties.


13.3.7. Advise Faculty Council on how research and scholarship fits with academic mission, planning and priorities of the Faculty, and make recommendations on how it might be facilitated.


14. Standing Committee on Curriculum:

14.1. The members of the Standing Committee on Curriculum are:

14.1.1. The Dean – non-voting.

14.1.2. The Associate Dean(s) – non-voting.

14.1.3. Faculty Senators – ex-officio and non-voting.

14.1.4. One faculty member from each department or program within the Faculty of Science and Horticulture– voting members.

14.1.5. An educational advisor – non-voting member.

14.1.6. A representative from the Office of the Registrar – non-voting.

14.1.7. The Dean or designated Associate Dean shall serve as Chair.

14.2. The Standing Committee on Curriculum shall:

14.2.1. Review, on a term basis or otherwise as needed, all course outlines (new and existing) within its jurisdiction, and exercise any delegated authority to forward all revisions directly for articulation (minor revisions) or to the appropriate Senate Standing Committee for approval with articulation request (new courses and substantial revisions).

14.2.2. Within the above process, review all aspects of calendar revision, program fit, credit assignment, requisites, learning outcomes, assessment structure, articulation, prior learning assessment processes, and teaching modality.

14.2.3. Advise Faculty Council on decisions on course discontinuance, and exercise any delegated authority to so advise the appropriate Standing Committee of Senate.

14.2.4. Assess and recommend courses for designations such as, but not limited to, “science,” “lab science,” “quantitative,” “writing intensive,” and “breadth” credit, and exercise any delegated authority to forward recommendations directly to the appropriate Standing Committee of Senate.

14.2.5. Submit major course revisions and new program proposals to Faculty Council for approval.

14.2.6. Review and critique annually the Educational Plan and Budget Summary for the next year drafted by the Standing Committee of Chairs and Program Coordinators.

14.2.7. Review and approve program concept and full proposals for all new and revised citation, diploma, associate degree and degree programs within Faculty jurisdiction, and forward outcome and recommendations to Faculty Council.

14.2.8. The Standing Committee on Curriculum may delegate these authorities to the subcommittees.

14.2.9. Perform other related duties as assigned by Faculty Council.


14.4. Each department or program within the Faculty of Science and Horticulture will form either a Standing Subcommittee on Curriculum or a procedure for curriculum review. Submissions to the Standing Committee on Curriculum must first be reviewed by the department(s) or program (s) that is (are) responsible for the course or program curriculum.

14.4.1. In the event of cross-over of course/program content, the matter must be reviewed by all of the appropriate departments or programs to move forward.

15. Standing Committee of Chairs and Program Coordinators

15.1. The members of the Standing Committee of Chairs and Program Coordinators are:



15.1.3. The Chairs and Program Coordinators for the Faculty of Science and Horticulture.

15.2. The Dean or designated Associate Dean shall serve as Chair.

15.3. The Standing Committee of Chairs and Program Coordinators shall:

15.3.1. Draft the annual Educational Plan and budget requirements for the following academic year based on recommendations of the Standing Committee on Academic Planning and Priorities, factor in Standing Committee on Curriculum critique of the draft plan, and forward the plan to Faculty Council for approval, prior to the Dean’s submission for institutional review and approval.

15.3.2. Establish and approve annual capital and minor capital submission for institutional review and approval.

15.3.3. Establish the course timetable package by semester, if requested by the Dean or Associate Dean.

15.3.4. Hear requests and make decisions on all non-academic matters impacting the Faculty of Science and Horticulture.

15.3.5. Perform other related duties as requested by Faculty Council (academic matters) or by the Dean.


16. Standing Committees on Professional Development:

16.1. A separate committee exists for each of Science and Horticulture.

16.2. The members of the Standing Committee on Professional Development are:

16.2.1. The Dean or Associate Dean(s) – ex-officio, non-voting.

16.2.2. Faculty chosen by each department/program within Science and as chosen from within Horticulture – voting members.

16.2.3. Each committee Chair is elected from the voting members.

16.3. The Standing Committees on Professional Development shall:

16.3.1. Establish a fair and equitable process for allocating PD funds.

16.3.2. Review and approve all requests for PD funding from faculty within their jurisdiction, within the budget allocated annually.

16.3.3. Request and review faculty summaries of the activities for which they were granted PD funds.

16.3.4. Encourage and help organize Faculty colloquia and seminars related to professional development achievements.

16.3.5. Assist with the distribution of information on PD opportunities to faculty.

17.16. Standing Committee on Scholarships and Awards:

17.1.16.1. The members of the Standing Committee on Scholarships and Awards are:

17.1.1.16.1.1. The Dean or Associate Dean – voting members.

17.1.2.16.1.2. Four faculty fairly representing the broad scope of the Faculty of Science and Horticulture – voting members.

17.1.3.16.1.3. An educational advisor – voting member.

17.2.16.2. The committee shall elect a Chair from the faculty members.

17.3.16.3. The School of Horticulture may establish its own special committee to allocate awards and scholarships exclusive to horticulture students, and to organize their own celebration event.

17.4.16.4. The Standing Committee on Scholarships and Awards shall:

17.4.1.16.4.1. Nominate and assign scholarships and awards to deserving students according to criteria established by the donors.

17.4.2.16.4.2. Nominate and receive nominations for awards, scholarships, and accolades for faculty and staff within the Faculty of Science and Horticulture.

17.4.3.16.4.3. Nominate past faculty, community individuals, and nationally/internationally recognized and deserving recipients for honourary degrees and professor emeritus status at convocation.

17.4.4.16.4.4. Perform other related duties as assigned by the Dean or Faculty Council.

18.17. Standing Committee on Teaching and Learning:

18.1. The members of the Standing Committee on Scholarships and Awards are:

17.1. The members of the Standing Committee on Teaching and Learning are:


17.1.2. Five representatives on behalf of the broad scope of the Faculty of Science and Horticulture – voting members.

17.2. The committee shall elect a Chair from the members.

Commented [A3]: Committee on Professional Development operates independently from Faculty Council, so its bylaws should

not be included in Faculty Council bylaws.

Commented [A4]: Bylaws of Professional Development committee removed from Faculty Council Bylaws. Bylaws of

Committee on Scholarships and Awards becomes Article 16.

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17.3. The Standing Committee on Teaching and Learning shall:

17.3.1. Advise Faculty Council on how teaching and learning can be developed within the academic mission, planning and priorities of the Faculty, and make recommendations on potential funding allocations for Teaching & Learning.

17.3.2. Assess the application and results of emerging andragogy and technology to facilitate uptake within the faculty.

17.3.3. Create and curate a database of innovation in teaching practices relevant to the diverse needs of departments within the Faculty.

18.1.1.17.3.4. Encourage and help facilitate Faculty discourse on teaching and learning through a communication hub for teaching and learning within and across the faculty, throughout and the academy, and in the public realm.…

19.18. Standing Committee on Research:

18.1. Definitions used by this committee

18.1.1. Research:

18.1.1.1. Is the collection, analysis, interpretation and synthesis of qualitative or quantitative information and data.

18.1.1.2. Involves results drawn both from novel studies and/or existing bodies of knowledge.

18.1.2. A researcher:

18.1.2.1. Is actively involved in the design and execution of research.

18.1.2.2. Shares their results both with other researchers and the public through both peer-reviewed and non-peer reviewed publications and at conferences, workshops and other fora.

18.1.2.3. May contribute to the research community by reviewing and critiquing other’s work, serving as peer reviewers, mentoring graduate and undergraduate students and serving on graduate committees at KPU and at other institutions, and attending and/or organizing conferences and workshops around research topics.

18.1.2.4. Seeks funding both internally and externally and administers grants.

18.2. The members of the Standing Committee on Research are:



18.2.3. One representative from each Research Institute in the Faculty of Science and Horticulture – voting members.

18.3. The committee shall elect a Chair from the voting members.

18.4. The Standing Committee on Research shall:




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Commented [A5]: Bylaws proposed by committee


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18.4.1. Advise Faculty Council on how research can be developed within the academic mission, planning and priorities of the Faculty.

18.4.2. Identify and recommend policies and funding allocations with potential to facilitate research within the Faculty.

18.4.3. Liaise with and support the work of administrative research services and collaborate with other Research Committees across KPU in order to foster a supportive and healthy University-wide research culture.

19.1. Facilitate Faculty collaboration and discourse on research through a communication hub for research within and across the faculty and the academy.The members of the Standing Committee on Research are:

18.4.4. Facilitate Faculty collaboration and discourse on research through a communication hub for research within and across the faculty and the academy.



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Commented [A6]: Bylaws proposed by committee

Governance Bylaws

Ratified by Faculty as a Whole Vote: August 28, 2018

1. The Faculty of Science and Horticulture shall:

1.1 Oversee the development of academic curricula and programs, including but not limited to, establishing academic priorities, developing new programs and courses, program and course revisions, discontinuation of programs and courses, appeals of proceedings and decisions.

1.2 Make recommendations on academic matters to Senate and other University bodies.

1.3 Request and consider reports relating to the academic affairs of the Faculty and the University.

1.4 Serve as the forum for sharing information and the discussion of Faculty matters.

2. Powers and Duties of a Faculty:

2.1. To make rules governing its proceedings, including the determining of the quorum necessary for the transaction of business.

2.2. To provide for student representation in the meetings and proceedings of the Faculty.

2.3. Subject to this Act and to the approval of the Senate, to make rules for the government, direction and management of the Faculty and its affairs and business.

2.4. To determine, subject to the approval of the Senate, the courses of instruction in the Faculty (i.e., approve program proposals and revisions, course outlines…).

2.5. Subject to an order of the President to the contrary, to prohibit lecturing and teaching in the Faculty by persons other than appointed members of the teaching staff of the Faculty and persons authorized by the Faculty, and to prevent lecturing or teaching so prohibited.

2.6. Subject to the approval of the Senate, to appoint for the examinations in each Faculty examiners, who, subject to an appeal to the Senate, must conduct examinations and determine the results.

2.7. To deal with and, subject to an appeal to the Senate, to decide on all applications and memorials by students and others in connection with their respective Faculties.

2.8. Generally, to deal with all matters assigned to it by the Board or the Senate.

2.9. To form committees, as it sees fit, for the conduct of its affairs and business, and to empower such committees, where advisable, to report directly to the appropriate committee(s) of Senate.

2.10. A general rule made by a Faculty is not effective or enforceable until a copy has been sent to the Senate and the Senate has given its approval.

2.11. The Faculty of Science and Horticulture will establish a Faculty Council to act on behalf of the Faculty as a whole.

3. Faculty Membership:

3.1. Membership of the Faculty of Science and Horticulture consists of:

3.1.1. All those employed within the Faculty as an instructor, lecturer, assistant professor, associate professor, professor, or in an equivalent position designated by the Senate (University Act, Definitions).

3.1.2. Dean of the Faculty, who is the Chair (University Act, 39(2)).

3.1.3. Associate Dean(s) of the Faculty.

3.1.4. President (University Act, 63(d)).

3.1.5. The Registrar, who is non-voting.

3.1.6. Instructional lab staff (lab instructors, lab supervisors, and instructional associates).

3.1.7. The Faculty membership may also include other members of the teaching staff of the Faculty or University as appointed by the Faculty in conformity with rules approved by Senate.

4. Conduct of Faculty Business:

4.1. A Vice-Chair of the Faculty shall be elected by the Faculty from among those employed within the Faculty as an instructor, lecturer, assistant professor, associate professor, or professor, or equivalent as designated by Senate, for a two-year term. Vice-Chairs may serve a maximum of three consecutive terms.

4.2. Robert’s Rules of Order shall govern the conduct of all Faculty meetings except as otherwise provided.

4.3. The Faculty shall have at least one regular meeting per academic year.

4.4. The Faculty meetings will be set and called jointly by the Chair and Vice-Chair of the Faculty.

4.5. Notice of regular meetings shall be sent to members of the Faculty at least 30 days in advance of a meeting.

4.6. In circumstances of urgency or at the special request of Faculty Council, extraordinary meetings of the Faculty may be called by the Chair or Vice-Chair at least seven days in advance.

4.7. The normal process of business at regular meetings of the Faculty shall be set by the Chair in consultation with other members of the Faculty.

4.8. Faculty and staff may add meeting agenda items by talking to the Chair.

4.9. The quorum for meetings of the Faculty shall be 30% of the eligible voters.


4.11. The majority required to pass a resolution shall be at least 50% plus one of the members voting, except in the case of adoption of or amendments to these Bylaws, when the majority required shall be at least two thirds of the members voting.

4.12. In circumstances of urgency or at the special request of Faculty Council, electronic notice of motions and electronic votes may be called by the Chair and/or Vice Chair. Electronic vote procedures will follow Senate policies for such.

4.13. Meetings of the Faculty shall normally be open to observers. The Faculty may decide, at any time, by a two thirds vote of those present and voting, that a whole meeting or any part of a meeting be held in camera.


4.15. Minutes of open meetings of the Faculty shall be recorded and distributed to the University.

4.16. All documents presented to the Faculty shall normally be regarded as public. Nevertheless, the Chair may declare a document confidential, in which case the document shall be made available in advance only to members of the Faculty and, if appropriate, the Senate.

5. Powers and Duties of Faculty Council of the Faculty of Science and Horticulture :

5.1. Faculty Council shall oversee the development of academic curricula and programs of the Faculty of Science and Horticulture, including but not limited to, establishing academic priorities, developing new programs and courses, initiating program and course revisions, considering the discontinuation of programs and courses, and recommending and initiating appeals of proceedings and decisions.

5.2. Make recommendations on academic matters to Senate and other University bodies.

5.3. Request and consider reports relating to the academic affairs of the Faculty of Science and Horticulture, of Senate Standing Committees, of Senate, and of the University.

6. Membership of the Faculty Council of Science and Horticulture:

6.1. Membership for the Faculty Council of Science and Horticulture consists of:

6.1.1. Dean of the Faculty (non-voting member).

6.1.2. Associate Dean(s) of the Faculty (non-voting member).

6.1.3. Senators of the Faculty (2) (non-voting members).

6.1.4. One elected representative representing all Institutes associated with the Faculty of Science and Horticulture (voting member).

6.1.5. Faculty representation will be determined by the number of Fulltime Equivalent (FTE) faculty in the department or stand-alone program. Smaller departments and stand-alone programs with fewer than five FTE faculty will share one representative. Current representation is shown below.

Department or Program

Number of representatives

Chemistry 2

Biology 2

Physics 2

Horticulture 2

Math 3

CADD 1

Small departments

1

6.1.6. Three members of the Lab Staff of the Faculty (one from each campus: Langley, Surrey, and Richmond).

6.1.7. Student representatives (2) at meetings and proceedings of the Faculty, in accordance with rules established by the Faculty (University Act, 40(b)).

6.2. Members of Faculty Council must endeavour to serve the interests of the entire Faculty to the best of their ability.

7. Selection of members for the Faculty Council of Science and Horticulture:

7.1. Any faculty member within a department or program who has a University appointment sufficient to serve for the term of the appointment can be elected to the Faculty Council.

7.2. Associate Deans must have an appointment as a faculty member in the Faculty in order to serve on the Faculty Council.

7.3. Faculty representatives will be nominated from each department or program and will be elected by votes from only faculty members of that department or program.

7.4. Lab staff in the Faculty of Science and Horticulture on each campus will nominate and elect a representative for that campus.

7.5. Directors of the Research Institutes affiliated with the Faculty of Science and Horticulture will nominate and elect a representative.

8. Membership terms for the Faculty Council of Science and Horticulture:

8.1. Elections will normally be held in the spring semester of each year. The terms will normally run from September 1 to August 31. Elections will normally be conducted by secret ballot.

8.2. The faculty, lab staff, and Research Institute membership terms on the Faculty Council will normally be two years.

8.3. In order to establish staggered membership and continuity of membership, at the first Faculty Council election, one member from each group of two or more will be elected for an extraordinary term of three years. In no case may the term exceed three years.

8.4. Students from the Faculty of Science and Horticulture will be elected by the student body of the Faculty of Science and Horticulture annually. Faculty Council will ensure that such elections occur.

8.5. Any member may resign from Faculty Council by giving the Chair notice in writing.

8.6. The seat of a member who leaves the constituency from which that member has been elected shall be declared vacant.

8.7. The use of alternates for voting members is not permitted.

8.8. In the event that a seat of a member becomes vacant, a replacement shall be elected or appointed according to the usual process as outlined in these Bylaws at the earliest possible date. Members so elected or appointed shall serve the remaining term of office of the incumbent, at which point the normal election or appointment process will be followed.

8.9. The seat of an elected or appointed member who fails to attend three meetings of Faculty Council between September 1 and August 31 may be declared vacant by the Chair.

9. Faculty Council Conduct of Business:

9.1. Faculty Council Chair and Vice Chair will be elected from the Faculty members listed according to the Table in 6.1.5. The election will normally occur on or about September 1, and the normal term will be two years, or a shorter term corresponding to the Chair or Vice Chair’s Faculty Council term.

9.2. The Chair is a voting member of Faculty Council.

9.3. The Chair may be removed by a two thirds majority vote of councilors present and voting at any duly called meeting of Faculty Council.

9.4. The Vice-Chair will fulfill the duties of the Chair in the Chair’s vacancy or absence and will assist in the performance of the Chair’s duties.

9.5. When necessary due to vacancy or absence of the Chair and Vice-Chair, the Dean shall serve as Chair pro-tem.

9.6. Robert’s Rules of Order shall govern the conduct of all Faculty Council meetings except as otherwise provided.

9.7. Faculty Council meetings may be conducted by videoconference and/or teleconference.

9.8. Faculty Council business conducted by email will follow Senate policies for such.

9.9. Faculty Council shall meet as necessary, but at least once a semester.

9.10. Council may, by a two-thirds majority vote, recommend to the Dean that an extraordinary meeting of the Faculty be called to address a matter forwarded by Council to the Faculty for decision or advice.

9.11. Meeting times (weekday, time, campus location, & possible dates) will be set once a year by Faculty Council in April for the following year. This schedule will include times for possible additional extraordinary meetings.

9.12. Notice of meetings shall be sent to members of the Faculty Council at least seven days in advance of a meeting.

9.13. In circumstances of urgency, extraordinary meetings may be called by the Chair or a quorum of Faculty Council.

9.14. The normal process of business at regular meetings of the Faculty Council shall be set by the Chair in consultation with members of the Faculty Council.

9.15. Through their representative on Faculty Council or the Chair, faculty and staff may request items to be added to the meeting agenda.

9.16. The quorum for the meetings be 50% plus 1 of the voting members with a further requirement that 50% plus 1 of the voting members present are representatives as outlined in 6.1.5.


9.18. The majority required to pass a resolution shall be at least 50% plus one of the members voting.

9.19. In the case of a tie, the two senators can vote. If still a tie, the motion is defeated as per 9.18 above.

9.20. Faculty Council may decide at any time, by majority vote of those present and eligible to vote, that a whole meeting or any part of a meeting be held in camera.


9.22. Minutes of open meetings of Faculty Council shall be recorded and distributed to the University.

9.23. All documents presented to Faculty Council shall normally be regarded as public. Nevertheless, the Chair may declare a document confidential, in which case the document shall be made available in advance only to members of Faculty Council and, if appropriate, the Senate.

9.24. Senate Bylaw No. 3, Conflict of Interest, applies.

9.25. From time to time Faculty Council may invite guests to make presentations to Council meetings and to answer questions related to their presentations.


10. Committees of Faculty Council for the Faculty of Science and Horticulture:

10.1. Faculty Council shall establish Standing Committees, and Special Purpose (or Ad-hoc) Committees as needed, consisting of members of faculty and/or non-members of faculty to conduct specified academic affairs of the Faculty.

10.2. Faculty Council has the right to delegate business to Standing Committees and Special Purpose Committees, which, in turn, can make recommendations to Faculty Council for consideration.

10.3. Committees of Faculty Council may establish subcommittees to deal with specific issues as they arise.

10.4. Committees of Faculty Council are restricted to making recommendations or filing reports on matters assigned, and may not assume any powers of Faculty Council unless they are expressly delegated within the Bylaws.

10.5. Standing Committees of Faculty Council will normally report directly to Faculty Council. Faculty Council may empower or delegate authority to Standing Committees to report or make recommendations of specified tasks directly to the appropriate committee(s) of Senate, or Senate itself. Only Standing Committees of Faculty Council can be delegated such authority.

10.6. Standing Committees will meet at least once per semester, or as required.

10.7. When recommending the establishment or elimination of a Standing Committee, or altering its membership or mandate, Faculty Council will seek the advice of the Standing Committee on Nominations and Governance, and make a recommendation to the Faculty for endorsement.

10.8. The Chair of each Standing Committee or Special Purpose Committee shall be responsible for establishing meeting agendas for the respective committee and distributing it to the members at least two days before the meeting.

10.9. Terms of Office for Standing Committee members shall normally be two years, unless specified otherwise elsewhere.

10.10. Members are eligible for re-election or reappointment.

10.11. Terms of office may be adjusted to ensure continuity of membership, and to correspond to terms of Faculty Council.

10.12. Quorum of any Committee shall be 50% plus one of the total voting members of that committee.

10.13. The use of alternates for voting committee members is not permitted.

10.14. The seat of an elected or appointed member who fails to attend three committee meetings between September 1 and August 31 may be declared vacant by the Chair.

10.15. Any committee member may resign from a committee by giving the Chair notice in writing. The committee seat of a member who leaves shall be declared vacant.

10.16. The committee seat of a member who leaves the constituency from which that member has been appointed shall be declared vacant.

10.17. The minutes of all Standing Committees and Special Purpose Committees shall be distributed to the University.

10.18. Robert’s Rules of Order establishes overall terms of conducting meetings except as otherwise provided.

10.19. Meetings may conducted by videoconference and/or teleconference.

10.20. Business conducted by email will follow Senate policies for such.

11. Standing Committees of Faculty Council for the Faculty of Science and Horticulture:

11.1. Notwithstanding 10.1 above, Faculty Council will seek recommendations and advice from the following:

11.1.1. Standing Committee on Nominating and Governance.

11.1.2. Standing Committee on Academic Planning and Priorities.

11.1.3. Standing Committee on Curriculum.

11.1.4. Standing Committee of Chairs and Program Coordinators.

11.1.5. Standing Committee on Scholarships and Awards.

11.1.6. Standing Committee on Teaching and Learning.

11.1.7. Standing Committee on Research.

12. Standing Committee on Nominations and Governance:

12.1. The members of the Standing Committee on Nominations and Governance are:

12.1.1. The Dean – ex-officio and non-voting.

12.1.2. The Associate Dean(s) – ex-officio and non-voting.

12.1.3. The Chair of Faculty Council – ex-officio and non-voting.

12.1.4. Three elected faculty members of the Faculty, consisting of at least one member from Science and at least one from Horticulture.

12.1.5. The three elected faculty are voting members.

12.2. A Chair is elected from within the three voting faculty members. The Chair retains his or her voting privilege. The Vice Chair of the Standing Committee of Nominations and Governance is the Chair of Faculty Council.

12.3. The Standing Committee on Nominations and Governance shall:

12.3.1. Advise Faculty Council on matters related to elections, including timelines for nominations, elections, and appointments as required to meet the needs of the Faculty, Faculty Council, Standing Committees and Special Purpose Committees.

12.3.2. Ensure vacancies are filled on Faculty Council, committees of Faculty Council, and representative committees of the University requiring representation from the

Faculty of Science and Horticulture by calling for nominations and overseeing the election process.

12.3.3. Advise Faculty Council and committees of Faculty Council on all matters related to the conduct of its business, its meetings, and its proceedings.

12.3.4. Advise Faculty Council on matters related to duties of members and conflict of interest.

12.3.5. Review regularly the Bylaws of the Faculty and provide advice to Faculty Council, which will make reference to the Faculty for approval.


12.3.7. Review at least once every three years the composition and terms of reference of committees.


13. Standing Committee on Academic Planning and Priorities:

13.1. Members of the Standing Committee on Academic Planning and Priorities are:

13.1.1. The Dean – voting member.

13.1.2. The Associate Dean(s) – voting members.

13.1.3. The Faculty Senators (2) – ex-officio and non-voting.

13.1.4. Two faculty members from horticulture and one faculty member from each of all other departments and programs – voting members.

13.2 A Chair and Vice-Chair are selected from within the voting members. Both retain their voting privilege.

13.3 The Standing Committee on Academic Planning and Priorities shall:

13.3.1. Advise Faculty Council on its educational plan and priorities of the Faculty.

13.3.2. Assume a leadership role in developing new programs and future academic directions of the Faculty of Science and Horticulture.

13.3.3. Review program reviews and action plans.

13.3.4. Advise Faculty Council on the establishment, revision or discontinuance of educational programs.

13.3.5. Establish sub-committees as needed to fulfill the Committee’s duties.


13.3.7. Advise Faculty Council on how research and scholarship fits with academic mission, planning and priorities of the Faculty, and make recommendations on how it might be facilitated.


14. Standing Committee on Curriculum:

14.1. The members of the Standing Committee on Curriculum are:



14.1.3. Faculty Senators – ex-officio and non-voting.

14.1.4. One faculty member from each department or program within the Faculty of Science and Horticulture– voting members.

14.1.5. An educational advisor – non-voting member.

14.1.6. A representative from the Office of the Registrar – non-voting.

14.1.7. The Dean or designated Associate Dean shall serve as Chair.

14.2. The Standing Committee on Curriculum shall:

14.2.1. Review, on a term basis or otherwise as needed, all course outlines (new and existing) within its jurisdiction, and exercise any delegated authority to forward all revisions directly for articulation (minor revisions) or to the appropriate Senate Standing Committee for approval with articulation request (new courses and substantial revisions).

14.2.2. Within the above process, review all aspects of calendar revision, program fit, credit assignment, requisites, learning outcomes, assessment structure, articulation, prior learning assessment processes, and teaching modality.

14.2.3. Advise Faculty Council on decisions on course discontinuance, and exercise any delegated authority to so advise the appropriate Standing Committee of Senate.

14.2.4. Assess and recommend courses for designations such as, but not limited to, “science,” “lab science,” “quantitative,” “writing intensive,” and “breadth” credit, and exercise any delegated authority to forward recommendations directly to the appropriate Standing Committee of Senate.

14.2.5. Submit major course revisions and new program proposals to Faculty Council for approval.

14.2.6. Review and critique annually the Educational Plan and Budget Summary for the next year drafted by the Standing Committee of Chairs and Program Coordinators.

14.2.7. Review and approve program concept and full proposals for all new and revised citation, diploma, associate degree and degree programs within Faculty jurisdiction, and forward outcome and recommendations to Faculty Council.

14.2.8. The Standing Committee on Curriculum may delegate these authorities to the subcommittees.

14.2.9. Perform other related duties as assigned by Faculty Council.


14.4. Each department or program within the Faculty of Science and Horticulture will form either a Standing Subcommittee on Curriculum or a procedure for curriculum review. Submissions

to the Standing Committee on Curriculum must first be reviewed by the department(s) or program (s) that is (are) responsible for the course or program curriculum.

14.4.1. In the event of cross-over of course/program content, the matter must be reviewed by all of the appropriate departments or programs to move forward.

15. Standing Committee of Chairs and Program Coordinators

15.1. The members of the Standing Committee of Chairs and Program Coordinators are:



15.1.3. The Chairs and Program Coordinators for the Faculty of Science and Horticulture.

15.2. The Dean or designated Associate Dean shall serve as Chair.

15.3. The Standing Committee of Chairs and Program Coordinators shall:

15.3.1. Draft the annual Educational Plan and budget requirements for the following academic year based on recommendations of the Standing Committee on Academic Planning and Priorities, factor in Standing Committee on Curriculum critique of the draft plan, and forward the plan to Faculty Council for approval, prior to the Dean’s submission for institutional review and approval.

15.3.2. Establish and approve annual capital and minor capital submission for institutional review and approval.

15.3.3. Establish the course timetable package by semester, if requested by the Dean or Associate Dean.

15.3.4. Hear requests and make decisions on all non-academic matters impacting the Faculty of Science and Horticulture.

15.3.5. Perform other related duties as requested by Faculty Council (academic matters) or by the Dean.


16. Standing Committee on Scholarships and Awards:

16.1. The members of the Standing Committee on Scholarships and Awards are:

16.1.1. The Dean or Associate Dean – voting members.

16.1.2. Four faculty fairly representing the broad scope of the Faculty of Science and Horticulture – voting members.

16.1.3. An educational advisor – voting member.

16.2. The committee shall elect a Chair from the faculty members.

16.3. The School of Horticulture may establish its own special committee to allocate awards and scholarships exclusive to horticulture students, and to organize their own celebration event.

16.4. The Standing Committee on Scholarships and Awards shall:

16.4.1. Nominate and assign scholarships and awards to deserving students according to criteria established by the donors.

16.4.2. Nominate and receive nominations for awards, scholarships, and accolades for faculty and staff within the Faculty of Science and Horticulture.

16.4.3. Nominate past faculty, community individuals, and nationally/internationally recognized and deserving recipients for honourary degrees and professor emeritus status at convocation.

16.4.4. Perform other related duties as assigned by the Dean or Faculty Council.

17. Standing Committee on Teaching and Learning:

17.1. The members of the Standing Committee on Teaching and Learning are:



17.2. The committee shall elect a Chair from the members.

17.3. The Standing Committee on Teaching and Learning shall:

17.3.1. Advise Faculty Council on how teaching and learning can be developed within the academic mission, planning and priorities of the Faculty, and make recommendations on potential funding allocations for Teaching & Learning.

17.3.2. Assess the application and results of emerging andragogy and technology to facilitate uptake within the faculty.

17.3.3. Create and curate a database of innovation in teaching practices relevant to the diverse needs of departments within the Faculty.

17.3.4. Encourage and help facilitate Faculty discourse on teaching and learning across the faculty, throughout the academy, and in the public realm.

18. Standing Committee on Research:

18.1. Definitions used by this committee

18.1.1. Research:

18.1.1.1. Is the collection, analysis, interpretation and synthesis of qualitative or quantitative information and data.

18.1.1.2. Involves results drawn from novel studies and/or existing bodies of knowledge.

18.1.2. A researcher:

18.1.2.1. Is actively involved in the design and execution of research.

18.1.2.2. Shares their results both with other researchers and the public through both peer-reviewed and non-peer reviewed publications and at conferences, workshops and other fora.

18.1.2.3. May contribute to the research community by reviewing and critiquing other’s work, serving as peer reviewers, mentoring graduate and undergraduate students and serving on graduate committees at KPU and at other institutions, and attending and/or organizing conferences and workshops around research topics.

18.1.2.4. Seeks funding both internally and externally and administers grants.

18.2. The members of the Standing Committee on Research are:



18.2.3. One representative from each Research Institute in the Faculty of Science and Horticulture – voting members.

18.3. The committee shall elect a Chair from the voting members.

18.4. The Standing Committee on Research shall:





Where thought meets ac tion

Proposed Changes toF aculty C ouncil B ylaws


Motion on floor

Adopt bylaw changes recommended by Faculty Council to:1. Clarify language intended to give Research Institutes a

representative on Faculty Council;2. Make “Professional Development” committees independent

of Faculty Council; and3. Add “Research” and “Teaching & Learning” as standing

committees of Faculty Council, with committee bylaws developed by their ad hoc predecessors.


Proposed Bylaw ChangesPurpose: Clarify language intended to give Research Institutes a representative on

Faculty CouncilBackground: Last year we voted to give Research Institutes a voice and vote on

Faculty Council• Added bylaw 6.1.4, stating that Faculty Council includes “One elected representative representing all

Institutes associated with the Faculty of Science and Horticulture (voting member).”Problem: Subsequent bylaws refer to the Institute for Sustainable Horticulture,

excluding the Institute for Sustainable Food Systems or any future Research Institutes created

Proposed changes:Article Previous New

7.5 Members of the Institute for Sustainable Horticulture will nominate and elect a representative.

Directors of the Research Institutes affiliated with the Faculty of Science and Horticulture will nominate and elect a representative.

8.2 The faculty, and lab staff, and Institute for Sustainable Horticulture membership terms on the Faculty Council will normally be two years.

The faculty, lab staff, and Research Institute membership terms on the Faculty Council will normally be two years.


Proposed Bylaw ChangesPurpose: Make “Professional Development” standing committees independent of

Faculty CouncilBackground: The Collective Agreement negotiated between KPU and the KFA

states that Faculty Professional Development funds will be administered by two elected committees of Faculty within Science and Horticulture

1. The Horticulture PD committee administers PD funds to faculty in the Greenhouse Production, Turf Management, Landscape Design and Maintenance, Plant Health, Urban Ecosystems, Horticulture Apprenticeship, and Brewing programs.

2. The Science PD committee administers PD funds to faculty in the Biology, Chemistry, Physics and Applied Science, Mathematics, Computer Aided Drafting and Design, Environmental Protection Technology, Sustainable Agriculture, and Health Sciences programs.

Problem: The PD Committees have traditionally acted independently, but current bylaws state that they report to Faculty Council. Faculty Council membership is not restricted to Faculty, so it cannot direct disbursement of Faculty PD funds.

Proposed change: Strike bylaws 11.1.5 and 16


Articles to remove from bylawsArticle Previous

11.1.5 Standing Committee on Professional Development

16 Standing Committees on Professional Development:16.1 A separate committee exists for each of Science and Horticulture.16.2 The members of the Standing Committee on Professional Development are:

16.2.1 The Dean or Associate Dean(s) – ex-officio, non-voting.16.2.2 Faculty chosen by each department/program within Science and as chosen from within Horticulture – voting members.

16.3 Each committee Chair is elected from the voting members.16.4 The Standing Committees on Professional Development shall:

16.4.1 Establish a fair and equitable process for allocating PD funds.16.4.2 Review and approve all requests for PD funding from faculty within their jurisdiction, within the budget allocated annually.16.4.3 Request and review faculty summaries of the activities for which they were granted PD funds.16.4.4 Encourage and help organize Faculty colloquia and seminars related to professional development achievements.16.4.5 Assist with the distribution of information on PD opportunities to faculty.


Proposed Bylaw changes

Purpose: Add “Research” and “Teaching & Learning” as standing committees of Faculty Council

Background: Senate recently added new standing committees on “Research” and “Teaching and Learning.” Faculty Council established analogous ad hoc committees in 2017 and now plans to make thes e s tanding committees .

P ropos ed changes :• Add bylaws 11.1.6 & 17 S tanding C ommittee on Teaching and

Learning• Add bylaws 11.1.7 & 18 S tanding C ommittee on R es earch


Articles to add to bylaws

17 Standing Committee on Teaching and Learning:17.1 The members of the Standing Committee on Teaching and Learning are:

17.1.1 The Dean or Associate Dean(s) – ex-officio, non-voting.17.1.2 Five representatives on behalf of the broad scope of the Faculty of Science and Horticulture –

voting members.17.2 The committee shall elect a Chair from the members.17.3 The Standing Committee on Teaching and Learning shall:

17.3.1 Advise Faculty Council on how teaching and learning can be developed within the academic mission, planning and priorities of the Faculty, and make recommendations on potential funding allocations for Teaching & Learning.

17.3.2 Assess the application and results of emerging andragogy and technology to facilitate uptake within the faculty.

17.3.4 Create and curate a database of innovation in teaching practices relevant to the diverse needs of departments within the Faculty.

17.3.5 Encourage and help facilitate Faculty discourse on teaching and learning across the faculty, throughout the academy, and in the public realm


Articles to add to bylaws18 Standing Committee on Research:

18.1. Definitions used by this committee18.1.1. Research:

18.1.1.1.Is the collection, analysis, interpretation and synthesis of qualitative or quantitative information and data.

18.1.1.2.Involves results drawn both from novel studies and/or existing bodies of knowledge.18.1.2. A researcher:

18.1.2.1.Is actively involved in the design and execution of research.18.1.2.2.Shares their results both with other researchers and the public through both peer-

reviewed and non-peer reviewed publications and at conferences, workshops and other fora.

18.1.2.3.May contribute to the research community by reviewing and critiquing other’s work, serving as peer reviewers, mentoring graduate and undergraduate students and serving on graduate committees at KPU and at other institutions, and attending and/or organizing conferences and workshops around research topics.

18.1.2.4.Seeks funding both internally and externally and administers grants.


Articles to add to bylaws18 Standing Committee on Research:

18.2.The members of the Standing Committee on Research are:18.2.1. The Dean or Associate Dean(s) – ex-officio, non-voting.18.2.2. Five representatives on behalf of the broad scope of the Faculty of Science and Horticulture –

voting members.18.2.3. One representative from each Research Institute in the Faculty of Science and Horticulture – voting

members.18.3.The committee shall elect a Chair from the voting members.18.4.The Standing Committee on Research shall:






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Agenda Item: AC 13 Qualifications for Faculty Members: Faculty of Health

Action Requested:



THAT Senate approves the amended AC 13 Qualifications for the Faculty of Health programs.


On October 1, 2018, the Senate Governance and Nominating Committee recommended that Senate approves the amended AC 13 Qualifications for the Faculty of Health programs.


The Faculty of Health is seeking Senate Governance Committee approval and recommendation to KPU Senate for the proposed HCAP, HAUC, HFC, BPN, BSN-AE and TCM additions to the AC13 Minimum Qualifications.

Key Messages: Updated AC13 Minimum Qualifications per Faculty of Health Faculty Council Vote in favor of the edits and additions.

Consultations: Faculty of Health Faculty Council, August 2018

Attachments: Minimum Qualifications – Faculty Positions – proposed edits

Submitted by: Dr. David Florkowski, Dean, Faculty of Health Dr. Harjit Dhesi, Associate Dean, Faculty of Health Laurel Tien, Faculty of Health Faculty Council Chair


Minimum Qualifications – Faculty Positions Page 1 of 2

Minimum Qualifications – Faculty Positions – proposed edits

Health Care Assistant Program (HCAP)

Bachelor’s Degree (Master’s preferred)

Eligible for practicing membership with BCCNP with no limits, no conditions, no terms.

Related work experience

Health Unit Coordinator (HUC)

Health Unit Coordinator certificate and provincial instructor diploma or diploma in nursing (Master’s preferred)

Eligible for practicing membership with applicable regulatory body (if applicable) with no limits, no conditions, no terms.

Post-secondary teaching preferred

Minimum of 5 years’ experience as a Health Unit Clerk or nurse in an acute hospital setting

Health Foundations (HEAL)

Bachelor's Degree in an applicable field (Master’s degree preferred)


3 years applicable teaching experience in topic area

Minimum 3 years applicable work experience

BPN Lab: Bachelor's Degree BPN/BSN (Master’s degree preferred) Theory: Master’s Degree (PhD Preferred)




Minimum Qualifications – Faculty Positions Page 2 of 2

TCM-AD TCM-related courses: Master’s Degree or Doctor of TCM Other courses: Master’s Degree in an applicable field or Doctor of TCM/Doctor of Medicine/Complementary and Alternative Medicine



TCM-related courses: Minimum 5 years applicable work experience Other courses: Minimum 3 years applicable work experience

BSN-AE Lab: Bachelor's Degree BPN/BSN with Masters in progress (Master’s degree preferred) Theory: Masters Degree (PhD Preferred)




SENATE

Agenda Item: 7.3 Meeting Date: October 29, 2018 Presenter: Patrick Donahoe

Agenda Item: Search Advisory Committee: Associate Dean, School of Business

Action Requested:



THAT Senate appoints the following replacement member to Search Advisory Committee for the appointment of the Associate Dean, School of Business:

Regular faculty member: Pamela Ip, Marketing


On August 9, 2018, the Senate Executive Committee, acting on behalf of Senate approved the following members to the Search Advisory Committee for the appointment of the Associate Dean, School of Business:

• Regular faculty members

Wiktor Tutlewski, Business

Lindsay Clayton, Accounting

Catriona Eigenfeldt, Accounting

• Student Senator

Rawan Ali

Catriona Eigenfeldt, Accounting, has resigned from the committee.


In accordance with Policy HR20, Search Advisory, Appointment and Re appointment of Senior Academic Administrator Positions, and its associated Procedures, Senate is required to appoint faculty members and a student to the Search Advisory Committee (SAC).

Search Advisory Committees for Associate Deans Senate needs to appoint the following members:

i) regular faculty members, two of whom are appointed by the Kwantlen Faculty Association and others appointed by the Senate to ensure representation by the Faculty of the Dean, up to a maximum of eight faculty ii) one student, preferably a Senator, appointed by the Senate appointed by the Chair

From Section A., subsection 1.c) and d) of the HR20 Procedures:

c) For all the SACs referred to in this policy, faculty appointed by Senate will be based on recommendations from the Senate Nominating Committee in consultation with each Faculty Council to ensure appropriate representation, taking into account Faculty representatives appointed by the KFA.

d) The membership of the SAC, once established, will be made public to the university community by the SAC Chair.

Key Messages:

1. The Committee needs to:

a. consult with the School of Business Faculty Council

b. select members to ensure a wide representation across the Faculty

c. recommend to Senate a student, preferably a Senator

d. consider the nominations from the Kwantlen Faculty Association to ensure appropriate representation across the School of Business

2. Kwantlen Faculty Association nominations:

a. Panteli Tritchew, Applied Communications

b. Anita Braaksma, Accounting

Consultations: School of Business Faculty Council

Attachments:

1. 2018 06 20 Memo: Search for Associate Dean

2. HR 20, Search Advisory, Appointment and Reappointment of Senior Academic Administrator Positions Policy

3. HR 20, Search Advisory, Appointment and Reappointment of Senior Academic Administrator Positions Procedures

Submitted by: Rita Zamluk, Administrative Assistant, University Senate


https://www.kpu.ca/sites/default/files/Policies/HR20%20Search%20Advisory%2C%20Appointment%20and%20Re-Appointment%20of%20Senior%20Academic%20Administrator%20Positions%20Policy.pdf

https://www.kpu.ca/sites/default/files/Policies/HR20%20Search%20Advisory%2C%20Appointment%20and%20Re-Appointment%20of%20Senior%20Academic%20Administrator%20Positions%20Policy.pdf

https://www.kpu.ca/sites/default/files/Policies/HR20%20Search%20Advisory%2C%20Appointment%20and%20Re-Appointment%20of%20Senior%20Academic%20Administrator%20Positions%20Procedure.pdf

https://www.kpu.ca/sites/default/files/Policies/HR20%20Search%20Advisory%2C%20Appointment%20and%20Re-Appointment%20of%20Senior%20Academic%20Administrator%20Positions%20Procedure.pdf

SENATE Agenda Item: 7.4.1 Meeting Date: October 29, 2018 Presenter: Patrick Donahoe

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Agenda Item: Committee Membership Update: Office of the Registrar Roles

Action Requested:



THAT Senate approves the alignment of Office of the Registrar membership roles in the Senate Standing Committees.


On October 1, 2018 the Senate Governance and Nominating Committee recommended that Senate approves the alignment of Office of the Registrar membership roles in the Senate Standing Committees.


Currently the Office of the Registrar holds the following roles on Senate Standing Committees:

S Governance and Nominating Committee

1. University Registrar or designate,

2. Associate Registrar, Senate and Curriculum

SSC Academic Planning and Priorities

Associate Registrar, Admissions and Enrolment Services

SSC Curriculum

1. University Registrar,

2. Representative, Office of the Registrar

SSC Policy Review

Registrar or designate

SSC Program Review

Representative, Office of the Registrar

SSC Tributes

Representative, Office of the Registrar

The University Registrar wants to update these roles to be represented as follows:

S Governance and Nominating Committee


2. University Registrar or designate

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SSC Academic Planning and Priorities

University Registrar or designate

SSC Curriculum


2. University Registrar or designate

SSC Policy Review


SSC Program Review


SSC Tributes


Key Messages:

This update will:

1. Provide flexibility when scheduling representatives from the Office of the Registrar to attend committee meetings

2. Create greater efficiency in the administration of Senate Standing Committee membership by providing consistency across all committees

3. Prevent the use of outdated titles

Submitted by: Zena Mitchell, University Registrar



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Agenda Item: Committee Membership Update: Associate Vice-President, Research

Action Requested:



THAT Senate approves the change of name of the Associate Vice-President, Research non-voting membership role in the Senate Standing Committee on Academic Planning and Priorities.


On October 1, 2018, the Senate Governance and Nominating Committee recommended that Senate approves the change of name of the Associate Vice-President, Research non-voting membership role in the Senate Standing Committee on Academic Planning and Priorities.


The Administrative Assistant, University Senate, wants to update this non-voting role on the SSC Academic Planning and Priorities to be represented as: “Associate Vice-President, Research, or designate”.

Doing so aligns the names of the non-voting roles held by the Associate Vice-President, Research currently titled as:

SSC Academic Planning and Priorities: Associate Vice-President, Research and Scholarship

SSC Teaching and Learning: Associate Vice-President, Research, or designate

Key Messages:

This update will:

1. Increase clarity of who can fill the role

2. Create greater efficiency in the administration of Senate Standing Committee membership by providing consistency across all committees




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Agenda Item: Committee Membership Update: Provost Roles

Action Requested:



THAT Senate approves the addition of the word “designate” to the non-voting Provost membership roles in the Senate Standing Committees.


On October 1, 2018, the Senate Governance and Nominating Committee recommended that Senate approves the addition of the word “designate” to the non-voting Provost membership roles in the Senate Standing Committees.


With the exception of the Deputy Provost role, the Administrative Assistant, University Senate, wants to update the non-voting Provost roles on Senate Standing Committees to include “or designate” in the title.

Key Messages:

This update will:

1. Retain the position of Deputy Provost

2. Create greater flexibility for the Provost to appoint additional members to Senate Standing Committees

3. Create greater efficiency in the administration of Senate Standing Committee memberships by providing consistency in membership titles across all committees

Attachments: 2018 09 17 Committee Titles of Provost Roles



Current and Proposed Titles of Provost Roles on Senate Standing CommitteesOctober 29, 2018

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COMMITTEE NAME CURRENT TITLEVOTING/NON-VOTING SUGGESTED NEW TITLE

SSC Curriculum Provost and Vice-President, Academic NV Provost and Vice-President, Academic or designateSSC Library Provost and Vice-President, Academic NV Provost and Vice-President, Academic or designateSSC Policy Review Provost and Vice-President, Academic NV Provost and Vice-President, Academic or designateSSC Program Review Provost and Vice-President, Academic NV Provost and Vice-President, Academic or designateSSC Academic Planning and Priorities Vice-Provost, Students NV Vice-Provost, Students or designateSSC Academic Planning and Priorities Vice-Provost, Teaching and Learning NV Vice-Provost, Teaching and Learning, or designateSSC Curriculum Vice-Provost, Teaching and Learning NV Vice-Provost, Teaching and Learning, or designateSSC Policy Review Deputy Provost NV no changeSSC University Budget Deputy Provost NV no changeSSC Curriculum Deputy Provost V no changeSSC Program Review Deputy Provost V no changeS Executive Committee Provost and Vice-President, Academic V no changeSSC Tributes Provost and Vice-President, Academic V no changeS Governance Nominating Committee Provost and Vice-President, Academic or designate NV no changeSSC Academic Planning and Priorities Provost and Vice-President, Academic or designate NV no changeSSC University Budget Provost and Vice-President, Academic or designate NV no changeSSC Appeals Provost and Vice-President, Academic or designate (Chair) V no changeSSC Teaching and Learning Vice-Provost, Teaching and Learning V no changeSSC Tributes Vice-Provost, Teaching and Learning V no changeSSC Research Vice-Provost, Teaching and Learning, or designate NV no change


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Agenda Item: Committee Mandate Revision: Senate Governance and Nominating Committee

Action Requested:



THAT Senate approves the addition of the statement, “Advise Senate on matters related to minimum qualifications of faculty members” to the mandate of the Senate Governance and Nominating Committee.


Annually during October, the Senate Governance and Nominating Committee asks that Senate Standing Committees review their mandates and membership composition.

On October 1, 2018, the Senate Governance and Nominating Committee recommended that Senate approves the addition of the statement, “Advise Senate on matters related to minimum qualifications of faculty members” to the mandate of the Senate Governance and Nominating Committee.

Background and Context

The University Act, states, “

35.2.6 The senate of a special purpose, teaching university must advise the board, and the board must seek advice from the senate, on the development of educational policy for the following matters:

(i) the qualifications for faculty members;

Section 40 A Faculty has the following powers and duties:

(e) Subject to an order of the president to the contrary, to prohibit lecturing and teaching in the faculty by persons other than appointed members of the teaching staff of the faculty and persons authorized by the faculty, and to prevent lecturing or teaching so prohibited

(f) Subject to the approval of the senate, to appoint for the examinations in each faculty examiners who, subject to an appeal to the senate, must conduct examinations and determine the results;

AC 13: Qualifications for Faculty members Policy and procedures distinguish the roles of Senate and administrative divisions as follows:

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Lists of general qualifications for all initial appointments to faculty positions within any educational administrative division require Senate approval; however, determinations of required credentials, scholarly experiences and areas of expertise necessary for specific faculty appointments and assignments are the purview of the educational administrative divisions and their search committees.

To date, no Senate Standing Committee mandate includes advising Senate on qualifications for faculty members. In practice, the Senate Governance and Nominating Committee reviews faculty qualifications submitted by Faculties for approval by Senate.

Key Messages: Adding the review of faculty qualifications to the mandate of the Senate Governance and Nominating Committee aligns the committee’s mandate with current practice.

Attachments: SGNC Current and Proposed Mandate 2018 10 01

Submitted by: Patrick Donahoe, Chair, Senate Governance and Nominating Committee


MANDATE REVISION

Senate Governance and Nominating Committee

1

CURRENT, October 1, 2018

1. Advise Senate on all matters related to the ways it conducts the business of Senate, its meetings and its proceedings

2. Ensure that nominations are made for all elections for Senate 3. As directed by Senate, nominate members to serve on Senate committees and Senate

Selection/Search Advisory Committees 4. Coordinate the work of Senate committees, especially where consultation between standing

committees is required 5. Review regularly the by-laws of Senate and recommend revisions to Senate 6. Advise Senate on matters related to duties of members and conflict of interest 7. Advise Senate on procedures for the recommendation and selection of candidates for president,

deans, librarians, the registrar and other senior academic administrators 8. Advise Senate on matters related to Senate and Board of Governors elections 9. Review at least once every three years the configuration of standing committees of Senate, their

membership, terms of reference, and their consultation and reporting relationships, and propose to Senate any recommendations for change

10. Establish such subcommittees as needed to fulfill the Committee's responsibilities 11. Other duties as assigned by Senate

PROPOSED

1. Advise Senate on all matters related to the ways it conducts the business of Senate, its meetings and its proceedings

2. Ensure that nominations are made for all elections for Senate 3. As directed by Senate, nominate members to serve on Senate committees and Senate

Selection/Search Advisory Committees 4. Coordinate the work of Senate committees, especially where consultation between standing

committees is required 5. Review regularly the by-laws of Senate and recommend revisions to Senate 6. Advise Senate on matters related to duties of members and conflict of interest 7. Advise Senate on procedures for the recommendation and selection of candidates for president,

deans, librarians, the registrar and other senior academic administrators 8. Advise Senate on matters related to Senate and Board of Governors elections 9. Advise Senate on matters related to minimum qualifications of faculty members 10. Review at least once every three years the configuration of standing committees of Senate, their

membership, terms of reference, and their consultation and reporting relationships, and propose to Senate any recommendations for change

11. Establish such subcommittees as needed to fulfill the Committee's responsibilities 12. Other duties as assigned by Senate

SENATE Agenda Item: 8.1 Meeting Date: October 29, 2018 Presenter: David Burns

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Agenda Item: Role of Senate in Budget Assessment and 2019 / 2020 Key Dates

Action Requested:



THAT Senate approves the revised Role of Senate in Budget Assessment and 2019 / 2020 Key Dates document and forwards to KPU Finance for inclusion in their planning documents.


On September 28, 2018 the Senate Standing Committees on Academic Planning and Priorities and on University Budget recommended that Senate approves the revised Role of Senate in Budget Assessment and 2019 / 2020 Key Dates document and forward to KPU Finance for inclusion in their planning documents.


University Act, Section 62 (2): The president must prepare and submit to the board an annual budget in consultation with the appropriate standing committee of the senate.

SSC Academic Planning and Priorities Mandate: Advise the Senate Standing Committee on the University Budget on the academic priorities for the allocation of funds.

SSC University Budget Mandate: On behalf of Senate, and in consultation with the Senate Standing Committee on Academic Planning and Priorities, advise the President and Vice-Presidents on the review and development of academic budgetary priorities, major capital plans, and the allocation of funds.

On May 28, 2018 Senate approved the Senate Budget Development Process and 2019 / 2020 Key Dates and forwarded the document to KPU Finance for inclusion in their planning documents.

Further review and input from KPU Finance resulted in clarification and simplification of Senate’s role in the KPU Finance Budget Development Process.

The attached documents highlight the changes.

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Key Messages:

1. The name of the document has changed from “Senate Budget Development Process” to “Senate Budget Assessment Process”.

2. The timeline for the assessment is extended to February, 2019

3. An additional review of the draft budget has been incorporated into the assessment process.

Consultations:

1. Jane Fee, Chair, Senate Standing Committee on Academic Planning and Priorities

2. David Burns, Chair, Senate Standing Committee on University Budget

3. Wendy Ip, Director, Financial Planning, Reporting, and Assurance

Attachments:

1. 2018 05 22 Senate Development Process and 2019_2020 Key Dates – Senate Approved

2. 2018 09 28 Senate Assessment Process and 2019_2020 Key Dates



Italicized words indicate words changed in next version, "Role of Senate in Budget Assessment". KPU Executive SSCUB / SSCAPP 2018 / 2019 Dates Notes

May

Meets with SSC Academic Planning and Priorities and SSC University Budget to review allocation of budget to meet priorities set in 2018 / 1019 Budget Endorsement Memo.

SSCAPP / SSCUB form working groups to draft: b. principles and criteria for budgetc. initial budget priorities

May 11, 2018 SSCAPP May 18, 2018 Joint meetingMay 28, 2018 Senate

For this year only, SSCAPP_SSCUB will ask Senate to approve the Senate Budget Development Process and Key Dates in May.

In subsequent years, SSCAPP_SSCUB will ask Senate to approve these documents in January, for inclusion in the Senate meeting dates going forward for approval to the Senate Governance Committee in February.

June3. President receives initial budget priorities from Senate

1. SSCAPP / SSCUB recommend that Senate approves:a. principles and criteriab. initial priorities

2. Senate approves principles and criteria , and initial budget priorities and forwards to President.

June 8, 2018 Joint meetingJune 15, 2018 SSCUBJune 25, 2018 Senate

For this year, KPU Executive will provide the initial priorities to the joint meeting for review on June 8, 2018.

JulyAugust

SeptemberSSCAPP / SSCUB meet to frame the budget presentations.

September 7, 2018 SSCUBSeptember 14, 2018 SSCAPPSeptember 28, 2018 Joint Meeting

Joe Sass from KPU Finance will assist SSCAPP /SSCUB frame the budget presentations on September 28, 2018.

October Attend Budget presentations

October 12, 2018October 19, 2018October 26, 2018 SSCAPP and SSCUB members attend the presentations.

November

SSCUB / SSCAPP receives pro forma budget from KPU Finance; confirms list of principles and criteriaconfirms list of priorities

Senate confirms final list of prioritiesSenate confirms final list of principles and criteria

November 9, 2018 SSCUBNovember 16, 2018 Joint meetingNovember 23, 2018 SSCAPPNovember 26, 2018: Senate confirms list of principles, criteria, and priorities SSCAPP, SSCUB and Senate receive pro forma budget

December President receives final list of priorities from Senate. Senate approves draft budget

December 7, 2018 SSCUBDecember 14, 2018 SSCAPPDecember 17, 2018 Senate

January

January 11, 2019: * SSCUB / SSCAPP collect feedback from members, form a writing group to draft budget endorsement letter* Review the draft key dates for the 2020 / 2021 Senate Budget Development Process

January 18, 2019: *Joint meeting to review draft memo and send memo to Senate for endorsement and forwarding to Board of Governors before going forward to Senate for approval*Approve final dates for 2020 / 2021 budget development process and forward to Senate Office for inclusion in 2019 / 2020 Senate Meeting Date Calendar that goes forward to the Senate Goverance Committee 3. Senate sends Budget Endorsement Memo

to Board of Govenors

January 11, 2019 Joint MeetingJanuary 18, 2019 Joint MeetingJanuary 25, 2019 Joint Meeting (Reserved - may not be needed)January 28, 2019 Senate

Put joint meeting on the second Friday of January to ensure work is done before going to Senate January 2019. The third week can be used if needed.

February

Senate Governance Committee and Senate approve 2019 / 2020 Senate Meeting Calendar that includes the budget development key dates.

MarchApril

ROLE OF SENATE IN BUDGET DEVELOPMENT

Note: The underlied words indicate changes from previous version

KPU Executive SSCUB / SSCAPP ("Joint Committee") Senate 2018 / 2019 Meeting Dates Notes

May

Meets with SSC Academic Planning and Priorities and SSC University Budget to review allocation of budget to meet priorities set in 2018 / 1019 Budget Endorsement Memo.

SSCAPP / SSCUB form working groups to draft: b. principles for budgetc. initial budget priorities

May 18, 2018: Joint CommitteeMay 28, 2018: Senate

June3. President receives Senate endorsement of initial priorities

1. SSCAPP / SSCUB recommend that Senate endorses:a. principlesb. initial priorities received from President

2. Senate endorses principles and initial budget priorities and forwards to President.

June 8, 2018: Joint CommitteeJune 25, 2018: Senate

JulyAugust

September SSCAPP / SSCUB meet to provide framework on the budget presentations. September 28, 2018: Joint CommitteeJoe Sass from KPU Finance will assist SSCAPP /SSCUB to provide framework on the budget presentations on September 28, 2018.

OctoberAttend DRAFT Budget Request Presentations from Services and Admin Business Areas, and KPU Faculties

October 19, 2018: Joint Committee (Attend Presentations)October 26, 2018: Joint Committee (Attend Presentations) SSCAPP and SSCUB members attend the presentations.

NovemberPresident receives final list of priorities from Senate.

Reviews budget requests and confirms alignment with principles and prioritiesConfirms final list of principles and priorities

Senate confirms final list of prioritiesSenate confirms final list of principles

November 9, 2018: SSCUBNovember 16, 2018: Joint CommitteeNovember 23, 2018: SSCAPPNovember 26, 2018: Senate

December

December 7, 2018: SSCUBDecember 14, 2018: SSCAPPDecember 17, 2018: Senate

January

*KPU Finance presents draft KPU budget to joint committees* SSCUB / SSCAPP collect feedback from members, form a writing group * SSCUB / SSCAPP reviews Senate Budget Assessment Process for 2020 / 2021

Senate approves Senate Budget Assessment Process for 2020 / 2021

January 11, 2019: SSCUBJanuary 18, 2019: Joint CommitteeJanuary 28, 2019: Senate

February

*KPU Finance presents Final KPU budget to SSCUB/SSCAPP Joint Committees* SSCUB / SSCAPP collect feedback from members. Writing group drafts final budget endorsement letter* SSCUB / SSCAPP reviews draft endorsement letter and forwards to Senate

Senate endorses final budget and approves final budget endorsement letter.

February 8, 2019: Joint CommitteeFebruary 15, 2019: Joint CommitteeFebruary 25, 2019: Senate

February 28, 2019: Deadline for submission of Budget Endorsement Memo to Board of Governors.

March April

ROLE OF SENATE IN BUDGET ASSESSMENT

SENATE Agenda Item: 9.1 Meeting Date: October 29, 2018 Presenter: Jane Fee

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Agenda Item: Program Concept: Bachelor of General Studies

Action Requested:



THAT Senate endorses the concept paper for the Bachelor of General Studies and recommends that the Board of Governors approves developing the full program proposal.


On September 28, 2018 the Senate Standing Committees on Academic Planning and Priorities and on University Budget recommended that Senate endorses the concept paper and recommends approval to the Board of Governors to proceed with development of the full program proposal.


The proposed Bachelor of General Studies (BGS) degree is a 120-credit program. The proposed degree allows students to create a flexible, interdisciplinary degree program customized to suit their own intellectual and academic interests and career goals. Students can enter the BGS degree program directly with no previous university experience, or after having completed credits or certificates, diplomas, and associate degrees at KPU or other accredited post-secondary institutions through transfer credit. Students can then use these credentials and credits to accumulate credits toward the proposed degree. The proposed degree also accepts competency based PLAR (prior learning assessment and recognition) to give recognition to work experience and/or non-traditional educational experiences. This is the most flexible degree program KPU offers making it ideal for those who have taken a non-linear path to education or have extensive work

experience, and wish to complete a Bachelor’s degree. This degree is particularly targeted to KPU students, adult students over the age of 25, and transfer students who do not currently have a degree.

Key Messages:

1. The proposed BGS degree program builds on KPU’s tradition of laddering to allow students flexible options and recognition for previous learning. KPU offers all learners opportunities to achieve success in a diverse range of programs that blend theory and practice, critical understanding

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and social and ethical awareness necessary for citizenship and rewarding careers.

2. BC’s K-12 New Curriculum and KPU’s new Academic Plan 2023 emphasize the student as an active participant in his or her own learning process. Many of the courses taken within the proposed BGS degree are now being revised and developed so that students will demonstrate and curate their own learning through the use of an e-portfolio, and adult learners, in particular, will have an opportunity to engage in a degree completion program that is innovative, embodying current, relevant, and applied educational theory and practice.

3. The proposed BGS degree program with its open curricular structure supports KPU’s strategic goal of meeting the educational needs of the region’s diverse population. This will develop flexible pathways for degree completion through the new KPU Complete initiative which will be especially important for working adults struggling to balance jobs, families, and education. The proposed BGS degree program will also be an exemplar of elements of contemporary education that echo the digital transformation in the choice of delivery of some courses through online and blended learning, as well as courses with no textbook fees for students (OER Initiative).

Resource Requirements:

There are no additional resource requirements needed, given that the proposed BGS degree program will utilize existing courses and resources across the university.

Implications / Risks: Overall, the evidence suggests that there will be very good demand

Consultations:

1. Arts Subcommittee on Academic Planning and Priorities (ASCAPP)

2. Arts Subcommittee on Curriculum (ASCC)

3. Arts Faculty Council (AFC)

4. Polytechnic University Executive (PUE)

5. Senate Standing Committee on Academic Planning and Priorities (SCAPP)

6. Senate Standing Committee on University Budget (SSCUB)

Attachments:

1. Concept proposal

2. Feasibility assessment

3. Ministry of Advanced Education Stage 1 Review for New Degree Proposals

Submitted by: Dr. Faith Auton-Cuff, Associate Dean, Faculty of Arts

Date submitted: October 5th, 2018

Proposal for Kwantlen Polytechnic University Faculty of Arts Bachelor of General Studies Degree 2018

Prepared by: Dr. Faith Auton-Cuff; Dr. Diane Purvey

Bachelor of General Studies Proposal

Table of Contents

Budgetary Impact of Curriculum ............................................................................................. 1

Budgetary Cost & Revenue Exemption Letter ......................................................................... 8

Library Impact Assessment .................................................................................................. 11

IAP Feasibility Assessment Request & Feasibility Assessment Report .................................... 12

Stage 1 Review for New Degree Proposals............................................................................ 42

CONCEPT PAPER Bachelor General Studies

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Budgetary Impact of Curriculum This form is to be used for proposed degree programs that are going to Senate for approval. Please submit the completed concept paper, including all supplementary documentation, to the Senate Office at [email protected] at least two weeks before the next meeting of the Senate Standing Committee on Academic Planning and Priorities. For more information on how to complete this concept form, or to submit a completed concept paper for approval by Senate and the Board, please contact the Vice Chair of Senate.

Please include the following completed documents:

Impact of Curriculum Proposal Form

Cost and Revenue Form Institutional Analysis and Planning Program Feasibility Assessment Request Form Library Impact Assessment Ministry of Advanced Education Stage 1 Review for New Degree Proposals Template, including

Feasibility assessments provided by Institutional Analysis and Planning (Note: For new Minors without a cognate Major, the Stage 1 Review Template is not required. However, the Institutional Analysis and Planning Program Feasibility Assessment Report is still required.)

CONTACT INFORMATION Faculty: Faculty of Arts

Department:

Developer: Dr. Faith Auton-Cuff,

Associate Dean

Phone: 604-599-3076

Email: [email protected]

Dean: Dr. Diane Purvey Phone: 604-599-2052

Email: [email protected]

PROGRAM INFORMATION Name of proposed program (include all related programs, such as minors):

Bachelor of General Studies

mailto:[email protected]




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SUMMARY OF THE PROPOSED PROGRAM

Please provide a brief summary of the proposed program (250 words max): The proposed Bachelor of General Studies (BGS) degree is a 4-year, 120-credit program. The proposed degree allows students to create a flexible, interdisciplinary degree program customized to suit their own intellectual and academic interests and career goals.1 Students can enter the BGS degree program directly with no previous university experience, or after having completed credits or certificates, diplomas, and associate degrees at KPU or other accredited post-secondary institutions through transfer credit. Students can then use these credentials and credits to accumulate credits toward the proposed degree. The proposed degree also accepts competency based PLAR (prior learning assessment and recognition) to give recognition to work experience and/or non-traditional educational experiences. This is the most flexible degree program KPU offers making it ideal for those who have taken a non-linear path to education or have extensive work experience, and wish to complete a Bachelor’s degree. This degree is particularly targeted to KPU students, adult students over the age of 25, and transfer students who do not currently have a degree.

Graduates of the proposed program are expected to have:

• Effective written and oral communication skills• Effective team and interpersonal skills• Ability to think critically, problem solve, and apply mathematical and scientific reasoning• An understanding of the scientific and natural world and the ability to use technology• A sense of social responsibility and citizenship and an understanding of the global context in

which we live and work• An appreciation of the aesthetic, cultural, and diverse world we live in• Presentation skills• Highly experiential work integrated learning opportunities that allow them to apply their

learning and skills to different work contexts.

Students are expected to develop additional and specific skills depending on the areas of interest they choose to pursue.

1 Students pursuing the proposed Bachelor of General Studies degree must complete the general education requirements that all students complete to earn a bachelor’s degree; however, instead of a major, students choose from areas of interest and are able to take courses offered by various departments within different faculties.


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ALIGNMENT WITH KPU MISSION AND MANDATE, STRATEGIC PLAN AND ACADEMIC PLAN (Required only for new Minors without a cognate Major) Please provide evidence of how the proposed program aligns with KPU’s Mission and Mandate, Strategic Plan, and Academic Plan (250 words max):

The proposed BGS degree program builds on KPU’s tradition of laddering to allow students flexible options and recognition for previous learning. KPU offers all learners opportunities to achieve success in a diverse range of programs that blend theory and practice, critical understanding and social and ethical awareness necessary for citizenship and rewarding careers. KPU is Canada’s leading polytechnic university with open and creative learning environments represented within the proposed BGS degree program. Students who choose the BGS program will also have the opportunity to develop a developmental or professional ePortfolio and can choose courses that are part of KPU’s Open Education Initiative, with no textbook costs.

The proposed BGS degree program with its open curricular structure supports KPU’s strategic goal of meeting the educational needs of the region’s diverse population. This will develop flexible pathways for degree completion through the new KPU Complete initiative which will be especially important for working adults struggling to balance jobs, families, and education. The proposed BGS degree program will also be an exemplar of elements of contemporary education that echo the digital transformation in the choice of delivery of some courses through online and blended learning.

BC’s K-12 New Curriculum and KPU’s new Academic Plan 2023 emphasize the student as an active participant in his or her own learning process. Many of the courses taken within the proposed BGS degree are now being revised and developed so that students will demonstrate and curate their own learning through the use of an e-portfolio, and adult learners, in particular, will have an opportunity to engage in a degree completion program that is innovative, embodying current, relevant, and applied educational theory and practice.

The proposed BGS degree is also consistent with KPU’s new Academic Plan 2023 in its goal to pursue and develop a new approach to adult learning education, recognizing the need for alternate delivery modes capable of addressing the challenges and obstacles for this learning group that is growing within KPU’s region. Although different age groups are projected to grow at different rates, the growth rate for 30-44 age groups is expected to be significantly greater than for 15-29 age groups. The population of 45 to 54 year olds is also expected to increase steadily until 2037.2 While 78% of expected job openings will most likely require a post-secondary credential, only 65% of BC residents between the ages of 25 and 64 have obtained a post-secondary credential. The Conference Board of Canada estimates that over 95,000 BC residents are not employed because they don’t have the education required to meet employer needs.3 The proposed BGS program is designed specifically to meet those needs and begin to fill that gap.


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PROPOSED IMPLEMENTATION SCHEDULE Please provide the intended implementation schedule for the new program. Please include evidence of the appropriateness of the schedule, given the timing of the proposal and readiness of the institution to offer the program. (250 words max)

DATE DOCUMENT GOVERNANCE /RESPONSIBILITY

Spring 2017 • IAP Program ProposalAssessment Form

• IAP Program FeasibilityReport

IAP

Summer 2017 Concept Paper:

• Budgetary Impact ofCurriculum Proposal Form

• Cost & Revenue Form• Library Impact Assessment • Ministry’s Stage 1 Review

for new Degree ProposalsTemplate

Dean/Associate Dean

• Finance

• Finance • Library• Dean/Associate Dean

Fall 2017 (September/October) Internal Consultations:

• Registrar• School of Business• Chip and Shannon Wilson

School of Design• Faculty of Science and

Horticulture• Faculty of Health• Faculty of Academic and

Career Advancement• Faculty of Trades and

Technology

Dean/Associate Dean (Dean’s Council)

Fall 2017 (November/December) Internal Governance Approval:

• Arts Standing Committeeon Academic Planning &Priorities

• Arts Standing Committeeon Curriculum

• Arts Faculty Council (AFC)

Dean/Associate Dean


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Fall 2017 (December) Final Signatures Received on forms attached to the Concept Paper:

• Budgetary Impact ofCurriculum Proposal Form(Chair of Arts FacultyCouncil & Dean and thenby Financial Services)

Chair AFC, Dean, Financial Services

Fall 2017 (December) Concept Paper presented to the Provost for recommendation to proceed

Dean/Associate Dean

Spring 2018 (Jan - April)

Complete Concept Paper reviewed; if endorsed the Budgetary Impact of Curriculum Proposal Form is signed; and the Concept Paper is submitted to the Polytechnic University Executive (PUE) for endorsement to proceed

Provost

Spring 2018 (May) If endorsed by PUE, the Chair of PUE signs the Budgetary Impact of Curriculum Proposal Form

Provost and PUE

Fall 2018 (September) Concept Paper documentation presented to Senate Standing Committee on Academic Planning and Priorities (SSCAPP) and Senate Standing Committee on University Budget (SSCUB)

Dean/Associate Dean

Fall 2018 (September/October) Concept Paper documentation submitted and presented to Senate

Dean/Associate Dean submits to Senate; Chair of SSCAPP presents the Concept Paper to Senate

Fall 2018 (October/November) Concept Paper documentation submitted and presented to the Board Finance & Audit Committee and Board Governance Committee for recommendation to proceed to the Board of Governors.

Dean/Associate Dean presents to the 2 Board committees

Fall 2018 (October/November) Concept Paper documentation presented to the Board of Governors to proceed to development of the FPP

Chair of Board of finance & Audit Committee, and Chair of the Board Governance Committee will present the Concept Paper to the Board

Fall 2018 (November/December) Stage 1 Review application is submitted to PSIPS for a 30-day public peer review period.

Provost submits the Stage 1 Review to PSIPS


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Spring 2019 (January/February) Review of all peer review feedback, if any, and coordination of a response to any peer review comments received, with the posting of a final response to all peer review comments on PSIPS.

Provost’s Office

Spring 2019 (February/March) Degree Quality Assurance Board (DQAB) will review the Stage 1 Review application and all publicly posted comments, determine whether the criteria have been adequately addressed, and make a recommendation to the Minister for approval.

DQAB

Spring 2019 (March) Stage 1 Review Decision with clearance to proceed to the development of the FPP

Minister of Advanced Education, Skills &Training

Spring 2019 (March/April) KPU approval to proceed to the development of the FPP

Provost informs PUE, the Dean, Senate and the Board of the approval to proceed to the development of the FPP; and requests that Financial Services put a placeholder budget item in the projected fiscal year for the potential new program.

Spring 2019 (March/April) Request to the Provost for release of curriculum development funds; identify the FPP developer(s); give authorization to the developer to proceed with the FPP and relevant course outlines.

Dean

Spring 2019 (April/May) Internal and External Consultations:

• Relevant Employers• Program Advisory

Committees• Comments provided

through the peer reviewprocess on PSIPS

• External academicconsultants

Developer

Spring 2019 (May) Submission of FPP to Provost to ensure alignment with the Concept Paper documents

Dean & Provost sign-off


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Spring 2019 (May/June) Internal Governance Approval:

• ASCAPP• ASCC• AFC• SSCC• SSCAPP• Senate • Board Governance

Committee• Board of Governors

Developer and Dean/Associate Dean; Chairs of AFC, SSCC, SSCAPP, Senate, BOG

Spring 2019 (June) Provost informs the Marketing Department and submits the FPP to PSIPS for 30-day review.

Provost

Summer 2019 (July) Review of all peer review feedback, if any, and coordination of a response to any peer review comments received, with the posting of a final response to all peer review comments on PSIPS.

Provost's Office

Fall 2019 (September/October) Minister grants or denies consent on the degree FPP and will communicate the decision to the Provost’s Office via PSIPS and a formal letter by email.

Minister of Advanced Education, Skills & Training

Fall 2019 (November/December) Provost informs the Dean of the decision, and in consultation with the Dean and the University Registrar determines the implementation date of the new degree. The Provost grants approval on the implementation of the new degree and formally communicates with all relevant stakeholders.

Provost, Dean, Registrar.

2 Statistics Canada. (December 15, 2016). Education indicators in Canada: An international perspective, 2016. http://www.statcan.gc.ca/daily-quotidien/161215/dq161215b-eng.htm

3 The Conference Board of Canada (2015). Skills for Success. (Accessed March 2017).

http://www.statcan.gc.ca/daily-quotidien/161215/dq161215b-eng.htm


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D-4 Budgetary Impact of Curriculum Proposals

From: Date: Oct. 17th, 2017

Dept./Program: Bachelor of General Studies Faculty: Arts

Phone: 604-599-3076; 604-599-2052 E-mail:[email protected];[email protected]

Program(s)/Course change(s) that this form applies to:

New Degree: Bachelor of General Studies

Indicate the budgetary impact or implications of the proposed curriculum changes and provide abrief explanation of additional resources, if required.

Please see attached letter

(Please contact Financial Services at [email protected] for assistance with completingthis form.)

No additional faculty resources will be required, with the exception of enhanced advisingfor these unique learners.

Select from one of the following two choices:

NO. The Faculty does NOT require additional budget to implement the proposedcurriculum changes.

YES. Additional budget IS required to implement this curriculum change. A briefexplanation is requested.

Additional budget is required by the proposing Faculty.

Additional budget is required by other Faculties outside of the proposing Faculty.Signatures of Deans from other Faculties offering service courses are required.

Signature of Faculty Council Chair: Date: December 15, 2017


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Signature of Faculty Dean: Date:

Signature of University Librarian: See attached letter Date: Nov. 24th, 2017

(if additional library resources required)

Signature from Financial Services: See attached letter Date: Sept. 26th, 2017

Signature of Provost: Date:

(mandatory for all new program proposals and for significant curriculum changes that may havea budgetary impact)

Signature from PolytechnicUniversity Executive: Date:(mandatory for all new program proposals)2:

2 Please note that new programs include degrees and non-degree programs that are under the purview of the Senate.

September 13, 2018

September 14, 2018

September 14, 2018

MAILING ADDRESS

12666–72 Ave, Surrey, BC

Canada V3W 2M8

September 26, 2017

Diane Purvey Dean, Faculty of Arts

Faith Auton-Cuff Associate Dean, Faculty of Arts

Dear Diane and Faith:

RE: DEGREE CONCEPT – FINANCIAL ASSESSMENT EXEMPTION

We have reviewed the assumptions pertaining to the Degree Concept for the Bachelor of General Studies and have determined that there are no new courses or changes in course delivery associated with the proposed credential. As a result, we do not anticipate requiring financial investment or incurring financial risk in proceeding with the proposal. Based on the information provided, I am comfortable waiving the submission and sign-off requirements for the Financial Assessment form on a one-time basis.

If you have any questions or concerns, please do not hesitate to get in touch with me directly.

Regards,

Joe Sass, CPA, CA Executive Director, Financial Services

T 604.599.2100 10 of 52

Kwantlen Polytechnic University

Library Impact Assessment Support for Program Proposal/Revision

Name of Program Date

Bachelor of General Studies Nov. 24, 2017

The Library supports the development of the Bachelor of General Studies program. As all courses already exist, there will be no monetary impact on the Library.

Summary of Start-up and Subsequent Costs:

Total Estimated Start-up Costs (one time): Reference Materials Monographs Audio-visual Materials Subtotal: $0

Total Estimated Annual Costs (on-going): Periodicals Databases and Indexes Subtotal: $0

TOTAL: $0

Assessment Prepared by:

Nov. 24, 2017 SSCC Liaison Librarian – Linda Rogers Date

Assessment Reviewed by:

November 27, 2017

University Librarian Date

I support this collection assessment: Yes No *

Program Developer:

Faith Auton-Cuff, Associate Dean, Faculty of Arts November 27, 2017 Name/Title Date

*Please provide reasons for non‐support of assessment

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Program Proposal Feasibility Assessment Request Form Please complete each cell in the right hand column and submit to IAP: [email protected]. If you have any questions, please contact IAP.

Date assessment required Note: IAP generally needs at least a month notice to do a feasibility assessment.

March 20th, 2017

Name of person to contact for additional information

Dr. Faith Auton-Cuff

PROGRAM INFORMATION Academic unit offering proposed program Specify Faculty and department or unit within the Faculty that will deliver the program

The degree will be housed within the Faculty of Arts but will serve the whole university.

Name of proposed program (include all related programs, such as minors)


Classification of Instructional Program (CIP) http://www23.statcan.gc.ca/imdb/p3VD.pl? Function=getVDPage1&db=imdb&dis=2&ad m=8&TVD=127939 (Contact IAP for assistance if required)

Code 24 – Liberal Arts and Sciences, General Studies and Humanities

Program development/revision status Indicate whether this is a new program or a revision of an existing program

New Program

Proposed credential(s) to be granted Bachelor of General Studies Expected time to complete (in terms) 4 years of full time study or the equivalent Total number of credits required 120 credits Type of intake Open intake (Faculty admission) or Limited intake (Program/cohort admission)

Open intake

Entry options Are there alternate ways to enter the program, such as bridging, PLAR? Y/N. If yes, please specify.

Students can enter at any year or semester as long as they meet the minimum residency requirements. Students can also enter through PLAR, and transfer credit.

Laddering options Does this program ladder from, or to, other KPU programs? Y/N. If yes, please specify.

There is potential for students to ladder into the BGS from most certificate and diploma programs, and to post-baccalaureate degrees in a specific discipline.


http://www23.statcan.gc.ca/imdb/p3VD.pl?Function=getVDPage1&db=imdb&dis=2&adm=8&TVD=127939





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Program delivery options Please indicate Y/N for the below options. If Y, please provide a brief description (i.e. all core courses scheduled for the weekday evenings)

Part-time delivery

Yes, students can take all of this program part-time.

Evening/weekend delivery Some courses will be offered in the evening and on weekends.

Online delivery (complete or partial) Some courses are offered online and blended. Other alternate delivery Some courses have free textbooks (OER)

Co-op education program / practicum / clinical practice, etc. available? Y/N. If yes, please specify.

Some courses are available that provide practica, co-op, service learning, and work integrated learning opportunities

Community engagement / experiential learning opportunities for students? Y/N. If yes, please specify.

Yes, students will have many opportunities to partake in experiential learning depending on the courses they choose to take

Certification of graduates / accreditation of program? Y/N. If yes, please name the agency and describe the standards which must be met.

No

Cost-recovery program? Y/N. If yes, provide proposed tuition for domestic and international students. (If this information is not available at this stage, IAP can provide a draft assessment which will be updated upon receipt of tuition information).

No

PROGRAM DESCRIPTION & STRUCTURE Description of discipline In a sentence or two, provide an overview of the discipline.

The Bachelor of General Studies (BGS) program is an individualized, interdisciplinary degree that provides students the opportunity to customize their learning and career goals rather than adhering to the sequence of courses usually required of students. Students can enter the BGS degree program directly (i.e. with no previous university experience), or after having completed credits or certificates, diplomas, and associate degrees at KPU or other accredited colleges and universities. The degree allows students to use these credentials and credits or to (upon review) accumulate credits through a prior learning assessment for work and professional experience towards the degree.

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Program description In approximately 300-500 words, provide an overview of the program, including its relationship to the discipline and key learning outcomes. (Please be specific)

Scores of people understand the value of receiving a liberal education, and the need for a flexible degree plan that allows a student to have an individualized educational experience. The Business Council of Canada confirms high demand for the skills and abilities that are core to a liberal arts education. Employers want to hire people with a strong complement of soft skills, such as adaptability, collaboration, teamwork, communication and critical thinking abilities. Higher learning has ceased to be simply an elite or elective option…it is now becoming the baseline preparation for full participation in every sphere of life. The general studies degree can be an avenue to link those social concerns to educational achievement.

The Bachelor of General Studies is a degree completion program that finds its roots in interdisciplinary studies. This degree is a combination of the tenets of liberal and interdisciplinary education. Students pursuing the degree must complete the general education requirements that all students complete to earn a bachelor’s degree; however, instead of a major, students choose from areas of interest. Degree completion programs are a very effective way for institutions to assist with non- traditional students in completing their degrees. A general studies degree is a flexible alternative for the non-traditional student who would perhaps be working full-time or have family commitments.

A review of the literature reveals that a general studies degree is rooted in liberal and interdisciplinary studies; however, the degree has its own distinct characteristics. The one characteristic that attracts most students is flexibility. Students have the flexibility to make their own choices as to what type of

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coursework they wish to complete thereby combining various disciplines to integrate their own life and career interests. This also supports the flexibility of scheduling courses as students are not restricted to a prescribed set of courses except for those needed to complete the requirements for the area of concentration. They can schedule day, evening, weekend, and online courses from a wide range of departments across the KPU spectrum to satisfy their needed requirements. The program is also ideal for the transfer student who may bring in numerous hours from previous coursework t hat will not transfer into a traditional program. Most often the general studies curriculum requirements offer enough flexibility to allow different credits to be applied. Moreover, students who began school sometime in the past and are now returning view the degree as a faster option to career advancement. They may, after undergoing a prior learning assessment and recognition process (PLAR), be able to begin their new program where they ended a different program years before. PLAR is a process used to determine if credit can be awarded for learning that took place outside of the formal, post-secondary system. Students may have acquired valuable training, skills and knowledge through learning experiences such as industry-based training, professional development workshops and seminars, private study and paid and/or volunteer work. PLAR gives students the opportunity to have such learning assessed and recognized in the form of academic credit toward the program requirements of a KPU Bachelor of General Studies degree. KPU has consulted extensively with Thompson Rivers University (TRU) and has developed an MOU with them to access their competency based PLAR assessment. All of these are reasons why offering a general studies degree is important to the university and the community.

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Program concentrations Provide an overview of the number of credits in the subject concentration(s) that will be included in the program.

Total number of credits in the subject concentration (s) • Number of credits in the subject

concentration(s) that will be taken at the lower levels (level 1 & 2)

• Number of credits in the subject concentration(s) that will be taken at the upper levels (level 3 & 4)

Note: A program may have more than one subject concentration – for example, an equal number of general management/ leadership courses and supply chain management courses.

Optional: If available, a list of required courses for the program may be included.

• Lower level credits: 75 credits including ENGL 1100, and ENGL 1202 or 1204

• Upper level credits: Minimum 45 credits Students may take additional upper-level credits which may be applied to the lower level credit requirement.

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COMPETITIVE ASSESSMENT Related programs at other postsecondary institutions Please provide the name(s) of related/most closely related program(s) and institution(s)

BGS – University of the Fraser Valley BGS in Education - Simon Fraser University BGS – UBCO BGS – Thompson Rivers University Athabasca University (online)

Unique aspects of the program/ program strengths Is the proposed program different from other programs offered at other postsecondary institutions? Y/N. If yes, specify how it is different (in terms of curriculum, unique experiential learning options, delivery, etc.). Please be specific.

This degree offering is directed toward students in the South Fraser Region – KPU’s catchment area, and this degree allows students to complete their degree with recognition for any appropriate prior learning (upon assessment).

STUDENT DEMAND ASSESSMENT Current KPU Students Would current students at KPU be interested in the program? Y/N. If yes, what programs are those students currently in? Why would they be interested in the program?

The Association of Universities and Colleges of Canada (AUCC) (2011) reported that in 2010 “approximately 24 percent of undergraduate students were studying part- time, and 60 percent of part-time students were over the age of 25, compared to 13 percent of full-time students” (AUCC, 2011, p. 7).

This degree is targeted to KPU students, adult students over the age of 25, and transfer students who do not currently have a degree. This degree also recognizes and gives credit for experience and specific non- university based educational programs through Prior Learning Assessment.

Related programs at KPU Provide the name(s) of related program(s) offered at KPU (regardless of credential), even those that the proposed program will replace.

BA Major in General Studies

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Programs that could articulate with proposed program List programs (and institution) that you anticipate could articulate with the proposed program

• KPU’s Certificate in Arts • KPU’s Certificate in NGO and Non-Profit Studies • Any certificate or diploma from any other

educational institution and KPU

LABOUR MARKET ASSESSMENT Main skills graduates will have upon completion of the program (be specific)

Graduates are expected to have: • Effective written and oral communication skills • Effective team and interpersonal skills • Ability to think critically problem solve, and

apply mathematical and scientific reasoning • An understanding of the scientific and natural

world and the ability to use technology • A sense of social responsibility and citizenship

and an understanding of the global context in which we live and work

• An appreciation of the aesthetic, cultural, and diverse world we live in

• Presentation skills • Highly experiential work integrated learning

opportunities that allow them to apply their learning and skills to different work contexts.

Sectors/ types of employers that would most likely hire new graduates (list at least 3 – e.g. government, biotechnology firms, conservation agencies, etc.)

• Government • Non-profit and Human Service Organizations • Any employer requiring a Bachelor’s Degree

credential

Occupations and job titles for which new graduates of the program would be qualified (list 5-10).

• Administrative Service Managers • Law Enforcement Officers • Executive Directors • Public Relations & Event Planning Coordinators • Volunteer Coordinators • Human Service Workers • Program Directors, Non-Profit • Project Coordinators

References:

The Association of Universities and Colleges of Canada. (2011). Trends in higher education: Volume 1 – enrolment. Ottawa, ON: Author. Retrieved from http://www.aucc.ca/wp- content/uploads/2011/05/trends- 2011-vol1-enrolment-e.pdf

http://www.aucc.ca/wp-content/uploads/2011/05/trends-%202011-vol1-enrolment-e.pdf



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Feasibility Assessment for the Proposed Bachelor of General Studies Degree

Prepared by the Office of Institutional Analysis & Planning Kwantlen Polytechnic University September 13, 2017


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Table of Contents

Summary of Assessment ...................................................................................................... 21

Description of KPU’s Proposed Program ................................................................................. 21

Labour Market Demand Assessment ....................................................................................... 21

Competitive Assessment ......................................................................................................... 23

Student Demand Assessment .................................................................................................. 24

1. Labour Market Demand .................................................................................................. 26

The Changing Labour Market .................................................................................................. 26

Employment Outlook ............................................................................................................... 27

Labour Market Demand Assessment ....................................................................................... 28

2. Competitive Environment ............................................................................................... 30

Related Programs at BC Public Post-secondary Institutions .................................................... 30

Competitive Assessment ......................................................................................................... 33

3. Student Demand ............................................................................................................ 33

Enrolments in Related Programs at Other BC Public Post-secondary Institutions .................. 35

KPU Region: Population, Educational Attainment & Post-secondary Transition .................... 36 Population in the KPU Region ............................................................................................ 36 Educational Attainment in the KPU Region ....................................................................... 37 KPU High School Graduates who Delay Entry into Post-secondary Education .................. 37

Student Demand Assessment .................................................................................................. 39


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List of Abbreviations

BGS: Bachelor of General Studies

DACSO: Diploma, Associate Degree and Certificate Student Outcomes Survey

FTE: Full-Time Equivalent

PLAR: Prior Learning Assessment and Recognition

PSE: Post-secondary Education

SFU: Simon Fraser University

STEM: Science, Technology, Engineering, and Mathematics

TRU: Thompson Rivers University

TWU: Trinity Western University

UBCO: The University of British Columbia Okanagan

UFV: The University of the Fraser Valley

UNBC: The University of the Northern British Columbia


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Summary of Assessment

The purpose of this report is to assess the labour market need, competitive environment, and student demand for the proposed Bachelor of General Studies (BGS) degree program. Conclusions provided at the end of each chapter are duplicated below.

Description of KPU’s Proposed Program3

The proposed Bachelor of General Studies (BGS) degree is a 4-year, 120-credit program. The proposed degree allows students to create a flexible, interdisciplinary degree program customized to suit their own intellectual and academic interests and career goals.4 Students can enter the BGS degree program directly with no previous university experience, or after having completed credits or certificates, diplomas, and associate degrees at KPU or other accredited post-secondary institutions. Students can then use these credentials and credits to accumulate credits toward the proposed degree. The proposed degree also accepts PLAR (prior leaning assessment and recognition) to give recognition to work experience and/or non-traditional educational experiences.

Graduates of the proposed program are expected to have: Effective written and oral communication skills Effective team and interpersonal skills Ability to think critically, problem solve, and apply mathematical and scientific reasoning An understanding of the scientific and natural world and the ability to use technology A sense of social responsibility and citizenship and an understanding of the global context in

which we live and work An appreciation of the aesthetic and cultural world Presentation skills

Students are expected to develop additional skills depending on the areas of interest they choose to pursue.

Labour Market Demand Assessment Emerging trends in business and technology are reshaping labour markets everywhere. The need for global connectivity, the fast pace of digital innovation, and increasing automation are redefining how people think about work and the skills and competencies required to meet the emerging challenges and exploit opportunities. A recent World Economic Forum (WEF) study revealed that global human resources leaders believe over one-third of competencies that are considered important in today’s workforce will change by 2020. Critical thinking, creativity, emotional intelligence, and cognitive flexibility will become more important in the near future.5

3 Program Proposal Feasibility Assessment Form. 4 Students pursuing the proposed Bachelor of General Studies degree must complete the general education requirements that all students complete to earn a bachelor’s degree; however, instead of a major, students choose from areas of interest and are able to take courses offered by various departments within different faculties. 5 World Economic Forum. Jobs of the Future. (Referenced in BC Government’s British Columbia 2025 Labour Market Outlook).


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Several other recent studies also confirmed that having soft skills such as relationship building, communication, problem solving, collaboration, and teamwork skills, to manage or work as part of diverse teams, are becoming as important as an individual’s technical skills. According to the results of a recent Conference Board of Canada survey, the employers are concerned about deficits in the competencies of recent graduates. Almost 73% of the surveyed employers indicated lower levels of critical thinking and problem solving skills among recent graduates.6

A recent study by the Council of Canadian Academies revealed that “STEM skills are necessary but not sufficient for innovation and productivity growth” and that “complementary skills, such as communication, teamwork, and leadership, are also important in and of themselves, as well as to maximize the impact of STEM skills.”7 According to the results of a 2015-survey of 90 leading Canadian employers, large Canadian companies are increasingly looking to hire or develop employees with strong soft skills and multi-disciplinary backgrounds, especially when recruiting and developing future leaders. 8 A 2015-study of 1,709 professional leaders from around the world found that 55% of the leaders had bachelor’s degrees in social sciences and humanities and leaders 45 years and under were more likely to hold a degree in social sciences and humanities.9

An estimated 934,000 job openings are expected in British Columbia between 2015 and 2025. Of the 934,000 projected job openings, 7 in 10 will be due to retirements and replacement demand will be important in every major occupational group in BC.10 As older employees retire, BC employers will face an “experience gap” – a loss of managerial and supervisory capacity.11

Of the 934,000 job openings projected in BC by 2025, 42% are expected to be in occupations requiring a diploma, certificate, or apprenticeship training. Over a third (36%) are expected to be in occupations that require a bachelor’s, graduate or first professional degree, and/or significant work experience. While 78% of expected job openings will most likely require a post-secondary credential, only 65% of BC residents between the ages of 25 and 64 have obtained a post-secondary credential. The Conference Board of Canada estimates that 95,000 BC residents are not employed because they do not have the education required to meet the needs of employers.12

Given the projected employment growth in BC in every major occupational group, the shortage of employees with post-secondary credentials, and the fact that the employers will increasingly be looking for employees with post-secondary credentials, supervisory experience, and strong soft skills,

6 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017). 7 Some Assembly Required: STEM Skills and Canada’s Economic Productivity: The Expert Panel on STEM Skills for the Future Council of Canadian Academies. http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/STEMFullReportEn.pdf 8 Developing Canada’s future workforce: a survey of large private-sector employers. Business Council of Canada and Aon Hewitt (March 2017) http://thebusinesscouncil.ca/wp-content/uploads/2016/03/Developing-Canadas-Future-Workforce.pdf

9 The Educational Pathway of Leaders: An International Comparison

The British Council https://www.britishcouncil.org/sites/default/files/edupathwaysofleadersreport_final.pdf

10 Government of British Columbia. British Columbia 2025 Labour Market Outlook. (Accessed March 2017). 11 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017). 12 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017).

http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/STEMFullReportEn.pdf

http://thebusinesscouncil.ca/wp-content/uploads/2016/03/Developing-Canadas-Future-Workforce.pdf

http://www.britishcouncil.org/sites/default/files/edupathwaysofleadersreport_final.pdf


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graduates from KPU’s proposed Bachelor of General Studies degree program should have good employment prospects upon graduation.

Competitive Assessment KPU’s proposed program is fairly unique within the KPU Region because it is designed to accommodate adult learners who want to return to university to complete a bachelor’s degree after an interruption of their education. The program will also serve adult learners with prior learning, training, and experience gained outside a traditional education environment through Prior Learning Assessment and Recognition (PLAR).

Only three public post-secondary institutions in BC offer Bachelor of General Studies programs. One of these programs, SFU’s Bachelor of General Studies in Education degree program, which is offered by SFU’s Faculty of Education, is more specialized, with a focus on education, than the KPU’s proposed program.13 The other two are offered by UFV and TRU and hence serve the needs of learners in other regions in BC.

Five public post-secondary institutions in BC offer Bachelor of Arts, General Studies programs. In general, Bachelor of Arts, General Studies programs are not as flexible as Bachelor of General Studies programs. Bachelor of Arts programs require students to declare a major and/or minor, which will have its own set of requirements beyond the general entry requirements. Students in Bachelor of General Studies programs have the flexibility to take a variety of courses across multiple faculties without having to declare a major and/or minor. Moreover, Bachelor of General Studies programs accept a much higher degree of PLAR than Bachelor of Arts, General Studies degree programs, making Bachelor of General Studies programs a better option for adults with prior learning, training, and experience.

Two post-secondary institutions in the Lower Mainland, SFU and Trinity Western University, a private post-secondary institution with campuses in Langley and Richmond, offer Bachelor of Arts degree completion programs. These programs allow individuals to complete their degree while working full- time. Compared to KPU’s proposed program, Trinity Western University’s program is more specialized, with a focus on leadership14 and SFU’s degree completion program, SFU NOW, does not accept PLAR (Prior Learning Assessment and Recognition).

The domestic tuition for KPU’s proposed program would be the lowest at $136.30 per credit among all the programs reviewed.

There is a growing need in BC for flexible, relevant, and accessible degree programs for adult learners; however, there are few degree programs geared to their needs. KPU’s proposed program is designed to help working adults complete a degree while managing family and work commitments and it is more accessible to students living in the Lower Mainland than is the program offered by UFV. Overall, this assessment indicates that KPU’s proposed Bachelor of General Studies degree program, with its focus on adult learners, accessible location, customizable and interdisciplinary curriculum, and plan to accept

13 SFU offers a Bachelor of General Studies degree to SFU students who, due to unforeseen events outside of their control, are unable to complete the degree requirements to earn a Bachelor of Arts degree. Such students may be granted approval by the Dean for the Faculty of Arts and Social Sciences for graduation with a Bachelor of General Studies degree. 14 Academic requirements and PLAR information are not provided on the program website.


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a higher level of PLAR credits, would fill this unmet labour market need in ways that are not addressed by other programs in the Lower Mainland.

Student Demand Assessment According to DACSO (Diploma, Associate Degree and Certificate Student Outcomes Survey), a high proportion of diploma, associate degree, and certificate graduates in Arts and Sciences programs go on to take further education.15 KPU’s Associate of Arts in General Studies graduates are a target audience for the Bachelor of General Studies degree program. Graduates of the program may want to return to KPU, an institution where they completed their associate degree, to obtain a bachelor degree. The proposed program with its customizable curriculum and multi-disciplinary nature should appeal to a wider audience including KPU students in certificate and diploma programs in Arts and in other disciplines.

Another potential target audience are students in certificate and diploma programs at other public institutions that do not offer a bachelor degree program in General Studies. Specifically, at Camosun College, Douglas College, Langara College and Selkirk College, the highest credential students are able to obtain is a Diploma in General Studies. Those students may be interested in pursuing further education and completing their bachelor’s degree at KPU. Of the three post-secondary institutions, students from Douglas College are most likely to consider KPU as Douglas students are currently living in the Lower Mainland. FTE counts for Douglas’ Diploma in General Studies and Associate of Arts programs was 1,258 and 622, respectively in 2015/16.

The proposed program is also likely to attract potential high school graduates in KPU’s diverse catchment region. KPU Region public high school graduates who delay their transition to post- secondary education one or more years are more likely to enroll in a General Studies program compared to those who immediately transition.16

Mature learners who lack a degree are another target audience for this program. In 2016, nearly a million residents (982,600) lived in the KPU region17 and 41% of the region’s population was between the ages of 25 and 54,18 the group most relevant to mature learners in post-secondary education. Given the projected population growth in KPU region residents age 25 to 54, the demand for post- secondary education by mature learners will likely to grow. KPU Region’s share of the population 25 to 6419 with a high school diploma or equivalent was 27% in 2011. The percentage of the population

15 Between 2014 and 2016, 9,039 former students from Arts and Sciences programs responded to the DACSO survey. The majority (70%) reported that they had taken further studies after graduating from their program. During the same time period, 1,005 former students from Arts and Sciences programs at KPU responded to the survey and 77% reported that they had taken further studies after graduating from their program at KPU. BC Outcomes Dashboard (Accessed April 2017). 16 Of 2009/10-2013/14 KPU Region high school graduates who immediately transitioned, 4 of the top 10 programs were science programs, whereas no science programs were among the top 10 for students that delayed entry. High School Transitions Dashboard (Accessed March 2017). 17 Statistics Canada. 2016 Census. 18 BC Stats, Population Projections 2015-2041. Statistics Canada will be releasing the age breakdown of 2016 Census data for KPU Region in May 2017. 19 Educational attainment data is provided for 15 to 64 and 25 to 64 age groups only.


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with a certificate or diploma below bachelor level20 was 26%. Flexible course delivery options21 and PLAR (prior leaning assessment and recognition) make the proposed program ideal for individuals with work experience and non-traditional educational experiences.

Overall, the evidence suggests that there will be good demand (high school graduates within the KPU Region, KPU Associate of Arts, General Studies graduates, certificate and diploma students from KPU and other public post-secondary institutions, and adults who lack a degree) for KPU’s proposed Bachelor of General Studies degree program.

20 College, CEGEP, or other non-university certificates and diplomas are included. Trades/apprenticeship certificates and diplomas are excluded. 21 Some courses will be offered in the evenings and on the weekends and some courses will be offered online and blended.


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1. Labour Market Demand

The proposed Bachelor of General Studies degree is a highly flexible interdisciplinary degree that equips graduates with a wide range of skills required for success in a multitude of careers. Students of the proposed degree expand their knowledge on various areas of interest and develop highly employable skills such as problem-solving, effective communication, critical thinking and analysis, and interpersonal skills. There are many entry-level careers in various industries the graduates of the proposed Bachelor of General Studies degree program may pursue. The proposed degree will also serve adult learners with some prior education and work experience who need a degree to advance their career. Due to the large number of occupational groups22 that require the kinds of competencies graduates of the proposed degree will have, there are a wide range of occupations relevant to this program. Hence, the remainder of this section discusses the rapid pace of technological change and its impact on the labour market skills requirements and the overall labour market demand in British Columbia in the coming decade.

The Changing Labour Market Technology is changing at a tremendous rate and these technological changes have the potential to reconfigure the labour market more rapidly than ever before. A new report, Future-proof: Preparing Young Canadians for the Future of Work, has confirmed that a large number of traditional entry-level jobs in Canada are at risk of being impacted by automation in the next 10-20 years.23 Looking at data from Statistics Canada, the report found that an estimated 42% of current jobs are at a high risk24 of being either replaced or significantly reduced in number due to automation. Even the traditional entry- level positions will be facing higher skills and experience requirements in the near future. In addition, technological changes lead to creation of new industries, increasing the demand for highly skilled labour. This rapidly changing labour market environment will require individuals to be equipped with technical as well as soft skills. Digital literacy and entrepreneurial abilities will be required across all industries and the importance of soft skills such as creativity, problem solving and analysis, teamwork, which cannot easily be replaced by automation, are expected to grow.25

Employment and Social Development Canada recently tasked the Council of Canadian Academies with assessing Canada’s preparedness in meeting the future skill requirements for science, technology, engineering and mathematics (STEM). The study concluded that “STEM skills are necessary but not sufficient for innovation and productivity growth” and that “complementary skills, such as

22 The NOC system classifies 40,000 job titles into 520 occupational groups using 4-digit codes. Each digit of a NOC code reflects a trait of the occupation it represents. The first digit designates the occupation’s skill type and the second digit identifies the occupation’s skill level. The first two digits together identify the 26 major occupational groups. At the 4-digit level, the NOC System provides information on 520 occupational groups called unit groups. 23 Brookfield Institute for Innovation and Leadership. (March 2017). Future-proof: Preparing young Canadians for the future of work. http://brookfieldinstitute.ca/wp-content/uploads/2017/03/FINAL-FP-report-Onlinev3.pdf 24 High-risk occupations earn less and require less education. 25 Brookfield Institute for Innovation and Leadership. (March 2017). Future-proof: Preparing young Canadians for the future of work. http://brookfieldinstitute.ca/wp-content/uploads/2017/03/FINAL-FP-report-Onlinev3.pdf

http://brookfieldinstitute.ca/wp-content/uploads/2017/03/FINAL-FP-report-Onlinev3.pdf





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communication, teamwork, and leadership, are also important in and of themselves, as well as to maximize the impact of STEM skills.”26

A recent Business Council of Canada report, based on a 2015-survey of 90 leading Canadian employers that represent a range of sectors and regions of the country, identified the qualities large Canadian firms are looking for when they hire employees. The results indicate that large companies are increasingly looking to hire or develop employees with strong soft skills and multi-disciplinary backgrounds. The soft skills listed as desirable by respondents include relationship-building, communication, problem-solving, collaboration, and teamwork skills. While the importance of soft skills relative to hard skills depends on the position an employer is seeking to fill, these skills are found to be especially important when recruiting and developing future leaders.27

In 2015, The British Council conducted a study of 1,709 professional leaders with higher education qualifications from 30 countries28 and across private, public, and not-for-profit sectors to identify the higher education pathways of leaders around the world. The study found that social sciences and humanities together make up 55% of bachelor’s degrees among professional leaders and that younger leaders (age 45 and under) are more likely to hold a degree in social sciences or humanities.29

Employment Outlook30

The Canadian labour force is aging rapidly with the result that skill shortages due to replacement demand are expected in all sectors of the Canadian economy. Between 2015 and 2025, 934,000 job openings are expected to be created in BC;31 69% of these will be to replace retiring workers. Replacement demand will be important in every major occupational group in BC. As older employees retire, BC employers will face an “experience gap” – a loss of managerial and supervisory capacity.32

Over this time period, market growth is expected, reflecting a robust and diverse economy.

Between 2015 and 2025, about half of total projected job openings are expected to be in the following four major industry groups:

Health and social assistance (149,400 job openings from 2015-2025, 16% of total job openings) Professional services – such as engineering, computer system design, consulting, etc. (126,200

job openings, 14% of total job openings) Retail trade (107,400 job openings, 11% of total job openings)

26 Council of Canadian Academies. (2015). Some Assembly Required: STEM Skills and Canada’s Economic Productivity: The Expert Panel on STEM Skills for the Future. http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/STEMFullReportEn.pdf 27 Business Council of Canada and Aon Hewitt. (March 2017). Developing Canada’s future workforce: a survey of large private-sector employers. http://thebusinesscouncil.ca/wp-content/uploads/2016/03/Developing-Canadas-Future-Workforce.pdf 28 Poland, Russia, Ukraine (Eastern Europe), Austria, Germany, the Netherlands (Germanic Europe), Argentina, Brazil, Mexico (Latin America), France, Italy, Spain (Latin Europe), Egypt, Turkey, Saudi Arabia (Middle East), Denmark, Norway, Sweden (Nordic Europe), India, Indonesia, Thailand (Southern Asia), Kenya, Nigeria, South Africa (Sub-Saharan Africa), China, Japan, South Korea (Confucian Asia), Canada, United Kingdom, United States of America (Anglo countries). 29 The British Council. (2015). The Educational Pathway of Leaders: An International Comparison. https://www.britishcouncil.org/sites/default/files/edupathwaysofleadersreport_final.pdf 30 Government of British Columbia. British Columbia 2025 Labour Market Outlook. (Accessed March 2017). 31 The forecast does not include the impact of potential future LNG investments. 32 The Conference Board of Canada (2015). Skills for Success. (Accessed March 2017).





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Arts, recreation and hospitality (86,800 job openings, 9% of total job openings)

The occupational groups with the largest number of projected openings in BC are: Sales and service (188,900 job openings from 2015-2025, 20% of total job openings) Business, finance and administration (154,900 job openings, 17% of total job openings) Management (135,900 job openings, 15% of total job openings) Trades, transport and equipment operators and related (122,700 job openings, 13% of total job

openings) Education, law and social, community and government services (107,900 job openings, 12% of

total job openings)

Of the 934,000 job openings projected in BC by 2025, 42% are expected to be in occupations requiring a diploma, certificate, or apprenticeship training. Over a third (36%) are expected to be in occupations that require a bachelor’s, graduate or first professional degree,33 and/or significant work experience. While 78% of expected job openings will most likely require a post-secondary credential, only 65% of BC residents between the ages of 25 and 64 have obtained a post-secondary credential.34 The Conference Board of Canada estimates that over 95,000 BC residents are not employed because they don’t have the education required to meet employer needs.35

Labour Market Demand Assessment Emerging trends in business and technology are reshaping labour markets everywhere. The need for global connectivity, the fast pace of digital innovation, and increasing automation are redefining how people think about work and the skills and competencies required to meet the emerging challenges and exploit opportunities. A recent World Economic Forum (WEF) study revealed that global human resources leaders believe over one-third of competencies that are considered important in today’s workforce will change by 2020. Critical thinking, creativity, emotional intelligence, and cognitive flexibility will become more important in the near future.36

Several other recent studies also confirmed that having soft skills such as relationship building, communication, problem solving, collaboration, and teamwork skills, to manage or work as part of diverse teams, are becoming as important as an individual’s technical skills. According to the results of a recent Conference Board of Canada survey, the employers are concerned about deficits in the competencies of recent graduates. Almost 73% of the surveyed employers indicated lower levels of critical thinking and problem solving skills among recent graduates.37

33 Educational skill level descriptions in BC Labour Market Outlook report were recently changed to align with the terminology used in the post-secondary education system. The skill level “usually requiring a university degree” was changed to “usually requiring a bachelor’s , graduate, or first professional degree” and the skill level “usually requiring a college education or apprenticeship training” was changed to “usually requiring diploma, certificate, or apprenticeship training.” 34 Statistics Canada. (December 15, 2016). Education indicators in Canada: An international perspective, 2016. http://www.statcan.gc.ca/daily-quotidien/161215/dq161215b-eng.htm 35 The Conference Board of Canada (2015). Skills for Success. (Accessed March 2017). 36 World Economic Forum. Jobs of the Future. (Referenced in BC Government’s British Columbia 2025 Labour Market Outlook). 37 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017).




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A recent study by the Council of Canadian Academies revealed that “STEM skills are necessary but not sufficient for innovation and productivity growth” and that “complementary skills, such as communication, teamwork, and leadership, are also important in and of themselves, as well as to maximize the impact of STEM skills.”38 According to the results of a 2015-survey of 90 leading Canadian employers, large Canadian companies are increasingly looking to hire or develop employees with strong soft skills and multi-disciplinary backgrounds, especially when recruiting and developing future leaders. 39 A 2015-study of 1,709 professional leaders from around the world found that 55% of the leaders had bachelor’s degrees in social sciences and humanities and leaders 45 years and under were more likely to hold a degree in social sciences and humanities. 40

An estimated 934,000 job openings are expected in British Columbia between 2015 and 2025. Of the 934,000 projected job openings, 7 in 10 will be due to retirements and replacement demand will be important in every major occupational group in BC.41 As older employees retire, BC employers will face an “experience gap” – a loss of managerial and supervisory capacity.42

Of the 934,000 job openings projected in BC by 2025, 42% are expected to be in occupations requiring a diploma, certificate, or apprenticeship training. Over a third (36%) are expected to be in occupations that require a bachelor’s, graduate or first professional degree, and/or significant work experience. While 78% of expected job openings will most likely require a post-secondary credential, only 65% of BC residents between the ages of 25 and 64 have obtained a post-secondary credential. The Conference Board of Canada estimates that 95,000 BC residents are not employed because they do not have the education required to meet the needs of employers.43

Given the projected employment growth in BC in every major occupational group, the shortage of employees with post-secondary credentials, and the fact that the employers will increasingly be looking for employees with post-secondary credentials, supervisory experience, and strong soft skills, graduates from KPU’s proposed Bachelor of General Studies degree program should have good employment prospects upon graduation.

38 Some Assembly Required: STEM Skills and Canada’s Economic Productivity: The Expert Panel on STEM Skills for the Future Council of Canadian Academies. http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/STEMFullReportEn.pdf 39 Developing Canada’s future workforce: a survey of large private-sector employers. Business Council of Canada and Aon Hewitt (March 2017) http://thebusinesscouncil.ca/wp-content/uploads/2016/03/Developing-Canadas-Future-Workforce.pdf

40 The Educational Pathway of Leaders: An International Comparison

The British Council https://www.britishcouncil.org/sites/default/files/edupathwaysofleadersreport_final.pdf

41 Government of British Columbia. British Columbia 2025 Labour Market Outlook. (Accessed March 2017). 42 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017). 43 The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017).





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2. Competitive Environment

The main purpose of this section is to identify the public post-secondary education institutions in British Columbia that offer similar programs to the proposed Bachelor of General Studies degree program.

Related Programs at BC Public Post-secondary Institutions This section reviews three types of degree programs: Bachelor of General Studies degree programs, Bachelor of Arts, General Studies degree programs, and Bachelor of Arts degree completion programs. Note that, in general, Bachelor of Arts programs are not as flexible as Bachelor of General Studies programs. Bachelor of Arts programs require students to declare a major and/or minor, which will have its own set of requirements beyond the general entry requirements. Students in Bachelor of General Studies programs have the flexibility to take a variety of courses across multiple faculties without having to declare a major and/or minor.

Three public post-secondary institutions in BC offer Bachelor of General Studies degree programs, as shown in Exhibit 2.1. All programs may be completed on a full-time or part-time basis. TRU and UFV’s programs accept a high degree of prior learning assessment and recognition (PLAR) and transfer credits.

Exhibit 2.1: Bachelor of General Studies Degree Programs at BC Public Post-secondary Institutions

Institution

Length of Program1

Tuition per credit

Program Name

Program Notes

SFU 4 years, full- time (120 credits)

Domestic: $177.39 International: $720.44

Bachelor of General Studies in Education

Compared to KPU’s proposed program, this program is more specialized, with a focus on education. The program is offered either fully online or through blended learning. Co-op option is available. PLAR information is not available.

TRU 4 years, full- time (120 credits)

Domestic: $151.292

International: $460.96


Delivered online. Accepts a high degree of PLAR and transfer credits.

UFV 4 years, full- time (120 credits)

Domestic: $139.414

International: $537


Co-op option is available. A maximum of 90 PLAR and transfer credits is accepted.

Athabasca University

3 years, full- time (90 credits)

Domestic:5

$201.7 International: $359.7


Accepts PLAR and transfer credit. This program is included because it is offered online and targets adult learners throughout Canada.

Source: Institutional Websites (accessed April 2017) Table notes: 1Programs may be completed on a part-time basis but the institution websites do not provide part-time program completion times.


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2The tuition fee, including administration, technology, and related fees, is $453.88/3-credits for domestic students and $1,382.88/3- credits for international students. Domestic and international tuition fee for some TRU-OL courses and TRU-OL courses delivered by UVic is higher. Domestic tuition fee is higher for students who reside outside of BC except Yukon. 3Estimated based on tuition from UBC’s Cost Calculator. Domestic tuition fee is $5,189.70/30-credits and international tuition fee is $34,847.10/30-credits. 4Estimated based on tuition from UFV’s Academic Calendar Winter/Spring 2017. Domestic tuition fee is $139.41 per credit for courses numbered 100-400 and international tuition fee is $537 per credit. 5The tuition fee for Canadian students living outside of Alberta is 201.7 per credit. The tuition fee for non-Canadian students living outside of Alberta is $359.7 per credit.

Domestic student tuition for the Bachelor of General Studies degree programs reviewed range from $139.41 to $177.39 per credit. International student tuition range from $460.96 to $1,161.57 per credit.

Exhibit 2.2 provides a list of Bachelor of Arts, General Studies degree programs offered by BC public post-secondary institutions. In general, Bachelor of Arts, General Studies degrees have a more rigid structure than the proposed Bachelor of General Studies degree. The proposed degree does not have any pre-defined majors or minors students have to choose from and is intended for students who have a specific goal and want to define their own curriculum by choosing courses that help them progress toward that goal. The proposed degree program also accepts a much higher degree of PLAR than Bachelor of Arts, General Studies degree programs.

Exhibit 2.2: Bachelor of Arts in General Studies Degree Programs at BC Public Post-secondary Institutions Institution

Length of Program

Tuition Estimate of Program

Program Name

Program Notes

KPU 4 years, full- time (120 credits)

Domestic: $133.65 International: $550

Bachelor of Arts, General Studies

Accepts PLAR and transfer credits.

SFU 4 years, full- time (120 credits)



PLAR information is not available.

TRU 4 years, full- time (120 credits)



Delivered online. Accepts PLAR and transfer credits.

UNBC 4 years, full- time (120 credits)


Bachelor of Arts, General

PLAR information is not available.

UBCO 4 years, full- time (120 credits)

Domestic: $172.992 International: $1,161.57


Co-op option is available. PLAR information is not available.

Source: Institutional websites (accessed April 2017)


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Exhibit 2.3 presents Bachelor of Arts degree completion programs in the Lower Mainland that individuals would be able to complete while working full-time. Two post-secondary institutions in the Lower Mainland, SFU and Trinity Western University (TWU), offer Bachelor of Arts degree completion programs. TWU, a private institution, is included as the university has campuses in Langley and Richmond.

Exhibit 2.3: Select Bachelor of Arts Adult Degree Completion Programs in the Lower Mainland Institution

Length of Program

Tuition Estimate of Program

Program Name

Program Notes

SFU Not available


SFU NOW: Bachelor of Arts

Accepts transfer credits. Students complete their degree with a major or double minor. Graduates earn a Bachelor of Arts degree.

Trinity Western University

18 months + $490 per semester hour1

Adult Degree Completion Program - Leadership

Accepts PLAR and transfer credits. Offered face-to-face and online. Graduates earn a Bachelor of Arts in Leadership degree. The program is marketed to international students and working adults.

Source: Institutional Websites (accessed March 2017) Table notes: 1Tuition fee includes a built-in guaranteed scholarship of $252 per semester hour.

An overview of each program follows:

Athabasca University’s 90-credit Bachelor of General Studies program is one of the most popular programs at Athabasca University. Students are required to complete at least 30 senior credits in either the Arts and Science designation or Applied Science designation. Students may specialize or diversify their course selection and complete the degree requirements at other institutions. Students in the Arts and Science designation can receive up to 9 PLAR credits and students in the Applied Science designation can receive up to 21 PLAR credits.

SFU’s 120-credit Bachelor of Arts in General Studies degree program requires students to complete the requirements of a major in the Faculty of Arts and Social Sciences or two minors (at least one minor in the Faculty of Arts and Social Sciences). Students must complete a minimum of 60 credits at SFU, 30 of which should be upper division credits.

SFU’s 120-credit Bachelor of General Studies program with General Education option is for individuals who want to become teachers or wish to learn more about educational theories, research, and practice. With the exception of three lower division and five upper division education courses, students can use courses completed in any faculty to satisfy degree requirements. Students must complete a minimum of 60 credits at SFU, 30 of which should be upper division credits.

SFU NOW is designed especially for mature students who wish to study part-time, at night and on weekends. Developed for people who work 30 or more hours a week, SFU NOW courses are regular university courses in several arts and science subjects, including communication, criminology, political


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science, sociology, English, humanities, international studies and more. SFU NOW students take evening and weekend courses in Vancouver and Surrey campuses. After completing all the required courses, they earn the same Bachelor of Arts degree as full-time SFU students.

TRU’s Bachelor of General Studies degree program is for those who have taken a non-linear path to education and those who have work experience but no post-secondary degree. The program provides a flexible structure with plenty of courses to choose from. Enrolment in education, business and administrative studies courses are reviewed on a case-by-case basis.

TRU’s Bachelor of Arts, General Studies program provides students with a broad education in arts. Students are required to complete 30 of 45 upper-level credits within the arts. Part of the degree requirements may be met with credits earned through PLAR.

TWU’s Adult Degree Completion Program is designed for adults at least 23 years of age and with a minimum of 2 to 3 years workplace experience. Academic requirements are not specified on the program website. Students can earn a degree in as little as 18 months by either attending class in Langley or Richmond campus one night a week or completing courses online. New classes start every six weeks.

UBCO’s Bachelor of Arts in General Studies degree program provides a general liberal studies education with a curriculum of courses from humanities, social science, science, and creative and performing arts. Students also have the option to focus on one of the thematic areas, which are cognitive science, Latin American studies, and gender and women’s studies.

UFV’s Bachelor of General Studies degree program allows students to create a flexible program customized to suit their educational and career goals. Students can focus on a particular topic area (thematic option) or discipline (minor), or complete courses from many areas without a specialization. All students must complete at least 33 credits in six or more subject areas and 45 upper-level credits. Students are required to submit a Customized Learning Plan before they have completed 60 university- level credits, including PLAR.

Competitive Assessment KPU’s proposed program is fairly unique within the KPU Region because it is designed to accommodate adult learners who want to return to university to complete a bachelor’s degree after an interruption of their education. The program will also serve adult learners with prior learning, training, and experience gained outside a traditional education environment through Prior Learning Assessment and Recognition (PLAR).

Only three public post-secondary institutions in BC offer Bachelor of General Studies programs. One of these programs, SFU’s Bachelor of General Studies in Education degree program, which is offered by SFU’s Faculty of Education, is more specialized, with a focus on education, than the KPU’s proposed


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program.44 The other two are offered by UFV and TRU and hence serve the needs of learners in other regions in BC.

Five public post-secondary institutions in BC offer Bachelor of Arts, General Studies programs. In general, Bachelor of Arts, General Studies programs are not as flexible as Bachelor of General Studies programs. Bachelor of Arts programs require students to declare a major and/or minor, which will have its own set of requirements beyond the general entry requirements. Students in Bachelor of General Studies programs have the flexibility to take a variety of courses across multiple faculties without having to declare a major and/or minor. Moreover, Bachelor of General Studies programs accept a much higher degree of PLAR than Bachelor of Arts, General Studies degree programs, making Bachelor of General Studies programs a better option for adults with prior learning, training, and experience.

Two post-secondary institutions in the Lower Mainland, SFU and Trinity Western University, a private post-secondary institution with campuses in Langley and Richmond, offer Bachelor of Arts degree completion programs. These programs allow individuals to complete their degree while working full- time. Compared to KPU’s proposed program, Trinity Western University’s program is more specialized, with a focus on leadership45 and SFU’s degree completion program, SFU NOW, does not accept PLAR (Prior Learning Assessment and Recognition).

The domestic tuition for KPU’s proposed program would be the lowest at $136.30 per credit among all the programs reviewed.

There is a growing need in BC for flexible, relevant, and accessible degree programs for adult learners; however, there are few degree programs geared to their needs. KPU’s proposed program is designed to help working adults complete a degree while managing family and work commitments and it is more accessible to students living in the Lower Mainland than is the program offered by UFV. Overall, this assessment indicates that KPU’s proposed Bachelor of General Studies degree program, with its focus on adult learners, accessible location, customizable and interdisciplinary curriculum, and plan to accept a higher level of PLAR credits, would fill this unmet labour market need in ways that are not addressed by other programs in the Lower Mainland.

44 SFU offers a Bachelor of General Studies degree to SFU students who, due to unforeseen events outside of their control, are unable to complete the degree requirements to earn a Bachelor of Arts degree. Such students may be granted approval by the Dean for the Faculty of Arts and Social Sciences for graduation with a Bachelor of General Studies degree. 45 Academic requirements and PLAR information are not provided on the program website.


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3. Student Demand

The purpose of this section is to explore the extent of student demand for the proposed program mainly by examining the historic participation rates in related programs. Demand is explored in terms of Full-Time Equivalent (FTE) counts. FTE counts are the equivalent to the number of students taking a full-course load. A full-course load is the number of credits required to complete the program in the standard time allotted. For example, for a 4-year degree program with 120-credit requirement, a full- course load would be 30 credits each year.

This section also presents an in-depth analysis of the KPU Region’s population including population growth, population projections, educational attainment below bachelor level, and post-secondary choices of KPU region learners that delay entry into post-secondary education. The population information provides an understanding of the potential market size of mature learners in the KPU Region.

Enrolments in Related Programs at Other BC Public Post-secondary Institutions Full-time equivalent (FTE) enrolments for 2011/12 to 2015/16 for related programs currently offered at other institutions in BC are shown in Exhibit 3.1. FTE enrolments in TRU’s Bachelor of General Studies program increased from 80 FTEs in 2011/12 to 107 FTEs in 2015/16 (an increase of 34%). FTE enrolments in UFV’s Bachelor of General Studies program have been fairly steady. Note that data for Bachelor of General Studies programs at SFU and UBCO are not available. FTE enrolments in General Studies diploma programs have remained stable between 2012/13 and 2015/16.

Exhibit 3.1: FTE Counts in Related Programs at other Institutions, 2010/11 to 2015/16 Program Name 2011/12 2012/13 2013/14 2014/15 2015/16 SFU: Bachelor of General Studies in Education* - - - - -

TRU: Bachelor of General Studies 80 86 109 102 107 UBCO: Bachelor of General Studies* - - - - - UFV: Bachelor of General Studies - 108 107 116 106 DOUG: Diploma in General Studies - 1,351 1,257 1,356 1,258 TRU: Diploma in General Studies 10 14 15 13 15 UFV: Diploma in General Studies - 331 311 308 333 TRU: Certificate in General Studies 3 3 4 5 6

Source: Central Data Warehouse *Data for these programs are not available.


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KPU Region: Population, Educational Attainment & Post-secondary Transition

Population in the KPU Region46

Exhibit 3.2: Population Growth

in BC & KPU Region Total BC:

Between 2011 and 2016 censuses, the population in the KPU region grew by 8%, compared to 6% in BC as a whole.47 KPU Region accounted for 30% of

Total BC: 4,113,487

Total BC: 4,648,055

Rest of BC

KPU Region

the province’s overall population growth in this five year period. Growth varied across the region, ranging from 13% in the Township of Langley to 2% in Delta.48

According to BC Stats, the KPU region will continue to grow at a faster rate than the population of BC. The KPU region is projected to grow by 16%

2006 2011 2016 Source: 2006, 2011, and 2016 Censuses

between 2017 and 2027, compared to 12% for BC. By 2037, the difference in growth rates will be even

greater, with an increase of 31% in the KPU region compared to 22% in BC.

Population projections over the next 20 years for the age groups most relevant to the proposed

Exhibit 3.3: Population Projections by Selected Age Groups for KPU Region

2017-2037

degree are portrayed in Exhibit 15-19 20-24 25-29 30-34 35-39 40-44

3.3. Although different age groups are projected to growth at different rates, the growth rate for 30-34, 35-39, and 40-44 age groups is expected to be significantly greater than for 15- 19, 20-24, and 25-29 age groups. The population of 45 to 54 year olds is also expected to increase steadily until 2037.

110000

100000

90000

80000

70000

60000

50000 2017 2022 2027 2032 2037

Source: BC Stats P.E.O.P.L.E. 2016

46 The KPU Region is comprised of the City of Richmond, the Corporation of Delta, the City of Surrey, the City of White Rock, and the City and Township of Langley, as well as the Tsawwassen First Nation, the Kwantlen First Nation, and the Semiahmoo First Nation. 47 The population growth in the KPU region has slowed down between 2011 and 2016 censuses. Between 2006 and 2011, the population in the KPU region grew by 13%, compared to 7% in BC as a whole. 48 All population data is from Statistics Canada’s 2006, 2011, and 2016 Census and National Household Survey, which replaced the long form of the Census.

4,400,057

907,904 982,375 802,921


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Educational Attainment in the KPU Region

KPU Region’s share of the population of 25-to 64 year-olds without a high school diploma was 11% in 2011.49 The percentage of the population with a high school diploma or equivalent was 27% and the percentage with a certificate or diploma below bachelor level50 was 26%. Exhibit 3.4 presents educational attainment below bachelor level for the KPU Region population 25 to 64 by municipality. The percentage of population with a high school diploma or equivalent and below is the highest in Langley City (43%), followed by Surrey (42%), and Langley District Municipality (36%).

Exhibit 3.4: Educational Attainment Below Bachelor Level for KPU

Region Population 25 to 64 by Municipality, Census 2011

No certificate, diploma or degree High school diploma or equivalent Certificate and diploma below bachelor level (excl. trades/apprenticeship)

Richmond 8% 24% 25%

White Rock 4%

23%

30%

Delta 9%

26%

29%

Surrey

13%

29%

26%

Langley DM 8%

28%

29%

Langley City

12%

31%

28%

0% 10% 20% 30% 40% 50% 60% 70% Source: Statistics Canada, National Household Survey 2011

KPU High School Graduates who Delay Entry into Post-secondary Education

Between 9,000 and 10,000 students graduate from public high schools in the KPU Region school districts each year.

The proportion of high school graduates in the KPU Region who do not transition immediately51 to post-secondary studies has increased in the past five years – from 39% of graduates in 2009/10 (around 3,600 students) to 41% 2013/14 (around 3,900 students).52

Exhibit 3.5, on the next page, provides details on the top post-secondary institutions attended by public high school graduates in the KPU Region who transition immediately and those who delay entry. KPU is the top university for both groups (capturing 30% of graduates who immediately transition and 32% of graduates who delay entry).

49 Census 2016 data on educational attainment are not available yet. 50 College, CEGEP, or other non-university certificates and diplomas are included. Trades/apprenticeship certificates and diplomas are excluded. 51Immediate transition refers to public high school graduates who enter post-secondary system in the following academic year. 52 Ministry of Advanced Education. Student Transitions Project.


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All graduates who transition immediately GRADUATES WHO DELAY ENTRY TO PSE

28,711 100%

All graduates who delay entry to PSE 4,800 100%

Exhibit 3.5: Top 5 Post-secondary Institution Destinations of Graduates in the KPU Region Rank Top Post-secondary Institution Number Enrolled (2009/10-

2013/14 Graduates) GRADUATES WHO IMMEDIATELY TRANSITION TO PSE

% of Total Graduates in Region

1 KPU 8,511 30% 2 SFU 4,617 16% 3 UBC 4,535 16% 4 Douglas College 2,294 8% 5 Langara College 2,238 8%

1 KPU 1,516 32% 2 BCIT 888 19% 3 Douglas College 535 11% 4 Langara College 379 8% 5 Vancouver Community 316 7%

Source: High School Transitions Dashboard, Student Transitions Project, Ministry of Advanced Education Note: 'Immediate transition' refers to public high school graduates who enter post-secondary in the following academic year. Immediate transition rates remain stable from year to year, but the delayed transition rates are interrelated and therefore change over time.

Exhibit 3.6 details the top post-secondary programs chosen by KPU Region public high school graduates who transition immediately compared to those who delay entry. KPU Region public high school graduates who immediately transition to PSE are more likely to enter into specific programs whereas high school graduates who delay their entry to PSE are more likely to choose general studies programs.

Exhibit 3.6: Top 10 Post-secondary Programs Graduates Enrolled in Rank Graduates who immediately transition to PSE Graduates who delay entry to PSE

1 SFU: Bachelor of Arts in Social Sciences KPU: Associate of Arts, General Studies 2 UBC: Bachelor of Science Douglas: General Studies Diploma 3 UBC: Bachelor of Arts BCIT: General Studies (credit) 4 KPU: Associate of Arts, General SFU: Bachelor of Arts and Social Sciences 5 KPU: Associate of Science, General UBC: Bachelor of Arts 6 SFU: Bachelor of Science BCIT: General Studies (non-credit) 7 KPU: Associate of Arts, Criminology BCIT: Electrical Apprentice 8 UVIC: Bachelor of Arts JIBC: Undeclared 9 UBC: Bachelor of Applied Science Langara: Associate of Arts, General

10 Douglas: General Studies Diploma VCC: Adult Basic Education Source: High School Transitions Dashboard, Student Transitions Project, Ministry of Advanced Education


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Student Demand Assessment According to DACSO (Diploma, Associate Degree and Certificate Student Outcomes Survey), a high proportion of diploma, associate degree, and certificate graduates in Arts and Sciences programs go on to take further education.53 KPU’s Associate of Arts in General Studies graduates are a target audience for the Bachelor of General Studies degree program. Graduates of the program may want to return to KPU, an institution where they completed their associate degree, to obtain a bachelor degree. The proposed program with its customizable curriculum and multi-disciplinary nature should appeal to a wider audience including KPU students in certificate and diploma programs in Arts and in other disciplines.


The proposed program is also likely to attract potential high school graduates in KPU’s diverse catchment region. KPU Region public high school graduates who delay their transition to post- secondary education one or more years are more likely to enroll in a General Studies program compared to those who immediately transition.54

Mature learners who lack a degree are another target audience for this program. In 2016, nearly a million residents (982,600) lived in the KPU region55 and 41% of the region’s population was between the ages of 25 and 54,56 the group most relevant to mature learners in post-secondary education. Given the projected population growth in KPU region residents age 25 to 54, the demand for post- secondary education by mature learners will likely to grow. KPU Region’s share of the population 25 to 6457 with a high school diploma or equivalent was 27% in 2011. The percentage of the population with a certificate or diploma below bachelor level58 was 26%. Flexible course delivery options59 and PLAR (prior leaning assessment and recognition) make the proposed program ideal for individuals with work experience and non-traditional educational experiences.

53 Between 2014 and 2016, 9,039 former students from Arts and Sciences programs responded to the DACSO survey. The majority (70%) reported that they had taken further studies after graduating from their program. During the same time period, 1,005 former students from Arts and Sciences programs at KPU responded to the survey and 77% reported that they had taken further studies after graduating from their program at KPU. BC Outcomes Dashboard (Accessed April 2017). 54 Of 2009/10-2013/14 KPU Region high school graduates who immediately transitioned, 4 of the top 10 programs were science programs, whereas no science programs were among the top 10 for students that delayed entry. High School Transitions Dashboard (Accessed March 2017). 55 Statistics Canada. 2016 Census. 56 BC Stats, Population Projections 2015-2041. Statistics Canada will be releasing the age breakdown of 2016 Census data for KPU Region in May 2017. 57 Educational attainment data is provided for 15 to 64 and 25 to 64 age groups only. 58 College, CEGEP, or other non-university certificates and diplomas are included. Trades/apprenticeship certificates and diplomas are excluded. 59 Some courses will be offered in the evenings and on the weekends and some courses will be offered online and blended.


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Overall, the evidence suggests that there will be good demand (high school graduates within the KPU Region, KPU Associate of Arts, General Studies graduates, certificate and diploma students from KPU and other public post-secondary institutions, and adults who lack a degree) for KPU’s proposed Bachelor of General Studies degree program.

Stage 1 Review for New Degree Proposals

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INSTITUTION: Kwantlen Polytechnic University PSIPS PROPOSAL #:

PROPOSED DEGREE: Bachelor of General Studies

CLASSIFICATION OF INSTRUCTIONAL PROGRAM (CIP) CODE:


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Summary Description of Degree Program: (1 page maximum) The Bachelor of General Studies (BGS) degree is an individualized, interdisciplinary degree that provides students the opportunity to customize their learning and career goals rather than adhering to the sequence of courses usually required of students. Students can enter the BGS degree program directly (i.e. with no previous university experience), or after having completed credits or certificates, diplomas, and associate degrees at KPU or other accredited colleges and universities through transfer credit. The degree allows students to use these credentials and credits or to (upon review) accumulate credits through competency based prior learning assessment for work and professional experience towards the degree.

Scores of people understand the value of receiving a liberal education, and the need for a flexible degree plan that allows a student to have an individualized educational experience. The Business Council of Canada consistently confirms the high demand for the skills and abilities that are core to a liberal arts education. Employers want to hire people with a strong complement of soft skills, such as adaptability, collaboration, teamwork, communication and critical thinking abilities. Higher learning has ceased to be simply an elite or elective option, it is now becoming the baseline preparation for full participation in every sphere of life. The BGS degree can be an avenue to link those social concerns to educational achievement. The BGS degree is a degree completion program that finds its roots in interdisciplinary studies. This degree is a combination of the tenets of liberal and interdisciplinary education. Students pursuing the degree must complete the general education requirements that all students complete to earn a bachelor’s degree; however, instead of a major, students choose from areas of interest. The BGS degree is a flexible alternative for the student who would perhaps be working full-time or have family commitments, or who comes to university with a vast array of skills and competencies gained through years of work experience, but who now requires a degree for career advancement.

A review of the literature reveals that although the BGS degree is rooted in liberal and interdisciplinary studies; the degree has its own distinct characteristics. The one characteristic that attracts most students is flexibility. Students have the flexibility to make their own choices as to what type of coursework they wish to complete thereby combining various disciplines to integrate their own life and career interests. This also supports the flexibility of scheduling courses as students are not restricted to a prescribed set of courses except for those needed to complete the requirements for the area of concentration. They can schedule day, evening, weekend, and online courses from various departments to satisfy their needed requirements. The program is also ideal for the transfer student who may bring in numerous hours from previous coursework that will not transfer into a traditional program. Most often the general studies curriculum requirements offer enough flexibility to allow different credits to be applied. Moreover, students who began school sometime in the past and are now returning view the degree as a faster option to career advancement. They may, after undergoing a prior learning assessment be able to begin their new program where they ended a different program years before. Offering a general studies degree is important to the university and the community, because it represents KPU’s most flexible degree program making it ideal for those who have taken a non-linear path to education or have extensive work experience.

The proposed BGS degree program will also be an exemplar of elements of contemporary education that echo the digital transformation in the choice of delivery of some courses through online and blended learning. Many of the courses taken within the proposed BGS degree are now being revised and developed so that students will demonstrate and curate their own learning through the use of an e-portfolio, and adult learners, in particular, will have an opportunity to engage in a degree completion program that is innovative, embodying current, relevant, and applied educational theory and practice.


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INSTITUTIONAL MANDATE / CAPACITY STANDARD: The institution must establish that it has the mandate and capacity to offer the proposed degree program.

CRITERIA: COMMENTS:

A. Mandate

How does the proposed program fit within the mandate of the institution?

The proposed BGS degree program builds on KPU’s tradition of laddering to allow students flexible options and recognition for previous learning. KPU offers all learners opportunities to achieve success in a diverse range of programs that blend theory and practice, critical understanding and social and ethical awareness necessary for citizenship and rewarding careers. KPU is Canada’s leading polytechnic university with open and creative learning environments represented within the proposed BGS degree program.

How does the proposed program support the current academic and strategic plan of the institution?

The proposed BGS degree program with its open curricular structure supports KPU’s Strategic goal of meeting the educational needs of the region’s diverse population. This will develop flexible pathways for degree completion through the new KPU Complete initiative which will be especially important for working adults struggling to balance jobs, families, and education. The proposed BGS degree program will also provide more flexible delivery through online and blended learning and provide options for students to take courses that are part of the Open Education no cost to students textbook initiative. In addition, students within the BGS program will be able to take advantage of KPU’s new online Degree Works “My Academic Plan” degree plan as they study and progress.

B. Capacity

To what extent does the program build on the institution’s existing infrastructure, resources and experience from offering programs in related fields?

As an interdisciplinary degree, the proposed BGS degree program draws from across the institutional programs and faculties.

To what extent has the institution assessed the resources required and identified funding sources needed to implement the program?

No additional faculty resources will be required.


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SOCIAL AND ECONOMIC BENEFIT STANDARD: The institution must demonstrate that the proposed program will serve the social and economic needs of British Columbians.

CRITERIA: COMMENTS:

A. Priority of Program Focus

Is the program focus primarily on meeting social benefit(s) or economic benefit(s)?

The proposed BGS degree program focuses on meeting both economic and social benefits.

B. Social Benefit

What social, cultural, regional, community, environmental, institutional and/or intellectual benefits would the proposed program provide?

The proposed BGS degree program with its open curricular structure supports KPU’s strategic goal of meeting the educational needs of the region’s diverse population. This will develop flexible pathways for degree completion through the new KPU Complete initiative which will be especially important for working adults struggling to balance jobs, families, and education. The proposed BGS degree program will also provide more flexible delivery through online and blended learning.

How would the proposed program advance social goods or government priorities?

The proposed BGS degree program will bring together students formal and informal learning culminating in the completion of a degree which enhances their ability to be self- sustaining, and contribute positively to meeting the broader social needs of the province of BC.

C. Economic Benefit

What direct and/or indirect economic, industrial or labour market benefits would the program offer the student, community, region or province?

When individuals are given the opportunity to complete degrees in open and flexible delivery modes, and receive credit for prior learning, this has the capacity to increase their self-efficacy, and their ability to be employed in sectors paying a living wage.


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How would the proposed program support economic growth and/or government economic priorities?

A recent Business Council of Canada report, based on a 2015- survey of 90 leading Canadian employers that represent a range of sectors and regions of the country, identified the qualities large Canadian firms are looking for when they hire employees. The results indicate that large companies are increasingly looking to hire or develop employees with strong soft skills and multi-disciplinary backgrounds. The soft skills listed as desirable by respondents include relationship-building, communication, problem-solving, collaboration, and teamwork skills. While the importance of soft skills relative to hard skills depends on the position an employer is seeking to fill, these skills are found to be especially important when recruiting and developing future leaders. 1 The skills noted above, are all student learning outcomes identified within the proposed BGS degree program.

What labour market needs would the proposed program meet for the province?

The projected employment growth in BC in every major occupational group, the shortage of employees with post- secondary credentials, and the fact that the employers will increasingly be looking for employees with post-secondary credentials, supervisory experience, and strong soft skills suggest that graduates from KPU’s proposed Bachelor of General Studies degree program will have good employment prospects upon graduation.

Do potential employers require a degree for graduates to gain employment in the field?

Of the 934,000 job openings projected in BC by 2025, 42% are expected to be in occupations requiring a diploma, certificate, or apprenticeship training. Over a third (36%) are expected to be in occupations that require a bachelor’s, graduate or first professional degree, and/or significant work experience. While 78% of expected job openings will most likely require a post- secondary credential, only 65% of BC residents between the ages of 25 and 64 have obtained a post-secondary credential. The Conference Board of Canada estimates that 95,000 BC residents are not employed because they do not have the education required to meet the needs of employers. 2

If the main employer will be government or another public agency, what support does the program have from relevant ministry/public employers?

Graduates of the proposed BGS degree program are likely to be employed in multiple and varied sectors, one of which may be government or another public agency.

1Business Council of Canada and Aon Hewitt. (March 2017). Developing Canada’s future workforce: a survey of large private-sector employers. http://thebusinesscouncil.ca/wp-content/uploads/2016/03/Developing-Canadas-Future-Workforce.pdf 2The Conference Board of Canada (2015). Skills for Success: Developing Skills for a Prosperous BC. (Accessed March 2017).




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D. Consultation

What feedback from relevant community groups, employer groups, and professional organizations was incorporated into the proposed program?

Between 9,000 and 10,000 students graduate from public high schools in the KPU Region school districts each year.

The proportion of high school graduates in the KPU Region who do not transition immediately3 to post-secondary studies has increased in the past five years – from 39% of graduates in 2009/10 (around 3,600 students) to 41% 2013/14 (around 3,900 students).3

KPU is the top university for both groups (capturing 30% of high school graduates who immediately transition and 32% of high school graduates who delay entry to university).4

In regular consultations with our advisory groups the concept of a BGS degree received robust support, and many articulated this as a relevant and timely degree for their current as well as prospective employees.

If the program relates to a regulated profession, what feedback did the regulatory or licensing bodies and the responsible Ministry provide?

The proposed BGS degree program does not lead to a regulated profession.

3Immediate transition refers to public high school graduates who enter post-secondary system in the following academic year. 4 Ministry of Advanced Education. Student Transitions Project.


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SYSTEM COORDINATION / PROGRAM DUPLICATION STANDARD: The institution must establish that the proposed program fills a need within the post-secondary system and that there is no unnecessary duplication with existing programs.

CRITERIA: COMMENTS:

A. System Context

What differentiates the proposed program from all other related programs in the province?

Compared to the existing Bachelor of General Studies degree programs, KPU’s proposed program is similar in that: It may be completed on a full-time or part-time basis. Its domestic tuition per credit is almost the same as that of

TRU and UFV. KPU’s proposed program is unique within the KPU Region because it is designed to accommodate adult learners who want to return to university to complete a bachelor’s degree after an interruption in their earlier academic careers. The program will also serve adult learners with prior learning, training, and experience gained outside a traditional education environment through Prior Learning Assessment and Recognition (PLAR).

Two post-secondary institutions in the Lower Mainland, SFU and Trinity Western University, a private post-secondary institution with campuses in Langley and Richmond, offer adult Bachelor of Arts degree completion programs. KPU’s proposed program is more customizable than SFU’s degree completion program. Trinity Western University’s program is more specialized, with a focus on leadership, than KPU’s proposed program.

KPU’s proposed program would be the lowest at KPU’s current base rate of tuition among all the programs reviewed.

Overall, the data examined suggests that KPU’s proposed Bachelor of General Studies degree program, with its focus on adult learners, customizable and interdisciplinary curriculum, and intention to accept a higher level of PLAR credits, would fill unmet workforce needs that may not be fully addressed by other programs within the KPU Region or the Lower Mainland.

B. Consultation

To what extent has the institution consulted other institutions in British Columbia offering similar programs and responded to their feedback?

KPU has consulted extensively with TRU. As a result we have developed an MOU with them to access their competency based PLAR assessment.


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C. Rationale for Duplication

If programs with similar learning objectives are currently available in the region or online within the province, what is the rationale for establishing another program?


D. Collaboration

To what extent has the institution explored appropriate ways to collaborate and/or share resources with other institutions offering related programs?

See above (MOU with TRU) in Section B.


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STUDENT DEMAND AND OUTCOMES STANDARD: The institution must demonstrate that the proposed degree program will have sufficient ongoing student interest and provide benefit to students.

CRITERIA: COMMENTS:

A. Student Demand


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How robust is the demonstrated potential student demand to sustain the proposed program?

According to DACSO (Diploma, Associate Degree and Certificate Student Outcomes Survey), a high proportion of diploma, associate degree, and certificate graduates in Arts and Sciences programs go on to take further education.5 KPU’s Associate of Arts in General Studies graduates are a target audience for the Bachelor of General Studies degree program. Graduates of the program may want to return to KPU, an institution where they completed their associate degree, to obtain a bachelor degree. The proposed program with its customizable curriculum and multi-disciplinary nature should appeal to a wider audience including KPU students in certificate and diploma programs in Arts and in other disciplines.


The proposed program is also likely to attract potential high school graduates in KPU’s diverse catchment region. KPU Region public high school graduates who delay their transition to post-secondary education one or more years are more likely to enroll in a General Studies program compared to those who immediately transition.5

Mature learners who lack a degree are another target audience for this program. In 2016, nearly a million residents (982,600) lived in the KPU region6 and 41% of the region’s population was between the ages of 25 and 54,7 the group most relevant to mature learners in post-secondary education. Given the projected population growth in KPU region residents age 25 to 54, the demand for post-secondary education by mature learners will likely to grow. KPU Region’s share of the population 25 to 648 with a high school diploma or equivalent was 27% in 2011. The percentage of the population with a certificate or diploma below bachelor level9 was 26%. Flexible course delivery options10 and PLAR (prior leaning assessment and recognition) make the proposed program ideal for individuals with work experience and non-traditional educational experiences.


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B. Benefit to Students

To what extent will students be able to transfer to and from other post-secondary institutions in the province?

The proposed BGS degree program is highly amenable to transfer credit (i.e., 25 credit residency requirement). Students may ladder a two-year diploma program from a Canadian Post-Secondary Institution or a BC Associate Degree.11

What opportunities are available to program graduates for further study in the field or in professional fields?

The proposed BGS degree program is a stepping stone to further education , as it is accepted as entrance to many professional and graduate programs

What added value will the proposed program offer graduates in terms of employment opportunities?


5 Between 2014 and 2016, 9,039 former students from Arts and Sciences programs responded to the DACSO survey. The majority (70%) reported that they had taken further studies after graduating from their program. During the same time period, 1,005 former students from Arts and Sciences programs at KPU responded to the survey and 77% reported that they had taken further studies after graduating from their program at KPU. BC Outcomes Dashboard (Accessed April 2017). 6Of 2009/10-2013/14 KPU Region high school graduates who immediately transitioned, 4 of the top 10 programs were science programs, whereas no science programs were among the top 10 for students that delayed entry. High School Transitions Dashboard (Accessed March 2017). 7 Statistics Canada. 2016 Census. 8 BC Stats, Population Projections 2015-2041. Statistics Canada will be releasing the age breakdown of 2016 Census data for KPU Region in May 2017. 9 Educational attainment data is provided for 15 to 64 and 25 to 64 age groups only. 10College, CEGEP, or other non-university certificates and diplomas are included. Trades/apprenticeship certificates and diplomas are excluded. 11 Some courses will be offered in the evenings and on the weekends and some courses will be offered online and blended.

SENATE Agenda Item: 15.1 Meeting Date: October 29, 2018 Presenter: Zena Mitchell

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Agenda Item: Approval of Graduates to October 29, 2018

Action Requested:



THAT Senate approves the list of graduates to October 29, 2018


University Act, Section 7: The roll of the convocation must be continued and kept up to date by the registrar.

University Act, Section 9.2: The senate may add names to the roll of the convocation under section 5, (Composition of convocation)

Attachments: Grads for Senate Approval – 20181029

Submitted by: Zena Mitchell, University Registrar


Graduates for Senate SENATE MEETING: Monday, 29-Oct-2018

Graduates from the Faculty of Arts Baccalaureate Degree Bachelor of Arts, Minor in Criminology and Sociology Amarpreet Kaur Samra Associate Degree Associate of Arts in Criminology Jaskirat Singh Mann Diploma Diploma in General Studies Rayyan Fahad M Ergsous Man Hu Shixuan Li

Graduates from the Faculty of Health Certificate Health Foundations Certificate Andrea Janna Basso

Graduates from the Faculty of Science and Horticulture Baccalaureate Degree Bachelor of Science in Applications in Mathematics, Computational Mathematics Zhongchi Li Bachelor of Science in Health Science Lin Huang Bachelor of Science in Physics for Modern Technology Jesse Samuel Kinsman Singer Diploma Diploma of Technology in Environmental Protection Mitthi Jha Diploma of Technology in Environmental Protection, Co-operative Education Option Christian Smith Certificate Certificate in Computer Aided Design and Drafting, Architectural Drafting Arun Rana Certificate in Computer Aided Design and Drafting, Mechanical Drafting Rodney Keith Junior Parsey With Distinction Certificate in Engineering Mahsa Kohansal

Graduates from the School of Business Baccalaureate Degree Bachelor of Technology in Information Technology Atiqullah Rahman

Bachelor of Technology in Information Technology, Co-operative Education Option Christopher Daniel Garzota Diploma Diploma in Accounting Anon Pabbi Diploma in Business Management Malcolm Bassi Randall Galang Brendan Sihalathavong Diploma in Computer Information Systems Turki Aljudai Diploma in Marketing Management Daniel David Bigueta Diploma in Public Relations Rajdeep Kaur Mann Certificate Certificate in Computer Information Systems Hyun Jin Kim With Distinction

SENATE Agenda Item: 15.2 Meeting Date: October 29, 2018 Presenter: Zena Mitchell

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Agenda Item: Senate By-Election Report, Fall 2018

Action Requested:


SENATE BY-ELECTION RESULTS, Fall 2018

FACULTY RESULTS

Chip and Shannon Wilson School of Design

Natasha Campbell (acclaimed) Term: October 31, 2018 – August 31, 2021

Faculty of Academic and Career Advancement

1 seat remains vacant – no candidates Term: October 31, 2018 – August 31, 2019

Faculty of Educational Support and Development

Marti Alger (acclaimed) Term: October 31, 2018 – August 31 2021

Faculty of Health 1 seat remains vacant – no candidates Term: October 31, 2018 – August 31, 2019

Faculty of Science and Horticulture

Rebecca Harbut (acclaimed) Term: October 31, 2018 – August 31, 2019

School of Business 1 seat remains vacant – no candidates Term: October 31, 2018 – August 31, 2020

Submitted by: Zena Mitchell, University Registrar and Chief Returning Officer


senate - your kpu · lubana, bachelor of business administration in accounting, be withdrawn from...

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