table of contents - university of victoria · appendix 1: undergraduate programs in geography bsc...

Appendices

Appendices

Appendix 1 – Undergraduate Programs in Geography

Appendix 2 – Enrolments

Appendix 3 – Graduate Student Theses Since 2003

Appendix 4 – Graduate Student Publications Since 2003

Appendix 5 – Survey of Baccalaureate Graduates

Appendix 6 – 2008 National Survey of Student Engagement Results

Appendix 7 – Job Advertisements

Appendix 8 – Department Expectations for Reappointment and Tenure

Appendix 9 – Adjunct Positions in Geography

Appendix 10 – External Research Funding, 2002-09

Appendix 1: Undergraduate Programs in Geography


BA Major Program First Year GEOG 101A and 101B 3.0 GEOG 110 or 120 1.5 Courses from the Faculty of Social Sciences other than Geography 3.0 Electives 7.5 Total Units: 15.0 Second Year GEOG 226 (see Note 2 under Course Requirements) 1.5 At least two courses from GEOG 209, 211, 218 3.0 GEOG 222, 228 3.0 Course from the Faculty of Social Sciences other than Geography 1.5 Electives 6.0 Total Units: 15.0 Third and Fourth Years At least six courses from GEOG 306, 314, 319, 322, 323, 324,325, 327, 328, 329, 340,

343, 346, 347B, 352, 353, 355, 357, 366, 371, 382, 388 9.0 At least two courses from GEOG 418, 420, 422, 428, 430, 438, 439, 440, 441, 448,

450, 453, 457, 486 3.0 Two upper‐level Geography courses 3.0 Electives 15.0 Total Units: 30.0 Concentrations

Concentration in Coastal Studies: GEOG 209, 352, 353, 355, 430; and two of 420,424,438, 439, 453,457, 474

Concentration in Geomatics: Four courses from GEOG 319, 322, 323, 325, 328, 329; and two courses from 418, 420, 422, 428

Concentration in Resource Management: GEOG 209; four courses from 314, 352, 353, 356, 357, 371; and two courses from 430, 438, 450,

453, 457

Concentration in Urban and Development Studies: GEOG 211 and 218; four courses from 327, 340, 343, 346, 347B, 355; and two courses from 440,

441, 448


BSc Major Program First Year GEOG 101A, 101B, 110, 120 6.0 MATH 100 or 102 1.5 100‐ or 200‐level courses from the Faculties of Science or

Engineering (excluding MATH 120) 3.0 Electives 4.5 Total Units: 15.0 Second Year GEOG 222, 226 and 228 (see Note 2 under Course Requirements) 4.5 At least two courses from GEOG 272, 274, 276 3.0 100‐ or 200‐level courses from the Faculties of Science or

Engineering (excluding MATH 120) 3.0 Electives 4.5 Total Units: 15.0 Third and Fourth Years At least two courses from GEOG 319, 322, 323, 325, 328, 329 3.0 At least two courses from GEOG 358, 370, 373, 376 3.0 At least two courses from GEOG 418, 420, 422, 424, 428, 474,475,476, 477 3.0 Four upper‐level Geography courses 6.0 Electives 15.0 Total Units: 30.0 Concentrations

Concentration in Coastal Studies: GEOG 209, 352, 353, 355, 430; one of 438, 439, 453, 457; and one of 420, 424, 474

Concentration in Earth Systems: GEOG 272, 274, 276, 358, 370, 373, 376; and two courses from 424, 474, 475, 476, 477

Concentration in Geomatics: Four courses from GEOG 319, 322, 323, 325, 328, 329; and two courses from 418, 420, 422, 428

Concentration in Resource Management: GEOG 209; four courses from 314, 352, 353, 356, 357, 371; and one course from 438, 450, 453, 457

Appendix 2: Enrolments

Appendix 2: Enrolments

Geography Department Program Enrolment – Academic Year 2007‐08

(number of students in geography programs unless otherwise stated)

Undergraduate Graduate University Honours Majors Minors MA/MS PhD

Alberta 11 741 16 26 30 Alberta, Augustana2 ‐ 40 ‐ ‐ ‐ British Columbia 14 348 30 26 69 British Columbia Okanagan ‐ 57 14 3 2 Brandon 5 35 67 ‐ ‐ Brock 72 371 85 3 ‐ Calgary 4 211 75 823 29 Carleton 1714 60 54 49 26 College of the Fraser Valley 3 71 495 ‐ ‐ Concordia 140 203 59 36 ‐ Guelph 235 45 73 34 15 Lakehead 1086 148 7 2 ‐ Laurentian 51 111 ‐ ‐ ‐ Lethbridge ‐ 173 ‐ 12 ‐ Manitoba 8 118 ‐ 60 30 McGill 15 113 87 21 33 McMaster 103 1538 ‐ 6 9 Memorial 9 156 1479 30 10 Mount Allison10 1 57 80 ‐ ‐ Nipissing 202 54 ‐ ‐ ‐ Northern British Columbia ‐ 64 20 19 6 Ottawa 15611 19112 66 37 18 Queen`s 100 123 33 29 38 Regina 3 83 17 11 2 Ryerson 199 ‐ ‐ 3913 ‐ Saint Mary`s 4 72 12 ‐ ‐ Saskatchewan 2614 12214 ‐ 24 18 Simon Fraser 6 324 55 31 32 Thompson Rivers ‐ 78 13 2 ‐ Toronto 107 817 927 11015 7116

Trent 157 185 ‐ 6 10 Trinity Western ‐ 1917 6 ‐ ‐ Vancouver Island University ‐ 45 5218 ‐ 719

Victoria 23 382 19 57 28 Waterloo 305 74 44 5619 39 Western Ontario 117 170 133 25 24 Wilfred Laurier 23020 105 ‐ 2420 22 Winnipeg 9 138 ‐ ‐ ‐ York 409 598 107 34 31

Appendix 2: Enrolments 1 Including 32 in Environmental Earth Science or Atmospheric Science specializations 2 Collaborative program with Environmental Studies and Science 3 Including 62 in MGIS 4 Including 31 in HBSc and BSc Geomatics 5 Including 24 extended

6 Including Hons. B. Environmental Studies and Hons. B. Environmental Science 7 Minors not known until graduation 8 Level 3 9 Including 14 in Dip. GIS 10 Geography and Environment Department 11 Including 46 in Honours (Old Structures) 12 Including 15 in Concentration program (Old Structures) 13 Master of Spatial Analysis (MSA) 14 Including students in Regional and Urban Planning

15 Including 68 in MScPl

16 Including 7 in Planning 17 Including Environmental Studies 18 Including 27 in Dip. GIS 19 MA/MES 20 Including Hons. Environmental Studies program

Appendix 3 – Graduate Student Theses

Appendix 3: Graduate Student Theses Since 2003

Abbott, Clint, MBA (2004) Exploring Energy Poverty Perspectives in Senegal: The Applicability of Scenarios

Allen, Sandra, MSc (2006) Late Holocene Glacial Activity of Bridge Glacier, British Columbia Coast Mountains

Ayers, Cheri, MSc (Int) (2005) Marine Conservation from a First Nations’ Perspective: A Case Study of the Principles of the Hul’qumi’num of Vancouver Island, British Columbia

Bajard, Anne‐Catherine, MA (2009) Indigenous Peoples in Action Beyond the State: The Lowlands of Bolivia, 1982‐2002

Baird, Ian G., MA (2003) Dipterocarpus Wood Resin Tenure, Management and Trade: Practices of the Brao in Northeast Cambodia (CD)

Barroso, Gilberto, PhD (2004) Development of an Evaluation Framework for Sustainable Bivalve Aquaculture: A Strategic Plan Approach in Espirito Santo, Brazil

Bennett, Katrina, MSc (2006) Regional Hydrologic Controls on Acid Sensitivity of Lakes in Boreal Canada: An Isotopic Perspective

Biagioni, Karla, MA (2006) The Negative Impact of Abandoned Coal Mine Workings on Drinking Water Quality and the Health of Residents on Vancouver Island

Blake, Analisa, MA (2006) Harvesting Health: Exploring the Health Promoting Benefits of a Backyard Sharing Project for Vulnerable Populations

Brelsford, Karen, MSc (2004) Dendroarchaeological and Contextual Investigations of Remote Log Structures in Jasper, Banff and Kootenay National Parks, Canada

Bruce, Deirdre, MSc (2008) Production and Quality of Sap from Big Leaf Maple (Acer macrophyllum Marsh) on Vancouver Island, British Columbia

Buranapratheprat, Anukul, PhD (2007) Surface Chlorophyll Distributions in the Upper Gulf of Thailand Investigated Using Satellite Imagery and Ecosystem Model

Campbell, Rochelle, MSc (2003) Multicentury Historical Patterns of Western Spruce Budworm Outbreaks in Outbreaks in Interior Douglas‐Fir Forests Near Kamloops, British Columbia

Conner, Teresa, MA (2005) Social Vulnerability and Adaptive Capacity to Climate Change Impacts: Identifying Indicators in Two Remote Coastal Communities on Haida Gwaii, British Columbia

Corbett, Jonathan M., PhD (2003) Empowering Technologies? Developing Participatory Geographic Information and Multimedia Systems in Two Indonesian Communities


Cumming, Rebecca, MSc (2007) Beach‐dune Morphodynamics and Climatic Variability in Gwaii Haanas National Park Reserve and Haida Heritage Site, British Columbia, Canada

Dai, Sulan, PhD (2006) Socioeconomic Restructuring and Health: A Multi‐Method Study of Coastal Communities in British Columbia

Dalton, Lindsay, MA (2006) The Place of Women: Exploring the Role of Place in Shaping Self‐Employment as a Livelihood Strategy for Women in the Resource Dependent Community of Gold River, BC

de Rham, Laurent, MSc (2006) Spatial and Temporal Variations of River‐ice Break‐up, Mackenzie River Basin, Canada

Dibert, Corinne, MA (2007) Moving Towards Coordinated Accessible Transportation for Older Adults: Identification of Barriers and Incentives to Implementation in the Capital Regional District, British Columbia

Divakarannair, Nandakumar, PhD (2007) Livelihood Assets and Survival Strategies in Coastal Communities in Kerala, India

Fancy, Nina, MSc (2004) The Potential of Mangroves in the Treatment of Shrimp Aquaculture Effluent on the Eastern Coast of Thailand

Farmer, Carson, MSc (2008) Spatial Time‐series Analysis of Satellite Derived Snow Water Equivalence

Filion, Rebecca, MSc (2003) Evaluation of Radarsat‐1 for Monitoring and Mapping Land Use/Land Cover in Thailand (CD)

Flower, Aquila, MSc (2009) A Dendroclimatic Investigation in the Northern Canadian Rocky Mountains, British Columbia

Fowler, John, MSc (2005) Toward A Web‐Based Multimedia Atlas of British Columbia

Frazer, Gordon, PhD (2007) Fine‐scale, Multidimensional Spatial Patterns of Forest Canopy Structure Derived from Remotely Sensed and Simulated Datasets

Garside, Chelsea, MSc (2009) Relating Gray Whale Abundance to Environmental Variables

Gill, Aman, MA (2005) Staying the Course: Resisting Change in A Planned Middle‐Class Neighbourhood

Golinski, Karen, PhD (Intd) (2004) Mires of Vancouver Island, British Columbia: Vegetation Classification and Differences Between Disturbed and Undisturbed Mires

Goulding, H., MSc (2008) An Assessment of Spatial and Temporal Patterns and Driving Hydroclimatic Controls of Break‐up and Ice Jam Flooding in the Mackenzie Delta, NWT

Gray, Darcy, MA (2008) Incorporating Stakeholder Preferences, Attitudes, and Use Patterns into Marin Protected Area Planning: A Case Study of Recreational Boating in the Southern Gulf Islands, British Columbia


Hannah, Linda, PhD (2006) Governance of Private Protected Areas in Canada: Advancing the Public Interest?

Hart, Sarah, MSc (2009) A Dendrochronological Investigation of Paraglacial Activity and Streamflow in the Vicinity of the Homathko Icefield, British Columbia Coast Mountains, Canada

Harvey, Jennifer, MA (2006) Home Beyond the House: Later Life Experiences of Place in a Small Community

Haynes, Trevor, MSc (2006) Modeling Habitat Use of Young‐of‐the‐Year Pacific Sand Lance (Ammodytes hexapterus) in the Nearshore Region of Barkley Sound, British Columbia

Hegg, D, MSc (2009) Valuing Ecological Services and Community Design ‐ Implications for the Private Market and Local Governments

Henry, Emily, MA (2004) Rural‐Urban Migration as a Response to Vulnerability in Rural Cambodia

Hystad, Perry, MSc (2007) Modeling Residential Fine Particulate Matter Infiltration: Implications For Exposure Assessment

Jackson, S, MSc (2009) Snow Ablation Processes and Associated Atmospheric Conditions in a High‐Elevation Semi‐Desert Basin of Western Canada

Jarrett, Patricia, MSc (2008) A Dendroclimatic Investigation of Moisture Variability and Drought in the Greater Victoria Water Supply Area, Vancouver Island, British Columbia

Johnson, Alexis L., MSc (2003) Snow Avalanche Impact Landform Geomorphology in the Southern Canadian Cordillera

Johnson, Laura A, PhD (2006) Fire, Seasonally Dry Evergreen Forest and Conservation, Huai Kha Khaeng Wildlife Sanctuary, Thailand

Kelman, Scott, PhD (2006) Hazardous Legacy: Urban Grey Zones and Vancouver’s False Creek Redevelopment

Kerr, Kecia, MSc (2005) Nearshore Oceanography and Planktonic Prey (Family Porcellanidae) of Gray Whales, Eschrichtius robustus, in Clayoquot Sound, British Columbia

Koehler, Lindsay, MSc (2009) Late Holocene Glacial History of Manatee Valley, Upper Lillooet Provincial Park, Southern Coast Mountains, British Columbia

Komick, N.M., MSc (2007) Remote Sensing Chlorophyll‐A in the Strait of Georgia

Kopach, Brian, MSc (2004) Fine‐scale Circulation as a Component of Gray Whale (Eschrichtius robustus) Habitat in Clayoquot Sound, British Columbia (CD)

Langford, Jaden, MSc (2006) A Systematic Approach for Using Lidar Intensity to Detect Forest Structure


Larocque, Sonya, PhD (2003) Glacial and Climatic Fluctuations During the Little Ice Age, Mt. Waddington Area, Southern Coast Mountains of British Columbia, Canada (CD)

Laxton, Sarah, MSc (2005) Dendroglaciological Reconstruction of Late Holocene Glacier Activity at Todd Glacier, Boundary Range, Northwestern British Columbia Coast Mountains

Leatherbarrow, Kate, MA (2006) Monitoring Environmental Impacts of Recreational Boat Anchoring on Eelgrass (Zostera marina L.) and Benthic Invertebrates in the Gulf Islands National Park Reserve of Canada

Lightowlers, Christine N., MSc (2007) Spatial Modelling of Woodsmoke Concentrations and Health Risk Resulting from Residential Wood Burning

Long, Jed, MSc (2009) Quantifying Change in the Spatial Pattern of Forests: Assessing Impacts of Mountain Pine Beetle Infestation and Harvest

Loos, Eduardo, PhD (2009) Optical Properties of the Waters of the Strait of Georgia, BC, Canada

Loos, Sarah, MSc (2006) Exploration of MARXAN for Utility in Marine Protected Area Zoning

Low, Brian, MSc (2005) ExPAND Expanding Primary Attributes for National Decision Making

Lunn, Kristin, MSc (2003) Building Small‐Scale Fisheries into Marine Park Zoning Plans: A Case Study of Ko Chang Marine National Park, Thailand

Mackenzie, Ian, MSc (2007) Modifying a Local Measure of Spatial Association to Account for Non‐Stationary Spatial Processes

McCallum, David, MA (2006) Use and Protection of the Gulf Islands Marine Environment: Residents’ Attitudes, Perceptions and Values

McDonald, Sarah, MSc (2004) Hyperspectral Remote Sensing of Conifer Biochemistry in the Greater Victoria Watershed District, British Columbia

Main, Michiru A., MSc (2007) Ecological and Social Response of the Coral Reefs of Mu Koh Surin Marine National Park, Thailand, and Phuket’s Diving Industry to the 2004 Indian Ocean Tsunami

Malcolm, Christopher, PhD (2003) The Current State and Future Prospects of Whale‐Watching Management, with Special Emphasis on Whale‐Watching in British Columbia, Canada

Marven, Cynthia A., MSc (2003) Exploratory Spatial Data Analysis to Support Maritime Search and Rescue Planning

Meier, Sonya, MSc (2003) A Multi‐Scale Analysis of Habitat Use by Gray Whales (Eschrichtius robustus) in Clayoquot Sound, British Columbia, 1977‐99


Mesquita, Patricia, MSc (2008) Effects of Retrogressive Permafrost Thaw Slumping on Benthic Macrophyte and Invertebrate Communities of Upland Tundra Lakes

Miller, Jason, MA (2004) Geographic Information Literacy in British Columbia's K‐12 Education Curriculum

Miller, Paul, PhD (2005) Development, Environment and Shrimp Aquaculture: The Emerging Challenge of Inland Low‐Salinity Shrimp Culture in Thailand

Moore, Michele‐Lee, MSc (2003) Effectiveness of a Commercial Probiotic for Water and Sludge Management on an Inland Shrimp Aquaculture Farm in Thailand

Mots, Timothy, PhD (2008) Spatial Analysis of Residential Break and Enter

O’Brien, Erin, MSc (2007) Carrying Capacity for Sustainable Tourism Development: Tofino, British Columbia, Canada

O’Connell, Ian, PhD (2003) Towards the Design of Spatial Decision support for Stakehold‐Driven Collaborative Land Valuation in Non‐Urban Areas

Olsen, Stephanie, MSc (2006) Gray Whales (Eschrichtius robustus) and Mysids (Family Mysidae): the Predator Prey Relationship and a New Approach to Prey Quantification in Clayoquot Sound, British Columbia

Ostraff, Melinda, PhD (Intd) (2003) Contemporary Uses of Limu (marine algae) in the Vava’u Island Group, Kingdom of Tonga: An Ethnobotanical Study

Pasztor, C., MSc (2008) The Dynamic Relationship Between Foraging Gray Whales (Eschrichtius robustus) and Their Mysid Prey (Mysidae), Along the Southwest Coast of Vancouver Island, British Columbia

Patterson, Heather, MSc (2004) Small‐Scale‐Distributions and Dynamics of the Mysid Prey of Grey Whales (Eschrictius robustus) in Clayoquot Sound, British Columbia, Canada (CD)

Paul, Roxanne, MSc (Intd) (2006) Counting on Their Migration Home: An Examination of Monitoring Protocols and Saanich First Nations’ Perspectives of Coho (Oncorhynchus kisutch), Chinook (O. Tshawytscha) and Chum (O. Keta) Pacific Salmon at Goldstream River and Saanich Inlet, Southern Vancouver Island, British Columbia

Pearce, Kim, MSc (2005) Aeolian Geomorphology of Northeast Graham Island, Haida Gwaii (Queen Charlotte Islands), British Columbia

Penrose, Kelly‐Anne, MSc (2007) Radial‐Growth Response of Mountain Hemlock (Tsuga mertensiana) Trees to Climate Variations Along a Longitudinal Transect, Northwestern British Columbia, Canada

Perron, Richard, PhD (2004) Touching Glass Edification and Mediated Potential


Piller, Christiaan, MSc (2005) Airborne Hyperspectral Remote Detection of Water Quality Parameters in the Inland and Coastal Waters of the Cowichan Watershed, British Columbia

Pinfold, Andrew, MSc (2008) Lower Selenium Among Adult White American Males: Prevalence, Risk Factors, and Identification of Augmentation Strategies. A Potential Approach to Reduce Prostate Cancer Incidence

Poplawski, Karla, MSc (2009) Investigating Air Quality Impacts of Cruise Ship and Ferry Emissions in James Bay, Victoria, BC, Canada

Pradhan, Dolagobinda, PhD (2004) Communities Under Stress: Trade Liberalization and Development of Shrimp Aquaculture in Orissa Coast, India

Randall, Carleigh, MA (2003) An Examination of Visitor Management Issues Within the Broken Group Islands, Pacific Rim National Park Reserve

Robertson, Colin, MSc (2007) Spatial‐temporal Analysis of Moving Polygons

Roman, George, MSc (2004) Multiple‐Use Zoning and Tourism in Marine Protected Areas: A Case Study of Mu Koh Chang National Marine Park, Thailand

Segger, Cara, MA (2005) Landscapes in Transition at the Northern Edge of Downtown Victoria

Setton, Eleanor, PhD (2007) Probabilistic Estimates of Variability in Exposure to Traffic‐Related Air Pollution in The Greater Vancouver Regional District ‐ A Spatial Perspective

Shaw, P.J., PhD (2009) Boxed In: The Place of the Public Good in the Retail Landscape

Short, Charles, MSc (2005) A Multiple Trophic Level Approach to Assess Ecological Connectivity and Boundary Function in Marine Protected Areas: A British Columbia Example

Silva, T., PhD (2009) Spatial and Temporal Variability of Macrophyte Growth and Productivity in the Amazon Floodplain

Smulders, M., MSc (2009) Spatial‐Temporal Analysis of Grizzly Bear Habitat Use

Steckler, Carrie, MSc (2003) Using Radarsat to Detect and Monitor Stationary Fishing and Aquaculture Gear on the Eastern Gulf of Thailand

Sturge, Jodi, MSc (2006) Everyday Geographies of Stroke Survivors: A Case Study Examining the Relationship Between Activity Space, Health and Well‐Being

Swerhun, Kristina, MSc (2007) Establishing the First Canadian Sites of The Global Observation Research Initiative in Alpine Environments (GLORIA) in Southwestern BC


Szabo, Andrew, MSc (2004) Maternal Behaviour of Humpback Whales in Southeast Alaska

Szabova, Martina, MSc (2005) Hydrologic Modeling of the Tsitika River Watershed. An Application of Rainfall‐Runoff Model Construction, Calibration and Validation

Szaniszlo, Wendy, MSc (2005) California Sea Lion (Zalophus californianus) and Steller Sea Lion (Eumetopias jubatus) Interactions with Vessels in Pacific Rim National Park Reserve: Implications for Marine Mammal Viewing Management

Taylor, Emma, MA (2008) Building Community with Recycling: a Case Study of Two Small Islands in British Columbia, Canada

Topelko, Karen, MA (2007) Understanding the Environmental and Social Impacts of Coral Reef Use: A Study of the Snorkeling Environment and Experience in Koh Chang National Park, Thailand

Tremblay, Crystal, MA (2007) Binners in Vancouver: A Socio‐Economic Study on Binners and Their Traplines in Downtown

Van der Meer, Kirsten, MA (2007) Perspectives on Ecotourism and Volunteer Tourism in Post‐Tsunami Khao Lak, Thailand

Werner, Arelia T., MSc (2007) Seasonality of the Water Balance of the Sooke Reservoir, BC, Canada

Yakimishyn, Jennifer, MSc (2003) Monitoring Spatial and Temporal Patterns Structuring Eelgrass (Zostera marina L.) Fish Diversity in Clayoquot Sound (CD)

Yasue, Mai, PhD (2007) The Breeding Ecology and Potential Impacts of Habitat Change on the Malaysian Plover Charadrius peronii in the Gulf of Thailand

Yates, Julian, MA (2009) Integrated Organic Waste Management: Advancing Socio‐Environmental Policies for Local Development in Diadema Brazil

Zantvoort, W., MSc (2008) Beach Profile Morphological Changes: Northeast Graham Island, Queen Charlotte Islands, British Columbia, Canada

Appendix 4: Graduate Student Publications

Appendix 4: Graduate Student Publications Since 2003

*indicates Masters +indicates PhD

+Abeysirigunawardena, D.S., Gilleland, E., Bronaugh, D., and Wong, P. (2009). Influence of climate variability and change on directional winds in the inner‐south‐coast of BC. Atmosphere‐Ocean, 47(1): 4162.

+Abeysirigunawardena, D.S., and Walker, I.J. (2008). Sea‐level responses to climatic variability and change in Northern British Columbia. Atmosphere‐Ocean, 46(3): 277296.

*Allen, S.M., and Smith, D.J. (2007). Late Holocene glacial activity of Bridge Glacier, British Columbia Coast Mountains. Canadian Journal of Earth Sciences, 44(12):1753‐1773.

+Anderson, J.L. (2009). Hybrid aquaculture research: The case of Dedza, Malawi. Proceedings of Contributed Papers Aquaculture Canada, AAC Special Publication No. 15: 51‐53.

+Anderson, J.L., Laurel, B.J., and Brown, J.A. (2007). Diel changes in behaviour and habitat use by age‐0 Atlantic cod (Gadus morhua L.) in the laboratory and field. Journal of Experimental Marine Biology and Ecology 351(1‐2): 267‐275.

*Anderson, J.L., and Walker, I.J. (2006). Airflow and sand transport variations within a backshore‐parabolic dune plain complex: NE Graham Island, British Columbia, Canada. Geomorphology, (77): 17‐34.

Bachrach, T., Jakobsen, K., Kinney, J., Nishimura, P., Reyes, A., +Laroque, C.P., and Smith, D.J. (2004). Dendrogeomorphological assessment of movement at Hilda rock glacier, Banff National Park, Canadian Rocky Mountains. Geografiska Annaler, 84A(1): 1‐9.

*Baird, I., and Dearden, P. (2003). Biodiversity conservation and resource tenure regimes – A case study from NE Cambodia. Environmental Management, 32: 541‐550.

*Bennett, M., Dearden, P., and Rollins, R. (2003). The sustainability of dive tourism in Phuket, Thailand. In H. Lansdowne, P. Dearden, and W. Neilson (Eds.), Communities in SE Asia: Challenges and Responses (pp. 97‐106). University of Victoria, Centre for Asia Pacific Initiatives.

*Blake, A., and Cloutier‐Fisher, D. (2009). Backyard bounty: Exploring the benefits and challenges of backyard garden sharing projects, Local Environment, 14(9): 797‐807.

+Buranapratheprat, A., Yanagi, T., Niemann, K.O., Matsumura, S., and Sojisuporn, P. (2008). Surface Chlorophyll‐a dynamics in the upper Gulf of Thailand revealed by a coupled hydrodynamic‐ecosystem model. Journal of Oceanography, 64: 630‐656.

*Campbell, R., Smith, D.J., and Arsenault, A. (2006). Multicentury history of western spruce budworm outbreaks in Interior Douglas‐fir forests near Kamloops, British Columbia. Canadian Journal of Forest Research, 36(7): 1758‐1769

*Campbell, R., and Smith, D.J. (2005). Dendroentomological and forest management implications in the Interior Douglasfir zone of British Columbia, Canada. Dendrochronologia, 22(3): 135‐140.

Cloutier‐Fisher, D., Penning, M., Zheng, C., and *Druyts, E. (2006). The Devil is in the details: Trends in avoidable hospitalization rates by geography in British Columbia, 1990‐2000, BMC Health Services Research, 6: 104 (doi: 10.1186/1472‐6963‐6‐104) (URL:http://www.biomedcentral.com/content/pdf/1472‐6963‐6‐104.pdf). (12 pages)

+Dai, S., and Taylor, S.M. (2008). Socio‐economic Restructuring and Health. VDM Verlag, 196pp.


Dearden, P., and *Topelko, K.N. (2006). Ensuring compliance with marine area regulations: A review of soft and hard enforcement approaches with recommendations for Canada. Report prepared for Fisheries and Oceans Canada. Ottawa.

Dearden, P., and *Topelko, K.N (2006). A review of methods for evaluating the effectiveness of marine protected areas with consideration of application and use as an adaptive management tool in Canada. Report prepared for Fisheries and Oceans Canada. Ottawa.

Dearden, P., *Topelko, K., and *Ziegler, J. (2007). Shark watching: Historical context and growth management. In J. Higham and M. Luck (Eds.), Marine Wildlife and Tourism Management (pp. 66‐90). Oxford: CABI.

Dearden, P., *Bennett, M., and Rollins, R. (2006). Dive specialization in Phuket: Implications for reef conservation. Environmental Conservation, 33(4): 353‐363.

Dearden, P., *Bennett, M., and Rollins, R. (2007). Perceptions of diving impacts and implications for reef conservation. Coastal Management, 35: 305‐317.

Dearden, P., *Bennett, M., and Johnstone, J. (2005). Trends in global protected area governance, 1992‐2002. Environmental Management, 36(1): 89‐100.

Dearden, P., Chettamart, S., *Bennett, M., *Roman, G., and *Theberge, M. (2004). Diving and marine protected areas in Thailand: Lessons learned. Proceedings: First International Conference on the Management of Coastal Recreational Resources. October. Euro‐Mediterranean Centre on Insular Coastal Dynamics, University of Malta Malta pp. 193‐202.

Dearden, P., *Bennett, M., and Rollins, R. (2006). Diving as ecotourism: Insights on impacts. Proceedings: Second International Conference on the Management of Coastal Recreational Resources. October. Euro‐Mediterranean Centre on Insular Coastal Dynamics, University of Malta, Malta pp. 345‐354.

Dearden, P., *Theberge, M., and *Bennett, M. (2003). Monitoring and marine park management at Koh Surin and Mu Koh Similan, Thailand. In S. Bondrup‐Nielsen and N. Munro (Eds.), Managing Protected Areas in a Changing World. Proceedings of the International Conference on Science and Management of Protected Areas V, Waterloo, Canada (pp. 1283‐1293). SAMPAA, Wolfville, Nova Scotia.

+Dunham, J. S., Fong, K.H., and Boutillier, J.A. (2005). Humpback shrimp biology in a central coast inlet, British Columbia, Canada. Journal of Shellfish Research, 24(1): 291‐300.

*Dyk, A., Goodneough, D.G., Niemann, K.O., Hobart, G., and Chen, H. (2007). A CHRIS Triplet for Forest Attributes Proceedings IGARSS 07: 543‐1547.

*Dyk, A., Goodneough, D.G., Niemann, K.O., Li, J.Y., Guan, A., Chen, H., and Duong, J. (2006). Multi‐temporal, multi‐angle evaluation with CHRIS of coastal forests, Proceedings IGARSS 06, pp. 108‐111.

Fong, K.H., and +Dunham, J.S. (2007). Inshore Tanner crab (Chionoecetes bairdi) biology in a central coast inlet, British Columbia, Canada. Journal of Shellfish Research, 26(2): 581‐595.

+Frazer, G., Wulder, M., and Niemann, K.O. (2005). Simulation and quantification of the fine‐scale spatial pattern and heterogeneity of forest canopy structure: A lacunarity‐based method designed for analysis of continuous canopy heights. Forest Ecology and Management, 214(2005): 65‐90.

Goodenough, D.G., Niemann, K.O., *Dyk, A., Hobart, G., Gordon, P., Loisel, M., and Chen, H. (2009). Comparison of AVIRIS and AISA airborne hyperspectral sensing for above‐ground forest carbon mapping. IGARSS 2008, Boston. p. 133‐136.


Gutberlet, J., +Tremblay, C., +Divakarannair, N., and *Taylor, E. (2009). Who are our informal recyclers? An inquiry to uncover crisis and potential in Victoria, Canada. Local Environment (in press).

*Haynes, T.B., Robinson, C.K.L., and Dearden, P. (2008). Modelling nearshore intertidal habitat use of young‐of‐the‐year Pacific sand lance (Ammodytes hexapterus) in Barkley Sound, British Columbia, Canada. The Environmental Biology of Fishes, 83: 473‐484.

+Hetherington, R., Barrie, J.V., Reid, R.G.B., MacLeod, R., and Smith, D.J. (2004). Paleogeography, glacially induced crustal displacement, and Late Quaternary coastlines on the continental shelf of British Columbia, Canada. Quaternary Science Reviews, 23(3‐4): 295‐318.

+Hetherington, R., Barrie, J.V., Reid, R.G.B., MacLeod, R., and Smith, D.J., James, T.S., and Kung, R. (2003). Late Pleistocene coastal paleogeography of the Queen Charlotte Islands, British Columbia, Canada, and its implications for terrestrial biogeography and early postglacial human occupation. Canadian Journal of Earth Sciences, 40(12): 1755‐1766.

+Hines, E., Adulyanukosol, K., Duffus, D., and Dearden, P. (2005). Community perspectives and conservation needs for dugongs (Dugong dugon) along the Andaman coast of Thailand. Environmental Management, 36: 1‐12.

+Hines, E., Dearden, P., and Duffus, D. (2004). Dugongs in Trang Province, Thailand: Recommendations for a conservation strategy. In N.W.P. Munro et al. (Eds.), Making Ecosystem‐Based Management Work. Proceedings of the Fifth International Conference on Science and Management of Protected Areas, Victoria, BC, May, 2003. Wolfville, NS: Science and Management of Protected Areas Association.

+Hines, E.H., Duffus, D.A., and Dearden, P. (2005). Community perspectives and conservation needs for Dugongs (Dugong dugon) along the Andaman Coast of Thailand. Environmental Management, 36(5): 654‐664.

+Hines, E.H., Duffus, D.A., and Dearden, P. (2005). Dugong (Dugong dugon) abundance along the Andaman Coast of Thailand. Marine Mammal Science, 21(3): 535‐549.

*Jackson, S.I., and Prowse, T.D. (2009). Spatial variation of snow melt and sublimation in a high‐elevation semi‐desert basin of Western Canada. Hydrological Processes. In Press.

*Jackson, S.I., Laxton, S.L., and Smith, D.J. (2008). Dendroglaciological evidence for Holocene glacial advances in the Todd Icefield area, northern British Columbia Coast Mountains. Canadian Journal of Earth Sciences. 45, 83‐98.

+Johnson, A.L., and Smith, D.J. (2009). Geomorphology of snow avalanche impact landforms in the southern Canadian Cordillera. The Canadian Geographer. In Press.

+Johnson, L.A., and Dearden, P. (2009). Fire, Seasonal Evergreen Forests, Conservation and Mainland Southeast Asia. In M.A. Cochrane (Ed.), Tropical Fire Ecology: Climate Change, Land Use and Ecosystem Dynamics (pp. 289‐306). Heidelberg, Germany: Springer‐Praxis.

Kaunda, E.K.W., +Anderson, J.L., Kang’ombe, J., and Jere, W.W.L. (2007). Effect of clear plastic pond sheeting on water temperature and growth of Tilapia rendalli in earthen ponds. Aquaculture Research, 38: 1113‐1116.

*Kerr, K., and Duffus, D.A. (2006). Timing of larval release in the porcelain crab, Petrolisthes cinctipes (Decapoda, Anomura), in Clayoquot Sound, British Columbia. Crustaceana, 78(9): 1041‐1051.

*Langford, J., Niemann, K.O., +Frazer, G., Wulder, M., and Nelson, T. (2006). Exploring Small Footprint Lidar Intensity Data in a Forested Environment, Proceedings IGARSS 06, p. 2416‐248.

+Laroque, C.P., and Smith, D.J. (2005). Predicted short‐term radial‐growth changes of trees based on past climate on Vancouver Island, British Columbia. Dendrochronologia, 22(3): 163‐168.


+Laroque, C.P., and Smith, D.J. (2003). Radial growth forecasts for five high‐elevation conifer species on Vancouver Island, British Columbia. Forest Ecology and Management, 183(1‐3): 313‐325.

+Larocque, S.J., and Smith, D.J. (2005). Little Ice Age proxy glacier mass balance records reconstructed from tree rings in the Mt. Waddington area, British Columbia Coast Mountains, Canada. The Holocene, 15(5): 748‐757.

+Larocque, S.J., and Smith, D.J. (2005). A dendroclimatological reconstruction of climate since AD 1700 in the Mt. Waddington area, BC Coast Mountains, Canada. Dendrochronologia, 22(2): 93‐106.

+Larocque, S.J., and Smith, D.J. (2004). Calibrated Rhizocarpon geographicum growth curve for the Mount Waddington area, British Columbia Coast Mountains, Canada. Arctic, Antarctic and Alpine Research, 36(4): 407‐418.

+Larocque, S.J., and Smith, D.J. (2003). Little Ice Age glacial activity in the Mt. Waddington area, British Columbia Coast Mountains, Canada. Canadian Journal of Earth Sciences, 40(10): 1413‐1436.

+Lewis, D., and Smith, D.J. (2004). Dendroglaciological mass balance reconstruction, Strathcona Provincial Park, Vancouver Island, BC, Canada. Arctic, Antarctic and Alpine Research 36(4): 598‐606.

+Lewis, D., and Smith, D.J. (2004). Little Ice Age glacial activity in Strathcona Provincial Park, Vancouver Island, British Columbia, Canada. Canadian Journal of Earth Sciences, 41(3): 285‐297.

*Loos, R., and Niemann, K.O. (2006). Identification of individual trees and canopy shapes using LiDAR data for fire management, Proceedings IGARSS 06, p. 3755‐3757.

*Lunn, K.E., and Dearden, P. (2006). Fisher’s needs in marine protected area zoning. Coastal Management, 34(2): 183‐198.

*Lunn, K.E., and Dearden, P. (2006). Monitoring small‐scale marine fisheries: An example from the Ko Chang archipelago, Thailand. Fisheries Research, 77: 60‐71.

*Main, M., and Dearden, P. (2007). Tsunami impacts on Phuket’s diving industry: Geographical implications for marine conservation. Coastal Management, 35 (4): 1‐15.

MacDonald, M., +Dai, S., Lutz, J., Grzetic, B., Neis, B., Sinclair, P., Dolan, H., Nelson, H., and Taylor, S.M. (2007). The human voice of social‐ecological restructuring: Jobs, income, livelihoods, ways of life and human health. In R. Ommer (Ed.), Coasts Under Stress (pp. 241‐272). McGill‐Queens Press.

+Marven, C., Canessa, R., and Keller, C.P. (2007). Exploratory spatial data analysis to support maritime search and rescue planning. In J. Li, S. Zlatanova, and A. Fabbri (Eds.), Geomatics Solutions for Disaster Management, Lecture Notes in Geoinformatics and Cartography (pp. 271‐288). Berlin: Springer Verlag.

McCann, L., *Buck, I., and Heggen, O. (2007). Family geographies: A national perspective. In P. Baskerville and E. Sager (Eds.), Household counts: Canadian families and households in 1901 (pp. 110‐127). Toronto: University of Toronto Press.

McCann,L., *Buck, I., and Heggen, O. (2007). Family geographies: An urban perspective. In P. Baskerville and E. Sager (Eds.), Household counts: Canadian families and households in 1901 (pp. 131‐146).Toronto: University of Toronto Press.

McCann, L., *Buck, I., and Heggen, O. (2007). Family geographies: Montreal, Canada`s metropolis. In P. Baskerville and E. Sager (Eds.), Household counts: Canadian families and households in 1901 (pp. 180‐194).Toronto: University of Toronto Press.


Nelson, T.A., Duffus, D., *Robertson, C., Laberee, K., and Feyrer, L.J. (2009). Spatial‐temporal analysis of marine wildlife. Journal of Coastal Research. Special Issue 56: 1537‐1541.

Nelson, T.A., Duffus, D., *Robertson, C., and *Feyrer, L.J. (2008). Spatial‐temporal patterns in intra‐annual gray whale foraging: Characterizing interactions between predators and prey. Marine Mammal Science, 24(2): 356‐370.

Niemann, K.O., +Frazer, G., *Langford, J., *Loos, R., *Visintini, F., and *Stephen, R. (2007). Integration of First and Last Return LiDAR with Hyperspectral data to Characterize Forested Environments Proceedings IGARSS 07.

+Pattanavibool, A., Dearden, P., and Kutintara, U. (2004). Habitat fragmentation in north Thailand: A case study. Bird Conservation International, 14: S13‐S22.

*Pearce, K.I., and Walker, I.J. (2005). Frequency and magnitude biases in the 'Fryberger' model with implications for characterizing geomorphically effective winds. Geomorphology, 68(1‐2): 39‐55.

*Poplawski, K., Gould, T., +Setton, E., Allen, R., Su, J., Larson, T., Henderson, S., Brauer, M., *Hystad, P., *Lightowlers, C., Keller, P., Cohen, M., Silva, C., and Buzzelli, M. (2009). Intercity transferability of land use regression models for estimating ambient concentrations of nitrogen dioxide. Journal of Spatial Science and Environmental Epidemiology, 19: 107‐117.

*Reyes, A.V., Wiles, G.C., Smith, D.J., Barclay, D.J., *Allen, S., Jackson, S., +Larocque, S., +Laxton, S., +Lewis, D., Calkin, P.E. and Clague, J.J. (2006). Expansion of alpine glaciers in Pacific North America in the first millennium A.D. Geology, 34(1): 57‐60.

+Robertson, C., *Farmer, C.J., Nelson, T.A., *Mackenzie, I., Wulder, M.A., and White, J.C. (2009). Determination of the compositional change (1999‐2006) in the pine forests of British Columbia due to mountain pine beetle infestation. Environmental Monitoring and Assessment. DOI:10.1007/s10661‐008‐0607‐9.

+Robertson, C., Nelson, T.A., and Boots, B. (2007). Mountain pine beetle dispersal: the spatial‐temporal interactions of infestation. Forest Science, 53(3): 395‐405.

+Robertson, C., Nelson, T.A., Boots, B., and Wulder, M.A. (2007). STAMP: Spatial‐temporal analysis of moving polygons. Journal of Geographical Systems, 9: 207‐227.

+Robertson, C., Nelson, T.A., Jelinski, D.E., Wulder, M.A., and Boots, B. (2009). Spatial‐temporal analysis of species' range expansion: The case of the mountain pine beetle, Dendroctonus ponderosae. Journal of Biogeography. DOI: 10.1111/j.1365‐2699.2009.0200.x.

+Robertson, C., and *Farmer, C.J. (2008). Developing an open‐source framework for surveillance and analysis of emerging zoonotic diseases. Proceedings of the Fifth National Symposium on Geo‐Informatics of the Geo‐Informatics Society of Sri Lanka. pp. 123‐134, July 25, 2008, Colombo, Sri Lanka.

+Robertson, C., Wulder, M.A., Nelson, T.A., and White, J.C. (2008). Risk rating for mountain pine beetle infestation of lodgepole pine forests over large areas with ordinal regression modelling. Forest Ecology and Management, 256(5): 900‐912.

+Robertson, C., Nelson, T.A., Boots, B., and Wulder, M.A. (2007) STAMP: Spatial ‐ temporal analysis of moving polygons. Journal of Geographical Systems, 9: 207‐227.

*Roman, G., and Dearden, P. (2004). Zoning to mitigate the impacts of recreation on coral reefs: A case study of Ko Chang National Marine Park, Thailand. In N.W.P. Munro et al. (Eds.), Making Ecosystem‐Based Management Work. Proceedings of the Fifth International Conference on Science and Management of Protected Areas, Victoria, BC, May, 2003. Wolfville, Nova Scotia: Science and Management of Protected Areas Association.


*Roman, G., Dearden, P., and Rollins, R. (2007). Application of zoning and “Limits of Acceptable Change” to manage snorkeling tourism. Environmental Management, 39: 819‐830.

Raoulx, B., Gutberlet, J., and +Tremblay, C. (2009). Dans les poubelles de Vancouveur Le recyclage comme support de socialization. Le sociographe, 29: 69‐81.

*SerraSogas, N., O'Hara, P.D., Canessa, R., Keller, C.P., and Pelot, P. (2008). Visualization of spatial patterns and temporal trends for aerial surveillance of illegal oil discharges in western Canadian marine waters. Marine Pollution Bulletin, 56(5): 825‐833.

*SerraSogas, N., O'Hara, P.D., Canessa, R., Bertazzon, S., and Gavrilova, M. (2008). Exploratory spatial analysis of illegal oil discharges detected off Canada's Pacific Coast. In O. Gervasi, B. Murgante, A. Lagana, D. Taniar, Y. Mun, and M.L. Gavrilova (Eds.), Computational Sciences and Its Applications ICCSA 2008 Lecture Notes in Computer Sciences (pp. 81‐95). International Conference, Perugia, Italy.

+Setton, E.L., Keller, P., Cloutier‐Fisher, D., and *Hystad, P. (in press). Gender‐based differences in estimates of commuters exposure to traffic‐related air pollution a simulation study, Professional Geographer, for spring 2010.

+Setton, E., Keller, C.P., Cloutier‐Fisher, D., and *Hystad, P.W. (2008). Spatial variations in estimated chronic exposure to traffic‐related air pollution in working populations ‐ A simulation, International Journal of Health Geographics, 7:39 (18 Jul 2008) (doi: 10.1186/1476‐072X‐7‐39).

+Shaw, P. (2008). A Field Guide to Communication. Oxford University Press, Toronto.

Smith, D.J., and +Lewis, D.( 2007). Dendrochronology. Encyclopedia of Quaternary Science. Edited by: S.A. Elias. Elsevier Scientific. Volume 1: 459‐465.

Smith, D.J., and +Lewis, D. (2007). Dendroglaciology. Encyclopedia of Quaternary Science. Edited by: S.A. Elias. Elsevier Scientific. Volume 2: 986‐994.

*Swerhun, K., Jamieson, G., Smith, D.J., and Turner, N. (2009). Establishing GLORIA long‐term alpine monitoring in southwestern British Columbia, Canada. Northwest Science, 83(2): 101‐116.

*Szabo, A., and Duffus, D.A. (2008). Mother‐offspring association in the humpback whale (Megaptera novaeangliae): Following behaviour in an aquatic mammal. Animal Behaviour, 75: 1085‐1092.

Taylor, S.M., Bornstein, S., Canning, P., +Dai, S., Dolan, H., Nelson, H., Sinclair, P., and Solberg, S. (2007). The statistical face of restructuring and human health. In R. Ommer (Ed.), Coasts Under Stress (pp. 210‐240). McGill‐Queens Press.

*Theberge, M., and Dearden, P. (2004). Developing a marine fish monitoring program at Mu Koh Surin Marine National Park, Thailand. In Munro, N.W.P et al (Eds.), Making Ecosystem‐Based Management Work. Proceedings of the Fifth International Conference on Science and Management of Protected Areas, Victoria, BC, May, 2003. Wolfville, Nova Scotia: Science and Management of Protected Areas Association.

*Theberge, M., and Dearden, P. (2006). Detecting a decline in whale shark (Rhincodon typus) sightings in the Andaman Sea, Thailand, using ecotourist operator‐collected data. Oryx, 40: 337‐342.

*Theberge, M., Dearden,P., and +Yasué, M. (in press). Using underwater cameras to assess the effects of snorkeler or SCUBA diver presence on coral reef fish abundance, family richness and species composition. Environmental Monitoring and Assessment.

*Topelko, K.N., and Dearden, P. (2005). The shark watching industry and its potential contribution to shark conservation. Journal of Ecotourism, 4(2): 108‐128.


+Tremblay, C., Gutberlet, J., and Peredo, A.M. (in press). United we can: Resource recovery, place and social enterprise. Resources, Conservation & Recycling.

*Wood, C., and Smith, D.J. (2004). Dendroglaciological evidence for a Neoglacial advance of the Saskatchewan Glacier, Banff National Park, Canadian Rocky Mountains. Tree‐Ring Research, 60(1): 59‐65.

+Yasué, M., and Dearden, P. (2009). The importance of supratidal habitats for wintering shorebirds and the potential impacts of intensive shrimp aquaculture. Environmental Management, 43: 1108‐1121.

+Yasué, M., and Dearden, P. (2008). Constraints on successive clutching behaviour of sedentary Malaysian plovers breeding in a tropical environment. Ardea, 96: 59‐72.

+Yasué, M., and Dearden, P. (2009). Methods to measure and mitigate the impacts of tourism development on tropical beach‐breeding shorebirds: the Malaysian plover in Thailand. Tourism in Marine Environments, 5(4): 287‐299.

+Yasué, M., Patterson, P., and Dearden, P. (2007). Are salt flats suitable supplementary nesting habitats for Malaysian plovers Charadrius peronii threatened by beach habitat loss in Thailand? Bird Conservation International, 17: 211‐223.

+Yasué, M., and Dearden, P. (2006). Simultaneous biparental incubation of two nests by a pair of Malaysian plover Charadrius peronii. Wader Study Group Bulletin, 109: 121‐122.

+Yasué, M., and Dearden, P. (2006). The effect of heat stress, predation risk and parental investment on Malaysian plover nest return times following a human disturbance. Biological Conservation, 132: 472‐480.

+Yasué, M., and Dearden, P. (2006). The potential impact of tourism development on habitat availability and productivity of Malaysian plovers. Charadrius peronii. Journal of Applied Ecology, 43: 978‐989.

+Yasué, M., and Dearden, P. (2008). Parental sex roles of Malaysian plovers during territory acquisition, incubation and brood care. Journal of Ethology, 26: 99‐112.

+Yasué, M., Dearden, P., and Moore, A. (2008). An approach to assess the potential impacts of human disturbance on wintering tropical shorebirds. Oryx, 42(3): 415‐423.

*Young, N., and Liston, M. (in press). (Mis)managing a risk controversy: The Canadian salmon aquaculture industry. Journal of Risk Research.

1. Survey Response Rate:

2004 Baccalaureate Graduates Survey Cohort 132 713 Net Frame 117 631 Survey Respondents and Valid Response Rate 75 64% 385 61%

2. Gender:Male 32 43% 131 34%Female 43 57% 254 66% Total 75 100% 385 100%

3. Self-Reporting Subgroups:Disabled 1 1% 10 3%Aboriginal - 0% 10 3%Visible Minority 1 1% 42 11%

4. Age (at time of survey):< 25 5 7% 54 14%25 to 29 56 75% 266 69%30 to 34 10 13% 38 10%35 to 39 2 3% 14 4%40 to 49 2 3% 4 1%50 to 64 - 0% 9 2%> 64 - 0% - 0%Unknown - 0% - 0% Total 75 100% 385 100% Mean Age: 27.8 27.5

5. Place of Residence (at time of survey):BC - Lower Mainland 21 28% 102 26%BC - Vancouver Island 32 43% 179 46%BC - North 3 4% 10 3%BC - Southern Interior 4 5% 11 3% BC Subtotal 60 80% 302 78%Canada - Alberta 3 4% 21 5%Canada - Ontario 2 3% 15 4%Canada - Other 3 4% 10 3%U.S.A. 2 3% 4 1% Non-BC Subtotal 10 13% 50 13%Unknown 5 7% 33 9% Total 75 100% 385 100%

GEOG SOCSCI

RESPONSE RATE

GEOG SOCSCI

GEOG SOCSCI

GEOG

University of Victoria Student Outcomes2006 Survey of 2004 Baccalaureate Graduates

Faculty: Social Sciences

GEOG SOCSCI

Detailed Summary of Survey Results

DEMOGRAPHIC INFORMATION

Department: GEOG: Geography

SOCSCI

Self-Reporting Subgroups

0% 20% 40% 60% 80% 100%

Female

Disabled

Aboriginal

Visible Minority

SFU

Age Distribution

0%

10%

20%

30%

40%

50%

60%

70%

80%

< 25 25 - 29 30 - 34 35 - 39 40 - 49 50 - 64 > 64

Place of Residence

0% 20% 40% 60% 80% 100%

BC

Rest of Canada

USA

Unknown

B.C. Residence

0% 10% 20% 30% 40% 50%

Lower Mainland

Vancouver Island

North

Southern Interior

PSYC

Response Rate

0% 20% 40% 60% 80% 100%

GEOG

SOCSCI


0% 20% 40% 60% 80% 100%

Female

Disabled

Aboriginal

Visible Minority

SOCSCI

Age Distribution

0%

10%

20%

30%

40%

50%

60%

70%

80%

< 25 25 - 29 30 - 34 35 - 39 40 - 49 50 - 64 > 64

Place of Residence

0% 20% 40% 60% 80% 100%

BC

Rest of Canada

USA

Unknown

B.C. Residents

0% 10% 20% 30% 40% 50%

Lower Mainland

Vancouver Island

North

Southern Interior

THE UniversityPresidents' Council

OF BRITISH COLUMBIA

GEOG

Valid Response Rate0% 20% 40% 60% 80% 100%

GEOG

SOCSCI

2006 Survey of 2004 Baccalaureate Graduates Page 1

Faculty: Social SciencesDetailed Summary of Survey Results


SFUPSYC

SOCSCIGEOG

6.Very Useful 22 39% 103 33%Somewhat Useful 19 33% 139 44%Not Very Useful 11 19% 52 16%Not at All Useful 5 9% 22 7%

7.Very Useful 17 30% 117 37%Somewhat Useful 32 56% 168 53%Not Very Useful 7 12% 28 9%Not at All Useful 1 2% 4 1%

8. Program Satisfaction:Very Satisfied 28 37% 145 38%Satisfied 43 57% 227 59%Dissatisfied 2 3% 9 2%Very Dissatisfied 2 3% 4 1% Total 75 100% 385 100%

9. Would you select the same program again?Yes 53 73% 283 76%No, because . . . (multiple response question) 20 87 . . . interests have changed 5 15%* 22 14%*. . . courses were not practical 7 21%* 38 25%*. . . little or no career opportunities 6 18%* 45 30%*. . . other 15 45%* 47 31%* * Percent of total responses, among those who would not take program again

10. Quality of Instruction:Very Good 22 29% 112 29%Good 49 65% 257 67%Poor 4 5% 16 4%Very Poor - 0% - 0% Total 75 100% 385 100%

11. Comprehensiveness of Core Courses:Very Good 17 23% 108 28%Good 50 68% 239 63%Poor 7 9% 33 9%Very Poor - 0% 1 0% Total 74 100% 381 100%

12. Course Availability:Encountered course availability problems 33 45% 147 39%

13. Degree Completion:Took longer than expected to complete degree 34 45% 141 37%Top 4 reasons for prolonged degree completion (multiple response question):Personal or family reasons 4 6%* 21 8%*Financial reasons / work 3 4%* 18 7%*Change of major/program/specialization 7 10%* 23 9%*Involvement in co-op program extended completion time 4 6%* 10 4%*Other reason(s) 49 73%* 182 72%* * Percent of total responses, among those who took longer than expected to complete degree

SOCSCI

GEOG SOCSCI

SOCSCI

EDUCATION EVALUATION AND SKILL DEVELOPMENT

GEOG SOCSCI

GEOG SOCSCI

SOCSCIGEOG

GEOG

GEOG

Usefulness of Knowledge, Skills, and Abilities Acquired during Program in Work:

Usefulness of Knowledge, Skills, and Abilities Acquired during Program in Day-to-day Life:

GEOG

GEOG SOCSCI

SOCSCI

Program Satisfaction

0% 20% 40% 60% 80% 100%

GEOG

SOCSCI

Very Satisfied Satisfied

Program Quality

0% 20% 40% 60% 80% 100% 120%

Longer thanExpected to

Complete Degree

Had CourseAvailabilityProblems

ComprehensiveCore Courses*

Good QualityInstruction*

Would SelectSame Program

Again


0% 20% 40% 60% 80% 100%

GEOG

SOCSCI


Program Quality

0% 20% 40% 60% 80% 100%

Longer thanExpected to

Complete Degree

Had CourseAvailabilityProblems

ComprehensiveCore Courses*

Good QualityInstruction*

Would SelectSame Program

Again

* "Very Good" or "Good"




SFUPSYC

SOCSCIGEOG

14a.VeryHigh High Low

VeryLow

#Resp.

Written Communication 24% 60% 14% 3% 72 Oral Communication 26% 61% 13% 0% 72 Reading and Comprehension 25% 62% 12% 1% 73 Group Collaboration 45% 45% 9% 0% 75 Critical Analysis 39% 47% 12% 3% 75 Problem Resolution 15% 63% 21% 0% 71 Use of Mathematics Appropriate to Field 3% 34% 60% 3% 65 Use of Computers Appropriate to Field 18% 45% 31% 6% 71 Learning On Your Own 36% 51% 12% 1% 75

14b.VeryHigh High Low

VeryLow

#Resp.


15. Took further education since 2004 graduationYes: 45 60% 233 61% Not currently enrolled 22 29% 97 25% Currently enrolled full-time 20 27% 99 26% Currently enrolled part-time 3 4% 37 10%No 30 40% 152 39% Total 75 100% 385 100%

16. Type of Formal Post-Secondary Education

Undergraduate Degree 12 27% 58 25%

Masters Degree 16 36% 68 29%

Doctoral Degree - 0% 3 1%

College (applied) Program Certification 7 16% 34 15%

Professional Association Certification 8 18% 43 19%

Other 2 4% 26 11%

Total Respondents 45 100% 232 100%

FURTHER EDUCATION

GEOG SOCSCI

SKILL DEVELOPMENT

GEOG SOCSCI

To what degree did program help you develop the following skills?

GEOG

SOCSCITo what degree did program help you develop the following skills?

Highly Developed Skills(Very High + High)

0% 20% 40% 60% 80% 100%

WrittenCommunication

OralCommunication

Reading andComprehension

GroupCollaboration

Critical Analysis

Problem Resolution

Use ofMathematics

Have you takenany further education

since your 2004 graduation?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

GEOG

SOCSCI

Yes - Currently Enrolled PTYes - Currently Enrolled FTYes - Previously EnrolledNo

Further Education/Training Location

0% 5% 10% 15% 20% 25% 30% 35% 40%

Undergrad. Degree

Masters Degree

Doctoral Degree

College (applied)Prog. Cert.

Prof. AssociationCert.

Other


0% 20% 40% 60% 80% 100%


Oral Communication


Group Collaboration

Critical Analysis

Problem Resolution

Use of Mathematics

Use of Computers

Learning On YourOwn




SFUPSYC

SOCSCIGEOG

17. Labour Force Status:In Labour Force (working or seeking work) 65 87% 340 88%Not in Labour Force 10 13% 45 12% Grand Total 75 100% 385 100%

18. Employment Status of those IN Labour Force:Employed 57 88% 317 93%Have a Paid Job Lined Up 2 3% 4 1%Unemployed 6 9% 19 6% Total Labour Force 65 100% 340 100%

19. Status of Graduates NOT in Labour Force:Attending School FT 8 80% 36 80%Attending School PT - 0% 1 2%Other 2 20% 8 18% Total NOT in Labour Force 10 100% 45 100%

20. Employment Type:Paid worker 52 91% 283 89%Self-employed 3 5% 16 5%Both a paid worker and self-employed 2 4% 18 6% Total Employed 57 100% 317 100%

21. Job Characteristics:I hold more than one job 7 12%* 61 19%My main job is full-time (>= 30 hours per week) 47 84%** 236 76%* * of total employed ** of those who provided data on hours/week worked

22. How related is your main job to your program?Very Related 13 23% 52 16%Somewhat Related 14 25% 112 35%Not Very Related 14 25% 65 21%Not At All Related 16 28% 88 28% Total 57 100% 317 100%

23. "Under-employment" Assessment:Job is very or somewhat related to program 27 47% 164 52%NOC Skill Level = A (University Education) 27 47% 120 38% * of total valid responses

24. Gross Annual Income from Main Job:*Less than $20,000 11 20% 53 19%$20,000 to $39,999 18 33% 132 47%$40,000 to $59,999 17 31% 70 25%$60,000 to $79,999 8 15% 23 8%$80,000 to $99,999 - 0% 2 1%$100,000 and Above - 0% 2 1% Total 54 100% 282 100% Median Annual Income (full-time) $40,000 $38,000 Average Annual Income (full-time) $39,305 $39,001 * where data provided

25. NOC Skill Type of Main Job:Business, Finance and Administration 7 12% 84 27%Natural and Applied Sciences and Related 18 32% 22 7%Health 1 2% 10 3%Social Sciences, Educ., Gov't Services, Religion 17 30% 98 31%Arts, Culture, Recreation and Sport 3 5% 23 7%Sales and Service 7 12% 66 21%Trades, Transport and Eqp. Operators and Related 3 5% 10 3%Unique to the Primary Industry 1 2% 1 0%Unique to Processing, Manufacturing and Utilities - 0% - 0% Total 57 100% 314 100%

GEOG SOCSCI

EMPLOYMENT

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

Employment Status

0% 20% 40% 60% 80% 100%

Unemployed

Have a Paid JobLined Up

Employed

"Under-employment" Assessment

0% 10% 20% 30% 40% 50% 60%

NOC Skill Level =A

(UniversityEducation)

Job is Very orSomewhat Related

to Program

Gross Annual FT Income from Main Job ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

< $20 $20 - $39 $40 - $59 $60 - $79 $80 - $99 $100+

Employed Graduates by NOC Skill Type

0% 5% 10% 15% 20% 25% 30% 35%

Bus, Finance, Admin

Natural & Applied Sci

Health

Social Sci, Educ, Gov't, Religion

Arts, Culture, Rec

Sales & Service

Trades, Transport

Primary Industry

Processing, Mfg, Utilities

Employment Status

0% 20% 40% 60% 80% 100%

Unemployed


Employed

"Under-Employment" Assessment

0% 10% 20% 30% 40% 50% 60%

NOC Skill Level =A



to Program


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

< $20 $20 - $39 $40 - $59 $60 - $79 $80 - $99 $100+


0% 5% 10% 15% 20% 25% 30% 35%

Bus, Finance, Admin


Health


Arts, Culture, Rec

Sales & Service

Trades, Transport

Primary Industry





SFUPSYC

SOCSCIGEOG

26. NOC Skill Level of Main Job:A. University education 27 47% 120 38%B. College education/trade apprenticeship 18 32% 84 27%C. Secondary school + job-specific training 6 11% 86 27%D. No formal education 3 5% 13 4%No skill level assigned (management) 3 5% 12 4% Total 57 100% 315 100%

27a.Very

UsefulSomewhat

UsefulNot Very

UsefulNot at all

Useful#

Resp.Written Communication 70% 16% 5% 9% 57 Oral Communication 81% 19% 0% 0% 57 Reading and Comprehension 74% 19% 3% 3% 57 Group Collaboration 77% 21% 0% 2% 57 Critical Analysis 84% 9% 5% 2% 57 Problem Resolution 77% 19% 4% 0% 57 Use of Mathematics Appropriate to Field 19% 42% 23% 16% 57 Use of Computers Appropriate to Field 49% 35% 5% 11% 57 Learning On Your Own 65% 33% 0% 2% 57

27b.Very

UsefulSomewhat

UsefulNot Very

UsefulNot at all

Useful#


28a. Top 10 Full-time Occupations of GEOG Graduates:NOC % Employed FT Median

NOC Skill Level Description in this Occ.** FT Salary4142 A Elem & Kindergarten Teacher 9% $42,0002255 B Mapping & Related Technicians 9% $40,0004131 A College & Other Voc Instructors 5% $16,5002154 A Land Surveyors 4% $45,0004161 A Natural/App Sci Policy Rsrchrs 4% $44,5004141 A Secondary School Teachers 4% $42,0000711 N/A Construction Managers 4% $38,0004212 B Community & Social Srvc Workers 4% $37,5002153 A Urban & Land Use Planners 4% $33,5002221 B Biological Technicians 4% $24,840

*data not displayed where n < 2 **percentages cited are of those for whom occupational data was provided, full-time and part-time

28b. Top 10 Full-time Occupations of Graduates from Social Sciences:NOC % Employed FT Median

NOC Skill Level Description in this Occ.** FT Salary4142 A Elem & Kindergarten Teacher 3% $42,0004212 B Community & Social Srvc Workers 3% $34,0005124 A Occs in Public Relations & Comm 3% $36,0001431 C Accounting & Related Clerks 3% $33,1004169 A Other Occs in Social Sciences, NEC 2% $47,6261411 C General Office Clerks 2% $34,0002255 B Mapping & Related Technicians 2% $40,0001433 C Tellers, Financial Srvcs 2% $25,5004131 A College & Other Voc Instructors 2% $25,0006261 B Police Officers (Excl Commissioned) 1% $60,000


EMPLOYMENT, continued

How useful are the following skills and abilities in doing your main job?


GEOG

SOCSCI

GEOG SOCSCI

GEOG

SOCSCI

NOC Skill Level of Main Job

0% 10% 20% 30% 40% 50%

No formal educ (D)

Sec Sch (C)

College (B)

Univ (A)


0% 10% 20% 30% 40% 50%

No formal educ (D)

Sec Sch (C)

College (B)

Univ (A)

Useful Skills(Very + Somewhat Useful)

0% 20% 40% 60% 80% 100% 120%


OralCommunication


GroupCollaboration

Critical Analysis

ProblemResolution

Use ofMathematics

Use of Computers

Learning On YourOwn




SFUPSYC

SOCSCIGEOG

29. Education Funding Sources (2 sources per respondent):Personal Savings 15 20%* 67 17%*Employment 39 52%* 179 46%*Family/Friends 38 51%* 202 52%*Bank Loans 2 3%* 15 4%*Student Loans 35 47%* 167 43%*Scholarships/Bursaries/Grants 5 7%* 40 10%*Tax Returns 1 1%* 4 1%*Other - 0%* - 0%* Total Respondents 75 385 * Percentage of respondents who identified this source

30. Financial Debt Incurred to Finance Univ. Education:Incurred any form of financial debt 44 59%* 210 55%Incurred government-sponsored student loan debt 41 55%* 183 48% * Percentage of respondents who provided data

31. Financial Debt Amount:*< $1,000 1 2% 4 2%$1,000 to $4,999 2 5% 15 7%$5,000 to $9,999 7 16% 34 16%$10,000 to $14,999 5 11% 22 10%$15,000 to $19,999 2 5% 23 11%$20,000 to $29,999 16 36% 51 24%$30,000 to $39,999 5 11% 27 13%$40,000 or More 6 14% 34 16% Total 44 100% 210 100%Median Financial Debt $20,000 $20,000 *includes only cases where financial debt was incurred

32. Government-Sponsored Student Loan Debt Amount:*< $1,000 - 0% 2 1%$1,000 to $4,999 3 7% 11 6%$5,000 to $9,999 6 15% 31 17%$10,000 to $14,999 7 17% 21 11%$15,000 to $19,999 4 10% 24 13%$20,000 to $29,999 12 29% 48 26%$30,000 to $39,999 5 12% 22 12%$40,000 or More 4 10% 24 13% Total 41 100% 183 100%Median Gov't-Sponsored Student Loan Debt $20,000 $20,000 *includes only cases where government-sponsored debt was incurred

33. Outstanding Gov't-Sponsored Loan Debt Amount:*

None - Loan repaid in full 7 18% 33 19%< $1,000 - 0% 4 2%$1,000 to $4,999 4 10% 17 10%$5,000 to $9,999 7 18% 19 11%$10,000 to $14,999 4 10% 16 9%$15,000 to $19,999 3 8% 20 11%$20,000 to $29,999 8 20% 31 18%$30,000 to $39,999 3 8% 21 12%$40,000 or More 4 10% 15 9% Total 40 100% 176 100%Median Gov't-Sponsored Loan Debt Outstanding $12,500 $14,000 *includes only cases where government-sponsored debt was incurred, and valid "amount remaining" was provided

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

EDUCATION FINANCING

Education Funding Sources

0% 10% 20% 30% 40% 50% 60%

Personal Savings

Employment

Family/Friends

Bank Loans

Student Loans

Schol/Bursaries/Grants

Tax Returns

Other

Financial Debt Incurred ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

40%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Gov't-Sponsored Debt Incurred ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Outstanding Gov't-Sponsored Debt ($,000)

0%

5%

10%

15%

20%

25%

None < $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +


0% 10% 20% 30% 40% 50% 60%

Personal Savings

Employment

Family/Friends

Bank Loans

Student Loans


Tax Returns

Other


0%

5%

10%

15%

20%

25%

30%

35%

40%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Gov't-Spons. Debt Incurred* ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Outst. Gov't-Spons. Debt ($,000)

0%

5%

10%

15%

20%

25%

None < $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Gov't-Spons. Debt Incurred ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +




SFUPSYC

SOCSCIGEOG

42. In your employment since graduation, how important has it been for you to understand the following international skills/issues?

Very Not Very Not at all Not Total Very Not Very Not at all Not TotalImportant Important Important Important Applicable Resp. Important Important Important Important Applicable Resp.

16% 18% 30% 35% 1% 74 17% 17% 31% 33% 2% 383

13% 27% 30% 31% 0% 71 14% 26% 29% 31% 0% 374

37% 36% 19% 8% 0% 73 28% 36% 24% 12% 0% 377

49% 25% 16% 10% 0% 73 34% 34% 19% 12% 0% 377

40% 32% 18% 11% 0% 73 37% 34% 17% 11% 0% 377

43. How helpful was the institution in preparing you with the following international skills?

Very Not Very Not at all Not Total Very Not Very Not at all Not TotalHelpful Helpful Helpful Helpful Applicable Resp. Helpful Helpful Helpful Heslpful Applicable Resp.

8% 7% 11% 25% 49% 75 7% 12% 17% 18% 46% 385

5% 23% 38% 34% 0% 74 8% 27% 34% 31% 0% 375

60% 35% 5% 0% 0% 75 44% 41% 11% 4% 0% 385

57% 36% 7% 0% 0% 75 42% 42% 13% 4% 0% 384

32% 53% 11% 4% 0% 75 37% 45% 13% 5% 0% 383

44.

Yes: 7 9% 35 9% Study Abroad 2 3% 16 4% Work Abroad 4 5% 16 4% Study and work abroad 1 1% 3 1%No 68 91% 348 91% Total 75 100% 383 100%

45.

Very Useful 3 50% 20 57%Somewhat useful 1 17% 4 11%Not very useful - 0% 6 17%Not at all useful 2 33% 3 9% Total 6 100% 35 100% *excludes cases where student has not had job since graduation

46. Reasons why you did not study or work abroad:Not aware these opportunities exist 11 16% 46 13%Financial reasons 17 25% 68 20%Extended degree completion time 6 9% 13 4%Personal reasons (i.e. employment, family) 7 10% 43 13%No opportunities/Limited opportunities 5 7% 24 7%Not interested/ relevant/ required/ attractive 16 24% 109 32%Conflicts with schooling (course load too heavy) 2 3% 22 6%Other 3 4% 17 5% Total 67 100% 342 100%

SPECIAL SECTION ON INTERNATIONAL EDUCATION

GEOG SOCSCI

International Skill

Speak a second language

International Business Practices

Global Issues

Interconnections between local and global issues

Knowledge and traditions of other countries and cultures

GEOG SOCSCI

International Skill

Speak a second language

International Business Practices

Global Issues

Interconnections between local and global issues

Knowledge and traditions of other countries and cultures

Did you study or work abroad during your program? GEOG SOCSCI

Usefulness of study or work abroad experiences to current job:*

GEOG SOCSCI

GEOG SOCSCI

Study/Work Abroad Participation

0 0.2 0.4 0.6 0.8 1

Did not participate

Study & WorkAbroad

Work Abroad

Study Abroad

Usefulness of Study/Work Abroad Experience

0 0.2 0.4 0.6 0.8 1 1.2

Very Useful

Somewhat useful

Not very useful

Not at all useful

Study/Work Abroad Participation

0% 20% 40% 60% 80% 100%

Did not participate

Study & WorkAbroad

Work Abroad

Study Abroad

Usefulness of Study/Work Abroad Experience

0% 10% 20% 30% 40% 50% 60%

Very Useful

Somewhat useful

Not very useful

Not at all useful


1. Survey Response Rate:

2000 Baccalaureate Graduates Survey Cohort 160 697 Net Frame 140 601 Survey Respondents and Valid Response Rate 87 62% 348 58%

2. Gender:Male 32 37% 123 35%Female 55 63% 225 65% Total 87 100% 348 100%

3. Self-Reporting Subgroups:Disabled 1 1% 10 3%Aboriginal 1 1% 13 4%Visible Minority 8 9% 54 16%

4. Age (at time of survey):< 25 - 0% - 0%25 to 29 44 51% 181 52%30 to 34 31 36% 124 36%35 to 39 7 8% 23 7%40 to 49 4 5% 12 3%50 to 64 1 1% 8 2%> 64 - 0% - 0%Unknown - 0% - 0% Total 87 100% 348 100% Mean Age: 31.1 31.1

5. Place of Residence (at time of survey):BC - Lower Mainland 27 31% 108 31%BC - Vancouver Island 31 36% 139 40%BC - North 2 2% 5 1%BC - Southern Interior 3 3% 16 5% BC Subtotal 63 72% 268 77%Canada - Alberta 8 9% 18 5%Canada - Ontario 1 1% 18 5%Canada - Other 5 6% 10 3%U.S.A. 2 2% 10 3% Non-BC Subtotal 16 18% 56 16%Unknown 8 9% 24 7% Total 87 100% 348 100%

GEOG SOCSCI

RESPONSE RATE

GEOG SOCSCI

GEOG

University of Victoria Student Outcomes2005 Survey of 2000 Baccalaureate Graduates

Faculty: Social Sciences

GEOG SOCSCI

Detailed Summary of Survey Results

DEMOGRAPHIC INFORMATION


SOCSCI

SOCSCIGEOG


0% 20% 40% 60% 80% 100%

Female

Disabled

Aboriginal

Visible Minority

SFU

Age Distribution

0%

10%

20%

30%

40%

50%

60%

< 25 25 - 29 30 - 34 35 - 39 40 - 49 50 - 64 > 64

Place of Residence

0% 20% 40% 60% 80% 100%

BC

Rest of Canada

USA

Unknown

B.C. Residence

0% 10% 20% 30% 40% 50%

Lower Mainland

Vancouver Island

North

Southern Interior

PSYC

Response Rate

0% 20% 40% 60% 80% 100%

GEOG

SOCSCI


0% 20% 40% 60% 80% 100%

Female

Disabled

Aboriginal

Visible Minority

SOCSCI

Age Distribution

0%

10%

20%

30%

40%

50%

60%

< 25 25 - 29 30 - 34 35 - 39 40 - 49 50 - 64 > 64

Place of Residence

0% 20% 40% 60% 80% 100%

BC

Rest of Canada

USA

Unknown

B.C. Residents

0% 10% 20% 30% 40% 50%

Lower Mainland

Vancouver Island

North

Southern Interior

THE UniversityPresidents' Council

OF BRITISH COLUMBIA

GEOG

Valid Response Rate0% 20% 40% 60% 80% 100%

GEOG

SOCSCI




SFUPSYC

SOCSCIGEOG

8. Program Satisfaction:Very Satisfied 27 31% 131 38%Satisfied 56 64% 210 60%Dissatisfied 4 5% 6 2%Very Dissatisfied - 0% 1 0% Total 87 100% 348 100%

6.Very Useful 37 48% 132 44%Somewhat Useful 32 42% 143 47%Not Very Useful 7 9% 20 7%Not at All Useful 1 1% 7 2% Total 77 100% 302 100%

7.Very Useful 33 43% 125 41%Somewhat Useful 41 53% 154 51%Not Very Useful 3 4% 20 7%Not at All Useful - 0% 3 1% Total 77 100% 302 100%

9. Would you select the same program again?Yes 48 60% 200 60%

No, because . . . (multiple response question) 32 132

. . . interests have changed 14 34%* 39 24%*

. . . courses were not practical 4 10%* 28 17%*

. . . little or no career opportunities 10 24%* 60 37%*

. . . not enough course variety - 0%* - 0%*

. . . skills acquired were not very useful 3 7%* 7 4%*

. . . courses were poorly taught 1 2%* 1 1%*

. . . program was too general 6 15%* 19 12%*

. . . did not agree with grading system - 0%* - 0%*

. . . did not like institution 1 2%* 3 2%*

. . . other 2 5%* 5 3%* * Percent of total responses, among those who would not take program again

SOCSCI

EDUCATION EVALUATION

GEOG SOCSCI

SOCSCI

GEOG

GEOG

Usefulness of Knowledge, Skills, and Abilities Acquired at University in Work:

Usefulness of Knowledge, Skills, and Abilities Acquired at University in Day-to-day Life:

GEOG SOCSCI


0% 20% 40% 60% 80% 100%

GEOG

SOCSCI


Would Select Program Again

0% 20% 40% 60% 80% 100%

GEOG

SOCSCI

Usefulness of Acquired Knowledge, Skills and Abilities (Very/Somewhat Useful)

0% 20% 40% 60% 80% 100% 120%

In Work

In Day-to-day Life




SFUPSYC

SOCSCIGEOG

14a.VeryHigh High Low

VeryLow

#Resp.


14b.VeryHigh High Low

VeryLow

#Resp.


15. Took further formal education since 2000 graduationYes: 53 61% 240 69% Not currently enrolled 35 40% 155 45% Currently enrolled full-time 14 16% 55 16% Currently enrolled part-time 4 5% 30 9%No 34 39% 108 31% Total 87 100% 348 100%

16. Type of Formal Post-Secondary EducationUndergraduate Degree 11 21% 54 23%Masters Degree 16 30% 75 32%Doctoral Degree 2 4% 15 6%College (applied) Program Certification 9 17% 34 14%Professional Association Certification 10 19% 43 18%Other 4 8% 16 7% Total Respondents 52 98% 237 100%

SKILL DEVELOPMENT

FURTHER EDUCATION

GEOG SOCSCI

GEOG SOCSCI

To what degree did university help you develop the following skills?

GEOG

SOCSCITo what degree did university help you develop the following skills?


0% 20% 40% 60% 80% 100%


OralCommunication


GroupCollaboration

Critical Analysis

Problem Resolution

Use ofMathematics

Have you takenany further education

since your 2000 graduation?0% 20% 40% 60% 80% 100%

GEOG

SOCSCI

Yes - Currently Enrolled PTYes - Currently Enrolled FTYes - Previously EnrolledNo

Type of Further Education/Training0% 5% 10% 15% 20% 25% 30% 35%

Undergrad. Degree

Masters Degree

Doctoral Degree

College (applied) Prog. Cert.

Prof. Association Cert.

Other


0% 20% 40% 60% 80% 100%


Oral Communication


Group Collaboration

Critical Analysis

Problem Resolution

Use of Mathematics

Use of Computers

Learning On YourOwn




SFUPSYC

SOCSCIGEOG

17. Labour Force Status:In Labour Force (working or seeking work) 79 91% 312 90%Not in Labour Force 8 9% 35 10% Grand Total 87 100% 347 100%

18. Employment Status of those IN Labour Force:Employed 77 97% 302 97%Have a Paid Job Lined Up - 0% - 0%Unemployed 2 3% 10 3%

Total Labour Force 79 100% 312 100%

19. Status of Graduates NOT in Labour Force:Attending School FT 4 50% 16 46%Attending School PT - 0% 1 3%Other 4 50% 18 51% Total NOT in Labour Force 8 100% 35 100%

20. Employment Type:

Paid worker 65 84% 260 86%

Self-employed 6 8% 26 9%

Both a paid worker and self-employed 6 8% 16 5%

Total Employed 77 100% 302 100%

21. Job Characteristics:

I hold more than one job 5 6%* 34 11%*

My main job is full-time (>= 30 hours per week) 64 86%** 251 85%** * of total employed ** of those who provided data on hours/week worked

22. How related is your main job to your program?Very Related 17 22% 56 19%Somewhat Related 29 38% 117 39%Not Very Related 15 19% 58 19%Not At All Related 16 21% 71 24% Total 77 100% 302 100%

23. "Under-employment" Assessment:Job is very or somewhat related to program 46 60% 173 57%NOC Skill Level = A (University Education) 31 41% 144 48% * of total valid responses

24. Gross Annual Income from Main Job:*Less than $20,000 3 4% 22 8%$20,000 to $39,999 20 30% 91 32%$40,000 to $59,999 31 46% 113 40%$60,000 to $79,999 8 12% 35 12%$80,000 to $99,999 3 4% 11 4%$100,000 and Above 2 3% 10 4% Total 67 100% 282 100% Median Annual Income (full-time) $45,000 $45,000 Average Annual Income (full-time) $49,111 $50,423 * where data provided

25. NOC Skill Type of Main Job:Business, Finance and Administration 16 21% 82 28%Natural and Applied Sciences and Related 25 33% 31 11%Health 2 3% 18 6%Social Sciences, Educ., Gov't Services, Religion 20 26% 101 34%Arts, Culture, Recreation and Sport 2 3% 22 8%Sales and Service 7 9% 30 10%Trades, Transport and Eqp. Operators and Related 3 4% 6 2%Unique to the Primary Industry 1 1% 2 1%Unique to Processing, Manufacturing and Utilities - 0% 1 0% Total 76 100% 293 100%

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

EMPLOYMENT

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

Employment Status

0% 20% 40% 60% 80% 100% 120%

Unemployed


Employed

"Under-employment" Assessment

0% 10% 20% 30% 40% 50% 60% 70%

NOC Skill Level =A



to Program


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

< $20 $20 - $39 $40 - $59 $60 - $79 $80 - $99 $100+


0% 5% 10% 15% 20% 25% 30% 35% 40%

Bus, Finance, Admin


Health


Arts, Culture, Rec

Sales & Service

Trades, Transport

Primary Industry


Employment Status

0% 20% 40% 60% 80% 100%

Unemployed


Employed

"Under-Employment" Assessment

0% 10% 20% 30% 40% 50% 60% 70%

NOC Skill Level =A



to Program


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

< $20 $20 - $39 $40 - $59 $60 - $79 $80 - $99 $100+


0% 5% 10% 15% 20% 25% 30% 35% 40%

Bus, Finance, Admin


Health


Arts, Culture, Rec

Sales & Service

Trades, Transport

Primary Industry





SFUPSYC

SOCSCIGEOG

26. NOC Skill Level of Main Job:A. University education 31 41% 144 48%B. College education/trade apprenticeship 26 34% 85 29%C. Secondary school + job-specific training 7 9% 28 9%D. No formal education 1 1% 1 0%No skill level assigned (management) 11 14% 39 13% Total 76 100% 297 100%

27a.Very

UsefulSomewhat

UsefulNot Very

UsefulNot at all

Useful#


27b.Very

UsefulSomewhat

UsefulNot Very

UsefulNot at all

Useful#


28a. Top 10 Full-time Occupations of GEOG Graduates:NOC % Employed FT Median

NOC Skill Level Description in this Occ.** FT Salary2255 B Mapping & Related Technicians 10.4% $50,0002153 A Urban & Land Use Planners 5.2% $47,0704161 A Natural/App Sci Policy Rsrchrs 5.2% $47,7890611 N/A Sales, Marketing & Advrt Managers 2.6% $53,0001122 A Occs in Bus Srvcs to Mgmt 2.6% $52,5004112 A Lawyers & Quebec Notaries 2.6% $50,0001476 C Transport Route & Crew Schedulers 2.6% $45,2801114 A Other Financial Officers 2.6% $42,5002231 B Civil Engineering Technicians 2.6% $40,0001411 C General Office Clerks 2.6% $37,000


28b. Top 10 Full-time Occupations of Graduates from Social Sciences:NOC % Employed FT Median

NOC Skill Level Description in this Occ.** FT Salary4164 A Social Policy Researchers 3.0% $40,0001111 A Financial Auditors & Accnts 2.6% $43,5002255 B Mapping & Related Technicians 2.6% $50,0005124 A Occs in Public Relations & Comm 2.6% $42,0004212 B Community & Social Srvc Workers 2.6% $31,7100621 N/A Retail Trade Managers 2.3% $39,6001114 A Other Financial Officers 2.0% $41,6004161 A Natural/App Sci Policy Rsrchrs 2.0% $47,7896221 B Tech Sales Specialists, Wholesale 1.7% $82,0004162 A Economists & Rsrchrs & Analysts 1.7% $62,000


GEOG SOCSCI

GEOG

SOCSCI

EMPLOYMENT, continued



GEOG

SOCSCI


0% 10% 20% 30% 40% 50% 60%

No formal educ (D)

Sec Sch (C)

College (B)

Univ (A)


0% 10% 20% 30% 40% 50% 60%

No formal educ (D)

Sec Sch (C)

College (B)

Univ (A)

Useful Skills(Very + Somewhat Useful)

0% 20% 40% 60% 80% 100% 120%


OralCommunication


GroupCollaboration

Critical Analysis

Problem Resolution

Use of Mathematics

Use of Computers

Learning On YourOwn




SFUPSYC

SOCSCIGEOG

29. Education Funding Sources (2 sources per respondent):Personal Savings 19 22%* 67 19%*Employment 54 62%* 195 56%*Family/Friends 28 32%* 146 42%*Bank Loans 2 2%* 5 1%*Student Loans 42 48%* 160 46%*Scholarships/Bursaries/Grants 8 9%* 27 8%*Co-op 3 3%* 3 1%*First Nations Funding 1 1%* 6 2%*Other 1 1%* 3 1%* Total Respondents 87 348 * Percentage of respondents who identified this source

30. Financial Debt Incurred to Finance Univ. Education:Incurred any form of financial debt 50 57%* 183 53%Incurred government-sponsored student loan debt 44 51%* 163 47% * Percentage of respondents who provided data

31. Financial Debt Amount:*< $1,000 2 4% 2 1%$1,000 to $4,999 1 2% 9 5%$5,000 to $9,999 3 6% 16 9%$10,000 to $14,999 10 20% 22 12%$15,000 to $19,999 9 18% 30 16%$20,000 to $29,999 13 26% 54 30%$30,000 to $39,999 5 10% 25 14%$40,000 or More 7 14% 25 14% Total 50 100% 183 100%Median Financial Debt $19,250 $20,000 *includes only cases where financial debt was incurred

32. Government-Sponsored Student Loan Debt Amount:*< $1,000 1 2% 1 1%$1,000 to $4,999 1 2% 8 5%$5,000 to $9,999 3 7% 14 9%$10,000 to $14,999 8 18% 19 12%$15,000 to $19,999 10 23% 41 25%$20,000 to $29,999 12 27% 48 29%$30,000 to $39,999 6 14% 18 11%$40,000 or More 3 7% 14 9% Total 44 100% 163 100%Median Gov't-Sponsored Student Loan Debt $18,250 $19,000 *includes only cases where government-sponsored debt was incurred

33. Outstanding Gov't-Sponsored Loan Debt Amount:*None - Loan repaid in full 12 28% 52 33%< $1,000 - 0% - 0%$1,000 to $4,999 4 9% 12 8%$5,000 to $9,999 6 14% 18 11%$10,000 to $14,999 7 16% 18 11%$15,000 to $19,999 4 9% 18 11%$20,000 to $29,999 5 12% 26 16%$30,000 to $39,999 4 9% 11 7%

$40,000 or More 1 2% 4 3%

Total 43 100% 159 100%

Median Gov't-Sponsored Loan Debt Outstanding $8,000 $8,000 *includes only cases where government-sponsored debt was incurred, and valid "amount remaining" was provided

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

GEOG SOCSCI

EDUCATION FINANCING


0% 10% 20% 30% 40% 50% 60% 70%

Personal Savings

Employment

Family/Friends

Bank Loans

Co-op

Student Loans


First Nations Funding

Other


0%5%

10%15%20%25%30%35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Outstanding Gov't-Sponsored Debt ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

None < $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +


0% 10% 20% 30% 40% 50% 60% 70%

Personal Savings

Employment

Family/Friends

Bank Loans

Co-op

Student Loans


First Nations Funding

Other


0%5%

10%15%20%25%30%35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Outstanding Gov't-Spons Debt ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

None < $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +

Gov't-Spons. Debt Incurred ($,000)

0%

5%

10%

15%

20%

25%

30%

35%

< $1 $1 - $4 $5 - $9 $10 -$14

$15 -$19

$20 -$29

$30 -$39

$40 +




SFUPSYC

SOCSCIGEOG

34.To a great extent 27 31% 72 21%To some extent 43 49% 180 52%To a small extent 13 15% 72 21%To no extent at all 4 5% 23 7% Total 87 100% 347 100%

35.To a great extent 28 32% 102 29%To some extent 39 45% 167 48%To a small extent 17 20% 65 19%To no extent at all 2 2% 13 4% Total 86 99% 347 100%

36.50 57% 190 55%

24 48% 84 44%

27 54% 95 50%

33 66% 108 57%

35 70% 131 69%

18 36% 69 36%

7 14% 35 18%

18 37% 63 33%

Average hours volunteered over last 12 months * 126 119 *includes only cases where volunteer activity was reported

37.To a great extent 12 24% 35 18%To some extent 14 28% 68 36%To a small extent 14 28% 50 26%To no extent at all 10 20% 37 19% Total 50 100% 190 100% *includes only cases where volunteer activity was reported

38.

44 51% 166 48%8 9% 29 8%

31 36% 106 30%51 59% 155 45%

5 6% 28 8%

22 25% 77 22%

Avg. charitable contributions over last 12 months * $1,913 $859 *includes only cases where financial contributions were reported

39.To a great extent 3 4% 15 5%To some extent 19 28% 82 29%To a small extent 20 30% 78 28%To no extent at all 25 37% 103 37%

Total 67 100% 278 100%

GEOG SOCSCI

SOCSCI

done any consulting, executive, office or administrative work?

collected, served or delivered food or other goods?

been involved in the identification and description of practical community problems?

To what extent did your university experience lead you to appreciate your rights, responsibilities and privileges as a citizen?

done any canvassing, campaigning or fundraising?

done any coaching, mentoring or tutoring?engaged in any activities aimed at bringing about social or environmental change?

helped organize or supervise activities or events for an organization?

In the past 12 months, as an unpaid volunteer, have you… GEOG SOCSCIworked for any type of organization?

GEOG SOCSCITo what extent did your university experience lead you to develop and use effective leadership skills?

SOCSCI

SOCSCI

SPECIAL SECTION ON CITIZENSHIP

To what extent did your entire university experience – including extra-curricular and social activities - motivate you to contribute financially to charitable or non-profit organizations? GEOG

a political organization?

a cultural, education or hobby organization?

a school group, a neighbourhood, civic or community association?

a sports or recreation organization?a religious-affiliated group?

To what extent did your entire university experience – including extra-curricular and social activities - motivate you to participate in volunteering? * GEOG

Are you a member or participant in… GEOG

a work-related organization such as a union or professional association?

Current Citizenship Activities

0% 20% 40% 60% 80% 100%

Made FinancialContributions to aCharitable or Non-Profit Org. in Last

12 Months

Acted as an UnpaidVolunteer for Any

Type ofOrganization,FundraisingCampaign,

Association orEvent

Extent to Which Entire University Experience Led to Development of Citizenship

(To a Great Extent or Some Extent)

0% 20% 40% 60% 80% 100%

Development/Useof Leadership

Skills

Appreciation ofRights,

Responsibilitiesand Privileges as

a Citizen

Motivation toParticipate inVolunteering

Motivation toContribute to

Charity


2008 National Survey of Student Engagement Results - University of VictoriaMajor: Geography 1st year respondents n = 26

4st year respondents n = 41

NSSE Benchmark resultsStudent-Faculty Interaction

Level of Academic Challenge

Enriching Educational Experiences

Challenging intellectual and creative work is central to student learning and educational quality. High levels of student achievement is promoted by setting high expectations for student performance.

In order to focus discussions about the importance of student engagement and to guide institutional efforts, NSSE created five benchmarks of effective educational practice that encompass a range of educational experiences, including student learning and personal development. These benchmarks combine a number of questions from the NSSE survey that are similar enough to be able to create indices that reflect various aspects of student engagement. Comparisons are made between the selected department, faculty, and UVic overall, at the first- and fourth-year levels.

Students learn how experts solve practical problems by interacting with faculty members inside and outside the classroom. Teachers become role models and mentors.

Complementary learning opportunities enhance academic programs. Diversity teaches students about themselves and others while internships allow integration of knowledge60

80


22.8 22.4 22.0

36.031.5 32.4

0

20

40

60

Geography SOSC UVic

Inde

x

Student-Faculty Interaction

1st year 4th year

University of Victoria, Institutional Planning and Analysis, October, 2008 Page 1 of 4

Active and Collaborative Learning

Supportive Campus EnvironmentStudents perform better at universities that are committed to their success and that cultivate positive working relations.

others, while internships allow integration of knowledge.

Note: Overall UVic results in this report are weighted by gender, full-time/part-time status and institution size. Faculty-level and Department-level data are not weighted. Faculty is based on students' faculty of registration at the time of the survey.

Students learn more when they are intensely involved in their education. Collaborating with others in solving problems prepares students for encounters during and after university.

50.8 49.4 50.155.1 54.4 55.5

0

20

40

60

Geography SOSC UVic

Inde

x

1st year 4th year

39.833.4 33.1

47.440.8 43.6

0

20

40

60

Geography SOSC UVic

Inde

x


1st year 4th year

23.8 24.4 23.129.6 30.8 34.9

0

20

40

60

Geography SOSC UVic

Inde

x


1st year 4th year

56.6 56.1 55.854.5 52.0 52.9

0

20

40

60

80

Geography SOSC UVic

Inde

x

Supportive Campus Environment

1st year 4th year


2008 National Survey of Student Engagement Results - University of Victoria

Student Engagement Individual Question Results


Very much or quite a bit 1st year 4th year 1st year 4th year

77% 80% 76% 83%

54% 65% 58% 71%

54% 65% 56% 68%

77% 75% 68% 73%

Very often or often

Q2B. Coursework emphasized analysis of the basic elements of an idea, experience or theory

Geography

Q2C. Coursework emphasized synthesis of ideas or experiences into more complex relationships

Q2E. Coursework emphasized application of theories or concepts to practical problems

UVic

A selection of individual questions were used by NSSE to create the benchmark indices. The following data for individual questions compare department results with UVic results, at the first- and fourth-year levels. In general, the top two categories of a four-point response scale were combined, except for questions asking students if they had completed certain experiences.

Q2D. Coursework emphasized the making of judgments about the value of information

54% 58%65% 71%

0%

20%

40%

60%

80%

100%

Geography UVic

Emphasized synthesizing ideas into more complex relationships

1st year 4th year

77%75%60%

80%

100%

Emphasized application of theories or concepts to practical problems


35% 43% 40% 45%

Very much or quite a bit

88% 78% 80% 75%


Very often or often 1st year 4th year 1st year 4th year

15% 53% 27% 53%

31% 65% 12% 42%

42% 35% 26% 34%

73% 70% 42% 55%

4% 15% 13% 14%

16% 25% 6% 12%

69% 63% 61% 65%

Geography

Q1H. Worked with classmates outside of class to prepare class assignments

UVic

Q1R. Worked harder than you thought you could to meet an instructor's standards or expectations

Q1T. Discussed ideas from your classes with others outside of class

Q1A. Asked questions in class or contributed to class discussions

Q1G. Worked with other students on projects during class

Q1B. Made a class presentation

Q1J. Tutored or taught other students

Q1K. Participated in a community-based project as part of a regular course

Q10A. Campus environment emphasized time studying and academic work

77%68%75% 73%

0%

20%

40%

60%

Geography UVic

1st year 4th year

15% 27%

53% 53%

0%

20%

40%

60%

80%

Geography UVic

Asked questions in class or contributed to class discussions

1st year 4th year

73%

42%

70%

55%

0%

20%

40%

60%

80%

Geography UVic

Worked with classmatesoutside of class

1st year 4th year


2008 National Survey of Student Engagement Results - University of VictoriaStudent-Faculty Interaction


32% 43% 26% 41%

15% 30% 11% 24%

23% 28% 13% 21%

4% 18% 6% 12%

31% 53% 39% 52%

Completed this experience

0% 15% 3% 14%


Geography

Geography

Q1Q. Received prompt written or oral feedback from faculty on your academic performance

UVic

UVic

Q1N. Discussed grades or assignments with an instructor

Q1O. Talked about career plans with a faculty member or advisor

Q1P. Discussed ideas from your readings or classes with faculty members outside of class

Q1S. Worked with faculty members on activities other than coursework

Q7D. Worked with a faculty member on a research project outside of course requirements

15% 11%30% 24%0%

20%

40%

60%

80%

Geography UVic

Talked about career plans with a faculty member or advisor

1st year 4th year

31%39%

53% 52%

0%

20%

40%

60%

80%

Geography UVic

Received prompt feedback from faculty on academic performance

1st year 4th year

Completed a practicum,internship, or co-op


Completed this experience 1st year 4th year 1st year 4th year

0% 23% 2% 48%

8% 45% 24% 52%

15% 23% 14% 27%

4% 15% 2% 15%

0% 13% 1% 13%

8% 13% 7% 22%

Very often or often

46% 68% 55% 55%

50% 48% 55% 54%

54% 60% 51% 57%


62% 28% 43% 39%

Geography UVic

Q7A. Practicum, internship, field experience, co-op experience, or clinical assignment

Q7G. Independent study or self-designed major

Q7H. Culminating senior experience (capstone course, senior project or thesis, etc.)

Q7E. Foreign language coursework

Q7B. Community service or volunteer work

Q10C. Campus environment encourages contact among students from different backgrounds

Q1L. Used electronic technology to discuss or complete an assignment

Q7C. Participate in some other formal program where groups of students take classes together

Q1V. Serious conversations with students of different religious beliefs or political opinions

Q1U. Serious conversations with students of a different race or ethnicity

0% 2%23%

48%

0%

20%

40%

60%

80%

Geography UVic

p, p

1st year 4th year

46%55%

68%55%

0%

20%

40%

60%

80%

Geography UVic

Conversations with students of different beliefs or opinions

1st year 4th year

8% 24%

45%52%

0%

20%

40%

60%

80%

Geography UVic

Community service or volunteer work

1st year 4th year





73% 59% 72% 59%

31% 25% 26% 22%

46% 23% 38% 26%

Average (responses range from 1 to 7)

5.4 5.6 5.4 5.4

5.0 5.7 4.9 5.1

4.3 4.5 4.5 4.5

Overall Evaluation of Education Results

Geography

Q8C. Quality of relationships with administrative personnel and offices

Q10B. Campus environment provides the support you need to help you succeed academically

Q10D. Campus environment helps you cope with your non-academic responsibilities (work, family)

Q10E. Campus environment provides the support you need to thrive socially

Q8A. Quality of relationships with other students

Q8B. Quality of relationships with faculty members

UVic

73% 72%59% 59%

0%

20%

40%

60%

80%

Geography UVic

Environment provides support needed to succeed academically

1st year 4th year

5.0 4.95.7 5.1

0.0

3.5

7.0

Geography UVic

Quality of relationships withfaculty members

1st year 4th year


Detailed tabular results for all of the NSSE questions for the University of Victoria are listed in "Means and Frequency Comparisons" on the website.

Q12. How would you evaluate the quality of academic advising you have received at your institution?

Q14. If you could start over again, would you go to the same institution?

Q13. How would you evaluate your entire educational experience at this institution?

77%83% 84%

93%86% 85%

0%

25%

50%

75%

100%

Geography SOSC UVic

Entire educational experience was excellent or good

1st year

4th year

88% 89% 89%93% 86% 84%

0%

25%

50%

75%

100%

Geography SOSC UVic

Would definitely or probably go to the same institution if starting over

1st year

4th year

77% 72% 71%68%56% 61%

0%

25%

50%

75%

100%

Geography SOSC UVic

Quality of academic advising was excellent or good

1st year

4th year


2006 National Survey of Student Engagement Results - University of VictoriaMajor: Geography 1st year respondents n = 45

4st year respondents n = 55

NSSE Benchmark resultsStudent-Faculty Interaction





Note: Overall UVic results in this report are weighted by gender, full-time/part-time status, and institution size, while faculty- and departmental-level data is not weighted. Faculty is based on students' faculty of registration at the time of the survey.

Students learn more when they are intensely involved in their education. Collaborating with others in solving problems prepares students for encounters during and after university.

Students perform better at universities that are committed to their success and that cultivate positive working relations.

Students learn how experts solve practical problems by interacting with faculty members inside and outside the classroom. Teachers become role models and mentors.

Complementary learning opportunities enhance academic programs. Diversity teaches students about themselves and others, while internships allow integration of knowledge.

Challenging intellectual and creative work is central to student learning and educational quality. High levels of student achievement is promoted by setting high expectations for student performance.

In order to focus discussions about the importance of student engagement, NSSE created five benchmarks of effective educational practice that encompass a range of educational experiences, including student learning and personal development. These benchmarks combine a number of questions from the NSSE survey that are similar enough to be able to create indices that reflect various aspects of student engagement. Comparisons are made between the students' self-reported major (a proxy for department), respondents' faculty of registration, and UVic, at the first- and fourth-year levels. Please see footnote at end of report.


46.6 48.8 49.654.3 53.3 55.4

0

20

40

60

80

Geography SOSC UVic

Inde

x

1st year 4th year


36.4 32.9 32.5

43.739.5 42.8

0

20

40

60

Geography SOSC UVic

Inde

x

1st year 4th year

Student-Faculty Interaction

21.4 21.7 21.828.0 28.4 30.7

0

20

40

60

Geography SOSC UVic

Inde

x

1st year 4th year


21.5 24.2 24.131.5 30.2 32.7

0

20

40

60

Geography SOSC UVic

Inde

x

1st year 4th year


57.4 56.4 56.054.5 51.0 52.8

0

20

40

60

80

Geography SOSC UVic

Inde

x

1st year 4th year

University of Victoria, Institutional Planning and Analysis, March 2007 Page 1 of 4


Student Engagement Individual Question Results



80% 82% 77% 82%

56% 69% 57% 72%

53% 73% 53% 65%

58% 67% 67% 71%

Very often or often

31% 55% 39% 45%


80% 76% 78% 79%



27% 33% 30% 51%

18% 67% 7% 41%

29% 25% 25% 30%

58% 73% 40% 55%

9% 7% 12% 16%

2% 7% 3% 10%

71% 73% 67% 68%

Q2D. Coursework emphasized the making of judgments about the value of information

Q1K. Participated in a community-based project as part of a regular course

Q10A. Campus environment emphasized time studying and academic work

A selection of individual questions were used by NSSE to create the benchmark indices. The following data for individual questions compare department (i.e. students' self-reported major) results with UVic results, at the first- and fourth-year levels. In general, the top two categories of a four-point response scale were combined, except for questions asking students if they had completed certain experiences.

Q1R. Worked harder than you thought you could to meet an instructor's standards or expectations

Q1T. Discussed ideas from your classes with others outside of class

Q1A. Asked questions in class or contributed to class discussions

Q1G. Worked with other students on projects during class

Q1B. Made a class presentation

Q1H. Worked with classmates outside of class to prepare class assignments

Q1J. Tutored or taught other students

Geography

Geography

Q2B. Coursework emphasized analysis of the basic elements of an idea, experience or theory

Q2C. Coursework emphasized synthesis of ideas or experiences into more complex relationships

Q2E. Coursework emphasized application of theories or concepts to practical problems

UVic

UVic

Emphasized synthesizing ideas intomore complex relationships

56% 57%69% 72%

0%

20%

40%

60%

80%

100%

Geography UVic

1st year 4th year

Emphasized application of theories or concepts to practical problems

58%67%67% 71%

0%

20%

40%

60%

80%

100%

Geography UVic1st year 4th year

Asked questions in class or contributed to class discussions

27% 30%33%51%

0%

20%

40%

60%

80%

100%

Geography UVic

1st year 4th year

Worked with classmates outside of class

58%40%

73%55%

0%

20%

40%

60%

80%

100%

Geography UVic

1st year 4th year


2006 National Survey of Student Engagement Results - University of VictoriaStudent-Faculty Interaction


18% 44% 26% 40%

16% 9% 11% 18%

13% 11% 14% 19%

4% 9% 6% 10%

38% 56% 39% 52%

Completed this experience

0% 4% 2% 11%


Completed this experience 1st year 4th year 1st year 4th year

0% 47% 3% 43%

16% 55% 28% 51%

13% 13% 15% 21%

0% 11% 2% 14%

0% 13% 1% 10%

2% 13% 7% 19%

Very often or often

58% 55% 60% 53%

44% 53% 57% 55%

51% 60% 54% 58%


44% 29% 41% 36%Q10C. Campus environment encourages contact among students from different backgrounds

Q1L. Used electronic technology to discuss or complete an assignment

Q7C. Participate in some other formal program where groups of students take classes together

Q1V. Serious conversations with students of different religious beliefs or political opinions

Q1U. Serious conversations with students of a different race or ethnicity

Q7E. Foreign language coursework

Q7B. Community service or volunteer work

Q1N. Discussed grades or assignments with an instructor

Q1O. Talked about career plans with a faculty member or advisor

Q1P. Discussed ideas from your readings or classes with faculty members outside of class

Q1S. Worked with faculty members on activities other than coursework

Q1Q. Received prompt written or oral feedback from faculty on your academic performance

Q7D. Worked with a faculty member on a research project outside of course requirements

Q7A. Practicum, internship, field experience, co-op experience, or clinical assignment

Q7G. Independent study or self-designed major

Q7H. Culminating senior experience (capstone course, senior project or thesis, etc.)

Geography

Geography

UVic

UVic

Talked about career plans with a faculty member or advisor

16% 11%9% 18%

0%

20%

40%

60%

80%

Geography UVic

1st year 4th year

Received prompt feedback from faculty on academic performance

38% 39%56% 52%

0%

20%

40%

60%

80%

100%


Completed a practicum,internship, or co-op

0% 3%47% 43%

0%

20%

40%

60%

80%

100%

Geography UVic

1st year 4th year

Conversations with students ofdifferent beliefs or opinions

58% 60%55% 53%

0%

20%

40%

60%

80%

100%


Community service or volunteer work

16% 28%

55% 51%

0%

20%

40%

60%

80%

Geography UVic

1st year 4th year





69% 58% 69% 58%

31% 15% 25% 19%

44% 25% 34% 26%

Average (responses range from 1 to 7)

6.0 5.5 5.5 5.4

5.0 5.3 5.0 5.2

4.5 4.6 4.7 4.5

Overall Evaluation of Education Results

A full analytical report entitled "2006 National Survey of Student Engagement Report" is available at the University of Victoria's Institutional Planning and Analysis website: www.inst.uvic.ca . Detailed tabular results for all of the NSSE questions for the University of Victoria are listed in "Means and Frequency Comparisons" on the website.

There are instances where the number of cases is small, and the differences produced in the results may not be statistically significant.

Q14. If you could start over again, would you go to the same institution?

Q10B. Campus environment provides the support you need to help you succeed academically

Q10D. Campus environment helps you cope with your non-academic responsibilities (work, family)

Q10E. Campus environment provides the support you need to thrive socially

Q8A. Quality of relationships with other students

Q8C. Quality of relationships with administrative personnel and offices

Q13. How would you evaluate your entire educational experience at this institution?

UVic

Q12. How would you evaluate the quality of academic advising you have received at your institution?

Geography

Q8B. Quality of relationships with faculty members

Entire educational experience was excellent or good

96%86% 87%93%

86% 86%

0%

25%

50%

75%

100%

Geography SOSC UVic1st year 4th year

Would definitely or probably go to the same institution if starting over

96%87% 88%

96%85% 86%

0%

25%

50%

75%

100%


Quality of academic advising was excellent or good

80%73% 71%67%

57% 59%

0%

25%

50%

75%

100%


Environment provides support needed to succeed academically

69% 69%58% 58%

0%

20%

40%

60%

80%


Quality of relationships with faculty members

5.0 5.05.3 5.2

0.0

3.5

7.0



Appendix 7: Job Advertisements


Faculty of Social Sciences, Department of Geography University of Victoria

Senior Instructor in Geography

The Department of Geography, University of Victoria, invites applications for a Senior Instructor position. The appointment begins July 1, 2010

Appointment at the rank of Senior Instructor is without tenure. The initial term of the appointment is three years. A Senior Instructor under consideration for reappointment must meet the performance standard specified in the Framework Agreement. There is a normal expectation of an ongoing 4 year term. At the time of the second reappointment and normally in the seventh year of service the incumbent must be considered for a continuing appointment.

Primary responsibility will be for teaching large enrolment courses including the Geography of Canada, and the Geography of British Columbia. Normal course load is 8 courses per Academic year.

The successful applicant must hold a minimum of a Master’s degree but preference will be given to those candidates with a PhD (or close), in Geography. They will have extensive experience in university‐level teaching of undergraduate courses, an outstanding teaching record, and a proven dedication to teaching. Preference will be given to candidates with a coastal interest and the ability to bridge into the environment and sustainability field.

Letters of application should include a curriculum vitae and a teaching dossier (or equivalent documentation that outlines the candidate’s teaching experience and philosophy, and evidence of teaching effectiveness). Applicants should arrange for three letters of reference to be sent prior to the closing date. Completed applications must be received by 1 February 2010. E‐mailed and faxed applications will not be accepted.

All queries and applications should be directed to:

Dr Philip Dearden Professor and Chair Department of Geography University of Victoria P.O. Box 3060 Victoria, BC V8W 3R4 Canada Telephone: 250‐721‐7325 E‐mail: [email protected] Web: http://www.geog.uvic.ca/

The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, Aboriginal Peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the University.

All qualified candidates are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.


Faculty of Social Sciences, Department of Geography University of Victoria

Assistant Professor in Geography

The Department of Geography, University of Victoria, invites applications for a tenure track position in the area of water resources. The appointment, effective July 1, 2011, will be made at the rank of Assistant Professor.

The successful candidate will be expected to teach courses in water resource management and other fields of resource geography. Research specialty is open but an interest in the mechanisms of resource allocation and governance structures is preferred. Candidates able to address fresh water and salt water linkages will be at an advantage.

The University of Victoria is a leading institution in the study of climate variability and change and includes the Pacific Institute for Climate Solutions (PICS), Pacific Climate Impacts Consortium (PCIC) and the Water and Climate Impacts Research Centre (WCIRC) which is housed in the Department of Geography. There is also a strong campus‐wide interest in coastal and ocean studies with associated Centres such as the Institute for Coastal and Ocean Research (ICOR). The Department of Geography offers a special concentration and a Minor in Coastal Studies.

The successful applicant will have a PhD (or close ABD) preferably in Geography, outstanding research potential, a dedication to teaching and the ability to work synergistically both within the Department and in collaboration with other units on campus.

Letters of application, CVs including all university transcripts, writing sample, and confidential letters from three referees should be sent by 30 November 2010, to:

Philip Dearden, Chair Department of Geography University of Victoria P.O. Box 3060 Victoria, BC V8W 3R4 Canada

Telephone: 250‐721‐7325

E‐mail: [email protected]

Web: http://www.geog.uvic.ca/

The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, Aboriginal Peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the University.

All qualified candidates are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.

Appendix 8: Guidelines for Consideration of ARPT

1

Appendix 8: Guidelines for Consideration of Reappointment, Promotion, and Tenure of Faculty Members

UNIVERSITY OF VICTORIA DEPARTMENT OF GEOGRAPHY

Guidelines for Consideration of Reappointment, Promotion, and Tenure

of Faculty Members

This document describes the Department of Geography statement for Faculty Members seeking Reappointment, Promotion, and Tenure

as required by the Framework Agreement.

Adopted: October 7, 1994

Revisions: December 21, 2001; March 3, 2005; October 3, 2007


Introductory Statement

The guidelines below set out expectations and criteria, agreed upon by the Department and relevant to the discipline of Geography, related to considerations of appointment, reappointment, promotion, and tenure. The guidelines represent the Department of Geography’s interpretation of the University’s tenure and promotion document. It is acknowledged, however, that the University document is the formal statement of University policy and, as such, takes precedence over the Departmental document.

The following guidelines are designed to provide more specificity to the general University document, for the guidance of candidates for reappointment, tenure, and promotion; the Departmental ARPT Committee; the Faculty Advisory Committee; and the Dean of the Faculty of Social Sciences. This document is not concerned with the processes involved in reappointment, tenure, and promotion considerations, but with the criteria applied.

Within the context of the Departmental and University guidelines, the Department recognizes that all cases must be judged on their own merit and in consideration of the uniqueness of each case. The Department also recognizes the importance of taking into account the changing conditions of the work environment, including potential administrative and teaching workload increases on faculty during times of fiscal restraint or faculty shortage, the move towards multidisciplinary and collaborative research, and the changing climate of access to research funding sources and funding success. The Department, therefore, will continue to adjust its evaluation criteria to reflect gradually changing standards while taking into consideration the realities of day‐to‐day working conditions, changing priorities within the University, and changing societal expectations.


A ‐ Regular Faculty Members The Department of Geography recognizes that the University is a community of learning, knowledge, and accomplishment that serves the people of British Columbia and the global community. In teaching, learning, research, artistic creativity, and professional practice, Regular Faculty members are committed to attaining the highest quality, to meeting the highest standards of integrity, to providing students with an environment in which they may develop intellectually and professionally, to promoting the advancement and dissemination of knowledge, and to supporting a climate of academic freedom, responsibility, and mutual respect.

As required by the Framework Agreement (13.1.1), Regular Faculty members seeking reappointment, promotion, and tenure and Teaching Professors must be evaluated on the basis of their:

a) teaching effectiveness;

b) scholarly and professional achievement; and

c) other contributions.

1. Teaching Effectiveness

The Department of Geography regards teaching as a major activity of all faculty members, and an important consideration in reappointment, tenure, and promotion decisions. Teaching in the Department of Geography can take many forms, including: (1) formal classroom instruction; (2) preparation and coordination of laboratory exercises; (3) supervision of undergraduate honours theses; (4) teaching in field settings; (5) graduate seminars; (6) graduate student supervision; (7) supervision of independent study courses (490s and 590s); (8) participation in distance education and continuing education; (9) preparation and delivery of extension courses or courses in other Departments; (10) academic counselling; and (11) participation in the Coop program.

Evaluation of teaching effectiveness and excellence in teaching can also take a number of forms, including regular evaluations from students, evaluations from peers and external reviews, and evidence of new and innovative teaching techniques. A serious commitment to teaching may also be evidenced by attending, presenting at, or organizing workshops on teaching, and doing research on, and publishing about, teaching.

In assessing one’s contribution to teaching in the Department, other information may be considered important, including the type and number of courses taught (and the number of students in the courses), the development of new courses, and the availability of teaching assistants in the courses. Evaluation of teaching should be both formative (i.e., content, process and design aspects of instruction) and summative (the outcome of instruction).

In documenting teaching effectiveness, information should be obtained from students, graduates, other faculty, and self‐ and peer‐evaluations. Faculty are encouraged to consult the Learning and Teaching Centre for more information on documenting teaching effectiveness and to consult the C.A.U.T. publication titled The Teaching Dossier.

All Regular Faculty are expected to be good classroom teachers and to be involved with both undergraduate and graduate students. This is a minimum requirement; a poor teaching record may result in the denial of reappointment, tenure, and/or promotion. However, it should be noted that Regular Faculty should not expect to obtain reappointment, tenure, or promotion on the basis of teaching excellence alone.


2. Research and Scholarship

The Department of Geography notes that scholarly and professional achievements shall be understood to include the continuing mastery of one’s field of knowledge, and the awareness of current scholarship in one’s own and in closely related fields; and the nature, quality, and extent of one’s research, professional, and creative activity. Scholarly achievements shall be evaluated in all possible manifestations, which specifically include the following:

• the nature of professional qualifications (i.e., degrees, and extent and type of experience;

• publications and scholarly papers, especially insofar as they reveal the quality of the research; and

• other forms of creative achievement in areas directly relevant to the individual’s discipline.

The following factors may also be considered in this category:

• awards and fellowships granted by institutions other than the University of Victoria;

• membership on boards of council devoted to research and professional affairs, and, in certain fields, the extent to which professional services are in demand by organizations outside the University;

• recognition by learned and professional societies; and

• the general reputation for scholarship that the individual establishes among professional colleagues at the University of Victoria and at other institutions.

The Department of Geography interprets this as follows. Research and scholarship are highly valued in the Department. They include, but are not limited to, theoretical contributions, philosophical and methodological work, controlled experiments, empirical research, model building, needs assessment studies, applied evaluation projects, literature surveys, review essays, and reflective analysis.

More importantly, scholarship is determined largely by an individual’s ability to provide evidence of independent scholarly activity (where independent implies that the research is distinct from the scholar’s PhD research and that the faculty member is the principal scholar or researcher). Scholarly activity includes two primary elements:

• the ability to carry out independent research (including design, propose, and, if necessary, obtain funding for this research);

• the results of research are published in peer‐refereed journals or books, presented to academic audiences, and, if appropriate, disseminated to the wider public through reports, articles, and presentations. Also important in scholarly research activity is evidence of an ongoing research program (or the development of a research program for younger scholars). A research program typically includes the training of undergraduate and graduate students, involvement in professional activities related to one’s research, and invited presentations at scholarly meetings or other special outlets.

Therefore, the research record of a candidate for reappointment, tenure, or promotion should have documented activity in each of the following:

i) Research proposals and research funding: There should be proposals developed and submitted for funding and these should include proposals where the candidate is principal investigator. Such proposals should be submitted to competitions where peer review is the norm (e.g., SSHRC or NSERC). Given the changing nature of research funding, grants and contracts from other sources that relate to a scholars research program may also be important.

While the acquisition of funding is not an absolute requirement for reappointment, promotion, or tenure in the Department of Geography, it is strongly encouraged. The Department recognizes that there are unique cases of scholars who are engaged in entirely theoretical or phenomenological work that requires no funding. However, it is generally accepted by the Department that funding is a necessity for empirically‐based work (more so if the work is non‐local) and to support graduate students.


ii) Publication of results: An important criterion for evaluation of a research project/program is the publication of research results. Evidence of research through publications and scholarly papers may exist in many forms, and the publication outlets for geographical research are diverse. It is not possible, therefore, to apply steadfast rules about the relative ranking of different publication outlets.

The quality of one’s work, as evaluated by external reviewers and those familiar with the candidate’s research, and at least the perception of the quality of different journals and publishing sources do have a bearing on the assessment of research. However, there is a distinction between peer‐reviewed publications and unreviewed material. In most cases, peer‐reviewed publications reflect the quality and productivity of an individual’s research program. Unreviewed materials are given substantially less weight, unless they are deemed by external reviewers (in promotion and tenure cases) or colleagues to be of high quality.

The following are examples of peer‐reviewed and unreviewed material:

Peer‐reviewed publications

• Papers in refereed journals. The quality of the journal is a consideration, and individuals are encouraged to discuss the perception and relative rank of journals with their peers.

• Fully peer‐reviewed published books. The quality of the publisher is a consideration and individuals are encouraged to discuss the perception and relative rank of publishers with their peers.

• Edited books and journals, insofar as these have been evaluated by external reviewers or have been accepted as major contributions to the discipline.

• Maps and atlases that are peer reviewed.

• Chapters in fully peer‐reviewed published books.

• Fully peer‐reviewed papers published in conference proceedings.

• Films, videos, software, or other publication media where a peer review can be documented.

Unreviewed material

• Articles in non‐peer‐reviewed academic journals.

• Unreviewed books.

• Unreviewed chapters in books.

• Unreviewed conference proceedings.

• Published reviews or critiques of books, atlases, films, journal articles, etc.

• Unreviewed software, films, videos, etc.

• Material prepared for wider distribution as part of a research project (for example, to community groups, policy makers, or the general research community).

• Occasional papers, technical reports, and contract reports.

• Other.

iii) Development of an ongoing research program: The Department looks for evidence of a developing or ongoing program of research beyond the PhD. While it is important to publish articles resulting from work associated with one’s PhD research, there must be evidence of an active post‐PhD research program and publications in order to demonstrate independent scholarly activity.

A successful research program also includes the circulation of research through other media (e.g., presentations at scholarly conferences and specialized meetings). Invited articles and book chapters may offer additional evidence of the maturity of one’s research program, as long as these articles/chapters are subject to ample peer review. In certain circumstances, community involvement can be considered integral to maintaining a successful research program.


3. Other Contributions

The Department of Geography recognizes that individuals may contribute to the University in a wide variety of ways, and every effort shall be made to consider other contributions, such as those listed below. These considerations shall in no way be used as negative criteria (i.e., such considerations shall not be used to deny reappointment, tenure, or promotion).

• attainment of extra‐university recognition that reflects to advantage on the University of Victoria.

• contributions to development of the faculty member’s department, faculty, or the university.

• contributions to student life.

• contributions on university committee assignments.

• contributions on university administrative assignments.

• contributions at the community, provincial, national, or international level in scholarly capacities.

The Department of Geography interprets this as follows. Individuals are expected, on an ongoing basis, to contribute to the routine administration of the Department, Faculty, and University in a variety of ways outside normal teaching and scholarship. Extraordinary participation in Department or University affairs, and active participation in the administration of professional organizations and organization of professional activities and/or community activities (related to scholarly interest) will be considered in reappointment, promotion, and tenure decisions. Community outreach is recognized and credited as important in enhancing the reputation of the University as well as the faculty member as scholar.

The above contributions are not as important as teaching and scholarship, but they do form a necessary part of the evaluation criteria used for promotion and tenure. However, while outstanding services to the Department, University, profession, or community can be used to strengthen a case for reappointment, promotion, or tenure, they do not, standing alone, warrant reappointment, promotion, or tenure.

4. Other Considerations

The Department acknowledges that other responsibilities, such as child care and elder care and the general health of faculty members, may impact on one’s career progression and should be taken into account in all reappointment, tenure, and promotion decisions.


B ‐ Senior Instructors The Department of Geography recognizes that the principal responsibility of Senior Instructors is to support the work of the department through undergraduate teaching assignments. Nevertheless, Senior Instructors in the Department of Geography seeking reappointment and tenure shall be recommended only when their records clearly demonstrate outstanding performance and commitment to teaching and professional activity (13.2.1). Service is a lesser criterion which, although expected of every Senior Instructor, cannot be considered as substituting for teaching and/or professional excellence. 1. Teaching Responsibilities

Teaching, as demonstrated by teaching effectiveness and active professional attitude toward teaching, is the single most important role of a Senior Instructor in the Department of Geography.

Evidence of teaching effectiveness should include:

• student evaluations: generally favourable student evaluations for the past 3 years of teaching;

• Chair’s annual evaluation: generally favourable evaluation for the past 3 years of teaching; and

• peer evaluations: should have a minimum of three recommendations from teaching faculty.

Evidence of a professional attitude toward teaching should include:

• demonstrated flexibility in accepting teaching assignments;

• demonstration of a commitment to teaching; and

• other teaching services above and beyond classroom instruction. 2. Professional Activity

Although teaching remains the single most important role of a Senior Instructor, candidates seeking reappointment or tenure must possess, in addition to an outstanding teaching record, a demonstrably high level of commitment to their profession. Examples of the types of activities a Senior Instructor might participate in include:

• participation in professional organizations;

• guest speaker at workshops, conferences, or other professional activities; and

• evidence of the support of co‐workers by such activities as course development and innovative contributions to teaching

3. Service

It is expected that Senior Instructors will demonstrate a selfless commitment of service to the University of Victoria and to the community. This type of commitment normally is demonstrated by participation and leadership in departmental, faculty, or University committees, and affairs of the local, provincial, and/or national/international community, etc.

Evidence could include:

• service to the Department

• service to the University

• service to the community


Requirements for Appointment, Reappointment, Promotion, and Tenure of Faculty Members in the Department of Geography

A ‐ Regular Tenure‐Track Faculty Members 1. Assistant Professor

The Department of Geography expects that appointment at or promotion to the rank of Assistant Professor would normally require a PhD degree or evidence of equivalent scholarly achievement or of appropriate professional achievement.

The Department expectations are that, for initial appointment at this level, a candidate must demonstrate:

• a potential for teaching effectiveness;

• a potential for research and scholarship; and

• a potential to contribute to the Department, the University, and the discipline.

For reappointment at this level, a candidate must have demonstrated:

• a satisfactory level of teaching effectiveness and evidence of activity promoting excellence in teaching;

• a satisfactory level of research and scholarship, including evidence of a developing research program beyond the PhD; and

• evidence of participation in professional activities and/or community activities (related to scholarly interest) and an otherwise satisfactory level of “other” contributions.

2. Tenure

The Department expectations are that, for granting of tenure, the faculty member has performed consistently at or above the expectations set out for the rank at which tenure is being granted.

3. Associate Professor

The Department of Geography expects an Associate Professor to have had substantial experience either in teaching and writing, research, advanced study, or in an applicable related profession; should have demonstrated a capacity and will to maintain teaching effectiveness; and should have shown a capacity for continuing growth as a teacher, a scholar, and a member of a profession.

The Department expectations are that, for initial appointment or promotion to this level, a candidate must have demonstrated:

• a documented level of ongoing competence in teaching effectiveness; excellence in teaching needs to be documented to allow teaching to be considered as evidence for promotion;

• a satisfactory level of ongoing research and scholarship, including the establishment of a research program beyond the PhD; and a demonstrated capacity for continued scholarly growth; and

• ongoing participation in professional activities and/or community activities (related to scholarly interest), and ongoing contributions to the routine administration of the candidate’s Department and University.

4. Full Professor

The Department of Geography expects that the rank of Professor shall be reserved for those who possess the experience and qualifications of the Associate Professor level, and in addition have demonstrated superior intellectual attainment, gained national recognition professionally, and shown outstanding scholarship in the opinion of their colleagues.


The Department expectations are that, for initial appointment or promotion to this level, a candidate must have demonstrated:

• a documented level of continuing competence in teaching effectiveness; excellence in teaching alone does not merit promotion unless there is a research agenda that focuses on teaching, in which case it shall be evaluated by the criteria applied to research contribution;

• an established and well‐developed research program;

• an ongoing and outstanding performance in research and scholarship that is internationally recognized;

• ongoing participation in professional activities and/or community activities (related to scholarly interest), including evidence of organization and/or leadership, and ongoing contributions to the routine administration of the Department and University.

B ‐ Senior Instructors 1. Appointment/Reappointment

The Department of Geography expects appointment as a Senior Instructor would normally require a PhD degree or evidence of equivalent scholarly achievement or of appropriate professional achievement.

The Department expectations are that, for initial appointment at this level, a candidate must demonstrate:

• a potential for teaching effectiveness; and

• a potential to contribute to the Department, the University, and the discipline.

For reappointment at this level, a candidate must have demonstrated:

• a satisfactory level of teaching effectiveness and evidence of activity promoting excellence in teaching; and

• evidence of participation in professional activities and/or community activities. 2. Tenure

The Department expectations are that, for granting of tenure, the Senior Instructor has performed consistently at or above the expectations set out in this document and in the companion document entitled Standard for Distribution of Duties and Responsibilities for Faculty Members.

The Department expectations are that, for tenure to be granted, a Senior Instructor must demonstrate:

• teaching effectiveness and excellence, and an active professional attitude toward teaching;

• a demonstrably high level of commitment to his/her profession; and

• a commitment of service to the University and to the community.

Appendix 9: Adjunct Positions in Geography

Appendix 9: Adjunct Positions in Geography

Adjunct and Cross‐Listed Faculty

Spyros Beltaos, PhD (Alberta), Adjunct Professor Barry Boots, PhD (Rutgers), Adjunct Professor Donald Burn, PhD (Waterloo), Adjunct Professor Allan Carroll, PhD (New Brunswick), Adjunct Professor Leslie Foster, PhD (Toronto), Adjunct Professor Hugh French, PhD (Southhampton), Adjunct Professor James Gardner, PhD (McGill), Adjunct Professor John Gibson, PhD (Waterloo), Adjunct Professor Jim Gower, PhD (Cambridge), Adjunct Professor Joji Iisaka, PhD (Tokyo), Adjunct Professor Stephanie Chang, PhD (Cornell), Adjunct Associate Professor Habib Chaudhury, PhD (Wisconsin), Adjunct Associate Professor Richard Mackie, PhD (British Columbia), Adjunct Associate Professor Douglas Maynard, PhD (Saskatchewan), Adjunct Associate Professor Clifford Robinson, PhD (British Columbia), Adjunct Associate Professor Rick Rollins, PhD (Washington), Adjunct Associate Professor Goetz Schuerholz, PhD (Freiburg), Adjunct Associate Professor Donald Stone, PhD (Saskatchewan), Adjunct Associate Professor Stephen Wolfe, PhD (Guelph), Adjunct Associate Professor Barrie Bonsal, PhD (Saskatchewan), Adjunct Assistant Professor Charles Burnett, PhD (Turku), Adjunct Assistant Professor Jon Corbett, PhD (Victoria), Adjunct Assistant Professor Yonas Dibike, PhD (Delft), Adjunct Assistant Professor Thomas Edwards, PhD (Waterloo), Adjunct Assistant Professor Ze’ev Gedalof, PhD (Washington), Adjunct Assistant Professor Trudy Kavanagh, PhD (Western Ontario), Adjunct Assistant Professor Christopher Malcolm, PhD (Victoria), Adjunct Assistant Professor Preston McEachern, PhD (Alberta), Adjunct Assistant Professor Grant Murray, PhD (Michigan), Adjunct Assistant Professor Roberta Parish, PhD (British Columbia), Adjunct Assistant Professor Daniel Peters, PhD (Trent), Adjunct Assistant Professor Tara Sharma, PhD (British Columbia), Adjunct Assistant Professor Eleanor Setton, PhD (Victoria), Adjunct Assistant Professor Neville Winchester, PhD (Victoria), Adjunct Assistant Professor Michael Wulder, PhD (Waterloo), Adjunct Assistant Professor Mark Zacharias, PhD (Guelph), Adjunct Assistant Professor Theodore McDorman, LLM (Dalhousie), Associate Professor (Law) Eileen Van der Flier‐Keller, PhD (Western Ontario), Associate Professor (Earth and Ocean Sciences) Nancy Turner, PhD (British Columbia), Professor (Environmental Studies)

Appendix 10: External Research Funding

Appendix 10: External Research Funding, 2002‐09

Name Grant Type Years Status AmountCanessa SSHRC International Community

University Research Alliance2009‐14 Co‐applicant $2,000,000

SSHRC International Community University Research Alliance

2008 Co‐applicant $30,000

SSHRC Major Collaborative Research 2008 Co‐applicant $20,000 Tlowitisis Nation 2006 PI $40,000 Canadian Parks and Wilderness Society 2006 PI $5,000 CIDA – UPCD 2005‐11 Co‐investigator $1,805,000Cloutier‐Fisher SSHRC 2007‐10 Co‐investigator $98,735 Michael Smith Foundation 2007‐08 Co‐investigator $400,000 WHO and BC Ministry of Health 2006‐07 Co‐investigator $20,000 WHO and Health Canada 2006‐07 Co‐investigator $50,000 CIHR 2006‐10 Co‐investigator $798,915 CIHR 2005‐07 Co‐investigator $80,972 CIDA – UPCD 2005‐11 Co‐investigator $1,805,000 Michael Smith Foundation 2005‐06 Co‐PI $100,000 CIHR/BC Ministry of Health 2005‐08 Co‐PI $48,000/

$50,000 Michael Smith Foundation 2005‐08 Co‐Director $850,000 CIHR 2004‐07 Co‐investigator $1,744,000 SSHRC Cluster Proposal 2004‐06 Co‐investigator $40,000 Michael Smith Foundation 2003‐06 Co‐investigator $687,000 Health Canada 2004‐07 Co‐investigator $69,000 BC Ministry of Health 2003‐04 Co‐PI $15,000 BC Ministry of Health 2003 Co‐investigator $55,000 SSHRC 2002‐05 PI $60,000 CIHR 2002‐05 Co‐investigator $300,000 Canadian Population Health Initiative 2001‐03 Co‐investigator $185,000 Health Canada 2002 Co‐investigator $10,000Costa National Geographic Society 2008 PI $21,000 JAXA 2008‐09 Co‐PI $100,000 CFI‐LEF – VENUS 2008 Co‐PI $4,300,000 NSERC 2008 Co‐PI $5,000,000 IEEEE – Global Observation Systems 2008 Co‐PI $200,000 NSERC – VENUS 2007‐11 Co‐PI $5,000,000 NSERC Discovery Grant 2007‐12 PI $120,000 NEPTUNE 2007 Co‐investigator $1,452,000 Brazilian Science & Technology 2005 Co‐PI $500,000 Brazilian Institute for Space Research 2005 PI $10,000 FAPESP 2005 PI $15,000 NSERC 2005 PI $31,000 JAXA 2004 Co‐PI $100,000 Japanese Aerospace Exploration Agency 2005‐07 PI $100,000


Name Grant Type Years Status AmountCosta (cont.) IOF 2004 PI $50,000 Brazilian Science and Technology 2003‐04 Co‐investigator $300,000 BCKDF 2003 PI $164,303 GEOIDE/NSERC 2003‐04 Co‐investigator $120,000 NASA 2002‐05 Co‐investigator $1,000,000 NSERC 2002‐06 PI $98,000Dearden Shastri Partnership Seed Grant 2009 PI $20,000 ICURA 2009‐14 Co‐applicant $2,000,000 OMRN (SSHRC) 2009 PI $5,000 SSHRC/DFO 2008 PI $30,000 SSHRC Major Collaborative Research 2008 Co‐applicant $20,000 IUCN/Parks Canada 2008 PI $9,900 SSHRC International Community

University Research Alliance2008 Co‐applicant $30,000

SSHRC 2008 PI $134,000 SSHRC/DFO 2007 PI $30,000 Fisheries and Oceans 2006 PI $10,000 Fisheries and Oceans 2006 PI $10,000 Fisheries and Oceans 2005 PI $25,000 Parks Canada 2003 PI $20,000 Parks Canada 2003 PI $25,000 Parks Canada 2003 PI $40,000 SSHRC 2002 PI $100,000Duffus Earthwatch Institute 2008 PI $50,400 Society for Ecological Research 2008 PI $18,000 Society for Ecological Research 2007 PI $12,500 BC Ministry of Agriculture 2007 PI $25,000 Society for Ecological Research 2006 PI $12,500 Society for Ecological Research 2005 PI $18,500 Canadian Wildlife Federation 2005 PI $4,000 Society for Ecological Research 2004 PI $16,000 Society for Ecological Research 2003 PI $24,000 BC Ministry of Sustainable Resources 2003 PI $20,000 Swiss Cetacean Society 2002 PI $19,000 BC Ministry of Sustainable Resources 2002 PI $80,000Flaherty NSERC 2009 Co‐applicant $5,000,000 CIDA Tier 2 – UPCD 2007 Director $2,142,000 CIDA Tier 1 – UPCD 2007 PI $10,000 CIDA Tier 1 – UPCD 2007 PI $10,000 CIDA Tier 2 – UPCD 2006 PI $10,000 Shastri Indo‐Canadian Institute 2004 PI $14,000 Shastri 2003 PI $90,000 CIDA 2000‐06 PI $1,860,000 SSHRC 2000‐03 PI $150,000


Name Grant Type Years Status AmountGutberlet Vancity Community Project 2008‐09 Co‐applicant $4,000 CIDA Tier 2 – UPCD 2005‐11 PI $1,000,000 IDRC 2008 PI $45,000 CFI – BCKDF 2005‐08 PI $150,000 HRSDC 2007 PI $25,000 CIDA Tier 2 – UPCD 2004 PI $15,000Jelinski NEPTUNE 2006 Co‐PI $400,000 NSERC Major Facilities Access 2005‐07 PI $1,158,000 NSERC 2003‐07 PI $60,000 Ontario Ministry of Natural Resources 2002 PI $72,000 CFI 2002 Co‐investigator $1,270,000 NSERC Major Facilities Access Grant 2002‐04 Co‐investigator $350,000Keller BC Ministry of Health 2008‐10 Co‐PI $270,000 GeoConnections 2008 Co‐PI $70,000 Michael Smith Foundation 2007‐09 Co‐investigator $2,500,000 MITACS 2007 Co‐PI $15,000 BC Ministry of Environment 2007 Co‐PI $10,400 Clean Air Research Fund 2007 Co‐PI $25,000 VIHA 2007 Co‐PI $15,000 Greater Victoria Harbour Authority 2007 Co‐PI $7,500 Heart and Stroke Found/CIHR 2007 Co‐investigator $95,790 BC Ministry of Health 2007‐09 Co‐PI $300,000 BC Ministry of Health 2006‐09 Co‐PI $310,000 BC Ministry of Environment 2006 Co‐PI $30,000 VIHA 2006 Co‐PI $14,850 Health Canada/BCCDC 2005‐07 PI $248,930 Health Canada/BCCDC 2004‐05 PI $69,000 National Centre for Excellence GEOIDE 2004‐08 Co‐leader $600,000 CIHR 2003‐08 Co‐investigator $1,000,000 SSHRC Standard Research Grant 2003‐06 Co‐investigator $174,153 NCE GEOIDE Project 2003‐05 Co‐investigator $327,929 BC Ministry of Health Planning Grant 2003‐04 Co‐PI $15,000 National Search and Rescue Secretariat 2003‐04 Co‐PI $20,000 Royal BC Museum 2003‐04 Co‐PI $33,000 NCE GEOIDE Project 2000‐04 Co‐applicant $821,000 AUCC – CIDA Proposal Development 2003 Co‐Applicant $27,120Lacourse BCKDF 2008 PI $121,277 CFI 2008 PI $121,277 NSERC Discovery Grant 2007‐12 PI $116,300 NSERC Research Tools and Instruments 2007 Applicant $35,462McCann SSHRC Research Grant 1999‐02 PI $55,000Nelson GEOIDE Multi‐Sensors Systems for

Tracking and Mobility Applications 2009‐12 Co‐investigator

$233,000

GEOIDE 2008‐09 Co‐investigator $50,000


Name Grant Type Years Status AmountNelson (cont.) Mountain Pine Beetle Program 2007‐09 PI $183,300 Nunavut Wildlife Management Board 2007‐08 Co‐investigator $295,300 CIHR/IDRC 2006‐10 Co‐investigator $1,400,000 Mountain Pine Beetle Initiative 2006‐08 PI $250,000 Mountain Pine Beetle Initiative 2006‐08 Co‐investigator $329,493 BCKDF 2006‐11 Applicant $79,926 CFI New Opportunities Fund 2006‐11 Applicant $79,926 NSERC Discovery Grant 2006‐11 Applicant $78,000 Mountain Pine Beetle Initiative 2004‐06 Co‐applicant $185,000 Mountain Pine Beetle Initiative 2003‐07 Co‐applicant $572,000Niemann Western Diversification 2008‐09 PI $150,000

NRCan/Leading Edge Endowment Foundation

2007‐13 PI$4,500,000

CRD Water 2006‐07 PI $35,000 BC Transmissions Corporation 2006‐09 PI $250,000 BC‐MOFR/Canfor 2006‐07 PI $300,000 BC Forest Science Program 2006‐07 PI $200,000 NRC‐IRAP 2005‐06 PI $350,000 Western Diversification 2005‐06 PI $1,050,000 BC‐WLAP 2005‐06 PI $13,000 NCE – GEOIDE/BC MSRM 2005‐06 PI $25,000 NRCan – CFS 2004‐05 PI $20,000 Western Diversification/MSRM/UVic 2004‐05 PI $350,000 Environment Canada 2004‐05 PI $15,000 WED/NRC‐IRAP/BC MSRM 2003‐04 PI $75,000 Royal BC Museum 2003‐04 PI $30,000 Environment Canada 2003‐04 PI $27,000 GEOIDE 2002‐03 Co‐investigator $400,000 Royal BC Museum 2002‐03 PI $11,000 BC – SRM 2002‐03 PI $25,000 BC – SRM 2002‐03 PI $40,000Ostry York University 2008‐09 Co‐investigator $10,000 CIHR 2008‐09 Co‐investigator $5,000 SSHRC 2008‐09 Co‐investigator $48,500 SSHRC 2008‐09 Co‐investigator $111,500 BCFMS 2008‐09 Co‐PI $50,000 MSFHR Establishment Grant 2007‐10 PI $75,000 CIHR (IOG) 2007‐09 PI $25,000 SSHRC 2007‐09 Co‐investigator $120,000 CIHR 2006‐11 Co‐investigator $800,000 CIHR 2006‐11 Co‐investigator $800,000 CIHR (New Emerging Team Grant) 2004‐11 PI $1,500,000 CIHR 2004‐05 Co‐investigator $128,000 SSHRC 2004‐05 PI $125,000


Name Grant Type Years Status AmountOstry (cont.) SSHRC (CURA) 2004‐05 Co‐investigator $30,000 Health Canada 2004‐06 Co‐investigator $500,000 University of Melbourne 2004 PI $20,000 SSHRC 2003‐08 Co‐investigator $750,000 MSFHR 2003‐06 Co‐investigator $450,000 CIHR 2003‐04 Co‐investigator $90,000 CIHR 2003‐05 Co‐investigator $90,000 Food & Agriculture Organization 2003‐04 Co‐investigator €40,000 MSFHR 2002‐07 PI $250,000 SSHRC 2001‐04 Co‐investigator $750,000Smith NSERC Research Tools and Instruments 2007‐08 PI $49,929 CFCASG 2005‐10 Co‐investigator $2,100,000 IAI for Global Climate Change Research 2004‐05 PI $6,000 NSERC – Northern Supplement 2004‐09 PI $40,000 NSERC Discover Grant 2004‐09 PI $117,000 BCKDF 2004‐05 Co‐investigator $2,500,000 CFI 2004‐05 Co‐investigator $2,500,000 CFCASG 2001‐04 Co‐PI $418,600 NSERC Operating Grant 2000‐04 PI $80,200 IAI for Global Climate Change Research 2001‐02 PI $6,000Walker MITACS/Accelerate BC 2008‐09 Co‐investigator $15,000 MITACS/Accelerate BC 2007‐08 Co‐investigator $15,000 NSERC Discovery Grant 2006‐11 PI $111,500 Parks Canada Research Grant 2006‐11 PI $25,000 SSHRC Strategic Research Clusters 2006‐08 Co‐investigator $25,000 NRCan CCIAD 2005‐07 Lead author $106,000 NSERC Special Opportunities Grant 2004‐06 Co‐investigator $21,196 CFI Institutional Operating Funds 2003‐09 PI $53,445 NRCan CCIAP 2003‐07 Co‐PI $182,300 NSERC Research Operating Grant 2002‐06 PI $87,680 Parks Canada Ecosystem Science Fund 2002‐05 Co‐PI $19,200

table of contents - university of victoria · appendix 1: undergraduate programs in geography bsc...

Documents