applied & technical studies faculty council thursday, november 12, 2015 · 2015-11-11 ·...

Draft

AGENDA

Applied & Technical Studies Faculty Council Thursday, November 12, 2015

2:00 – 3:30 pm, Rivers Dining Room

Agenda Package Page #

1. Welcome from the Chair John

2. Student Representatives: Justin Payne, Mehtab Rai

3. Items for Approval John

3.1. Agenda, November 12, 2015 Pg. 1

3.2. Minutes, September 10, 2015 Pg. 2-6

4. Review of Action Items Outstanding from Minutes of September 10, 2015 John Pg. 7

5. Unfinished Business

5.1. Faculty Standards – Rank and Tenure Criteria Nancy Pg. 8-14

6. Dean’s Report

6.1. Enrolment Update John

7. Reports from Other Faculty Council Representatives

8. New Business

8.1. Trades Entrance Requirements Curriculum Committee

Pg. 15-45

8.2. OHS Report Mark

8.3. B.C. Open Textbook Project Heather Pg. 46-47

8.4. Terms of Reference – Two year review John Pg. 48-50

8.5. Student Safety Card – Reward System (Carpentry) John

8.6. Percentage Numbers to Grades for Trades Programs John

8.7. Annual Pro D Day Rod/

Daniel

9. Information Items

9.1. Award – Best Support by an Educational Institute Rolf

Next Meeting, January 14, 2016

A & TS Faculty Council Agenda Package - November 12, 2015 1

September 10, 2015 Applied & Technical Studies Faculty Council Minutes, DRAFT 1 of 6

DRAFT MINUTES APPLIED & TECHNICAL STUDIES FACULTY COUNCIL

Thursday, September 10, 2015 2:00 pm, Rivers Dining Room

CEP Campus

Chair: John English Present: Avner Bachar Bruce Corbeil Daniel Smythe Greg St. Hilaire Heather Compeau* Jamie Ubell Jeremy Abbott Jim Carson Joel Feenstra Myles Andrew Nancy Barker Nick Penner Paul Gumprich Rodney Smith Rolf Arnold* Sandy Hill* Ted Zak Tricia Thomson Regrets: Al Behmer Allan Arndt* Brenda Fredrick* Dean Key Mark Ryan Pat McGurk Renee Prasad Rod McLeod Shannon Draney Tom Baumann Wally Gallinger Guests: Russ Thompson* Randy Kelley* Recorder: Kelli Graham*

*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, September 10, 2015

MOTION N. Barker/T. Thomson

THAT the agenda be adopted as presented. CARRIED

2.2. Minutes, May 7, 2015

MOTION P. Gumprich/J. Ubell

THAT the minutes of 2015-05-07 be approved. CARRIED

3. REVIEW OF ACTION ITEMS OUTSTANDING FROM MINUTES OF MAY 7

3.1. Man gates: Rolf has made a request for keys to be distributed to faculty members and is still waiting a response from security.

3.2. High Impact Practices Inventory (HIP)

A template was circulated that can be used to collect information from program/department heads and directors on current use of high impact practices (HIPs).

3.3. Spring Break

Students were surveyed in 7 classes during the first week of May 2015.



Results: 79 students surveyed (43 YES; 36 NO / 54% YES; 46% NO)

Another survey will take place in Fall 2015.

3.4. Water Filtration System

Student Union Society has been contacted.

4. BACHELOR OF GENERAL STUDIES PROGRAM CHANGES (PROPOSED)

Nancy Barker reported on revisions to the Bachelor of General Studies Program.

New Procedures:

Expanded entrance requirements, including direct-entry Requirement that students submit Customized Learning Plans (CLPs) by 60 credits or upon

entry to program

New Opportunities:

More pre-designed Thematic Options, to reflect a mixture of faculty research, student interests, and industry demands

Plans to improve faculty role in mentorship for BGS students

Students can complete either a minor or a Thematic Option as part of program

Thematic Options (TOs)

Students custom design program around interest or professional goal, using courses from 2+ disciplines

Often tailored to professional, graduate school plans

Expanding TOs

TOs tailored to industry, e.g. Aviation (existing); Drafting and Mapping Technical Program; Filmset and Theatre Construction; Automotive Business Operations, etc.

TOs tailored to unique faculty research, e.g. Agriculture and food policy; Canadian studies TOs tailored to diploma programs, e.g. Electronics, Library Technician

It was suggested that a student information session, hosted by Nancy, could be held to advise students on the option of taking a BGS or BBA simultaneously with trades training.

5. UNFINISHED BUSINESS

5.1. Faculty Standards – Rank and Tenure Criteria

The Faculty Standards document on Rank and Tenure was approved by an online vote on June 12, 2015. This document was submitted to the Faculty Standards Committee for review on September 16th.

6. DEAN’S REPORT

6.1. Engineering 100 Course

The Dean reported on a service course that was offered in August for one week for the new Mechatronics Diploma out of Science: Engineering 100--Production in Practice. This is

the first time that "Trades" taught a credit service course for another Faculty. The course

was co-taught by Kevin Brennan and John English.

The focus was on teaching prospective engineers basic metallurgy through brazing, destructive testing and hydraulics using auto brake systems.

The feedback from the students was very positive and many of them have suggested that the course be 2 weeks in duration. In addition, the students were very impressed with the



facilities at TTC and suggested that they would be interested in working on future projects at this location.

6.2. Trilogy Locking System

The university is in the process of moving away from using access codes for the new Trilogy keypad doors and all employees will need to obtain their UFV ID access cards. The cards will be able to provide access to designated areas by simply holding it up against the black card reader or the keypad. The cards are compatible with every access control system used at UFV. At this time, all trades employees are being asked to go to the CEP Library, Campus Card, to get their picture taken so their ID card can be created and programmed. This project is a work in progress and is being rolled out as renovations take place. Over the next couple of years, all doors will be changed to this new locking system.

ACTION: All

7. REPORTS FROM OTHER FACULTY COUNCIL REPRESENTATIVES

Greg St. Hilaire indicated that his faculty is in the process of reviewing their faculty standards document and hope to have it completed shortly. Greg also commented on the Adult Basic Education Grant. It provides grants to students based on financial need to help with costs like tuition fees, books, supplies, transportation, and unsubsidized childcare costs. Heather Compeau provided information on a New Book and Collection Launch scheduled for September 24, 7-9 pm, Abbotsford Bldg G. The University of the Fraser Valley Library is establishing its own Special Collections showcasing the Newman Western Canadian Cookbook Collection. Along with the pre-existing Heritage Collection (a collection of primarily published materials relating to the people and places of the Fraser Valley), the Newman Collection (titles reflecting the food ways and history of the western Canadian provinces) was established in the fall of 2014.

A cookbook of favourite recipes contributed by UFV staff and faculty is being published in support of the Newman collection, and will be unveiled at this event. Sandy Hill shared information on the new teaching certificate in British Columbia – the Trades Certificate.

The Trades Certificate will enable certain Red Seal and Certificate of Qualification trades professionals to teach in BC’s K-12 school systems. To be eligible for this non-expiring certificate that is restricted to teaching a specific trade area, trades professionals must apply to the TRB, pay an application fee, satisfy the Director of Certification that they are of good moral character, and meet the certification requirements outlined on the TRB website.

The TRB anticipates it will begin issuing the Trades Certificate by early 2016. Sandy will keep track of the progress and advise our faculty of any updates.

8. NEW BUSINESS

8.1. Student Safety Card – Reward System (Carpentry)

Defer to future meeting

8.2. SPR, LPO, Purchase Card

Myles commented on the new purchasing system where certain wholesalers have sent an invoice to finance when the purchase was made on a BMO purchase card.


http://www.mailoutinteractive.com/Industry/Redirect.aspx?u=1273071&q=911182860&lm=77507056&r=710540&qz=900f7931f17b8102ddf7f324c76c3b61


It was suggested that this is a new process for the vendors so faculty and staff must be very clear when using a Purchase Card or LPO and advise the vendor that the invoice must NOT be sent to finance but given to the employee at time of purchase.

8.3. Scholarship/Bursaries

The Dean reported that bursaries have been unclaimed due to students not knowing about them and not applying for them.

The committee asked for information on Trades related scholarship and bursaries that they can bring to the attention of their students.

ACTION: Rolf The link for the trades scholarships is: http://www.ufv.ca/fineaid/awards/ufv-scholarships/faculty-of-applied-and-technical-studies/ Students should also check the bursaries as there are some that are for trades’ students. The link is: http://www.ufv.ca/fineaid/awards/ufv-bursaries/

8.4. Alumni Relations

Through conversations with faculty, the Dean reported that the Trades department does not have a systematic alumni relations process. It was noted that some faculty maintain an alumni group on their own as a way of communicating with past students and one program has a student-driven Facebook page for communicating and possible marketing of programs. The committee discussed the possibility of nominating a Trades “Alumni of Distinction” for recognition. Faculty are asked to consider this and report back to the Dean with any suggestions of outstanding students who may be eligible. There was also interest in creating an Alumni contact or faculty could take this on themselves. A Trades Alumni BBQ was also mentioned as a way to connect with alumni.

ACTION: Faculty

8.5. Diplomas for Apprenticeship Graduates

Currently there is no credential awarded to apprenticeship graduates and the Dean asked if there was an interest in creating a diploma for these graduates so they can attend Convocation and be recognized for their efforts. BCIT offers a Diploma of Trades Training for apprentices who have successfully completed their technical training at BCIT and have been granted a British Columbia Trades Qualification (IP/TQ). The committee was in favour of a diploma for apprenticeship graduates. A task force will begin work on this.

ACTION: Daniel, Jamie, Ted, Nick

8.6. Compound Access

The Dean reported on past discussions regarding the use of Hi-Vis clothing in the compound area on the south side of the Trades & Technology Centre. It was suggested that a sign be placed on either end of the compound indicating that this is a teaching space and unauthorized personnel must not enter without checking in with an instructor and hi-vis clothing must be worn. The Dean requested that this be implemented as soon as possible.

ACTION: Faculty


http://www.ufv.ca/fineaid/awards/ufv-scholarships/faculty-of-applied-and-technical-studies/

http://www.ufv.ca/fineaid/awards/ufv-bursaries/


8.7. Curriculum Committee Report

Rodney reported on an upcoming program change to the Plumbing and Piping Program.

This change is due to a curriculum change for the ITA Piping Foundation Program Outline 2016 and includes the addition of PLMB 117 – Hydronic Systems Design and eliminating PLMB 116 – Rigging and Welding.

It was noted that this OPSN is still in the draft stage so the following motion was made:

MOTION N. Penner/J. Carson

THAT the Applied and Technical Studies faculty council approve, in principle, the proposed changes to the Plumbing and Piping Program, as presented by the Curriculum Committee.

CARRIED

8.8. Percentage Numbers to Grades for Trades Programs

Re: Provincially standardized letter grade system


8.9. OHS Report


9. INFORMATION ITEMS

9.1. Retirement Social – Barry Penner

September 25, 2015 – 2:30 pm (Rivers Dining Room)

9.2. Call for Nominations for Student Positions

This is to serve notice that the nomination process will begin for student positions to serve on Faculty Council.

ACTION: Kelli to begin nomination process

9.3. Dean’s Budget Forum

September 16, 2015 – 2:30 pm (Rivers Dining Room) All faculty and staff are encouraged to attend. If anyone is unable to attend, the Dean will host a second session. MOTION The meeting adjourned at 3:48 pm. B. Corbeil Next Meeting, October 8, 2015



REVIEW OF ACTION ITEMS OUTSTANDING FROM MINUTES of September 10, 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. High Impact Practices Inventory (HIP)

ACTION: John E./Rod Mc.

Template to be completed by September 2015.

4. Spring Break at TTC

ACTION: Rolf

Survey took place first week of May. Another survey to take place in the fall to get feedback from new students.

5.

Faculty Standards Committee ACTION: Nancy

Faculty approved Rank and Tenure Criteria by email on June 12, 2015. This document was forwarded to the Faculty Standards Committee to be reviewed in November with minor revisions.

6. UFV Safety Policy – Committee (John English, Mark Ryan, Kevin Brennan and Bruce Corbeil.)

ACTION: John E.

7. Water filtration system – Bldg V

ACTION: Rolf Rolf has contacted the Student Union Society.

8. Trilogy Locking System

ACTION: All All faculty and staff to obtain a new ID card for access to doors.

9.

Scholarship/Bursaries – trades related information to be sent to all faculty

ACTION: Rolf

Trades Scholarship: http://www.ufv.ca/fineaid/awards/ufv-scholarships/faculty-of-applied-and-technical-studies/ Trades Bursary: http://www.ufv.ca/fineaid/awards/ufv-bursaries/

10.

Alumni Relations – Systematic process needed. Faculty consider a possible “Alumni of Distinction” for an outstanding student to be recognized.

ACTION: Faculty

11. Diplomas for Apprenticeship Graduates – Task force to begin work on this.

ACTION: Daniel, Jamie, Ted, Nick

12. Compound Access – Signage to be placed on either end of south-side compound

ACTION: Faculty

13.

Plumbing & Piping Program Changes – John and Rolf to meet with Sylvie to outline a process for approval of ITA program changes

ACTION: John, Rolf

14. Nominations for Student Representatives

ACTION: Dean’s Assistant The call for nominations closed October 6 and 2 students were nominated; therefore, an election was not required.





http://www.ufv.ca/fineaid/awards/ufv-bursaries/

pg. 1

FacultyofAppliedandTechnicalStudiesRankandTenureCriteria

Preamble

In developing the criteria for rank, tenure and promotion for the Faculty of Applied and Technical Studies the following was taken into consideration: strategic direction of the university, our mission, vision and values, the current collective agreement and the university‐wide principles for faculty standards approved by Senate January 2015, along with our diverse programming.

This document describes the general criteria for teaching and learning, scholarly activity and service. We then discuss general standards for promotion to each rank beginning with Assistant Professor. Sample indicators of success are provided for each rank in each domain. The importance of terminal degrees, discipline specific qualifications and/or industry experience is recognized as a qualifier for moving within the rank, tenure and promotion system.

The document concludes with a recognition of workload within the Faculty of Applied and Technical Studies. In accordance with Article 12.7 of the UFV Collective Agreement,…“a minimum of 60% on the teaching, a minimum of 20% on one of service or scholarship, and a minimum of 10% on the remaining component”. Because of the extent of individual contributions to these three areas may vary, more limited achievement in one area may be offset by greater achievement in the other two areas. The Faculty of Applied and Technical Studies is a very teaching concentrated faculty resulting in limited resources (time in particular) for extensive scholarship or service. The flexible assessment for multiple pathways for tenure and promotion assists faculty in the efforts to achieve their desired rank.

TeachingandLearningCriteria

As the central mission of UFV, successful undergraduate teaching must demonstrate a level of accomplishment that supports student achievement, institutional goals and learning outcomes, and our responsibilities to our region and its communities.

Successful teaching embodies a number of characteristics, achieved at the individual, classroom, and community level. Successful teaching in the Faculty of Applied and Technical Studies includes, though not limited to:

a) Cultivation of a high degree of professional and ethical practice. b) Demonstration of academic currency and expertise in a faculty member’s subject

area(s). c) Development of appropriate course‐level learning outcomes and assessment that

contributes to departmental, faculty, and institutional learning outcomes. d) Development of students’ capacity for critical thinking. e) Demonstrate cCross‐cultural inclusivity of individuals, narratives, and practices.

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pg. 2

f) Utilization of, and reflection on, effective methods and professional practices. g) Demonstration of responsiveness to changing and diverse student learning needs. h) FSC wants this stronger and measureable, have not come up with a statement yet

Creation of an environmentatmosphere in which students develop and use their powers of discovery and innovation.

i) Development of learning materials and teaching methods that can be more broadly adopted outside of the university.

j) Delivery of curriculum in non‐academic, community or other settings.

ScholarshipCriteria

In keeping with the mandate of the institution and respecting the diversity of faculty departments, a variety of scholarly, research and creative activities will be recognized as appropriate whether a trade or a technology.

Scholarly activity in the Faculty of Applied and Technical Studies shall be assessed with reference to both the quality and quantity of scholarly output, and according to trades and technology industry standards. Although peer review shall not be the only index for the qualitative assessment of scholarly activity, significant weight shall be given to scholarship that has been subject to peer review or equivalent forms of assessment.

Successful scholarly activities, like teaching, is achieved on many levels and avenues. Scholarly activities in the Faculty of Applied and Technical Studies includes, though not limited to:

a) Work that has been disseminated in publications, codes and standards, best practice guides, and industry improvements in professional practices.

b) Best practices or standards influencing policy development and/or by‐laws. c) Exhibitions showcasing applied processes and student engagement. d) Innovative applied research, Development of new lines of inquiry, knowledge

development, creative expression, and invention. e) Creation of scholarly products such as training manuals and book chapters. f) Dissemination of curriculum developed by the faculty to governing bodies, industry

training. g) Community engaged research. h) Collaboration with industry for student benefit.

Every attempt should be made to involve students in processes, innovation and improvement, taking into consideration the availability of funding, equipment and faculty teaching loads.

ServiceCriteria

All faculty members in the Faculty of Applied and Technical Studies are expected to contribute meaningfully to the service activities essential to the successful functioning and development of their academic unit, their communities, (academic communities, industry communities and regional communities), as well as the University at large.

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pg. 3

A faculty member must be able to demonstrate a sense of responsibility in achieving the objectives of their academic units, and the university at large by carrying a reasonable share of non‐teaching, service related duties. A reasonable share is based on a faculty members teaching load, scholarly activities and available resources. These service duties are to be undertaken with both the university and industry/community stakeholders.

Successful service in the Faculty of Applied and Technical Studies may include but is not limited to:

a) Particiapation on a committee a)b) Student/colleague recruiting, mentoring and advising. b)c) Active participation and/or contribution to the academic unit. c)d) Faculty and Staff Association service. d)e) Support and participation in the work of industry associations. e)f) Organizing conferences and other venues of intellectual exchange.

AcademicandProfessionalQualifications,CombinedwithIndustryexperience

Academic and professional qualifications are normally part of the requirement for selection to the tenure‐track position. However, Qqualifications, both professional and experiential also play a role in the evaluation of a candidate for promotion. These qualifications are department discipline specific in the Faculty of Applied and Technical Studies and can be as varied as a BC Certificate of Qualification, Interprovincial Red Seal, certified Journeyperson or a terminal degree or professional qualification such as a Professional Engineer or Masters of Education. All of which must be married with extensive on the job experience, defined by the discipline or professional area..


pg. 4

GeneralStandardsforeachRank

Assistant Professor: (the rank a new faculty member will be hired at)

An Assistant Professor in the Faculty of Applied and Technical Studies is building a portfolio of experience intended to advance to Associate Professor. This portfolio includes a documented record of successful undergraduate teaching by the end of the probationary period (5 years) along with a commitment to completing a diploma in Instruction or equivalent. It is expected that faculty at this rank are building skills and strategies for teaching, particularly undergraduate students. Rank Teaching Scholarship Service Assistant Professor Minimum Requirements

Practicing at the top level of the discipline, recognized industry experience

Professional, ethical, and effective course organization, management, and delivery

A record of effectiveness in, and ongoing reflection on teaching practices, evaluation, and ability to meet course, department, faculty, and institutional learning outcomes

Demonstrated commitment to, and development of learning activities that foster an atmosphere of discovery and academic growth

Demonstration of academic or professional currency in one’s teaching

Sets an example of ethical practice for students in the pursuit, construction, and application of knowledge

Begins to make contributions towards curriculum development and revision

Demonstrates the potential to be activity‐focused with an emphasisonidentifyingscholarly opportunities

benefitting their department or faculty

Makes progress towards advancing the state of practice through scholarly inquiry, testing theories, improving processes, teaching practices and curriculum

Begins to make contributions towards curriculum development and revision

Meaningful contribution to institutional service, especially at the department level

Engagement in the wider community with industry colleagues

Indicators of Success

Student evaluations

Enrollment in the Provincial Instructor Diploma program

Samples of improvement to existing curriculum

Improving current curriculum, development of applied assignments in shops or labs

Reflective analysis aimed at understanding and improving the educational process

Improving current curriculum, development of applied assignments in shops or labs

Connection to industry, enhancing classroom learning

Supporting student activity in Skills competitions outside of regular classroom time

Membership in related associations

Participating committee member at the faculty level

Formatted: Font:


pg. 5

Associate Professor:

An Associate Professor in the Faculty of Applied and Technical Studies has demonstrated and documented a high level of proficiency in their undergraduate teaching career as an Assistant Professor at the time of application for promotion. A faculty member applying for Associate Professor will provide evidence of effectiveness, innovation, creativity, understanding, and meaningful reflection in teaching and working with students.

Rank Teaching Scholarship Service Associate Professor Minimum Requirements

A Master’s degree or terminal degree/designation in field of expertise, or recognized industry experience

Practicing at the top level of their field with substantial experience, utilizing best practices recognized by industry

Demonstrates excellence in teaching and learning

Makes significant contributions towards curriculum development

Demonstrates professional and pedagogical skills development through completion of Instructional Diploma program, as well as other opportunities such as: academic conferences, industry conferences and testing, teaching and learning workshops

Actively involved in student mentorship, facilitating students process of discovery and application of learning

Sharing knowledge, ideas and best practices with external stakeholders and communities

Researching and investigating the dDevelopment, organization, and delivery of student support and outreach activities

Demonstrable achievement in research and contribution to enhancement of best practices or innovative solutions

Actively engaged in advancing the state of applied practice through an improved process such as written code, curriculum development, collaboration with industry, innovative use of skills and resources

Significant contributions in the service activities of the university community such as meaningful participation in university‐wide committees; faculty committees; participating in the creation, development and/or revision of university/faculty programs or policies; Faculty and Staff Association service, student advising

Significant involvement in professional activities and/or associations related to their fields of study or creative/industry practice

Significant involvement in community engaged outreach activities that enhance the public service role of their departments and the university


Successful completion of PIDP

Successful implementation of new or revised courses or programs

Quality assignments, course materials, training manuals, exams

Sharing best practices of applied processes with industry

Creation of resources or programs to support teaching and learning

Published processes aimed at producing new and effective applications relative to best practices in industry

Peer reviewed publications resulting in applied practices within industry

Board member on Industry Association

Active committee member on University wide initiatives

Effective student recruitment strategies/activities

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pg. 6

Full Professor:

Full Professors will have demonstrated and documented distinction in undergraduate teaching at the time of review for promotion. A Full Professor sets an example of ethical practice for students and colleagues alike in the pursuit, construction, and application of knowledge.

The minimum requirements for promotion to Full Professor include the same criteria as for an Associate Professor, as well as:

Rank Teaching Scholarship Service Full Professor Minimum Requirements

A distinguished record of excellence in teaching and learning both inside and outside the classroom

Engagement in productive collaboration with peers both inside and outside the University

Acting as mentors for their peers within the institution and fields of practice

Active engagement with learning communities, public audiences and external organizations regionally, nationally and internationally

Involvement in program creation/development

Substantial and sustained contributions to the body of knowledge in one’s field recognized by industry or peers either regionally, nationally and internationally

Recognized application of research towards the of knowledge advancing the state of practice

Organizing conferences, workshops or other professional meetings

Chair of a University wide committee, Chair of a professional organization or association

Demonstrable leadership at the department, faculty and university level

A mentor to students and faculty

Achievement of a recognized distinction through contributions to professional activities and associations related to the candidate’s field of study or creative practice

Significant achievement in community‐engaged outreach

Acting as mentors for their peers within the institution and fields of practice


Teaching awards indicating a distinguished record of excellence in teaching and learning

Terminal degree/qualification

Evidence that shows a sustained quality in effective teaching and learning such as novel programs, courses or their essential new elements, innovative methods of delivery using the latest technologies, meaningful reflection in teaching and working with students

Successful completion of student led projects, leading to adoption of best practices

Internationally recognized bodies of work within ones discipline such as contribution to International conferences and or publications

Demonstration of distinction by professional colleagues outside of the university advancing the state of professional practice

Peer reviewed training manuals, grant applications resulting in funding

Presentations at regional, national or international conferences

Chair of significant university committee\Participation in professional standards or governing bodies

Expert advice to Government bodies or industry leaders in the development of best practices, code or curriculum modification

Judging, participating in or organizing Skills days, Try a Trade or similar outreach activities

Entrepreneurial actions resulting in funding, resource development and programming

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pg. 7

FlexibleAssessmentforMultiplePathwaysforTenureandPromotion

Quality of teaching and learning, scholarly activity and service contributions of a candidate will

be evaluated according to general standards for each rank, and the level and quality of each of

the three contributions will be assessed as unsatisfactory, satisfactory, good, or excellent.

It will be up to the individual candidate as to the weighting of teaching and learning, scholarship

activities and service, with a minimum standard of 60% for teaching and learning, and 10% for

scholarship activities or service.


11/12/2015

TRADESENTRANCEREQUIREMENTSProposed Changes

Deborah Hawkes and Melissa BuktaUNIVERSITY OF THE FRASER VALLEY FACULTY OF APPLIED & TECHNICAL STUDIES


Trades Entrance Requirements ‐ Proposed Changes, November 2015

Page 1

Memo for Program Changes

To: UEC

From: Deborah Hawkes & Melissa Bukta on behalf of the Office of the Associate Dean in Trades

Date: November 12, 2015

Subject: Program change: Entrance Requirements for all Trades programs;

1. Summary of changes (select all the apply):

☒ Change in requirements for admission

2. Rationale for change(s): See attached proposal.

3. If program outcomes are new or substantially changed, explain how they align with the Institutional Learning

Outcomes:

4. What consideration has been given to indigenizing the curriculum? See attached proposal.

5. Will additional resources be required? If so, how will these costs be covered? No additional resources are required.

6. How will students be impacted? (Indicate the projected number of students impacted.) Is the change expected

to increase/decrease enrolment in the program? See attached proposal, this is expected to increase enrolment.

7. Does the number of required core or elective credits from the program‐specific discipline change? If so, will

this change the total number of courses to be offered within the discipline? N/A

8. Identify any available resources that will be used to accommodate the program changes. (Eg. seats in existing

classes, conversion of sections, timetabling changes, deletion of courses, etc.) N/A

9. Is the number of required or elective courses from other disciplines in the program changing? If so, what is the

estimated impact to enrolments in these courses? Provide a memo from the respective dean(s) of the

impacted faculty to confirm if budgetary implications have been considered and addressed. N/A

10. Provide a memo from the program’s dean to confirm that budgetary implications of the proposed changes

have been considered and will be addressed within the faculty budget. There are no budgetary implications.

XJohn EnglishDean, Faculty of Applied & Technical Studies



Page 2

TRADES ENTRANCE REQUIREMENTS

The goal of this review was to evaluate and change the Trades entrance requirements to be able to:

eliminate barriers for potential mature students;

avoid duplication of entrance requirements;

bring the entrance requirements for our programs more in‐line with other institutions that offer trades

training in BC;

give students who meet the requirements at the time of application a quicker response;

ensure a consistent standard is applied;

maintain the integrity of our programs and integrate effectively with the rest of the university; and

be in effect for September 2016.

CURRENT STANDARD LANGUAGE AROUND ENTRANCE FOR TRADES

high school graduation or equivalent (or a letter from your school stating you will graduate)

successful completion of math and reading entrance exam

PROPOSED NEW STANDARD LANGUAGE AROUND ENTRANCE FOR TRADES

high school graduation or equivalent (or a letter from your school stating you will graduate) or mature

student status (age 19 or older as of the first day of classes); AND

English 12 or Communications 12 with a C or better, or successful completion of a reading comprehension

entrance exam; AND

Any Math 11 course with a C or better or successful completion of a math entrance exam.

ELIMINATING BARRIERS

Currently our entrance requirements state that a high school graduation is mandatory. This quite often presents

as a barrier for mature students who for whatever reason have not graduated from high school but otherwise

meet the entrance requirements and in most cases are more than prepared to take on our trades programs and be

successful. We believe we are losing potential students to this hurdle. The whole idea of having entrance

requirements is to make sure our students have at least the basic necessary skills coming in that will be required in

order to be successful in our programs; we see that as an appropriate level of math and the ability to learn in

English.

AVOIDING DUPLICATION OF ENTRANCE REQUIREMENTS

If a potential student meets the English 12 and Math 11 entrance requirement then we should not be asking them

to take our entrance exams which would be evaluating their English and Math again. Entrance tests should be

reserved for those applicants who do not meet the entrance requirements otherwise. By changing our entrance

requirements the way we are proposing we will be greatly reducing the number of entrance exams that will need

to be taken thereby reducing the duplication in credential checking. In some cases we will be eliminating the need

for out‐of‐town applicants to travel to Chilliwack specifically to take our entrance test if they can demonstrate on

their transcripts that they meet the entrance requirements.



Page 3

PROVINCIAL COMPARISON

We studied 4 institutions in BC that offer trades training similar to UFV; Thompson Rivers University (TRU),

Kwantlen Polytechnic University (KPU), Okanagan College (OKC), and British Columbia Institute of Technology

(BCIT). We compared their entrance requirements to our own to ensure that our proposed changes were

reasonable and within the standard already being applied around the province. We also compared our entrance

requirements to what the Industry Training Authority (ITA) recommends and in all cases we met or exceeded their

recommended standards.

We are changing our entrance requirements by not making the high school graduation mandatory for mature

students (19+ on first day of classes). Instead, we are asking for English or Communications 12 and a Math 11

which are graduation required courses in high school. Alternatively, successful completion of our trades reading

comprehension and math entrance tests. This will eliminate a lot of unnecessary testing for students who can

demonstrate that they meet the entrance requirements at the time of application and also give an alternative to

those students who do not. For detailed information on the provincial comparison and ITA recommended

standards, see Appendix C & D attached. The table below demonstrates what the entrance requirements are on

average for each of the institutions we studied.

MOST COMMONLY APPLIED ENTRANCE REQUIREMENTS: TRU

KPU OKC BCIT

High School Graduation

√

English

Engl 12 ‘C’ Engl 10, 50% Engl 10, 50%

Math

Math 11 ‘C’ Math 11, 50% Math 11, 50%

Entrance Test

YES YES YES YES

APPLICATION PROCESS WILL BE MORE AUTOMATED

Currently the trades’ application process is manual and involves the Trades Department Assistants reviewing each

application. When a student applies to a Trades program, the application is processed by the Office of the Registrar

(OReg), as “ready for review by program”. The application status remains as such until that student accepts a seat

and is admitted into a program. In some cases this process can take up to three years. Students are dependent on

the Trades department to contact them several times; to schedule an entrance exam (phone and email), provide

entrance exam results (email), provide estimated waitlist times (email), and offer them a seat (phone and email).

After meeting with OReg staff and discussing our proposed entrance requirement changes we have come up with a

process that will be more automated and put the student in‐charge of their trade program application.



Page 4

INTEGRATE EFFECTIVELY WITH THE REST OF THE UNIVERSITY

Our proposed entrance requirements are in‐line with that of other programs at UFV including; some of UFV’s

diploma programs in the College of Arts, some certificate programs in the Faculty of Health Sciences, and in the

Qualifying Studies option for the Faculty of Science. Samples of calendar copy of the above mentioned programs

are included in Appendix E.

INDIGENIZING THE CURRICULUM

We met with Shirley Hardman, Senior Advisor on Indigenous Affairs for UFV to discuss indigenization and to ensure

that we use practical approaches to incorporating Indigenous considerations in our changes. As a result, we have

discovered areas of improvement in our current processes.

We have attended as an exhibitor at the Aboriginal Employment and Career Fair held in Chilliwack for the

past three years and will continue to attend. Here we connect with potential students and network with

local Aboriginal service agencies to bring awareness to trades programming.

We will connect with UFV’s Aboriginal Access Services department to establish a relationship so we can

send information about trades programming, programs with availability, and connect students when

required with the Aboriginal Access Centre.

With a view to create a welcoming and supportive environment for Aboriginal learners we have added a

slide to the orientation and registration material sent to new students that specifically includes details

about the Aboriginal Access Centre.

We use the FAST student reporting software to run our application reports. We will now include

information to see whether a student has self‐identified as Aboriginal. This information will bring

awareness to the possibility that the student may be sponsored by their band which might cause delays in

registration due to funding and/or processes. Knowing this background information will help us better

support the student.

We will invite Shirley Hardman and Lorna Andrews (Director of Aboriginal Access Services) to an upcoming

staff meeting this year so that the department assistants in Trades who deal directly with our new

students can meet them in person. Making that personal connection will build on the relationship

between our two offices so that we can best collaborate when assisting students.

Our proposed changes are in line with similar trades training institutions around BC but they are also in line with

aboriginal trades programming at institutions such as Victoria Island University (VIU) and Nicola Valley Institute of

Technology (NVIT) (2015/16); in that a high school graduation is not required for 19+ mature students. Their

English and Math pre‐requisites are lower (grade 10) for some trades programs, as compared to our grade 12 and

grade 11 standardized for all programs.

PROCESS CONSULTATION

Office of the Registrar and Trades Department Assistant process changes: Appendix A

Calendar Copy: Appendix B

Provincial Comparison: Appendix C

Industry Training Authority, recommended standards: Appendix D



Page 5

ENTRANCE REQUIREMENT CHANGES – APPENDIX A

APPLICATION PROCESS ‐ POINT FORM

1. Student submits application online at www.ufv.ca.

2. Application is received by the Office of the Registrar and processed.

3. When application is processed, the corresponding entrance requirement checklist fills in automatically in

SAAADMS.

4. Student will receive a mailed letter from OReg automatically with information on how to log in to their

myUFV account and how to review their checklist to see missing documentation.

5. OReg Admissions Assistant reviews app and enters application decision into SAAADMS:

S1 – waitlisted

S2 – waitlisted conditionally*

SQ – incomplete application

6. Trades Department Assistant maintains and monitors program waitlists.

7. Student will contact trades to their schedule exam if they do not meet the entrance requirement

otherwise.

8. Applicants are added to the waitlist in order of date in which all entrance requirements are met.

TRADES DEPARTMENT ASSISTANT – POINT FORM

1. Runs application report in FAST;

2. Waitlist is monitored by Trades Department Assistant in excel waitlist document;

3. Trades Department Assistant adds applications coded S1 and S2 to the waitlist in order of date in which all

entrance requirements are met;

4. Applications coded SQ will be reviewed by Trades Department Assistant and Department Assistant will

send an email to students with incomplete applications with information on how to meet the entrance

requirements.

* S2 – waitlisted conditionally applications include applicants who are in high school or applicants who have

provided proof of enrollment in courses that meet the entrance requirements.

APPLICATION PROCESS ‐ SUMMARY

The entrance requirement changes will automate the application process and provide students autonomy with

their program application. The new application decisions will include:

S1 – Waitlisted

S2 – Waitlisted Conditionally

SQ – Incomplete Application

There will be a checklist in the students’ myUFV account listing entrance requirements that have been met and

entrance requirements that have not been met. Students can refer to this information to complete their

application and be added to the waitlist. Ultimately, we hope to have an online booking calendar for the entrance

exam so that when required, students can see exam time options and book their exams based on their schedule.



Page 6

CALENDAR COPY CHANGES – APPENDIX B

Applied and Technical Studies ufv.ca/aerospace Aircraft Structures Technician certificate

Entrance requirements

High-school completion is strongly recommended for career success. In addition to UFV’s General university admission requirements, which include the English Language Proficiency Requirement, students must meet the following entrance requirements for admission: 1. One of the following:

B.C. secondary school graduation or equivalent OR A minimum of 19 years of age before the first day of classes.

and 2. One of the following:

Successful completion of a grade 11 math or equivalent with a ‘C’ grade or better OR Successful completion of a UFV Trades math entrance exam.


Successful completion of English 12 with a ‘C’ grade or better or equivalent OR Successful completion of Communications 12 with a ‘C’ grade or better or equivalent OR Successful completion of a UFV Trades reading comprehension entrance exam.

1. B.C. Secondary school graduation (Grade 12) or equivalent.

2. A math and English comprehension entrance exam (standard test for all trades programs at UFV).

3. 4. Applicants must be in good physical condition and have no fear of heights.



Page 7

Applied and Technical Studies

ufv.ca/trades

Automotive Collision Repair and Refinishing certificate








English 12 or Communications 12 Reading 1. B.C. secondary school graduation or equivalent.

2. Successful completion of a math and reading comprehension entrance exam.

When to apply

Applications are accepted on a continuous basis throughout the year. Qualified applicants are considered for the next intake in which there is space. See Continuous application process for more information.



Page 8


ufv.ca/trades

Auto Service Technician certificate








English 12 or Communications 12 Reading1. B.C. secondary school graduation or equivalent.


When to apply




Page 9

Applied and Technical Studies ufv.ca/trades

Architectural Drafting Technician certificate


To be admitted you must:



and

2. One of the following:

Successful completion of Foundations of Mathematics 11 or Principles of Mathematics 11 or Pre-Calculus 11 or MATH 085 or equivalent with a ‘C+’ grade or better

OR Successful completion of a UFV Trades math entrance exam.



English 12 or Communications 12 Reading1. Be 19 years of age or older, or have B.C. secondary school graduation (or equivalent), plus

2. One of the following with a C+ or better: Foundations of Mathematics 11, Principles of Mathematics 11, Pre-Calculus 11, or MATH 085.

3. Applicants must satisfy the English language proficiency requirement. For details on how this requirement may be met, see English language proficiency requirement section of the calendar.

Formatted: Font: Bold

Formatted: Bulleted + Level: 1 + Aligned at: 0.25" +Indent at: 0.5"

Formatted: Font: Bold

Formatted: Normal (Web), Space Before: 0 pt



Page 10


ufv.ca/trades

Carpentry certificate










When to apply




Page 11


Construction Electrician certificate










When to apply




Page 12


ufv.ca/trades

Electronics Technician — Common Core certificate

Entry-level trades training

This program is recognized by the International Electronics Technician Articulation Committee. This recognition allows students national and global mobility in pursuing employment and further education in the electronics field.

The Electronics Technician program is the common core pre-requisite for advanced electronic technician specialty programs at post-secondary institutions throughout British Columbia and around the world. This includes UFV’s Automation and Robotics Technician Diploma Program.









2. One of the following: Apprenticeship and Workplace Mathematics 11, Foundations of Mathematics 11, Applications of Mathematics 11, Principles of Mathematics 11, Pre-Calculus 11, or MATH 085.



Page 13


ufv.ca/trades

Heavy Mechanical Foundation certificate










When to apply




Page 14


ufv.ca/trades

Hospitality Event Planning certificate










When to apply




Page 15


ufv.ca/trades

Joinery certificate








English 12 or Communications 12 Reading1. B.C. Secondary school graduation or equivalent.


When to apply




Page 16


Plumbing and Piping certificate









2. Successful completion of a trade math and reading comprehension entrance exam.

When to apply


How to apply

1. Apply online at ufv.ca/admissions/admissions/apply. Applicants currently in Grade 12 may apply during their Grade 12 year. A statement from the school counsellor or principal, indicating that you are likely to meet graduation requirements by June, must be presented at the time of entrance exam appointments.



Page 17


ufv.ca/trades

Professional Cook certificate








1. English 12 or Communications 12 Reading1. B.C. secondary school graduation or equivalent.


3. 4. Attend a personal interview, during which suitability for (and interest in) the cooking industry will be discussed.

When to apply




Page 18


ufv.ca/trades Welding Foundation certificate, Level 3, and Specialty Metals Endorsement apprenticeship programs Welding Foundation


Welding Foundation







English 12 or Communications 12 Reading1. B.C. Secondary school graduation or equivalent.




Page 19

PROVINCIAL COMPARISON – APPENDIX C

THOMPSON RIVERS UNIVERSITY

AUTOMOTIVE SERVICE TECHNICIAN

1. Completion of Grade 10 with Grade 10 Math and English (Grade 12 with Grade 11 Math, Physics and English recommended)

2. Acceptable score on Entry Assessment Test

CABINET MAKER (JOINER)

Grade 12 graduation or equivalent

Placement on the Entry Assessment Test for English at an 060 level

Placement on the Entry Assessment Test for Math at an 050 level

CARPENTER – RESIDENTIAL CONSTRUCTION




ELECTRICIAN – CONSTRUCTION




HEAVY MECHANICAL

1. BC Grade 10, but Grade 12 strongly recommended, or mature student status 2. Successful completion of Entry Assessment test

PLUMBING




WELDING FOUNDATION

Grade 10 minimum, however, Grade 12 is strongly recommended

Successful completion of Accuplacer Test

If assessment is required, the student will be sent to the Welding Department



Page 20

KWANTLEN POLYTECHNIC UNIVERSITY


English: o English 12 with a minimum grade of ‘C’ (or equivalent), or o Completion of KPU’s Trades reading test with a minimum score of 75%

Mathematics: o Apprenticeship and Workplace Mathematics 11 with a minimum grade of ‘C’ (or equivalent), or o Foundations of Mathematics 11 with a minimum grade of ‘C’ (or equivalent), orre‐calculus 11

with a minimum grade of ‘C’ (or equivalent), or o KPU’s Trades Mathematics test with a minimum threshold percentage of 44%

CARPENTRY/BUILDING CONSTRUCTION


Mathematics: o Apprenticeship and Workplace Mathematics 11 with a minimum grade of ‘C’ (or equivalent), or o Foundations of Mathematics 11 with a minimum grade of ‘C’ (or equivalent), or o Pre‐calculus 11 with a minimum grade of ‘C’ (or equivalent), or o KPU’s Trades Mathematics test with a minimum threshold percentage of 31%

ELECTRICIAN – CONSTRUCTION



PLUMBING





Page 21

WELDING FOUNDATION



Interview by an instructor

OKANAGAN COLLEGE

AUTOMOTIVE COLLISION REPAIR/PAINTING AND REFINISHING

English 10 with minimum 50% or alternatives.

Math requirement: a minimum of 50% in any of:

o Mathematics 10 o Apprenticeship and Workplace Mathematics 10 o Foundations of Mathematics and Pre‐Calculus 10 o Adult Basic Education MATH 071 and MATH 072

CARPENTRY/JOINERY


Math requirement: a minimum of 50% in any of: o Pre‐calculus Grade 11 o Foundations of Mathematics Grade 11 o Apprenticeship and Workplace Mathematics Grade 11 o Principles of Mathematics 11 o Applications of Mathematics 11 o Essentials of Mathematics 11 o Adult Basic Education MATH 011 o Adult Basic Education MATH 084 and MATH 085 o Adult Basic Education IALG 011 o Or a minimum of 63% on the ABLE mathematics test. Test scores are only good for two (2) years.



Math requirement: a minimum of 50% in any of: o Pre‐calculus Grade 11 o Foundations of Mathematics Grade 11 o Apprenticeship and Workplace Mathematics Grade 11 o Principles of Mathematics 11 o Applications of Mathematics 11 o Essentials of Mathematics 11 o Adult Basic Education MATH 011 o Adult Basic Education MATH 084 and MATH 085



Page 22

o Adult Basic Education IALG 011 o Or a minimum of 63% on the ABLE mathematics Test scores are only good for two (2) years.

HEAVY MECHANICAL FOUNDATION


Math requirement: a minimum of 50% in one of:

o Pre‐calculus Grade 11

o Foundations of Mathematics Grade 11

o Apprenticeship and Workplace Mathematics Grade 11

o Principles of Mathematics 11

o Applications of Mathematics 11

o Essentials of Mathematics 11

o Adult Basic Education MATH 011

o Adult Basic Education MATH 084 and MATH 085

o Adult Basic Education IALG 011

Or a minimum of 63% in the ABLE Mathematics test. Test scores are only good for two (2) years.

WELDING FOUNDATION

English 10 with minimum 50% or alternatives

Math requirement: a minimum of 50% in any of: o Pre‐calculus Grade 11 o Foundations of Mathematics Grade 11 o Apprenticeship and Workplace Mathematics Grade 11 o Principles of Mathematics 11 o Applications of Mathematics 11 o Essentials of Mathematics 11 o Adult Basic Education MATH 011 o Adult Basic Education MATH 084 anci MATH 085 o Adult Basic Education IALG 011 o or a minimum of 63% on the ABLE mathematics test. Test scores are only good for two (2) years.

PLUMBING & PIPING


Math requirement: a minimum of 50% in any of: o Apprenticeship and Workplace Mathematics Grade 10 o Foundations of Mathematics and Pre‐Calculus Grade 10 o Mathematics 10 o Adult Basic Education MATH 071 and MATH 072 o The ABLE Mathematics test. Test scores are only good for two {2) years.



Page 23

CULINARY ARTS


Math requirement: Students graduating from secondary school in or prior to 2012: Mathematics 10 or an

equivalent Intermediate Level Adult Basic Education Mathematics course, or an ABLE mathematics score

of at least 50%. Students entering Grade 10 in or after 2010 and/or completing the new mathematics

curriculum: One of: Apprenticeship and Workplace Mathematics 10, Foundations of Mathematics and

Pre‐Calculus 10, or an equivalent Intermediate Level Adult Basic Education Mathematics course, or an

ABLE mathematics score of at least 50%.

BCIT

ARCHITECTURAL AND STRUCTURAL CADD English: two years of education in English in an English‐speaking country with one of the following:

o English 12 (50%) or o Communications 12 (67%) or o Three credits of post‐secondary English, Humanities or Social Sciences (67%) from a recognized

institution or o BCIT English Trades Pre‐entry Test (for applicants who have two years of education in an English‐

speaking country only)

Math: one of the following: o Principles of Mathematics 11 (50%) or o Applications of Mathematics 11 (50%) or o Apprenticeship and Workplace Mathematics 11 (50%) or o Foundations of Mathematics 11 (50%) or o Pre‐Calculus 11 (50%) or o BCIT Math Trades Pre‐entry Test

CARPENTRY

English: two years of education in English in an English‐speaking country with one of the following:

o English 12 (50%) or

o Communications 12 (67%) or

o Three credits of post‐secondary English, Humanities or Social Sciences (50%) from a recognized

institution or

o BCIT English Trades Pre‐entry Test (for applicants who have two years of education in an English‐


Math: one of the following:

o Any Math 10 or

o BCIT Math Trades Pre‐entry Test



Page 24

ELECTRICAL FOUNDATION





institution or




o Principles of Mathematics 11 (60%) or

o Applications of Mathematics 11 (60%) or

o Apprenticeship and Workplace Mathematics 11 (60%) or

o Foundations of Mathematics 11 (60%) or

o Pre‐Calculus 11 (60%) or


Science: one of the following:

o Physics 11 (50%) or

o Chemistry 11 (50%)

o BCIT Physics Trades Pre‐entry Test

PLUMBING AND PIPING





institution or




o Any Math 11 or


WELDING FOUNDATION





institution or




o Any Math 10 or




Page 25

ELECTRONICS COMMON CORE





institution or




o Principles of Mathematics 11 (60%) or

o Applications of Mathematics 11 (60%) or

o Apprenticeship and Workplace Mathematics 11 (60%) or

o Foundations of Mathematics 11 (60%) or

o Pre‐Calculus 11 (60%) or


AUTOMOTIVE COLLISION REPAIR





institution or




o Any Math 10 or







institution or




o Any Math 11 or




Page 26

HEAVY MECHANICAL FOUNDATION





institution or




o Any Math 10 or


TOURISM MANAGEMENT




institution


o Math 11 (67%) or

o Math for Business ‐ OPMT 0199 (67%) or

o Business Math Assessment Test ‐ OPMT 0198 (67%)



Page 27

INDUSTRY TRAINING AUTHORITY (ITA) – APPENDIX D

ITA RECOMMENDATIONS

AIRCRAFT STRUCTURES

Grade 12 or equivalent, including Math 12, English 12, Science 12.

AUTO SERVICE TECHNICIAN

Grade 12 or equivalent, including English 12, Apprenticeship & Workplace Math or Trade Math 11, and

Applied Physics or Science & Technology 11.

AUTOMOTIVE COLLISION & REPAIR

Grade 10 or equivalent; including English 10, Mathematics 10, and Science 10.

Preferred: Grade 12

CARPENTRY

Grade 10 or equivalent, including English 10, Math 10, Science 10.

CONSTRUCTION ELECTRICIAN

Recent Grade 12 graduate (within past 5 years) with demonstrated mechanical aptitude, Principals of

Mathematics 11, Physics 11, and English 12 or Communications 12 or successful completion of an

electrical industrial assessment exam, which includes items relevant to technical & mechanical aptitude,

Principals of Math 11 equivalencies, Physics 11 equivalencies, and English 12 or Communications 12

equivalencies or Recent Electrical Foundations Program graduate (within past five years) of an ITA

approved program.

HEAVY DUTY

Grade 10 or equivalent; including English 10, Mathematics 10, and Science 10.

Preferred: Grade 12

JOINERY

Grade 10 or equivalent; including English 10, Math 10, Science 10. Preferred: Grade 12

PLUMBING & PIPING

Grade 12 or equivalent; including English 12, Algebra 11 or Trade Mathematics 11; and Physics 11 or

Science & Technology 11.



Page 28

PROFESSIONAL COOK Grade 10 or equivalent; including English 10, Math 10, Science 10.

Preferred: Grade 12 FOODSAFE Level 1 Certificate (Required)

WELDING

Grade 10 or equivalent.

Preferred: Grade 12



Page 29

INTEGRATE EFFECTIVELY WITH THE REST OF THE UNIVERSITY – APPENDIX E

SAMPLE CALENDAR COPY

A. GENERAL STUDIES (COLLEGE OF ARTS)

ufv.ca/General‐Studies

GENERAL STUDIES DIPLOMA

The General Studies diploma allows students to meet a variety of needs while earning a diploma. Students can explore all disciplines, or take courses to fulfill the first‐ or second‐year requirements for professional programs or to ladder into degree programs.

ENTRANCE REQUIREMENTS B.C. secondary school graduation or equivalent or minimum of 19 years of age before the first day of

classes.

Applicants must satisfy the English language proficiency requirement. For details on how this requirement

may be met, see English language proficiency requirement section of the calendar.

B. QUALIFYING STUDIES (FACULTY OF SCIENCE)

ufv.ca/access

Qualifying Studies allows students to:

take courses to satisfy the entrance requirements for a program, provided they meet the course prerequisites; take courses to fulfill the first‐ or second‐year requirements for professional programs; or take a few courses to get started if you are not ready to enter a program.

Students in Qualifying Studies must meet the following minimum entrance requirements:

B.C. secondary school graduation or equivalent or minimum of 19 years of age before the first day of classes.

Applicants must satisfy the English language proficiency requirement. For details on how this requirement may be met, see English language proficiency requirement in the Admissions section of the calendar.



Page 30

C. HEALTH CARE ASSISTANT CERTIFICATE

The Health Care Assistant (HCA) program is designed to provide students with opportunities to develop the knowledge, skills, and attitudes necessary to function as front‐line caregivers and respected members of the health care team, in community and facility settings. Under the direction and supervision of a health professional, graduates provide person‐centered care aimed at promoting and maintaining the physical, emotional, cognitive, and social well‐being of clients/residents. Upon completion of the program, graduates are prepared to work in any level of continuing care, including home support, adult day care, assisted living, and complex care (including special care units). The program is based on the 2008 provincial curriculum and includes classroom and laboratory instruction, as well as practicum experience in a variety of settings throughout the Fraser Valley. This is a full‐time program with daily attendance expected. A certificate is awarded upon successful completion of the program.

ENTRANCE REQUIREMENTS

1. Successful completion of one of the following academic prerequisites:

Grade 11 with regular English 11 or ENGL 081

B.C. secondary school graduation or equivalent with regular English 11 or ENGL 081

A minimum of 6 credits at post‐secondary level

Mature students, age 19 or over, will be considered if they meet the prerequisites for ENGL 091, ENGL 099, or ENGL 105 at UFV

2. One of the following: Native English speakers: seven years of education in an English‐speaking environment (can be acquired in

either consecutive or non‐consecutive years). Applicants who have had four consecutive years of secondary or post‐secondary education in an English‐speaking environment will be given consideration to meet the native English speaker requirement.

Non‐native English speakers are required to complete one of the following English language competencies: The Test of English as a Foreign Language (TOEFL), IBT only: overall score of 88 with no score lower than 20 in Speaking and Listening and no score lower than 20 in Reading and Writing. Test must have been within the last two years. International English Language Testing System (IELTS), Academic or General: overall score of 6 with a minimum of 6.5 in Speaking and Listening and no score lower than 6 in Reading and Writing. Test must have been within the last two years. Canadian Language Benchmark Placement Test (CLB PT): Listening 8, Speaking 8, Reading 8, and Writing 8. Test must have been within the last six months. Canadian English Language Proficiency Index Program (CELPIP), Academic or General: aggregate score of 4H or better, with 4H or better in Speaking and Listening and 4H or better in Reading and Writing. Canadian Academic English Language Assessment (CAEL): overall Score of 70, with no section less than 50.


(http://bccampus.ca)

Search

(http://bccampus.ca/files/2015/02/competencycriticaltradesmod.jpg)

Creating a foundation of competency forcritical trades in B.C.

February 24, 2015

BCcampus is working with Camosun College, the Open School of B.C., and the Industry TrainingAuthority to create resources for trades training specialties identified by the B.C. government as“critical” sectors

The B.C. Open Textbook project (http://open.bccampus.ca/about2/) creates openly licensed textbooks to helpmake higher education more accessible by reducing the student cost, but that’s only part of the project. We arealso ensuring open textbooks are accessible by everyone, including learners with print disabilities(http://bccampus.ca/2015/02/12/caneveryoneactuallyuseittestingopentextbooksforaccessibility/), andwe’re going beyond the classroom to bring open textbooks to trades training(http://bccampus.ca/2014/12/02/goingbeyondtheclassroomtobringopentextbookstotradestraining/).

According to Skills for Growth (http://www.workbc.ca/getattachment/a3bc5ed7ae2149c4bec004d7feca6d9b/SkillsforGrowthBCsLabourStrategyto2020.aspx), the B.C. labour market strategy to 2020,“British Columbia’s future will be built upon the skills and talent of its workforce. This will require a provincialeducation system that prepares youth – from early learning to high school – for a successful transition into


http://bccampus.ca/

http://bccampus.ca/files/2015/02/competency-critical-trades-mod.jpg

http://open.bccampus.ca/about-2/

http://bccampus.ca/2015/02/12/can-everyone-actually-use-it-testing-open-textbooks-for-accessibility/

http://bccampus.ca/2014/12/02/going-beyond-the-classroom-to-bring-open-textbooks-to-trades-training/

http://www.workbc.ca/getattachment/a3bc5ed7-ae21-49c4-bec0-04d7feca6d9b/Skills-for-Growth-BC-s-Labour-Strategy-to-2020.aspx

postsecondary training and entry into the labour market. This includes ensuring youth have the corecompetencies – such as creative and critical thinking and collaboration – to enable transitions betweenoccupations and for success in British Columbia’s economy.”

We’ve been working with Camosun College(http://www.camosuncollegebookstore.ca/camo/site_about_bccampus.asp) and the Open School of B.C(http://www.openschool.bc.ca/)., in partnership with the Industry Training Authority (http://www.itabc.ca/), tocreate a series of open textbooks for students in B.C. in need of common core trades training. The textbookswill be useful for students considering training for trades within the realms of pipefitting, welding, carpentry,electrical, heavy mechanical and industrial electrician, and more. The project provides early access toresources as and where needed, ensuring the students have a solid foundation upon which to develop theirspecialized, formal trades training. All of the aforementioned trades are identified by the B.C. provincialgovernment as “critical” for the emerging LNG, shipbuilding and repair, construction, and mining sectors.Training the workforce to meet the skilled worker demand will require all available training tools to be accessiblein all mediums, of which open presents the greatest opportunity for early and expanded engagement.

“Open School B.C. brings design, development, and publishing expertise to the Trades Common Core OpenTextbook initiative,” said Monique Brewer of Open School B.C. “By publishing these resources in a variety offlexible open formats, textbook costs for students will be reduced. In addition, instructors can easily adapt theresources to meet diverse program needs within institutions throughout B.C.”

Creating competencyThe Common Core Trades open textbooks will cover critical topics, including:

Safe Work PracticesSolving mathematical problemsApplying scientific conceptsSketching and reading drawingsProcessing technical informationUsing basic measuring layout and hand tools

Using power toolsSafe lift loadsLadder and scaffolding deploymentFasteners and fittingsAssembling and testing electrical circuits

Each Common Core Trades open textbook will include a testbank that can be imported into LearningManagement Systems. In addition to the technical skills required within the trades, the open textbooks will alsohelp students develop their employability skills and tools to prepare them for employment.

Notable Quotes


http://www.camosuncollegebookstore.ca/camo/site_about_bccampus.asp

http://www.openschool.bc.ca/

http://www.itabc.ca/

- 1 -

UNIVERSITY OF THE FRASER VALLEY

TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF THE

FACULTY OF APPLIED AND TECHNICAL STUDIES FACULTY COUNCIL

Approved by Faculty Council – March 13, 2014

1. PREAMBLE

In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership.

2. ESTABLISHMENT OF FACULTY COUNCILS

In accordance with the University Act and with the amended University Act, 2008, Faculty Councils are hereby established as the senior academic governance bodies of the Faculties at the University of the Fraser Valley and each Council shall be responsible for its Faculty’s respective governance and management of academic affairs.

3. MANDATE

Faculty Councils shall:

a. serve as the forum for sharing information and the discussion of academic matters;

b. receive recommendations related to academic programs, including but not limited to: development of new programs, program changes, new courses, discontinuation of courses;

c. vote on recommendations as related to the above;

d. transmit recommendations to Senate;

e. pass policies related to the functioning of the Faculty Council;

f. deal with matters assigned by the Board or Senate. 4. MEMBERSHIP

4.1. Voting Membership

Voting membership of each Faculty Council shall be comprised of the following from each Faculty:

a. faculty members

b. two student representatives elected by students in the Faculty for a one-year term

c. two support staff representatives employed within the Faculty, elected by support staff for a two-year term

d. two sessional/relief instructor representatives elected by sessional/relief instructors for a one-year term

e. Departments which offer a major(s) that may be taken as part of a degree program in another faculty will have two designated representatives in this faculty council with full voting rights in this faculty council, except that they may not stand for election to Senate or vote to elect a senator as a member of this faculty council.

f. Dean of the Faculty

g. President


- 2 -

4.2. Ex-Officio and Non-voting Members

Non-voting membership:

a. Registrar and Secretary to the Faculty Council

a.b. Associate Dean

b.c. Director, School of Trades of Trades & Technology Training

c.d. Vice-President Academic and Provost

d.e. One member of Senate

e.f. One representative each from other Faculty Councils

f.g. Those invited by the Dean in consultation with the Faculty Council

g.h. University Librarian or designate

5. FACULTY BUSINESS

Faculty business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The Faculty Council has the right to delegate business to Standing Committees and Ad Hoc Committees, which may make recommendations to the Council for consideration. The Dean of the Faculty will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.

Standing Committees: Standing Committees will report to the Faculty Council. Standing Committees will consist of Faculty Council members elected by the Council and members appointed by the Dean to a maximum of 50% of the committee members. Members appointed by the Dean need not be members of the Faculty Council. The Dean is a non-voting ex-officio member of all Standing Committees.

Ad Hoc Committees: may be struck by the Faculty Council for specific purposes and dissolved upon completion of task.

6. QUORUM

A quorum will consist of at least twenty percent (20%) of the voting members of Council.

7. VOTING

Under normal circumstances, voting takes place during council meetings, and decisions are made by a simple majority of voters. In the event of extenuating circumstances or unforeseen events which cause disruptions to regular meeting schedules, such as school closures due to weather or urgent business that requires a decision prior to the next scheduled meeting, voting may be conducted by email or other electronic technologies, at the discretion of the chair and vice-chair. In this case, all council members must be polled for a minimum of three business days, and the number of votes cast must be equivalent to or exceed the council’s quorum in order for the decision to be valid. The results of electronic votes shall be reported via email, as well as at the next council meeting, and recorded in its minutes.

8. CHAIR AND VICE-CHAIR

The Dean of the Faculty shall serve as Chair of its Faculty Council. A Vice-Chair will be elected by the Council using the Faculty’s nomination and election procedure. The Vice-Chair will be elected for a two-year term.

9. AGENDA AND MINUTES

a. Council’s agenda will be set by the Dean (or Vice-Chair) in consultation with the Secretary (Registrar) and the members of the Faculty Council;


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b. Minutes will be kept by a Secretary appointed by the Dean;

c. Agenda, minutes and written reports will be circulated to Council members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advanced notice on voting matters.

10. MEETING TIMES

Meetings will be held at least three times per year. Notwithstanding, the Dean has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Faculty Council.

11. REVIEW OF TERMS OF REFERENCE

The terms of reference shall be reviewed at least every three years.


applied & technical studies faculty council thursday, november 12, 2015 · 2015-11-11 ·...

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