applied & technical studies faculty council thursday ......apr 09, 2015 · applied &...

Draft

AGENDA

Applied & Technical Studies Faculty Council Thursday, April 9, 2015

2:00 – 3:30 pm, Rivers Dining Room Agenda

Package Page #

1. Welcome from the Chair John

2. Items for Approval John

2.1. Agenda, April 9, 2015 Pg. 1

2.2. Minutes, February 12, 2015 Pg. 2-5

2.3. Minutes, March 12, 2015 Pg. 6-8

3. Review of Action Items Outstanding from Minutes of March 12, 2015 John Pg. 9

4. Unfinished Business

4.1. New Purchasing Procedures Mark

5. Dean’s Report

6. Reports from Other Faculty Council Representatives

7. New Business

7.1. High Impact Practices Inventory John Pg. 10-16

7.2. Grading Scales and Descriptors John

7.3. UFV 2025 – Invitation to Departments Submission date: May 31, 2015

John Pg. 17-18

7.4. Call for proposals: Internationalization Fund for fiscal 2015/16 Submission date: April 17, 2015

John Pg. 19-22

7.5. Spring Break John

7.6. Common Safety Modules – Construction/Mechanical John

7.7. Year End Pro D Event John

8. Information Items

8.1. UFV Senate Standing Committees –Call for Expressions of Interest Deadline: April 17, 2015

John Pg. 23-26

8.2. Nominations for Student Speakers at Convocation 2015 John Pg. 27-28

8.3. Elections Notice – Sessional/Relief Faculty John

8.4. Convocation 2015 John Pg. 29

Next Meeting, May 7, 2015

February 12, 2015 Applied & Technical Studies Faculty Council Minutes, DRAFT Page 1 of 5

DRAFT MINUTES APPLIED & TECHNICAL STUDIES FACULTY COUNCIL

Thursday, February 12, 2015

2:00 pm, Computer Lab CEP Campus

Chair: John English Present: Al Behmer Allan Arndt* Heather Compeau* James Pringle Jim Carson Kathy Miller Kevin Brennan Mark Ryan Nick Penner Paul Gumprich Rene Robertson Sandy Hill* Ted Zak Tricia Thomson Regrets: Alexander Waters Barry Penner David Riel Dean Key Greg St. Hilaire Hans Kreitner Jamie Ubell Myles Andrew Nancy Barker Pat McGurk Rod McLeod Rodney Smith Rolf Arnold* Tom Baumann Wally Gallinger Guests: Avner Bachar* Chelsey Fulford* David Bensmiller* Pierce Stoeckly* Recorder: Deborah Hawkes*

*non-voting member 1. WELCOME FROM THE CHAIR

John English, Chair, called the meeting to order at 2:00 pm.

2. ITEMS FOR APPROVAL

2.1. Agenda, February 12, 2015

MOTION P. Gumprich/M. Ryan

THAT the agenda be adopted as presented. CARRIED

2.2. Minutes, January 8, 2015

MOTION K. Miller/T. Thomson

THAT the minutes of 2015-01-08 be approved. CARRIED

3. REVIEW OF ACTION ITEMS OUTSTANDING FROM MINUTES OF JANUARY 8

4. UNFINISHED BUSINESS

4.1. After Hour Access – Trades & Technology Centre

A document entitled “Standard Operating Procedure – After Hour Access (Trades & Technology Centre” was circulated for information. This document is intended to provide guidelines for Trades & Technology (TTC) employees when accessing TTC after regular business hours.

Faculty of Applied & Technical Studies Agenda Package 2015-04-09


Essentially, employees must have proper identification, notify Security when they arrive and ensure that the door is closed properly behind them. Rolf will need to ensure that all FOBs are reactivated for employees.

4.2. NVIT/UFV Partnership for Accessible Learning for Trades and Technology

Ted indicated that the work is ongoing with the Accessibility Advisory Committee and that a video will be created and shared at the end of this year.

In addition, Ted discussed a F.A.T. city workshop (Frustration, Anxiety and Tension). This is an excellent one-hour video on how to deal with and better understand learning disabled students in a very interesting, funny and eye opening way. https://www.youtube.com/embed/o0ye3L6CEEU

5. DEAN’S REPORT

5.1. Budget Update

The Dean reported on the year-end position for 2014-15 and indicated that this faculty should end the year with a surplus. The Board will be reviewing the 2015-16 budget for approval in early April. Within this budget, the focus will be on pooling resources to run programs on an as-needed basis verses individual entitlements. In addition, changes to the way we currently purchase supplies and equipment will be implemented. Currently we have 130 open purchase orders of which most of these will be cancelled with only a few high volume vendors to continue as open PO’s. To facilitate this change, two (2) new spending tools have been created to help reduce the time it takes to purchase items with the current Supply Purchase Requisition (SPR) method: Limited Purchase Order (LPO)

A Limited Purchase Order (LPO) is a purchasing method that allows departments to immediately obtain supplies and materials up to $1,500.00 + tax (including shipping). Approval must be obtained from John, Rolf or Kelli.

New Purchase Card System

The P-card transaction limits for the new and existing Trades users will be set at $1,500.00.

These new systems will be rolled out by meeting with the three groups: Mechanical, Construction, and then all others.

6. REPORTS FROM OTHER FACULTY COUNCIL REPRESENTATIVES

Sandy Hill commented on red seal programs in high schools.

Heather Compeau commented on donations received ‘in kind’ but please contact the Library before doing so.

Allan Arndt commented on the cost of running extra sections throughout the year.



7. NEW BUSINESS

7.1. Scrap Metal Procedures

A document on the procedures for the sale of scrap metal was circulated for information. The main objective is that all sales will be paid by cheque, no cash transactions will be accepted.

The only instances when these guidelines are not necessary are the following:

Yearly transactions equal to or less than $500

Petty Cash Funds – Contact Kelli if you would like to have this set up

8. INFORMATION ITEMS

8.1. New Floor Warden and Evacuation Procedures

UFV’s Security and Emergency Management office has put together new Floor Warden Emergency Procedures. TTC is one of the first facilities to have this plan rolled out. More information for procedures regarding Bldg V, AG facilities and the Aerospace hangar will follow.

The Floor Warden’s for TTC are as follows:

Construction Areas: Allen Hiebert

Welding: Kevin Brennan

Automotive Areas: Jeremy Abbott

Front Office/Kitchen/Upstairs: Deborah Hawkes

Floor Wardens are responsible for being familiar with their assigned areas and for ensuring a safe and orderly evacuation of building occupants in places other than classrooms or shops/labs in the case of an emergency evacuation. New emergency assembly areas (EAA) have been identified for our building and in the case of an emergency evacuation building occupants should muster to the area with easiest access. The 2 assembly points are:

North West corner of parking lot #1 in front of TTC North East corner of Caen & Tyson Roads (gravel lot)

At this point, instructors are encouraged to ensure safe exit for themselves and their students, and be prepared to account for attendance. Further details will be forthcoming before and as evacuation drills will be put into place. (Note: The Red muster point sign on the welding compound gate is temporary for the current construction crew working in the welding shop)

8.2. Change in Program Content (68) policy / Placement (83) policy

It is being proposed that the existing Change in Program Content (68) policy and Placement (83) policy be rescinded. As part of the consultation process, the Secretariat office invites the UFV community to submit feedback to Elaine Harris, Secretariat office ([email protected]) by February 20, 2015.



8.3. Consultation on new policy on Gift Acceptance

A new policy on Gift Acceptance has been developed and is being circulated for consultation. The University Secretariat invites the UFV community to submit collaborative or individual feedback to Lisa McMartin ([email protected]) by February 20, 2015.

8.4. Consultation on new policy on Voluntary Resignation

A new policy on Voluntary Resignation has been developed and is being circulated for consultation. The University Secretariat invites UFV employees to submit collaborative or individual feedback to Kimberly Burridge ([email protected]) by February 25, 2015.

8.5. EDUData Research and Scholarly Activity Data Base

UFV and the BC Association of Institutes and Universities (BCAIU) are working together to pilot an online Research & Scholarly Activity Database (RSADB). The RSADB pilot gathers and reports faculty and student scholarship, research, and service activities. The Provost requests that faculty help pilot this system and the hope is that departments will take advantage of this resource and incorporate the RSADB links into their web pages. The project tool is for faculty and UFV administrative use. The advantages of this easy-to-use system include automatic report generation and easy access to frequently requested information. For more information, please go to http://www.ufv.ca/research/rsadb/.

8.6. The Sky’s No Limit – Girls Fly Too! – March 7-8, 2015

On March 7-8 over 10,000 Lower Mainland females of all ages will gather at the Abbotsford Airport to celebrate this year’s The Sky’s No Limit – Girls Fly Too! event for Women of Aviation Worldwide Week and International Women’s Day. If anyone is interested in volunteering or helping out with this event, please contact Rolf Arnold.

8.7. Regional Skills Competition – March 5, 2015

The Regional Skills Competition is scheduled for March 5, 2015. The Director will be working on the logistics for the day and will keep the faculty informed of the events.

MOTION The meeting adjourned at 3:15 pm. M. Ryan Next Meeting, March 12, 2015


March 12, 2015 Applied & Technical Studies Faculty Council Minutes, DRAFT 1 of 4

DRAFT MINUTES APPLIED & TECHNICAL STUDIES FACULTY COUNCIL

Thursday, March 12, 2015

2:00 pm, Rivers Dining Room CEP Campus

Chair: John English Present: Allan Arndt* Barry Penner Greg St. Hilaire James Pringle Jim Carson Kathy Miller Kevin Brennan Mark Ryan Myles Andrew Nick Penner Paul Gumprich Rene Robertson Rod McLeod Rodney Smith Rolf Arnold* Sandy Hill* Ted Zak Tricia Thomson Wally Gallinger Regrets: Al Behmer Alexander Waters David Riel Dean Key Hans Kreitner Heather Compeau* Jamie Ubell Nancy Barker Pat McGurk Tom Baumann Guests: Mark Evered Avner Bachar* Cary Britton* Daniel Smythe* David Bensmiller* Pierce Stoeckly* Recorder: Kelli Graham*

*non-voting member 1. WELCOME FROM THE CHAIR

John English, Chair, called the meeting to order at 2:00 pm.

2. GUEST, MARK EVERED, President and vice chancellor

Mark Evered, President and Vice Chancellor of UFV attended the meeting and thanked the faculty and staff for their patience and hospitality when the president drops in for visits with guests and colleagues.

The president discussed the various topics with the faculty: Interfaculty collaboration

International students attending trades programs

Employers top priority – Problem solving and creative thinking employees

Educating parents and guidance counsellors about futures in trades programs

Collaboration with other universities

Budget Forum 2015-16

Increase of entrepreneurial projects

Increase demand for recreational programs

Coursefying Trades programs

Isolation of the Trades and Technology Centre – encourage other areas to come and visit

More UFV events scheduled for Chilliwack

Trades faculty used to speak to engineering students in Abbotsford – perhaps this could be brought back

Unique technology challenges at TTC due to their complex programs and software

Challenges with differences in programming causing reduced services with shuttle service



Skills event and open house – March 5th – John acknowledged all faculty and staff for their efforts and especially Rolf and his staff for the coordination of a very successful day.

Due to the time, the Dean deferred all items to the April 9 meeting except for the following.

3. DEAN’S REPORT

3.1. Automation and Robotics Technician Program

The Automation and Robotics Technician program will be presented at Senate on March 13th. Once approved it will be posted for 30 days before officially being promoted.

4. REPORTS FROM OTHER FACULTY COUNCIL REPRESENTATIVES

The Director expressed a special thank you to Wally and Kathy for their efforts at the Aerospace Open House and to Wally for his work at the Girls Fly Too event. Also, thank you to Mark Ryan for making the tags that were used at the event.

Sandy Hill commented on discussions that took place at the teacher regulation branch meeting. The topic of trades training came up and how to get more trades teachers for school districts.

Allan Arndt announced that April 8 is Student Research Day. Student researchers will be invited to showcase their work by participating in a MicroLecture, Poster Presentation, or both. Complete details, poster guidelines, and a registration form are online.

5. NEW BUSINESS

5.1. OHS Issues

Mark Ryan shared concerns with the work being done in the welding shop. Contractors have been performing their work at an unacceptable level in regards to safety regulations. As UFV is a teaching environment, this type of work should be done at industry standards in front of our students. Rolf indicated that the contractors have been advised that these practices need to be tightened up and were given some documentation from our program guides to review. Mark Goudsblom, Director of Facilities is working on a policy that will be given to all contractors who enter UFV facilities as a guide on the expectations that are acceptable. In addition all facilities staff will be trained to work at this standard.

5.2. Defibulators

Mark indicated that after a long delay, the Trades and Technology Centre will be getting heart defibulators on site in case of an emergency. Purchasing is currently in the process of ordering.

5.3. Security at TTC

Rod McLeod indicated that recently a student had cut his finger and needed first aid but the security guard was at building A. It is an expectation that security is onsite at TTC especially while students are in the building. Rolf will follow up to review the daily schedule for the security officer.

ACTION: Rolf

6. INFORMATION ITEMS

6.1. Nominations for Student Speakers at Convocation

The provost office is seeking nominations for student speakers for our June 12 and 13 Convocation ceremonies. Selection as a student speaker is considered an honour for a graduate. Those selected receive an honorary certificate acknowledging they were a



student speaker at Convocation, and will be profiled in Convocation publicity. We also make space available for their guests in the reserved seating area at the ceremony. Nominees should be students who are well‐rounded in a variety of areas including public speaking, respected by other students, and willing to write and give the speech. Students must meet all requirements enabling them to graduate this June. Speeches should be five minutes maximum. Nominations should be submitted to Janice Nagtegaal ([email protected]) in the Office of the Provost and Vice‐President, Academic by April 23, 2014.

6.2. Senate Faculty / Staff Nominations

Call for nominations for one faculty member from each Faculty to serve on Senate ended on March 2, 2015. The Secretariat office did not receive any nominations from the Faculty of Applied & Technical Studies. Therefore, the call has been extended to March 18, 2015. Also attached is the extended call for nominations form for one faculty member to serve on the Board and for one staff member to serve on Senate. If you are interested in serving on one of these committees, please complete the nomination form and return it to Lisa McMartin, Assistant to the University Secretary, Abbotsford campus, room B303, no later than 4:00 pm on March 18, 2015.

6.3. Election Notice – Vice Chair and Support Staff

The Dean served official notice of Faculty Council vacancies and Call for Nominations for the following:

Vice-Chair to serve from September 2015 to September 2017 Two staff positions to serve from September 2015 to September 2017

ACTION: Dean’s Assistant MOTION The meeting adjourned at 3:30 pm. J. Carson Next Meeting, April 9, 2015



REVIEW OF ACTION ITEMS OUTSTANDING FROM MINUTES of March 12, 2015

1.

Inter-faculty Collaboration – Biology department is interested in attending a tour of TTC.

Action: John E. /Allan A.

John and Allan to set date.

2.

Instructors requested information on the ‘man’ gates and when they will receive a key for access.

Action: Rolf

Rolf is working with facilities on this issue.

3.

Accessibility Advisory Committee Presentation (Nov. 13): Find 3 ways to improve accessibility.

1. Participation in the $75,000 grant from the Ministry of Advanced Education where the new accessible learning project trains faculty and staff about disabilities, their impact on learning, and how learning can be improved through a curriculum developed using these principles.

The faculty will review this in more detail and provide two additional commitments at a future date.

ACTION: Faculty Council

4.

Bookstore practice and protocol: outdated books kept on shelf large inventory of outdated books

The Dean asked the faculty and director to work with the bookstore to resolve these issues.

ACTION: Rolf

5.

Hi-Vis Clothing for Staff and Students Around Learning Areas Outside TTC Building

The Dean asked the director to contact the Health & Safety Officer to create a standard/protocol for the use of hi-vis clothing.

ACTION: Rolf

6.

Security at TTC

It is an expectation that security is onsite at TTC especially while students are in the building. Rolf will follow up to review the daily schedule for the security officer.

ACTION: Rolf

7. Nominations for Vice-Chair and support staff positions.

ACTION: Dean’s Assistant


Dean: John English Phone: 5700

Dean’s Assistant: Kelli Graham Phone: 5701

To: Applied & Technical Studies Faculty Council Date: March 12, 2015 Re: HIGH IMPACT PRACTICES INVENTORY As discussed at Deans’ Council, please find attached a template that can be used to collect information from program/department heads and directors on current use of high impact practices (HIPs). Also attached is a description of what these practices are, and how they align with our institutional mandate and strategic priorities. We ask that you fill out the inventory, and return it to Kelli Graham before September 2015. These reports will serve as the basis for an inventory of high impact practices, and will be followed by more focused discussions on the benefits and challenges of these activities. Any questions on this initiative can be directed to Sylvie Murray or other members of the subcommittee (Jacqueline Nolte, Alisa Webb and Adrienne Chan). We appreciate your assistance with this project. Attachments: HIP Inventory Template HIP Description

MEMORANDUM


Provost’s Council, HIP subcommittee January 2015

High Impact Practices (HIPs) and alignment with UFV mandate and strategic priorities.

High Impact Practices (HIPs) have been part of the educational landscape for many years. With

his 2008 book, High-Impact Educational Practices: What They Are, Who Has Access to Them,

and Why They Matter, George Kuh drew greater attention to HIPs, arguing their effectiveness in

increasing student retention and student engagement. Kuh’s research found that HIPs had an

overall effect on deep learning, personal gains, practical gains, and general gains for students. In

addition, they offered opportunities for greater academic challenge, active and collaborative

learning, student-faculty interaction, and engagement in a supportive campus environment – all

of which had a positive effect on students across their academic careers. Further research,

published in 2013 by Ashley Finley and Tia McNair, demonstrates that HIPs are particularly

effective in enhancing the educational experience of “underserved” students: low-income

students, transfer students, first-generation students, and underrepresented minority students.

Engaging in such practices has an “equity effect” which serves to minimize perceived and actual

difference between traditional and non-traditional students.

Such learning is meant to be highly active and highly engaged. The following summary,

prepared by Texas A&M and drawing on Kuh’s work, outlines the key features of HIPs

(http://us.tamu.edu/Students/High-Impact-Practices/High-Impact-Practices-Defined):

1. They are effortful: they “demand that students devote considerable time and effort to

purposeful tasks [and] require daily decisions that deepen students’ investment in the

activity as well as their commitment to their academic program and the college.”

2. They help students build substantive relationships and "interact . . . with faculty and peers

about substantive matters . . . over extended periods of time” during which relationships

develop that “put students in the company of mentors and advisers as well as peers who

share intellectual interests and are committed to seeing that students succeed.”

3. They provide students with rich feedback and frequent feedback, not limited to the

assessment of classroom work but also including feedback from supervisors and

colleagues.

4. They help students apply and test what they are learning in new situations and provide

“opportunities for students to see how what they are learning works in different settings,

on and off campus. These opportunities to integrate, symmetrize, and apply knowledge

are essential to deep, meaningful learning experiences.”

5. They provide opportunities for students to reflect on the person they are becoming.

Reflection “deepen[s] learning and bring one’s values and beliefs into awareness; [it]

help[s] students develop the ability to take the measure of events and actions and put

them in perspective. As a result, students better understand themselves in relation to

others and the larger world, and they acquire the intellectual tools and ethical grounding

to act with confidence for the betterment of the human condition.”


http://us.tamu.edu/Students/High-Impact-Practices/High-Impact-Practices-Defined


HIPs, as outlined by Kuh and adopted by the Association of American Colleges and Universities

(AAC&U) (https://www.aacu.org/leap/hips), are:

1. First-Year Seminars and Experiences which “bring small groups of students together

with faculty and staff on a regular basis” and “place emphasis on critical inquiry, frequent

writing, information literacy, collaborative learning, and other skills that develop

students’ intellectual and practical competencies.” Such experiences might also engage

students in faculty research or in asking big questions.

2. Common Intellectual Experiences in which students share a core or general education

and/or educational experience that might include integrative studies

3. Learning Communities which “encourage integration of learning across courses” and

“involve students in ‘big questions’ which matter beyond the classroom.” Such

opportunities might be organized around common topics, questions, or readings, might

link classroom learning to service learning, or might encourage interdisciplinary thinking.

4. Writing-Intensive Courses which “emphasize writing at all levels of instruction and

across the curriculum.” Central features include producing and revising “various forms of

writing for different audiences in different disciplines.”

5. Collaborative Assignments and Projects which encourage teamwork to solve problems

and active listening. Common activities include “study groups…, team-based

assignments and writing…, and cooperative projects and research.”

6. Undergraduate Research which “connect[s] key concepts and questions with students’

early and active involvement in systematic investigation and research.” Particularly

powerful is engaging students in research on “actively contested questions, empirical

observation, cutting-edge technologies, and the sense of excitement that comes from

working to answer important questions.”

7. Diversity/Global Learning which “help students explore cultures, life experiences, and

worldviews different from their own.” Common topics include “racial, ethnic, and gender

inequality, or continuing struggles around the globe for human rights, freedom, and

power.” Such learning may take place on campus or through study abroad and/or

community opportunities.

8. Service Learning, Community-Based Learning which operate as “field-based

‘experiential learning’ with community partners.” Linked to problem solving, this HIP

links coursework and problem solving with actual problems in the community. The

emphasis is on application and reflection: students apply what they have learned in a real-

world experience and reflect on their experience back in the classroom. These activities

particularly promote the value of civic engagement.

9. Internships that give students direct experience in a workplace. The Kuh/AAC&U

framework emphasizes professional partnerships, as established through internships, as a

way for students to receive coaching and supervision from professionals in areas related

to student career interests.

10. Capstone Courses and Projects which require students to reflect on their education in

an integrative way and to apply what they have learned in a project. Project options vary:

“a research paper, a performance, a portfolio of ‘best work,’ or an exhibit of artwork.”

Capstones may be linked to “departmental programs,” such as majors, or to “general

education.”


https://www.aacu.org/leap/hips


HIPs tie directly to UFV’s priorities and should be seen as important tools by which to meet our

strategic plans.

The UFV Strategic Plan states that UFV will provide the best undergraduate education in

Canada and be a leader of social, cultural, economic, and environmentally-responsible

development in the Fraser Valley. HIPs are increasingly seen as one of the best educational

practices in which to engage students. Further HIPs such as service learning and community-

based learning, undergraduate research, internships, and diversity/global learning see students

engage deeply in the community, supporting the development of the region.

HIPs also support the goals established in the 2011-2015 Education Plan. HIPs, as

demonstrated by Kuh and by Finley and McNair, enhance student engagement and success

which, in turn, enhance retention. Further, in emphasizing the importance of diversity and global

learning, HIPs support UFV goals around indigenization and internationalization, as well as

learning around specific cultural groups including the South Asian community. HIPs also

encourage interdisciplinary thinking, community partnerships, and integration of teaching and

research. In some way or another, most, if not all, goals listed in UFV’s Education Plan can be

supported and achieved though using HIPs.

Various goals in UFV’s 2014-19 Strategic Enrolment Management Plan are more likely to be

reached should HIPs gain wide-spread practice across UFV. General retention goals are more

likely to be achieved if students are engaged in active and experiential learning. Specific goals

around traditionally underserved students, such as transfer students, Aboriginal students, and

international students, are more likely to be achieved if HIPs are employed. Further, the SEM

Plan specifically states that by 2019 there will be “a 20% increase in the number of academic

programs that offer experiential learning opportunities” in order to enhance student workplace

readiness. Section 6 also specifically notes the importance of HIPs to student success. The SEM

plan notes, drawing on Kuh’s research, that student success is enhanced when students

participate in two or more HIPs. Therefore, the SEM Plan emphasizes the importance of HIPs,

particularly service learning, community-based learning and internships, as important to our

SEM goals.

Finally, HIPs also align with the recommendations of the UFV Task Force on Research and

Scholarship. Principle one, as defined by the group, emphasizes the importance of offering

meaningful learning experiences for students via participation in faculty research. Such

participation should take place throughout the study, including data collection, analysis,

synthesis, and presentation of results.

HIPs, therefore, offer a meaningful way to engage and retain traditional and non-traditional

students, to close the gaps between traditional and non-traditional students, and to achieve

UFV’s various strategic and educational goals.


INVENTORY OF HIGH IMPACT PRACTICES (HIPs)

1 January 2015

DEPARTMENT:_____________________________

Activities recorded might be program/department‐based, course‐based, or individually‐based (such as a student engaged in research via directed studies or a student engaged in a community‐based internship or practicum).

HIP ACTIVITY

NUMBER OF STUDENTS ENGAGED (on average, on a yearly basis)

Optional: Please provide names of faculty members engaged in the activity (For follow‐up on the benefits and challenges of these activities.)

1. First‐Year Seminars and Experiences which “bring small groups of students together with faculty and staff on a regular basis” and “place emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies.” Such experiences might also engage students in faculty research or in asking big questions.

2. Common Intellectual Experiences in which students share a core or general education and/or educational experience that might include integrative studies.

3. Learning Communities which “encourage integration of learning across courses” and “involve students in ‘big questions’ which matter beyond the classroom.” Such opportunities might be organized around common topics, questions, or readings, might link classroom learning to service learning, or might encourage interdisciplinary thinking.

4. Writing‐Intensive Courses which “emphasize writing at all levels of instruction and across the curriculum.” Central features include producing and revising “various forms of writing for different audiences in different disciplines.”



2 January 2015

HIP ACTIVITY NUMBER OF STUDENTS ENGAGED (on average, on a yearly basis)

Optional: please provide names of faculty members engaged in the activity (For follow‐up on the benefits and challenges of these activities.)

5. Collaborative Assignments and Projects which encourage teamwork to solve problems and active listening. Common activities include “study groups…, team‐based assignments and writing…, and cooperative projects and research.”

6. Undergraduate Research which “connect[s] key concepts and questions with students’ early and active involvement in systematic investigation and research.” Particularly powerful is engaging students in research on “actively contested questions, empirical observation, cutting‐edge technologies, and the sense of excitement that comes from working to answer important questions.”

7. Diversity/Global Learning which “help students explore cultures, life experiences, and worldviews different from their own.” Common topics include “racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power.” Such learning may take place on campus or through study abroad and/or community opportunities.



3 January 2015

HIP ACTIVITY NUMBER OF STUDENTS ENGAGED (on average, on a yearly basis)

Optional: please provide names of faculty members engaged in the activity (For follow‐up on the benefits and challenges of these activities.)

8. Service Learning, Community‐Based Learning which operate as “field‐based ‘experiential learning’ with community partners.” Linked to problem solving, this HIP links coursework and problem solving with actual problems in the community. The emphasis is on application and reflection: students apply what they have learned in a real‐world experience and reflect on their experience back in the classroom. These activities particularly promote the value of civic engagement.

9. Internships that give students direct experience in a workplace. The Kuh/AAC&U framework emphasizes professional partnerships, as established through internships, as a way for students to receive coaching and supervision from professionals in areas related to student career interests.

10. Capstone Courses and Projects which require students to reflect on their education in an integrative way and to apply what they have learned in a project. Project options vary: “a research paper, a performance, a portfolio of ‘best work,’ or an exhibit of artwork.” Capstones may be linked to “departmental programs,” such as majors, or to “general education.”


2025 Invitation to Departments – Due May 31, 2015

On behalf of the UFV 2025 Visioning Committee,* I would like to invite every academic department/discipline to (1) consider the question of what their discipline/Department/School/program should/will look like in 2025 (framed by the more general question of what UFV should/will look like in 2025), and (2) write a 1‐2 page vision statement that captures your answer to the question and send it to the Committee (via Nicole Hitchens at [email protected]). Ideally, please support your vision by referring to visible post‐secondary and other relevant trends, as well as any relevant planning work you may presently be engaged in.

As discussed at Senate and APPC last fall, and as communicated at two forums in January, UFV is using this visioning exercise to approach the next 5‐year Education Plan in an original way. We are responding to the profound set of challenges, changes, and opportunities that post‐secondary education is facing/experiencing in this unique historical moment by engaging in a collective and longer‐term visioning exercise focused not on the minutia of courses and programs, but on the very nature and organization of universities. Our goal is to prepare for and position ourselves for success in a very different post‐secondary landscape. We can’t predict with certainty what the world, including the post‐secondary world, will look like in 2025, but what we can say with confidence is that the spatial and temporal organization of universities and the nature, locations, recognition, and assessment of learning will be very different in the next decades than they are now. So our education planning process is beginning with a focus on a broad vision of the future of universities, the future of learning, and the future of teaching‐ and regionally‐focussed institutions like ours.

So under the broad question of What should UFV look like in 2025? we are asking more specific ones, like:

What does learning look like in 2025? Where and how does it take place? What will students be like in 2025? How will a university be organized in 2025? What does the physical plant of a university look like in 2025? What does the virtual plant of a university look like in 2025? How would you describe a faculty member in 2025? What roles will faculty and staff play? What role will technology play?

After we—students, staff, faculty, administrators, and community members—have collectively articulated a vision of UFV in 2025, we will turn our attention to the Education Plan, 2016‐20 and ask the following question:

What are the five goals that UFV must achieve from 2016‐20 to set ourselves up for 2025?


As you and your colleagues imagine your future, we hope that you will be inspired by the true spirit of liberal education and that, while acknowledging and respecting the history of universities and that of your discipline or program, you liberate yourselves from unquestioning obedience to the authority of custom and the dogmas of the past.

The Education Plan, 2016‐20 that eventually results from our collective discussions at Faculty/College Councils, forums/town halls, and electronic blogs, will, of course, proceed through the usual governance process (APPC – Senate – Board), probably in the spring of 2016. *Visioning Committee members: Maureen Wideman (Director of Teaching and Learning), Garry Fehr (Geography), Shelley Canning (Nursing), Ian Affleck (Math and Stats), Rod McLeod (Electrical Apprenticeship Program, Chair of UEC), Sheryl MacMath (Teacher Education Department), Judy Larsen (Upgrading & University Preparation), Sukhdeep Brar (KPE Student and Student Rep on the Board), Derrick Swallow (Geography Student; helping with Campus Master Plan), Alisa Webb (Associate Dean of Students, College of Arts), Tracy Ryder Glass (Dean of Professional Studies), Craig Toews (Executive Director, Campus Planning & Resource Development), Adrienne Chan (AVP Research, Engagement, and Graduate Studies), Shawn Neumann (Founder and CEO of Domain 7, Board Chair of First West Credit Union, UFV Alumnus, BA—SFU—Economics & History), David Leis (Director of Advancement) , Eric Davis, Chair (Provost and Vice‐President, Academic). Eric Dr. Eric Davis Provost and Vice‐President, Academic University of the Fraser Valley 33844 King Road Abbotsford, BC, Canada V2S 7M8 Telephone 604-864-4630 Toll Free: (Canada) 1-888-504-7441, extension 4505 Fax: 604-853-7341 www.ufv.ca


Internationalization Fund Initiative and Proposal Guidelines - April 2015 - 1 -

INTERNATIONALIZATION FUND INITIATIVE

“Tomorrow’s educated person will have to be prepared for life in a global world . . . he or she must become a

‘citizen of the world’ in vision, horizon and information.” Peter Drucker

OVERVIEW

The force and speed of global changes are transforming societies around the world. Local and national economies are becoming increasingly international. There have been tremendous advances in information technology. There is a growing concern about global environmental, political and social issues. The world is characterized by its complexity, diversity and interconnectedness. In order for students to be prepared to live and work in this increasingly complex international and intercultural environment, it is essential for them to develop international competencies. This requires changes in what we teach, how we teach and in the services we provide to students and our community. Internationalization is made up of a wide range of academic and professional activities, organizational policies, procedures, and strategies – which integrate an international dimension or perspective into teaching, training, research and service functions of the university. (Karen McKellin, “Maintaining the Momentum”, BCCIE from the work of Jane Knight and Hans De Wit). Knight, J (2004) Internationalization Remodeled: Definition, Approaches, and Rationales, Journal of Studies in International Education, Vol. 8, No. 1, 5-3. OBJECTIVE

UFV- International administers the Internationalization Fund (IF) which is resourced by UFV-International. The purpose of this initiative is to provide faculty and staff with funding to support the infusion of an international dimension into the teaching, learning and community services functions of the university. Examples might include but are not restricted to the following:

researching and developing pedagogical approaches to creating an internationalized/ intercultural classroom

internationalizing existing courses by introducing global perspectives drawing upon the resources offered in class by the presence of international students and/or domestic

students who have studied abroad creating a discrete course focused on global/international content developing new international linkages and partnerships that will have the potential to enrich and enable

internationalization at UFV working with partners in Canada and/or abroad to initiate international development projects/proposals working with an international colleague to develop a model for the “team teaching” a course using the

internet as a tool to link UFV classes and students with their counterparts in another country integrating international/global elements and content into a cohort program across the curriculum of that

program developing a strategy for internationalization of one’s department/program/service expanding one’s own knowledge of global issues and content relevant to one’s discipline/teaching/service

area introducing international elements by working with overseas partners and programs such as

student/faculty exchanges expanding one’s own intercultural knowledge/skills in order to develop a pedagogical approach that

reflects inclusiveness and an intercultural classroom developing work internship/service learning courses/programs that take place in an international setting or

incorporate international elements developing study abroad courses/curriculum to enable UFV students to earn credits in study abroad

experiences



FUNDING

Typically, Internationalization grants are approved for projects that range from $2,500 to $6,500. ELIGIBILITY

Internationalization Fund proposals are encouraged from any full-time faculty/staff member with a letter of support from the applicant’s immediate supervisor and approval from the applicant’s senior administrator: Director, Dean or Associate Vice-President, as applicable. GUIDELINES

1. Proposals should be for complete projects that will not be dependent on subsequent funding allocations. 2. A faculty/staff member may submit one proposal only. 3. The Committee may approve a project in principle but at a funding level lower than the amount applied

for. 4. Funds can be used to cover necessary travel expenses, the purchase of teaching materials,

support/technical staff time, employment of a student assistant, and other costs associated with research/project work, but will not be provided for capital equipment.

5. Project work will make up part of a faculty member’s Professional Development commitment to the University. Therefore, IF funds will not be used to support course releases.

6. Proposals must be submitted in the format provided. The projects will be adjudicated by the Internationalization Fund Committee and special consideration will be given to selecting eligible proposals from a broad range of disciplines/departments as well as ensuring a balance of approaches.

7. The Committee will be seeking project proposals that address the purpose, objectives and considerations outlined.

8. Successful applicants will be required to submit a report on the outcomes of the funded initiative upon completion of the project and participate in a UFV presentation to highlight the projects of the Internationalization Fund to be held in January/February of each year.

9. Submit the proposal electronically, in MS Word format, to Chelsey Laird, Coordinator of Global Engagement Programming: [email protected]

10. Deadline: Friday, April 17, 2015.



Internationalization Fund Proposal

PROPOSAL FORMAT (MAXIMUM 3 PAGES)

Name

Department

E-mail

Telephone

PROJECT INFORMATION Project Title: Project Description:

1. Describe the rationale of the project. 2. Outline the target audience of the project. 3. Detail the product of this project. 4. Explain how you will measure the success of the project. 5. Indicate the start and completion date of the project.

Internationalization:

1. Explain how the project fits into the academic or service area (if applicable) and institution’s internationalization goals.

2. Outline how the project will have an ongoing, lasting effect on the internationalization plans and goals of your department, as they currently exist.

3. Describe how this project will develop the international knowledge, skills, abilities and attitude of students.

4. If a course/program is being proposed, outline what language skills/levels are required for students to enter (if any).

5. Identify recent or previous initiatives around internationalizing the curriculum/learning in your course/program/department, if applicable.

Implementation Plan:

1. Provide the project work plan, and applicable dates. 2. Outline how you will share the results of this project with colleagues across the university.

Budget:

1. Outline the budget (expenses – supplies, travel, technical/support staff time, materials, printing, etc) for the project and indicate the overall cost of the project, the items for which the Internationalization Fund will support and any additional sources of financial support you will be receiving for this project.

Submitted by: __________________________________________________________



LETTER OF SUPPORT AND APPROVAL The proposal is to be accompanied by a letter of support from the applicant’s immediate supervisor and approval from the applicant’s senior administrator: Director, Dean or Associate Vice-President, as applicable.

SUBMIT Submit the proposal electronically, in MS Word format, to Chelsey Laird, Coordinator of Global Engagement Programming: [email protected] in UFV International, by Friday, April 17, 2015.

QUESTIONS? If you have questions concerning the program or your proposal, please contact John Potts, Manager of Partnerships & Programs, no later than April 14, 2015 at UFV-International: [email protected]


UFV Senate Standing Committee Call for Expressions of Interest

Expressions of interests are being sought from faculty members, staff member, undergraduate and graduate students to serve on Senate Standing Committees for the upcoming academic year. The Senate Governance Committee (SGC) welcomes expressions of interest for the positions listed in the attached expressions of interest form. SGC is responsible for ensuring the broadest possible base of representation, given the available pool of nominees. SGC will make every effort to ensure that committee composition considers the experience and interest of candidates and the diversity of disciplines at the University. To volunteer, please complete and return the attached expression of interest and information sheet by 4:00 pm on April 17, 2015 to Lisa McMartin at [email protected]. For further information on the Senate Standing Committees or the nomination process, please visit the Secretariat website at http://www.ufv.ca/secretariat/standing‐committee‐vacancies/


Call for Expressions of Interest Page 1 of 3

UFV Senate Standing Committee Call for Expressions of Interest

Expressions of Interest and Information Sheet Clickonhighlightedareastoentertext.

Candidate Information (required)

Name: Date:

Department/School/Program: Faculty (if applicable):

Phone: Email:

Candidate’s position at UFV

Faculty Staff Undergraduate student Graduate student

If you are a UFV undergraduate or graduate student please provide the following information:

Student ID#: Program of study: Year in program of study:

Senate Standing Committee Vacancies Please indicate the committee of interest. If you are interested in more than one, please indicate your preferences (1 being most preferred)

Committee Requires Term Meetings*

Preference...

Academic Planning & Priorities 1 faculty 2 staff members 2 undergraduate student 1 graduate student

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Wed, week 3, 2:30‐4:30pm

Preference...

Senate Awards & Honours Committee 2 faculty 1 staff 2 undergraduate students

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Tuesday, week 3, 2:30‐4:30pm

Preference...

Senate Budget Committee 2 faculty

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Thurs, week 4, 2:30‐4:00pm

Preference...

Graduate Studies Committee 1 faculty 1 graduate student

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Thurs, week 3, 9:00‐11:00am

Preference...

Senate Research Committee 1 faculty 1 staff 1 graduate student 1 undergraduate student

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Thurs, week 1, 9:00‐11:00am

Preference...

Undergraduate Education Committee 1 undergraduate student 2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Fri, week 4, 10:00‐12:00pm

Preference...

Senate Committee for Student Appeals

2 staff 2 student

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Tues, week 3, 2:30‐4:30pm

Faculty Standards Committee 1 faculty of Health Sciences member

2 years – Aug 1, 2015 ‐ July 31, 2017

Monthly, Wed, week 2, from 2:30pm ‐



Preference... 1 faculty of Humanities member

1 faculty of Professional Studies member

1 faculty of Science member

1 faculty of Social Sciences member

1 faculty of Applied & Technical Studies member

4:30pm

Preference...

Indigenization Committee of Senate 5 faculty members 2 years – Aug 1, 2015 ‐ July 31, 2017

TBD

*Meeting schedules are subject to change Information sheet (required)

1. A statement of interest, outlining reasons for wanting to serve and what interests you about the Committee(s) you wish to serve on (up to 150 words):

2. Please list other recent committee service at UFV (department, program, Faculty, university‐wide) and/or other organizations. Please indicate length of service.

3. Explain how your personal/professional experiences and/or qualifications would contribute to the work of the Committee(s)?

4. Please provide any additional information that you would consider relevant. Include additional sheet if required.

Please consider me for vacancies as they occur.

Candidate’s agreement By submitting this application, candidates agree to stand for the above position and agree to the terms as outlined in the Rules for the Conduct of Business http://www.ufv.ca/senate/standing‐committees/rule_procedures/. If nominated, candidate are to serve the full term of the position.

To volunteer, please “save as” a copy and email the form to the Secretariat office: Attention to Lisa McMartin, Assistant to the University Secretary ([email protected])

DEADLINE: April 17, 2015 by 4:00 pm

Late forms will not be accepted

Your personal information is collected under the authority of section 26(c) & 26(e) of the Freedom of Information and Protection of Privacy Act (FIPPA). Senate will use this information for the sole purpose of reviewing and recommending nominees for approval. If you have any questions



about the collection or use of this information, please contact Al Wiseman, University Secretary and Registrar, 33844 King Rd, Abbotsford, BC, V2S 7M8 at 604‐557‐4020 or [email protected].


To: Department Heads and Directors

CC: Deans, Assistants to the Deans, Betsy Terpsma, Auriel Heron, Tricia Townsend

From: Eric Davis, Provost and Vice-President, Academic

Date: February 16, 2015

Re: Nominations for Student Speakers at Convocation 2015

We are seeking nominations for Student Speakers for our June 11 and 12 Convocation ceremonies.

Selection as a student speaker is considered an honour for a graduate. Those selected receive an honorary certificate acknowledging they were a student speaker at Convocation, and will be profiled in Convocation publicity. We also make space available for their guests in the reserved seating area at the ceremony.

Nominees should be students who are well-rounded in a variety of areas including public speaking, respected by other students, and willing to write and give the speech. Students must meet all requirements enabling them to graduate this June. Speeches should be five minutes maximum.

Nominations should be submitted to Janice Nagtegaal ([email protected]) in the Office of the Provost and Vice-President, Academic by April 24, 2015.

Many thanks for your assistance with this effort, which will help to ensure student-centred ceremonies at Convocation 2015. Eric


CONVOCATION 2015 STUDENT SPEAKER NOMINATION FORM

Student’s Name:

Student Number:

Program graduating from (include majors/minors if appropriate):

Address:

Daytime Phone: (as of May 2015)

In one or two paragraphs, indicate why this student is particularly suited to be chosen student speaker. It would be beneficial to list activities in which the nominee is/has been involved at the University of the Fraser Valley. Letters of support may be attached to the nomination form.

Nominator*: (name and program)

*Nominator’s should be a faculty member from the department/area the nominated student is graduating from.

Please note this form should be filled out by the nominating faculty member. One nomination per discipline.

Deadline for nominations: 12 pm, April 24, 2015. Please submit the completed nomination form to the Office of the Provost and Vice‐President, Academic, or electronically to [email protected].


Dean: John English Phone: 5700

Dean’s Assistant: Kelli Graham Phone: 5701

To: Applied & Technical Studies Faculty Date: April 9, 2015

Re: CONVOCATION 2015

Convocation is scheduled for June 11 - 12, 2015. There will be four (4) ceremonies this year instead of three (3) in order to reduce the length of each ceremony.

Everyone is welcome to attend UFV ceremonies, held annually at the Abbotsford Centre. No tickets are needed to attend the ceremonies and parking is free!

Have a question? Email [email protected]

Graduation Ceremonies:

June 11, 10:00 am Faculty of Professional Studies

June 11, 3:00 pm Faculty of Science, Faculty of Health Sciences

June 12, 9:00 am College of Arts (except Criminal Justice)

June 12, 2:00 pm College of Arts – Criminal Justice, Faculty of Access and Continuing Education and Faculty of Applied and Technical Studies

(To accommodate the high school students, our faculty may be first, but this is still to be determined)

Other Important Dates:

April 1 Deadline to Apply to Graduate $25 (Requests submitted April 2-May 1 are $75)

April 23 Grad Mail-out (tentative)

May 26 Deadline to order gowns online ($40 rate)

Faculty members: Please ensure that you watch for your invitation and order your gown and regalia online to beat the deadlines.

MEMORANDUM


applied & technical studies faculty council thursday ......apr 09, 2015 · applied &...

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