AGENDA COLLEGE OF ARTS COUNCIL - University …2016/01/29 · AGENDA COLLEGE OF ARTS COUNCIL...

AGENDA

COLLEGE OF ARTS COUNCIL

January 29, 2016 1:00 pm

Abbotsford campus, Room B140

Page

. 1. WELCOME NEW MEMBERS

. 2. GUESTS . 2.1. Strategic Research Plan - B. Whittaker

. 3. FOR APPROVAL . 3.1. Adopt the College of Arts Council Agenda for January 29, 2016 . 3 - 8 3.2. Approve the College of Arts Council minutes of November 27, 2015

. 4. CHAIR & VICE-CHAIR'S REPORT

. 5. FOR DECISION . 9 - 45 5.1. Revisions to the Bachelor of Arts Degree - A. Webb

. 6. FOR DISCUSSION . 46 - 61 6.1. Ed Planning Goals

. 7. FOR INFORMATION . 7.1. The following items were approved at the College of Arts Curriculum

Committee:

Note: Supporting documents can be found at: http://ufv.ca/arts/committees/college-of-arts-curriculum-committee/meeting-information/

Revisions to the Indigenous Maps, Films, Rights and Land Claims Certificate

Course Revisions: PHIL 100, CMNS 335

New Courses: VA 101, VA 221, VA 222

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College of Arts Council Agenda January 29, 2016

Page

. 62 7.2. UFV Wide PD Day Report . 63 7.3. Teaching Matters Workshops

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MINUTESCollege of Arts Council

November 27, 20151:00PM - Abbotsford campus, Room B132

Present: Alexsandra Idzior, Amy Prevost, Anastasia Anderson, Betty-Joan Traverse, Cherish Forster, Claire Hay, Dana Landry, Gayle Ramsden, Ghizlane Laghzaoui, Hamish Telford, Hilary Turner, Jacqueline Nolte (chair), Jill Bain, Karin Jager, Ken Brealey, Kim Norman, Larissa Horne, Marcella LaFever, Melanie Jones, Michelle Rhodes, Molly Ungar, Patti Wilson, Rachael Letkeman (recorder), Robin Endelman, Samantha Pattridge, Satwinder Bains, Shelley Stefan, Shirley Hardman, Stephen Piper (vice-chair), Sven van de Wetering, Teresa Piper, Terrill Smith

1. WELCOME TO NEW MEMBERS

2. GUESTS

2.1. The Postcard Project - S. Bains / S. Sandhra

S. Bains is a part of the Race and Anti-racism Network (RAN), which is a network of UFV and community members. RAN's objectives can be found online at: https://www.ufv.ca/ran/ In February of this year, RAN launched a postcard and billboard campaign to look at the current climate of race and racism on campus. A set of postcards were designed and disseminated on all campuses, with anonymous drop off locations as well as an anonymous e-mail for electronic submissions. The goal of this project was to investigate campus experiences of racism, and allow for a safe place to share experiences. Once the data has been collated, a report that presents the findings will be made public. Some of the postcards detailing experiences of racism on campus were shared with council. Additionally, it was mentioned that of 296 comments received, 96 of the submissions had experienced, or observed some form of racism on campus. It was noted that further updates from RAN will be included in future College of Arts Council agenda packages.

2.2. Teaching Competencies to Guide Teaching Excellence and Professional Development - C. Hay / M. Ungar

Currently, the Teaching and Learning Advisory Council is working on an initiative to set up a resource for faculty that would allow for self-evaluating competencies in many areas of teaching. This resources would help determine levels in different competencies, and target professional development. Teaching competencies define characteristics of a professional, and provide a framework for professional development. These competencies are used in many institutions across North America as a recruitment, and evaluation tool as well as on a voluntary basis.

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Approve the College of Arts Council minutes of November 27, ... of 63

College of Arts CouncilNovember 27, 2015

This framework would be a voluntary, confidential tool that could be implemented via blackboard and would set up a series of benchmarks for assessing 'level' of understanding in particular competencies. CAC members were asked what competencies they felt should be included as part of the framework for their own professional development. Responses included the following:

Within the inclusiveness competency, there should be a specific section for the ability to handle discriminatory situations, as this is something many faculty are not trained in.

Pedagogical competencies should be split into its own competency Crisis Management Working with others / forming relationships Indigenous knowledge Curriculum competency Professional competency (accountability etc.)

C. Hay noted that there will be a save the date for an upcoming PD Day circulated shortly, which will be looking at the role of lifelong learning, and enriching the student experience.

3. FOR APPROVAL

3.1. Adopt the College of Arts Council Agenda for November 27, 2015

MOTION:That the College of Arts Council agenda for November 27, 2015 be adopted with the addition of: Item 7.1 Flash ForumG. Ramsden / S. van de WeteringCARRIED

3.2. Approve the College of Arts Council minutes of October 30, 2015

MOTION:That the College of Arts Council minutes of October 30, 2015 be approved as presentedS. Piper / M. La FeverCARRIED

4. CHAIR & VICE-CHAIR'S REPORT

Chair Current initiatives: There is an admissions and scheduling task force currently taking place. The task force is looking at operational principles and guidelines, however there are not many policies that will be revised based on the work being completed. The task force is not at a point

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of bringing forward any recommendations, however they are hoping to wrap up by January 2016. It was noted that there are SEM recruitment and retention subcommittees who will have a strong working relationship with the admissions and scheduling task force. A recent review of IT that looks specifically at governance processes has been completed. Pending the hiring of a Chief Information Officer, an interim coordinator was hired to look at the review, and has summarized 3 major objectives needing to be realized: 1. Ensure a culture of service orientation in IT2. Ensure education requirements drive IT3. Ensure that a transparent governance structure is set up One of the recommendations from this report is to establish a single University IT Steering Committee. J. Nolte will share further information with council, as it is received. Vision 2025 J. Nolte thanked those who have made submissions, and attended the open forum. The goal of the forum was to take the work of the steering committee into a public space, and provide an opportunity for questions. The objective was to identify 5 goals in relation to the vision, and to remind attendees that we are looking for broad primary outcomes, and from these, the finer strategies, objectives and tactics. Some members felt that this exercise seemed similar to that of the Institutional Learning Outcomes. J. Nolte noted that Vision 2025 is being driven differently than the ILO process, in the sense that there is ongoing commitment to moving forward, whereas the ILO framework did not have a plan of action. Council was asked if they felt it would be beneficial to respond as a group, rather than individual submissions. It was agreed that this might be a good exercise to partake in as a whole, however the deadlines are tight with the next CAC meeting not taking place until the New Year. J. Nolte will take feedback regarding timelines to Eric Davis.

5. SENATE SUBCOMMITTEE REPORTS

5.1. UEC - S. Pattridge

A few course changes were approved for CMNS and GEOG. Additionally, there was some discussion about the short programs certificate committee, and recommendations related to extended studies certificates. Extended studies certificates that are not used regularly will need to justify remaining on the books, as opposed to being discontinued.

The committee revising policy 101 (grading system) has met a couple of times to collect feedback and implement some suggested changes. There will be an additional round of ‘UFV all’ consultation on this policy. Most of the framework remains the same, however the distribution of grades has been shifted.

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An adhoc committee has been established to review admissions policies for programs that have an interview process. J. Nolte noted that conversations have been happening in regards to streamlining committees, and avoiding duplication.

5.2. SGC - T. Piper

There was no formal SGC meeting this month, as quorum was not met. However, members in attendance did discuss the recording of Senate meetings and the possibility of audio recording being permitted, with video recording being permitted as well, under more restrictive guidelines.

5.3. CARS - M. Rhodes

The College of Arts Restructuring Subcommittee has been meeting twice a month, and has almost completed a review of the existing structure in the College of Arts. There will be a casual event for faculty on December 11th from 11am-1pm. This event will encourage conversation around disciplinarity and interdisciplinarity. Faculty will be encouraged to think about their dream teaching schedule, and what it would look like; this activity can be used to form conversation around restructuring. The final product from CARS will likely be a lengthy written report.

5.4. GSC (see attachment)

5.5. APPC (see attachment)

5.6. Faculty Standards (see attachment)

5.7. SBC - No report

6. FOR DECISION

6.1. College of Arts Council Terms of Reference

It was noted that membership item 4.2 (e) should be replaced with "The Director of Teaching and Learning or designate"

MOTION:That the College of Arts Council terms of reference be approved with the noted revisionG. Ramsden / M. RhodesCARRIED

7. FOR DISCUSSION

7.1. Flash Forum

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It was suggested at the last Department Heads' meeting that the College of Arts try to increasingly involve ourselves and students in current events. K. Brealey pitched the idea of a flash forum around the recent events happening in Paris. Members of council liked the idea of a forum, but felt it should focus on terrorism happening all over, and not just the events that took place in Paris. K. Brealey will circulate different title ideas, and members agreed it might be best to hold an event as soon as possible, with a bigger event to take place in the New Year.

7.2. Innovative Pedagogy

A conversation took place at Deans' caucus about looking at the innovation fund in a different light. There is agreement in principle that some of the funds would be identified for innovative pedagogy, as opposed to solely entrepreneurial innovations. Council was asked to think about what being innovative means, as we need to give the committee the tools needed to make these decisions. In principle, it was agreed that the process should not be overly complicated. Those in attendance were asked to split into groups, and respond to the following questions: 1. What do you understand about innovative pedagogy? a) What kinds of innovative things would you like to complete, that the fund could help with?2. What supports would you need? Group responses to these questions will be posted online: http://ufv.ca/senate/college--faculty-councils/arts/meeting-schedule/

8. FOR INFORMATION

8.1. UFV 2025 Forum - November 20, 2015 (http://events.ufv.ca/events/ufv-2025-forum/)

8.2. The following items were approved at the College of Arts Curriculum Committee:Note: Supporting documents can be found at: http://ufv.ca/arts/committees/college-of-arts-curriculum-committee/meeting-information/ New Courses: ECON 110, GD 281 Course Revisions: GEOG 312, GD 157, GD 159, GD 202, GD 203, GD 204,

GD 216, GD 303, GD 358 Discontinuation of Courses: ANTH 100, ANTH 101, ANTH 203, ANTH

225, ANTH 267, ANTH 341, ANTH 402, ANTH 403, ANTH 425, ANTH 469, AH 210

Program Revisions: Anthropology minor, Anthropology extended minor, Art History extended minor, Visual Arts diploma, Visual Arts

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http://events.ufv.ca/events/ufv-2025-forum/

http://events.ufv.ca/events/ufv-2025-forum/


extended minor, Visual Arts major

8.3. Call for Nominations: Research Excellence Awards

8.4. Report from TLAC

AGENDA ITEM # 3.2.


MEMOTO: Jacqueline Nolte, Chair, College of Arts Council

FROM: Sven van de Wetering, Chair, College of Arts Curriculum Committee

DATE: December 11, 2015

RE: Revisions to the Bachelor of Arts Degree

Revisions to the Bachelor of Arts Degree were recommended by BAPC at the December 4, 2015 meeting, and were presented to the College of Arts Curriculum Committee on December 11, 2015 for recommendation to College of Arts Council.

Members of CACC discussed the proposal, and are highly supportive and enthusiastic about the curriculum that has been developed. However, there were significant reservations amongst the committee in regards to passing the revised BA with an embedded language requirement. CACC was largely in agreement that the inclusion of such a requirement does a disservice to the degree and its students from both a pedagogical and curricular perspective. A majority of committee members felt the program was strong and serviceable without the addition of a language requirement. One particular reservation concerned the fact that the language requirement was essentially a grade 11 course, which leads to the anomalous situation of a high school course being a university graduation requirement. There was also concern that adding this requirement further complicates an already fairly complicated program.

The College of Arts Curriculum Committee voted to recommend the revised BA to CAC as presented, with the caveat that their concerns surrounding the inclusion of a language requirement be noted.

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Revisions to the Bachelor of Arts Degree - A. Webb of 63

MEMO

1

To: CACC

From: Alisa Webb, BAPC Chair

Date: 21/01/2016

Re: BA Proposal

Please be advised that BAPC voted to recommend approval of the revised BA proposal, as presented and attached, at its December 4, 2015 meeting.

The BAPC is satisfied that all issues and feedback have been addressed by the BA Task Force.

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1

BA Task Force response to feedback received fall 2015

The BA Task Force would like to thank everyone for engaging in the discussion around the latest draft of the new BA proposal. Much of the feedback we received was very positive. Various commentators stated that the new BA was simple and clear, that it does not bog students down in excessive requirements, and that the shifts made are relevant to student needs. Others appreciate the range of options by which students could meet requirements, particularly the non-course options for civic and intercultural engagement. Many noted, too, that they feel the ePortfolio will greatly enhance student learning and engagement.

The BATF also received a number of suggestions as the BA proposal made its way through BAPC, CACC, Arts Heads, CAC, and departments. The following is the BATF response to specific feedback received regarding action items or issues to consider.

Action/Consideration Requested

Response/Action Taken

Update the ARTS 101 list on page 9 and use the more exciting language from page 10, bullet 3

Done

Define “application of learning” on page 12 re: intercultural engagement

Changed to: “Course must require students to actively apply what they have learned about intercultural engagement”

The goal of the BATF is to see students learn about intercultural engagement and apply the lessons they learn. Any course vetted for this would need to meet this requirement. Examples include intercultural conversation groups, participation in intercultural events, work or an internship within a culture that is different from one’s own, etc.

Clean up page 4 – confusing

Done

Remove “0-8” credits on personal and social responsibility – confusing

Done

Consider the ramifications of scientific literacy vs lab science – loss of active learning?

The BATF argues in response that the issue is one of pedagogy; students do not need a lab in order to engage in active learning. The goal in moving to scientific literacy is to ensure that scientific learning is seen as relevant in students’ lives. The outcomes clearly articulate this.

At the same time, we have added a learning outcome to the list which embeds typical language re: learning in science. Students must be able to articulate the role of observation and experimentation in the development of scientific theories. The easiest way for students to learn this is through engaging in some kind of observation or experimentation; again, this does not have to take place within a lab.

Ensure that vetted courses are reviewed regularly

At present, all courses are supposed to go through a review every 6 years. We propose that when courses go through their regular review cycle that they also be re-vetted by BAPC.

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Ensure a process to review the BA

The BA will be reviewed on the same cycle as other program reviews: every 5-7 years.

Indigenize ARTS 101 This will be done in consultation with Shirley Hardman.Re-consider requiring transfer students to take ARTS 101

The BATF discussed this at length, both in our initial discussions about the ePortfolio structure and in response to this round of feedback. We entertained various ideas, but arrived at the same conclusion: students need ARTS 101 in order to be successful in setting up their portfolios and in order to be successful reflecting on their learning and integrating their learning experiences.

In some ways, this will be even more challenging for transfer students. UFV BA students who complete the course in their first 30 credits (as required), will have fewer learning experiences upon which to reflect and integrate. Those coming in with upwards of 60 credits will need direction on how to start their ePortfolio and manage all of their learning to date.

In addition, research done by Tosh, Light, Fleming, and Haywood (2005) notes that one of the primary reasons ePortfolios “fail” is if students do not understand how they work, are not educated about their value, and are not given the tools to be successful in constructing an ePortfolio. Therefore, the BA Task Force argues that the learning in ARTS 101 is vital if students are to be successful. (http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/97/91)

Do ePortfolios work? At the CAC, Alisa presented information from 2 studies on the effectiveness of ePortfolios. Here are some resources should you wish to read more about ePortfolios and their effects on retention and student success:http://www.theijep.com/pdf/IJEP127.pdf

http://chronicle.com/blogs/wiredcampus/electronic-portfolios-a-path-to-the-future-of-learning/4582

https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/eportfolios

https://net.educause.edu/ir/library/pdf/eli3003.pdf

http://www.webarchive.org.uk/wayback/archive/20140615090512/http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf

http://chronicle.com/article/Making-Transcripts-More-Than/231595/

http://www.heqco.ca/SiteCollectionDocuments/e-Portfolios%20ENG.pdf

http://www.universityaffairs.ca/features/feature-article/tracking-the-learning-journey-through-e-portfolios/

Who paid for the The ePortfolio plug in for Blackboard was purchased by Teaching and

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http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/97/91

http://www.theijep.com/pdf/IJEP127.pdf





https://net.educause.edu/ir/library/pdf/eli3003.pdf




http://chronicle.com/article/Making-Transcripts-More-Than/231595/

http://www.heqco.ca/SiteCollectionDocuments/e-Portfolios%20ENG.pdf



3

ePortfolio software and why weren’t we consulted?

Learning. Given resources at UFV, they determined this was the best product to meet our needs. It will be available for all UFV students. Arts does not have to pay for licensing or use.

Consider requiring students to complete scientific literacy and quantitative literacy earlier in degree

Done – the BATF reviewed all current quantitative requirements in the Social Sciences and determined that all those with quantitative requirements scaffold from the lower-level to the upper-level, often requiring one of STAT 104, 106, or PSYC 110 prior to an upper-level quantitative course. Therefore, students would not be disadvantaged if we stated that the requirement must be completed in the first 60 credits.

Advising also notes that students are more successful if they complete scientific and quantitative literacy courses earlier in their degree as most are still familiar with basic concepts and ideas stemming from high school learning.

The BATF has moved both requirements to the pre-60 credit category. This firmly places them within “foundational learning” now, whereas simply requiring them before completion did not.

Consider requiring a computing languages or technology course

The BATF reviewed this request and thinks that, regarding technology, students would be better served if technology was more fully integrated across the degree.

As for computing languages, while we can appreciate that this specialized knowledge might give an edge to Arts students, one foundational course would be insufficient to be meaningful in terms of job applications. Plus, students in the BA would have very few opportunities to build on this learning through their chosen majors, extended minors, or minors. The learning, finally, is also not foundational to student success in the BA.

Further, Arts is working to emphasize the transferable skills that it offers. Numerous employer surveys note that the very skills proposed in the revised BA are those that their new employees are missing. They argue that they can teach employees code or how to program, for example, but they cannot teach them how to write or communicate well, nor how to synthesize and integrate learning.

If such learning is important to particular majors, then it should be embedded within those structures.

Consider requiring a second language

The BATF reviewed this request and engaged in extensive consultation with MOLA and received further feedback from CAC and BAPC. In addition, it reviewed language requirements at other post-secondary institutions and a number of articles on the topic. It also received extensive data from UFV Finance and IR.

The BATF recommends adding a second language competency requirement to the BA equivalent to grade 11. This will ensure that all BA graduates have some competency related to second language learning, enhancing their ability to be global citizens. Language re: exemptions and

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4

meeting the requirement are embedded in the revised proposal.

A grade 11 equivalency also works within UFV’s context as an access institution. Rather than making a grade 11 language an entrance requirement, the requirement for that level of competency has been embedded in the BA to allow those students who did not continue their language studies in high school to do so in university (instead of baring their entrance to the BA).

The BATF does not support adding a language requirement equivalent to grade 12; the College of Arts does not have the resources for such a requirement and such an equivalency would require some students to complete 3 credits, while others would have to complete 6 credits. By putting forth grade 11 equivalency, students would need to take only one 100-level course (any 101) to meet the requirement if they had not completed a language 11 course or if they could not meet the requirement through the additional avenues. Additionally, the BATF does not want to see Arts students required to complete more than 1 language course; if there was appetite to add further requirements to the revised BA, we would make the argument for requirements in other areas not currently addressed by the BA, such as creative thinking or team work.

MOLA had asked that a language requirement be met within 0-60 credits. Given the demands already placed on students in those first 60 credits, we argue that students should be able to complete this requirement at any time in the degree. The requirement is important for global citizenship, but not necessary for success in the BA.

MOLA has proposed, as part of a grade 11 equivalent competency, that FREN 100 and FREN 101 be merged to ensure parity across language offerings. The BATF recommendation is based in part on this being done in advance of the implementation of the new BA Fall 2017.

The BATF has been informed by Finance, IR, and the Dean of Arts that this recommendation likely affects budget. We understand that the Dean is working with MOLA to ensure that the language requirement can be met within MOLA’s current budget/resources.

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Grade 11 Language Competency in the Revised BA: Moving Past “Grade 11”Prepared by Alisa Webb

The following is a considered response to concerns raised at CACC and by others in relation to the “grade 11” equivalency embedded in the proposed BA related to language competency. While many have spoken in support of language being an important and required part of the a revised UFV BA, some have questioned the rationality of embedding a “high school” or “grade 11” course in the BA. Importantly, “grade 11” is used here as a benchmark upon which to consider outcomes and competency. The specific nature of high school language requirements needs to be considered, as does alignment of BC Curriculum learning outcomes with UFV introductory language courses.

1. Language 11 is not a core component of the BC Curriculum.

Students in BC are only required to take Core French through Grade 9. After this point, language learning is entirely optional. This differs significantly, then, from things like English 11 or Social Studies 11 – both of which are required courses for graduation.

2. Language 11 outcomes are rigorous and align with UFV 100-level MOLA courses.

I chose 4 Grade 11 language courses currently on offer in the Fraser Valley: Core French 11 (pre-req is French 10), Intro Japanese 11 (no pre-req), Core Spanish 11 (pre-req is Spanish 10), and Intro Spanish 11 (no pre-req).

Language OutcomesCore French 11

UFV Equivalent: FREN 100

Communicating• discuss plans related to common activities• exchange opinions on topics of interest, giving reasons and reactions• describe or narrate events, situations, or experiences• use a range of vocabulary and expressions in past, present, and future• interact in a variety of meaningful, real-life situations

Acquiring Information• retrieve, research, and use relevant information from French-language resources to complete authentic tasks• summarize acquired information in oral, visual, and written forms

Experiencing Creative Works• compare, contrast, and respond to authentic creative works from the Francophone world

Understanding Cultural Influences• identify the contributions of Francophones to Canada and the world• demonstrate an understanding of similarities and differences between Francophone cultures and their own• use language, expressions, and behaviours to suit cultural context

Intro Japanese 11

UFV Equivalent:

Communicating• introduce themselves and family members using appropriate relationship terms

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JAPN 101 • describe events and experiences in logical progression• communicate needs, desires, and emotions appropriately• exchange information orally and in writing using hiragana and katakana• participate in classroom activities using progressively more complex Japanese• participate in a variety of familiar situations drawn from real life

Acquiring Information• locate, process, and adapt information from age-appropriate Japanese-language resources to complete authentic tasks• convey acquired information in oral and visual forms, and in writing using hiragana and katakana

Experiencing Creative Works• view, listen to, and to some extent read creative works, and respond to them in various ways

Understanding Culture and Society• demonstrate knowledge of basic concepts and terms that characterize Japanese culture and society• compare Japanese culture with their own and other cultures• demonstrate understanding of Japanese contributions to Canada• discuss how cultural perceptions affect language and customs• identify cultural content in Japanese-language resources

Core Spanish 11

UFV Equivalent: Between SPAN 101 and 102

Communicating• explain how to do everyday activities or procedures• exchange opinions on topics of interest, giving reasons and reactions• describe or narrate events, situations, and experiences• use a range of vocabulary and expressions in past, present, and future• interact in a variety of meaningful, real-life situations

Acquiring Information• retrieve, research, and use relevant information from Spanish-language resources to complete meaningful tasks• summarize acquired information in oral, visual, and written forms

Experiencing Creative Works• compare, contrast, and respond to authentic creative works from the Hispanic world

Understanding Cultural Influences• identify contemporary issues in the Hispanic world• demonstrate an understanding of similarities and differences among Hispanic cultures• identify and compare language, expressions, and behaviours that reflect cultural context

Intro Spanish 11

UFV Equivalent:

Communicating• ask for information, permission, and clarification and respond accordingly• recognize and use greetings, expressions of politeness, and formal and

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SPAN 101 informal forms of address• seek information and make suggestions about everyday activities• communicate likes, dislikes, desires, and emotions, giving simple reasons• describe and exchange information about activities, people, places, and things• communicate in past, present, and future• participate in a variety of meaningful, real-life situations• derive meaning in new language situations

Acquiring Information• extract, retrieve, and process information from Spanish-language resources to complete meaningful tasks• explain acquired information in oral, visual, and simple written forms

Experiencing Creative Works• reflect on, discuss, and respond to authentic creative works from the Hispanic world

Understanding Cultural Influences• identify the contributions of Hispanic people to the world• identify and compare their own customs to those of Hispanic cultures• describe ways in which the Spanish language has influenced other languages

3. The BATF used “grade 11” as a benchmark upon which to consider competency levels.

Because BC high-school students are not required to complete a language 11 course and because language 11 courses are rigorous and align with UFV introductory language courses, we have used the “grade 11” language to define a competency benchmark. Students who have demonstrated competency which aligns with the learning outcomes associated with, for example, Grade 11 French, Grade 11 Spanish, Grade 11 Japanese, UFV FREN 100, UFV JAPN 101, or UFV SPAN 101, are deemed to have met competency and are therefore not required to complete further language courses.

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A New BA

for UFV

Prepared by the

BA Task Force

Fall 2015

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Bachelor of Arts Overview and Future Directions

The changes outlined in this document reflect stage one of the shift towards a more integrative BA which offers greater opportunities for students to integrate their learning across disciplines and across facets of their lives. In the first stage of change, students will focus on newly-defined foundational skills meant to provide grounding in skills core to the BA and to active and engaged citizenship. Students will also complete ePortfolios which require them to reflect on their learning related to the UFV Institutional Learning Outcomes, as well as the ways that their learning crosses the boundaries between disciplines, between school and work, and between UFV and community. Once these changes have been implemented and a greater culture of cross-disciplinary discussion and engagement occurs, the goal is to move to stage two. In stage two, students would be given more opportunities to engage in big questions and problem solving in interdisciplinary courses and/or learning communities. This might mean adding “Big Question” courses in which students define their own foci and explore these questions across disciplines. It could mean pairing more courses: linking courses in two disciplines so that students think about a central theme or topic from two disciplinary perspectives. Another suggestion is to see the revival of ARTS 100, perhaps with a different framework, to facilitate this kind of integrative learning. For the time being, though, stage one proposed changes start moving us in this direction. The following proposal has been through one round of consultation. The BA Task Force received feedback from the BA Program Committee and from Arts Heads (some of which was informed by departmental feedback). Based on suggestions received, the task force returned to biweekly meetings and arrived at a revised plan. We look forward to hearing your thoughts on the revised proposal. The BA Task Force Alisa Webb (Chair), Bruce Kirkley, Elaine Newman, Jill Bain, Maureen Wideman, Samantha Pattridge, Sven van de Wetering, and Sylvie Murray

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Bachelor of Arts

Learning Outcomes

The UFV Institutional Learning Outcomes (ILO) are central to the BA. All BA students will achieve these outcomes. Specifics found here. In addition, students will integrate their learning

across all facets of their lives (BA).

Students completing a BA will:

Demonstrate information competency

(ILO) Analyze critically and imaginatively

(ILO)

Use knowledge and skills

proficiently

(ILO)

Initiate inquiries and develop solutions to

problems

(ILO)

Communicate effectively

(ILO)Pursue self-motivated and self-reflective

learning

(ILO)

Engage in collaborative

leadership

(ILO)

Engage in respectful and professional

practice

(ILO)

Contribute regionally and

globally

(ILO)

Integrate their learning across

all facets of their lives

(BA)

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https://www.ufv.ca/ilos/

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Bachelor of Arts Overview of New Degree Structure

Before 120 Credits

Civic Engagement Intercultural EngagementMeet second language

competency

Completion of Major or 2 min. 24-credit extended

minors/minors

Between 90 and 120 Credits

ARTS 401

Between 61 and 90 Credits

ARTS 301

Before 60 Credits

ARTS 201Quantitative Literacy

CourseScientific Literacy Course

Second course in writing or in oral or visual

communication

Before 30 Credits

ARTS 101 Writing Course Critical Thinking Course

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Bachelor of Arts Foundational Skills, 15-17 credits

Students must complete foundational skills courses in the following areas: communication, critical thinking, quantitative literacy, and scientific literacy. Students will not be allowed to waive these requirements and they cannot use the same course to meet more than one foundational skill. They can, however, use these courses towards their major, extended minor, or minor programs. Please note that these courses must be completed by particular credit benchmarks. We identify the following as core, foundational skills for all BA students:

Communication

Foundation writing course

Complete by 30 credits

ENGL 105,CMNS 155, or an A in English 12 or

equivalent

Additional course in writing or in oral or visual communication

Choose from list


List TBD

Critical Thinking

Foundation course

Choose one from list


List TBD

Quantitative Literacy

Foundation course



List TBD

Scientific Literacy

Foundation course



List TBD

AGENDA ITEM # 5.1.


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Bachelor of Arts Foundational Skills Outcomes

•Demonstrate knowledge of how audience, purpose, and situation shape written communication

•Employ conventions of organization, presentation, formatting, and style in a range of genres

•Use source material ethically and critically in written communication

•Engage in processes of reading, summarizing, critiquing, and citing relevant and credible sources

Communication:

Writing Foundation

•Write for different audiences, purposes, and situations

•Consistently use conventions particular to a specific discipline and/or writing task, including organization, presentation, format, and style

•Consistently use credible, relevant sources to support ideas or arguments

•Complete all steps in the writing process: pre-writing, drafting, revising, editing, and submission

Communication:

Second Writing option

•Demonstrate confidence and clarity of purpose when speaking in a public context

•Employ delivery and organization techniques that strengthen reception of the central idea

•Respond effectively to audience's verbal and non-verbal feedback in the moment of one's speaking

•Critique one's own and other's oral presentation skills constructively

Communication:

Oral option

•Identify the formal elements of a variety of visual media

•Analyze visual media within a critical, contextual framework

•Source and use images ethically

•Communicate capably with and about images

Communication:

Visual option

•Evaluate arguments and their supporting evidence

•Examine context, perspective, and assumptions when evaluating and making arguments in various disciplines

•Construct rational arguments

•Identify and assess counter-arguments to one’s position

Critical Thinking:

•Explain and interpret information presented in quantitative forms

•Convert relevant information into quantitative forms

•Draw conclusions from an analysis of quantitative data

•Use quantitative evidence in support of an argument

Quantitative Literacy:

•Express positions that are scientifically informed

•Evaluate the quality of scientific information based on its source and the methods used to generate it

•Articulate the role of observation and experimentation in the development of scientific theories

•Identify ethical issues involved in the practice and application of science

•Discuss the relevance of science in their lives and how it may affect them in their public and private roles

Scientific Literacy:

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Bachelor of Arts Second Language Competency

All BA students will demonstrate competency in a second language equivalent to BC high school grade 11. Students meet competency by:

- Successfully completing any grade 11 high school second language course; - Successfully completing any language immersion program, such as French Immersion; - Graduating from a high school in which the language of instruction is not English; - Graduating from a post-secondary institution in which the language of instruction is not

English; - Successfully completing any Modern Language 101 course, such as SPAN 101 or MAND

101, at UFV; or - Successfully completing a second language course at another institution which transfers

to UFV and is equivalent to a Modern Language 101 course or higher. Students who have gained second language competency through other means may contact Modern Languages to inquire about an assessment of their competency. Please note that the ability to assess competency is limited by the availability and expertise of faculty able to assess particular languages. Note: Students may not use this course to meet a foundational skill requirement or intercultural engagement. Students wishing to take additional second language courses to meet those requirements may do so.

AGENDA ITEM # 5.1.


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Bachelor of Arts Personal and Social Responsibility

Students must demonstrate learning in two areas of personal and social responsibility: civic

engagement and intercultural engagement. As defined on the AAC&U VALUE rubrics

(https://www.aacu.org/value-rubrics):

“Civic engagement is ‘working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values, and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.’ (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In addition, civic engagement encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.”

“Intercultural Knowledge and Competence is ‘a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.’ (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)”

Students may meet these requirements through specific courses; credited practicum, internship or co-op; study abroad; or non-credit means, such as co-curricular record, paid or volunteer work experience, or other. Non-credit activities must reflect the above definitions and must demonstrate achievement of the defined outcomes. Please note that students may not use a course applied to their foundational skills requirements to meet their personal and social responsibility requirements.

•Articulate the aims and goals of a particular community group or activity

•Apply skills and knowledge acquired during BA studies in the community

•Identify ways one's civic engagement benefits the individual and society

•Reflect on one's self development related to civic identity and participation

Civic Engagement

•Identify one's own cultural norms and biases

•Articulate characteristics and features of another culture

•Interpret intercultural engagement through more than one perspective

•Articulate similarities and differences between cultures in a non-judgmental way

Intercultural Engagement

AGENDA ITEM # 5.1.


https://www.aacu.org/value-rubrics

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Students wishing to fulfill this requirement through non-credit means would take the following steps:

1. Complete a one-page request form and submit it to BAPC for approval.

2. Once approved, complete activity. Acquire documentation to prove activity was completed as proposed. Forms of documentation are outlined on the initial request form.

3. Include the initial approval and the documentation in your ePortfolio. Then, include a

reflective piece outlining the ways the activity met the learning outcomes associated with the requirement. This will be assessed when your ePortfolio is assessed (i.e. as part of ARTS 401).

a. Students who complete this requirement before 90 credits can receive feedback on their reflection in ARTS 201 or ARTS 301 in order to ensure they have met the outcomes.

Civ

ic E

nga

gem

ent Credit options

Courses

List TBD

Internship or Practicum

Non-credit options

Paid experience

Minimum 60 hours

Volunteer experience

Minimum 60 hours

Co-curricular record

Minimum 60 hours

Inte

rcu

ltu

ral E

nga

gem

ent

Credit options

Courses

List TBD

International Intership or Practicum

Study Abroad

Non-credit options

Paid experience

Minimum 60 hours

Volunteer experience

Minimum 60 hours

Co-curricular record

Minimum 60 hours

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Bachelor of Arts ePortfolio Structure and Outcomes

All students must complete a Blackboard ePortfolio as part of their BA requirements. The ePortfolio is an Outcomes Portfolio. Students demonstrate their learning related to the nine Institutional Learning Outcomes. At the same time, the ePortfolio must demonstrate the student’s ability to reflect on his/her learning and the student’s ability to show the integration of their learning across all aspects of his/her life. The ePortfolio is an important tool which not only showcases student learning in the BA, but also allows students an opportunity to invest in their future success. Students may use their ePortfolios to support graduate school applications, work applications, or other post-BA activities. Students are provided with guided, credited support in completing their ePortfolios.

ARTS 101

2 credits - 7 weeks

Taken in first 30 credits

Assessment: letter grade

Intro to:

•Integrative learning

•Reflective practice

•Academic planning

•Goal setting

•ePortfolio

•UFV Indigenization

ARTS 201

1 credit

Taken before 60 credits

Assessment: CR/NC

Students will submit their ePortfolios for feedback and participate in:

•ePortfolio workshop

•Self-assessment

ARTS 301

1 credit

Taken before 90 credits

Assessment: CR/NC

Students will submit their ePortfolios for feedback and participate in:

•ePortfolio workshop

•Self-assessment

ARTS 401

2 credits

Taken between 90 and 120 credits

Assessment: letter grade

Students will submit their ePortfolios for final assessment and participate in:

•Presentation of ePortfolio to an audience

•Workshop

•Self-assessment

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Students successfully completing ARTS 101, 201, 301, and 401 will be able to:

ARTS 101

•Design a BA Outcomes ePortfolio

•Identify Institutional Learning Outcomes and strategies for achieving them

•Develop strategies for making connections between different types of learning experiences

•Summarize readings and learning experiences

•Present the ePortfolio, its rationale, and a completion strategy

•Navigate the university's Learning Management system, as demonstrated through completion of an online tutorial

•Articulate UFV's indigenization mandate and UFV's place in indigenous territory

ARTS 201

•Use respectful approaches to discuss their own and others’ ePortfolios

•Respond to feedback and revise appropriately

•Demonstrate learning related to Institutional Learning Outcomes

•Make connections between different types of learning experiences

•Present a revised ePortfolio and rationale for revisions

ARTS 301

•Assess critically their own and their peers’ ePortfolios

•Incorporate feedback judiciously and explain revisions

•Use a rubric to assess how ePortfolios meet stated criteria

•Present a revised ePortfolio and a final portfolio completion plan

ARTS 401

•Integrate learning and life experiences in the ePortfolio to demonstrate achievement of the Institutional Learning Outcomes

•Assess critically their own and their peers’ ePortfolios using a defined rubric

•Adapt the ePortfolio for post-BA purposes, including career and/or educational goals

•Deliver a professional oral presentation of the ePortfolio to an audience

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Bachelor of Arts Accommodating Transfer Students

The BA Task Force has considered the experience of transfer students given the new BA requirements. Foundation skills requirements mimic those at several institutions, so we do not think that transfer students will be unduly disadvantaged by these requirements. In addition, the two requirements for personal and social responsibility may be completed at any time in the degree. The ePortfolio and its related courses pose the biggest challenge to transfer students. The BA Task Force agreed on the following:

While students may arrive with more than 60 transfer credits, the BA has a 50% residency requirement, meaning students with more than 60 credits are more likely to enter the Bachelor of General Studies (which has a lower residency requirement). If students entered with more than 60 credits and wished to complete a BA, we would follow the principles set out for students transferring with 45-60 credits, waiving ARTS 201, but requiring completion of ARTS 101, ARTS 301, and ARTS 401. In consultation with various groups at UFV, there was some concern about requiring transfer students to take ARTS 101. The BA Task Force has looked at alternative possibilities and always arrives back at the importance of students taking ARTS 101. ARTS 101 is not constructed as a University 101 course; rather, it provides the foundational learning and introduction necessary to successfully building an ePortfolio. Students learn the foundations of integrative learning and reflective practice, as well as how to link their learning experiences to the BA Outcomes. These skills are important whether a student starts their ePortfolio with 9 credits or with 60 credits. Further, transfer students might need more support in getting their ePortfolios started as they have more learning upon which to reflect and to integrate.

Students with less than 45 credits upon transfer

• Complete ARTS 101




Students with 45 -60 credits upon transfer




• ARTS 201 requirement waived

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Bachelor of Arts Vetting Courses

With the move to a new set of foundational skills for the BA, we will need to determine which courses meet the newly-articulated outcomes for each category. Requests for inclusion will go to BAPC. Submissions should include the official course outline and a form which will mimic this one: https://usm.maine.edu/core/course-outcomes-blueprint-science-exploration

•100-level courses only

•ELP policy pre-req only

•Must meet stipulated outcomes

•More than 50% of course outcomes, assessment, and weekly topics must be related to skill development

Communication: Foundation Writing

•100- or 200-level courses

•No pre-reqs other than foundation writing courses



Communication: Writing, Oral, or Visual

•100- or 200-level courses with no pre-reqs



Critical Thinking: Foundation

•100- or 200-level courses with no or only high school pre-reqs




•100- or 200-level courses with no or only high school pre-reqs



Scientific Literacy

•Any level, provided reasonable access for students


•Course must require civic engagement outside of the classroom

Civic Engagement

•Any level, provided reasonable access for students


•Course must require students to actively apply what they have learned about intercultural engagement


AGENDA ITEM # 5.1.


https://usm.maine.edu/core/course-outcomes-blueprint-science-exploration

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Bachelor of Arts PD Requirements

In order to facilitate a new BA model, faculty will require professional development.

Note: Teaching and Learning will develop online and face-to-face ePortfolio tutorial modules.

Using rubrics to assess ePortfolio

learning

401 assessors also need to use

a rubric for ePortfolio oral presentations

"Norming" workshop to

ensure consistency in

assessment

ARTS 201, 301, and 401 assessors

Principles of Integrative

Learning

Principles of Reflection

Conveying the values and

outcomes of the BA and the Liberal Arts

Assessing learning in ARTS

101

Indigenization

ARTS 101 facilitators

ePortfolio introduction and

training

Online module

All faculty must understand how

the tool works and how it fits

within the BA so all may be

advocates for it.

All faculty

AGENDA ITEM # 5.1.


BA Notice – Fall 2016 Calendar

After undergoing extensive review, the decision has been made to revise the requirements for the BA. Changes include a shift in the core requirements for the degree and the addition of an ePortfolio. Course lists for these changes are in development and, therefore, TBD. These changes will take effect September 2017. Please note:

- Students applying for Fall 2017 will be applying to enter the revised BA. - Entrance requirements will not change. - Students enrolled in the BA prior to Fall 2017 are not affected by the changes.

Should you have any questions, please contact a UFV Academic Advisor.

Overview of changes:

Program Requirements Requirements Current BA Requirements Fall 2017 BACredits 120 Credits 120Upper-level credits

45 Upper-level credits

45

Overall breadth

30 credits in 5 or more subject areas

Overall breadth No longer required

Arts credits 65 Arts credits 65Elective credits

55All UFV courses specified for degree programs and EDUC, FNST, and TESL are acceptable for the remaining 55 credits of elective. Of these remaining 55 credits, up to 12 credits may be chosen from any UFV course, 100 level or higher, or UFV assigned transfer credit at the 100 level or higher.

Elective credits 55 credits chosen from any UFV course, 100 level or higher, or UFV assigned transfer credit at the 100 level or higher.

Program 1 major or 2 extended minors

Program 1 major or 2 extended minors/minors of a minimum 24 credits each

Foundational Skill Requirements Requirements Current BA Requirements Fall 2017 BAWriting (3 credits)

ENGL 105, CMNS 155, ARTS 100, or an A in English 12 or equivalent

Writing (3 credits)

ENGL 105, CMNS 155, or an A in English 12 or equivalent

Must be completed by 30 creditsOral, Visual, or Written

One course from list (TBD)

AGENDA ITEM # 5.1.


http://www.ufv.ca/advising/

Communication (3-4 credits)

Must be completed by 60 credits

Reasoning (3-4)

PHIL 100, ARTS 100, or 6 credits from list

Critical Thinking (3-4 credits)


Must be completed by 30 creditsLab Science (4 credits)

One lab science course from list

Scientific Literacy (3-4 credits)


Must be completed by 60 creditsQuantitative Literacy (3-4 credits)


Must be completed by 60 creditsHumanities (6 credits)

6 credits in the Humanities Humanities No longer required

Social Sciences (6 credits)

6 credits in Social Sciences Social Sciences No longer required

Total 22-26 credits Total 24-27 creditsSecond Language CompetencyRequirement Current BA Requirement Fall 2017 BA

Second Language Competency (0-3 credits)

Successful completion of any Grade 11 language course, demonstrated competency through other means, or completion of any Modern Language 101 course (such as FREN 101 or SPAN 101) – see note

ePortfolio Requirements Current BA Requirements Fall 2017 BA

ePortfolio (6 credits)

6 credits taken as ARTS 101, 201, 301, and 401

Students transferring into the BA with up to 45 credits will be required to complete all 4 courses.

Students transferring into the BA with 45-60 credits will be exempt from ARTS 201.

Personal and Social Responsibility Civic Engagement

One course from list (TBD) or meet through non-credit means


One course from list (TBD) or meet through non-credit means

Note: All BA students will demonstrate competency in a second language equivalent to BC high school grade 11. Students meet competency by:

AGENDA ITEM # 5.1.


- Successfully completing any grade 11 high school second language course;- Successfully completing any language immersion program, such as French Immersion;- Graduating from a high school in which the language of instruction is not English;- Graduating from a post-secondary institution in which the language of instruction is not English; - Successfully completing any Modern Language 101 course, such as SPAN 101 or MAND 101, at

UFV; or- Successfully completing a second language course at another institution which transfers to UFV

and is equivalent to a Modern Language 101 course or higher.

Students who have gained second language competency through other means may contact Modern Languages to inquire about an assessment of their competency. Please note that the ability to assess competency is limited by the availability and expertise of faculty able to assess particular languages.

AGENDA ITEM # 5.1.


ARTS: www.ufv.ca/arts

Bachelor of Arts

A UFV BA will equip you with the skills and knowledge you need to be a reflective, articulate, and informed citizen within the Fraser Valley and beyond. To ensure your success in the fast-changing economy of the twenty first century, the College of Arts offers you skills, learning, and engagement in communication, critical thinking, quantitative literacy, scientific literacy, and personal and social responsibility, as well as deep learning in a range of majors, extended minors, and minors. Through completion of an ePortfolio, students learn to reflect on, integrate, and communicate their learning, helping them to achieve their goals.

BA Program Outcomes:

Graduates of the BA will meet all of UFV’s institutional learning outcomes, as well as one outcome specific to the BA. Upon successful completion of all of the requirements for the BA, students will:

1. Demonstrate information competency2. Analyze critically and imaginatively3. Use knowledge and skills proficiently4. Initiate inquiries and develop solutions to problems5. Communicate effectively6. Pursue self-motivated and self-reflective learning7. Engage in collaborative leadership8. Engage in respectful and professional practice9. Contribute regionally and globally10. Integrate their learning across all facets of their lives

Entrance Requirements and Admission:

Option 1:

High School (for students with high school graduation only)

1. BC secondary school graduation or equivalent2. A minimum of a C+ in English 12 or equivalent (English 12 First Peoples, English

Literature 12, AP English, or IB English A – standard level or higher) and a minimum of a B average in two additional approved Grade 12 courses.

Out-of-Province Applicants:

AGENDA ITEM # 5.1.


http://www.ufv.ca/arts

https://www.ufv.ca/ilos/

1. Students will be considered on the basis of courses equivalent to Approved B.C. Grade 12 courses. See the Admissions section of the calendar for more information on equivalents to B.C. secondary school graduation.

Out-of-Country Applicants:

1. Students who have B.C. secondary school graduation equivalency, meet the prerequisite for ENGL 105 or CMNS 155, and have completed an equivalent average of B (equated to the UFV grading system) in two approved Grade 12 courses will be admissible.

Alternatives to High School Graduation:

1. If you have completed the International Baccalaureate diploma program, the B.C. Graduation diploma (B.C. Adult Dogwood), or the General Educational Development (GED) certificate, you may be considered to have the equivalent of B.C. secondary school graduation for admission purposes.

Option 2: University Entrance (for students who have attended some post-secondary school)

1. Prerequisite for ENGL 105 or CMNS 1552. One of the following alternatives:

a. Completion of a minimum of 30 credits in courses numbered at the 100 level and above, with a CGPA of 2.00 on all credits attempted

b. Completion of a minimum of 9 credits in courses numbered at the 100 level and above, with a CGPA of 3.00 on all credits attempted

c. Completion of a post-secondary career or technical diploma (minimum of two years postsecondary credit) from a recognized Canadian or International post-secondary institution, with a minimum CGPA of 2.5 (equated to the UFV grading scheme), calculated on all courses taken. Students should be aware that all courses taken in the diploma may not apply to the Bachelor of Arts degree.

d. Completion of a three- or four-year Bachelor's degree from a recognized Canadian or International institution, with a minimum GPA of 2.0 (equated to the UFV grading scheme). Students who have completed a previous degree are governed by UFV's Subsequent Degree Policy (98).

Students who do not meet these requirements might consider Qualifying Studies and/or a meeting with a UFV Academic Advisor.

Option 3: Combined post-secondary/high school admission

Students who have attended or are currently attending a post-secondary institution, have fewer than 30 credits applicable for BA entrance at the time they apply for admission, and have

AGENDA ITEM # 5.1.


http://www.ufv.ca/admissions/admissions/provincial-exam-policy-change#Q1

http://www.ufv.ca/admissions/admissions/provincial-exam-policy-change#Q1

https://www.ufv.ca/calendar/current/General/Admissions.htm#OutofProvince

a CGPA of at least 2.00 on all post-secondary courses attempted, may be considered for admission based on high school requirements.

When to apply:

Applications are accepted for entrance to the Fall, Winter, and Summer semesters. For application deadlines, see Specific intake application process.

How to apply:

1. Apply online at ufv.ca/admissions/admissions/apply.

Additional documents required for a complete application:

- Official transcripts or interim transcripts from all post-secondary institutions you have attended (other than UFV) showing grade/course achievement as per entrance requirements

o Must be sent directly to UFV from the originating institutionso Need to arrive within two weeks of the date of your application in order to retain

your original application date

For high school entrance, a final official transcript (if you have graduated). For students currently in Grade 12, final grades are due August 3.

2. You will be advised of an admission decision and, if accepted, will be provided with registration information. A deposit is required prior to registration (see the Fees and Other Costs section). This money will be applied toward your tuition fees. Final payment of all course fees is due the end of the second week of classes.

3. In cases where course work is in progress, an admission decision may be made conditional upon completion of academic requirements. Proof of completion of entrance requirements is due the end of the first week in August for the September intake.

Basis for admission decision:

Applicants who meet the entrance requirements will be admitted in order of their application date. This date is set when an application, all required documentation, and the application fee have been submitted.

Fees and additional costs

AGENDA ITEM # 5.1.


See the Fees and Other Costs section. Books and additional supplies cost approximately $100 per course.

Program Requirements:

There are five sets of requirements to note:

1. Program2. Foundational Skills 3. Second language Competency4. Personal and Social Responsibility5. ePortfolio

1. Program Requirementsa. 120 credits, of which 60 must be completed at UFVb. One major or two extended minors/minors (minimum 24 credits each), of which

50% of the upper-level credits must be completed at UFVc. 65 credits in Arts subjectsd. 55 credits in any subject at the university level (100-level and above)e. At least 45 upper-level credits, of which 30 must be completed at UFV

2. Foundational Skills (5 courses: 15-17 credits)

Foundational Skill Requirement BenchmarkWriting Foundation CMNS 155, ENGL 105, or an A in

English 12 or equivalentComplete by 30 credits

Written, Oral, or Visual Communication

One course from list (TBD) Complete by 60 credits

Critical Thinking One course from list (TBD) Complete by 30 creditsQuantitative Literacy One course from list (TBD) Complete by 60 creditsScientific Literacy One course from list (TBD) Complete by 60 credits

Note: Students may not use the same course to meet more than one foundational skill requirement.

Each foundational skill course aligns with specific outcomes.

Foundational Skill Successful students will be able to:Writing Foundation

• Demonstrate knowledge of how audience, purpose, and situation shape written communication• Employ conventions of organization, presentation, formatting,

and style in a range of genres• Use source material ethically and critically in written

AGENDA ITEM # 5.1.


https://www.ufv.ca/calendar/current/General/FeesAndOtherCosts.htm

communication• Engage in processes of reading, summarizing, critiquing, and

citing relevant and credible sourcesOral Communication Option:• Demonstrate confidence and clarity of purpose when speaking in a

public context• Employ delivery and organization techniques that strengthen

reception of the central idea• Respond effectively to audience's verbal and non-verbal feedback in

the moment of one's speaking• Critique one's own and other's oral presentation skills

constructivelyVisual Communication Option:• Identify the formal elements of a variety of visual media • Analyze visual media within a critical, contextual framework• Source and use images ethically • Communicate capably with and about images

Second course in communication: students choose oral, visual, or written communication

Written Communication Option:• Write for different audiences, purposes, and situations• Consistently use conventions particular to a specific discipline

and/or writing task, including organization, presentation, format, and style• Consistently use credible, relevant sources to support ideas or

arguments• Complete all steps in the writing process: pre-writing, drafting,

revising, editing, and submissionCritical Thinking • Evaluate arguments and their supporting evidence

• Examine context, perspective, and assumptions when evaluating and making arguments in various disciplines• Construct rational arguments• Identify and assess counter-arguments to one’s position


• Explain and interpret information presented in quantitative forms• Convert relevant information into quantitative forms• Draw conclusions from an analysis of quantitative data• Use quantitative evidence in support of an argument

Scientific Literacy • Express positions that are scientifically informed• Evaluate the quality of scientific information based on its source

and the methods used to generate it• Articulate the role of observation and experimentation in the

development of scientific theories• Identify ethical issues involved in the practice and application of

science• Discuss the relevance of science in their lives and how it may

AGENDA ITEM # 5.1.


affect them in their public and private roles

3. Second Language Competency (0-3 credits)

All BA students will demonstrate competency in a second language equivalent to BC high school grade 11. Students meet competency by:

- Successfully completing any grade 11 high school second language course;- Successfully completing any language immersion program, such as French Immersion;- Graduating from a high school in which the language of instruction is not English;- Graduating from a post-secondary institution in which the language of instruction is not

English; - Successfully completing any Modern Language 101 course, such as SPAN 101 or MAND

101, at UFV; or- Successfully completing a second language course at another institution which transfers

to UFV and is equivalent to a Modern Languages 101 course or higher.

Students who have gained second language competency through other means may contact Modern Languages to inquire about an assessment of their competency.

Note: Students may not use this course to meet a foundational skill requirement or intercultural engagement. Students wishing to take additional second language courses to meet those requirements may do so.

4. Personal and Social Responsibility

Students must demonstrate learning in two areas of personal and social responsibility: civic engagement and intercultural engagement. Through civic engagement, students apply classroom learning to their communities and reflect on the personal and social benefits of active citizenship. Through intercultural engagement, students gain insight into respectful intercultural practices, which includes understanding ones cultural norms and biases and respecting and honouring cultural differences.

Each aligns with specific outcomes.

Personal and Social Responsibility

Successful students will be able to:

Civic Engagement

• Articulate the aims and goals of a particular community group or activity • Apply skills and knowledge acquired during BA studies in the

community• Identify ways one's civic engagement benefits the individual and

society

AGENDA ITEM # 5.1.


• Reflect on one's self development related to civic identity and participation


• Identify one's own cultural norms and biases• Articulate characteristics and features of another culture• Interpret intercultural engagement through more than one

perspective• Articulate similarities and differences between cultures in a non-

judgmental way

Students may meet these requirements through specific courses (list TBD); credited practicum, internship or co-op; study abroad; or non-credit means, such as co-curricular record, paid or volunteer work experience, or other. Non-credit activities must reflect the above definitions, demonstrate achievement of the defined outcomes, and require a minimum of 60 hours. Students wishing to meet the requirement through non-credit means should consult with an advisor regarding the approval process.

Note: Students may not use a course applied to their foundational skills requirements to meet their personal and social responsibility requirements.

5. ePortfolio (4 courses: 6 credits)

All students must complete an ePortfolio as part of their BA requirements. The ePortfolio is an Outcomes Portfolio. Students demonstrate their learning related to the nine Institutional Learning Outcomes and the additional BA learning outcome.

The ePortfolio is an important tool which not only showcases student learning in the BA, but also allows students an opportunity to invest in their future success. Students may use their ePortfolios to support graduate school applications, work applications, or other post-BA activities.

Students take four credited courses to guide and support the development of their ePortfolios, each with specific outcomes. Please see the official course outlines for course outcomes.

Course BenchmarkARTS 101 Complete by 30 creditsARTS 201 Complete by 60 creditsARTS 301 Complete by 90 creditsARTS 401 Complete by 120 credits

Note: Students transferring to UFV or into the BA with 45-60 credits will not be required to complete ARTS 201. All such students, however, will need to complete ARTS 101.

Getting from 0 to 120:

AGENDA ITEM # 5.1.


In order to meet requirement deadlines, we recommend that students follow the BA Degree Map. (link to be provided)

Declaration of majors, extended minors, and minors:

When to declare: Between 30 and 60 credits- Failure to declare by 60 credits: registration in further courses is blocked- Need more time to decide? Seek an exemption from an academic advisor.

Required to declare: - Minimum 2.0 CGPA on all credits attempted- Minimum grade of C on each of 3 required courses for the subject discipline, unless

otherwise stated

What to declare (minimum):- One major or - Two extended minors/minors of a minimum of 24 credits each

What you can declare:

Discipline Honours Major Extended Minor

Minor

Anthropology Applied Ethical and Political Philosophy Art History Biology Business Communications Computer Information Systems Criminal Justice Economics English French Geography History Kinesiology Latin American Studies Mathematics Mathematics (Statistics option) Media and Communication Studies Philosophy Political Science

AGENDA ITEM # 5.1.


Psychology Sociology Sociology/Anthropology Theatre Visual Arts

Important Notes:

- The number of students wanting to enter any Arts Honours, major, extended minor, or minor program may exceed capacity. Departments reserve the right to select competitively if necessary. The basis for selection is applicant GPA on required lower-level prerequisites; students in the BA will have priority. UFV cannot guarantee available seats in required program courses on demand.

- Arts students completing a major or double extended minor/minor from the above list may also combine either of those programs with any UFV major, extended minor, or minor. This may, however, require students to complete more than 120 credits. Students may not, however, combine the following:

o A Sociology/Anthropology major with a Sociology Extended Minor/Minor or an Anthropology Extended Minor/Minor

o A Mathematics Major/Extended Minor/Minor with a Mathematics (Statistics Option) Extended Minor/Minor

o A Visual Arts Extended Minor/Minor with Extended Minors/Minors in Art History, Media and Communication Studies, and/or Theatre

o A Geography Major (Arts) with a Physical Geography (Science) Major or Minoro A major, extended minor, or minor in mathematics in Arts with a mathematics

major or minor in Science

Non-UFV Courses:

UFV students who wish to take courses at another institution for credit towards the Bachelor of Arts must obtain permission in advance from an academic advisor. A letter of permission request is available at ufv.ca/admissions or can be obtained from the Office of the Registrar. Students must be in good standing (CGPA > 2.0) to receive a letter of permission. When approval has been granted, the Registrar's office will issue a Letter of Permission to the student. Residency and transfer credit policies apply.

Policies Relevant to the BA:

1. Course Repeat Policy (86): Students may not register for a course more than twice without the permission of the department head/director for the discipline or their designate. All attempts will be recorded on the transcript, but only the highest grade will be included in the GPA. Transfer courses are considered in the number of attempts.

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http://www.ufv.ca/admissions

http://www.ufv.ca/media/assets/secretariat/policies/Course-Repeat-(86).pdf

A “W” or “AU” course is not counted as a duplication. Multiple repeats of the same course count as a single duplication.

2. Undergraduate Continuance (92): Students must have a CGPA of at least 2.00 to remain in good academic standing. Failure to meet or maintain a 2.00 will result in restrictions on registration and may lead to academic suspension.

3. Subsequent Degree (98): Students who have already completed a degree at the bachelor’s level may be granted an additional bachelor’s degree provided that the two degrees are different, and that the student has met the program requirements. No more than seventy-five percent (75%) of the credits required for the additional degree may be applied from any previous degree. At least thirty (30) upper-level (300-400) credits for the subsequent degree must be taken at UFV.

4. Transfer Credit (107), Prior Learning Assessment (94) and Residency: Students who successfully complete academic course work at another post-secondary institution can transfer this credit to UFV to satisfy BA degree requirements. They can also earn academic credit through an assessment of prior learning. To meet the residency requirement of the BA, the following restrictions apply:

a. Of the 120 credits for the BA, 60 must be completed at UFV.b. Of the 45 upper-level credits for the BA, 30 must be completed at UFV. c. For an honours, major, extended minor, or minor program, at least 50 percent of

the required upper-level credits in the specific Arts discipline must be completed at UFV.

Graduation:

Students are responsible for ensuring they are eligible to graduate. To be eligible, students must have:

- Completed the BA program with a minimum CGPA of 2.00 - Completed all the requirements of their majors/extended minors/minors with a

minimum CGPA of 2.00- Earned a minimum CGPA of 2.00 in all upper-level courses required for graduation- No more than five course duplications (with the exception of THEA 199 and THEA 299

when a grade of P or higher is achieved)

Please regularly consult with an academic advisor to ensure you are on track to graduate.

Students must apply to graduate. Please monitor UFV email and announcements for instructions and deadlines.

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http://www.ufv.ca/media/assets/secretariat/policies/Undergraduate-Continuance-(92).pdf

http://www.ufv.ca/media/assets/secretariat/policies/Subsequent-Degree-(98).pdf

http://www.ufv.ca/media/assets/secretariat/policies/Transfer-Credit-(107).pdf

http://www.ufv.ca/media/assets/secretariat/policies/Prior-Learning-Assessment-and-Recognition-(94).pdf

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To: Faculty/College Councils, Admin-Co, Academic Advising Council, Deans’ Caucus, SUS Executive, Human Resources, Library, Finance, O’Reg, Student Services

From: The UFV 2025 Visioning Committee Subject: Next Steps in UFV 2025 Process – Consultation on Education Plan Goals First of all, many thanks to all who have engaged in the process thus far. In response to suggestions from faculty we have made some changes to the planned next steps in the process. The process thus far has produced an institutional vision, UFV 2025: A Vision for our Future. The visioning process is complete and the final document, including two small revisions suggested by faculty,1 can be found on H:/TEMP/UFV 2025. This vision will inform the five goals that will constitute the core of our Education Plan, 2016-20. We are now moving towards completing the Education Plan which is due to APPC in March 2016. We recently conducted goal-setting charrettes that produced a wealth of suggested ideas and strategies for achieving goals, but very few actual goals. This fact, plus requests from faculty for another opportunity to engage in the goal-setting process—and this time within Faculty/College Councils—have led us to modify the next steps. With the aim of maximizing opportunities for everyone to be involved in the final goal-setting, we are asking all Faculty/College Councils, administrative groups, and support units to participate in a collective exercise of selecting the top five goals UFV needs to achieve by 2020. To this end, we have outlined the following steps in the process: • Drawing on themes expressed by students, staff, faculty, and administrators in the charrettes, as

well as what we have heard from you over the past year, the Visioning Committee has developed 9 goals for achieving our Vision and will circulate them to the institution in mid-December.

o It will be the responsibility of each unit/area Head or Director to ensure their members have an opportunity to contribute in some way prior to the end of January.

• In January, consultation on the goals will take place in Faculty/College Councils and various units and committees (e.g., Admin-Co, Academic Advising Council, Deans’ Caucus, SUS Executive, HR, the Library, Finance, OReg, Student Services, etc.).

o Each group will collectively rank the nine goals. o In addition, they will identify how strongly they support each goal. If more than five goals

can be strongly supported, the Visioning Committee would consider extending the number of goals in the Education Plan.

o If there is a goal that emerged from the Visioning document that the committee has missed, we encourage groups to submit them for possible inclusion in the Education Plan.

• At the end of January, the Visioning Committee will receive the selections and finalize the institutional goals.

• In February, the Visioning Committee will distribute the final goals to Faculty/College Councils and other units.

1 In the section that articulates the core of our vision (“What are we going to be in 2025?), we have changed the phrase “learner- and student-focused” to “learner- and student-centred” and, to be explicit about the consistency of the commitment expressed in the second-to-last paragraph with the bolded statement near the beginning of this section, we have inserted the word “global” before “citizenship.”

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Ed Planning Goals of 63

• The institutional goals will be accomplished by setting and achieving institutional strategies at the Faculty/College, unit, and administrative levels.

o Each Council, department and unit, therefore, will be responsible for developing the strategies each area will focus on over the next 5 years.

o These strategies will be sent to the Visioning Committee by the end of February. • In early March, the Visioning Committee will finalize UFV’s 2016-20 Education Plan. • The Education Plan will then be brought to the March meeting of APPC for approval and

recommendation to Senate. • In April, the Education Plan will be brought to Senate for approval and recommendation to the

Board. • In May, the Education Plan will proceed to the Board for final approval. Sending this memo out now will allow all units to place the Education Plan goal-prioritization exercise on their January agendas. We have attached the list of nine goals with a template for ranking and evaluating them, as well as UFV 2025: A Vision for our Future.

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Submitted by Eric Davis, on behalf of the UFV 2025 Visioning Committee

UFV 2025: A Vision for our Future

by the UFV 2025 Visioning Committee

November 10, 2015 Edited: December 3, 2015

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Table of Contents Introduction .................................................................................................................................................. 3

What we are doing well ................................................................................................................................ 4

What is changing? ......................................................................................................................................... 6

What did we hear from you? ........................................................................................................................ 9

What are we going to be in 2025? .............................................................................................................. 10

Next steps ................................................................................................................................................... 11

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Introduction The current UFV Education Plan covers the period 2011 to 2015. Hence, we are now in need of a new 5-year plan covering the period 2016 to 2020. As indicated a year ago, we decided to approach this task a bit differently. Dramatic change is happening in both higher education and society in general. This is prompting universities to respond proactively by engaging in longer-term visioning exercises focused not on the minutia of courses and programs, but on the very nature and organization of universities. Responding to and anticipating change proactively means taking the time to think about where we want to be in the future; envisioning UFV ten years out—in 2025—so we can engage in the more immediate tasks of education planning guided by a clear and—one hopes—inspiring vision of our destination. The Education Plan, 2016-20 then becomes an exercise in planning concrete and measurable goals to get there. The UFV 2025 Visioning Committee was brought together with the purpose of imagining and articulating a broad vision of the future of universities, the future of learning, and, within this broader vision, the future of teaching- and regionally-focused institutions—more specifically, the future of the University for the Fraser Valley. The Committee is composed of students, members of every Faculty/College at UFV, administrators, and one community member.0F

1 It has met regularly since January 2015, read widely on the future of post-secondary education, and received and analyzed numerous presentations, submissions, and online comments from students, faculty, and staff. The Committee has now collectively distilled all of this into this document, a vision for UFV in 2025. It represents our first concrete step in moving towards our new Education Plan. It outlines what we do well at UFV, as well as the external changes that are influencing our programs, faculty, and students. It provides a summary of the feedback received from the community, the students, the staff, the faculty, and administrators regarding UFV in the future. These three pieces, put together, generate four vision statements that will guide the Education Plan for 2016 – 2020, as well as 2021 – 2025. These four vision statements will then lead us into the development of our Education Plan Goals. We outline the shape of this education planning process in the last section of the document. But visioning and planning also require a clear understanding of what should not change. Changing Lives, Building Community, the title of our Strategic Directions Statement and the unofficial motto of UFV, captures the core values and commitments that have endured through the first forty years of UFV’s existence. “Changing Lives” refers to our twin commitments to transformation and students, to putting students and their success first and enabling them to transform themselves. But it also refers to our transformative role as leaders of the development of the Fraser Valley. “Building Community” makes this civic and community service function even more explicit while underlining UFV’s integrative role in providing a physical and intellectual public space in which the diverse communities of the Valley

1The members of the UFV 2025 Visioning Committee are Adrienne Chan, Alisa Webb, Craig Toews, David Leis,

Derrick Swallow (student), Garry Fehr, Ian Affleck, Judy Larsen, Maureen Wideman, Rod McLeod, Shawn Neumann (CEO of Domain 7 and alum), Shelley Canning, Sheryl MacMath, Sierra Nickel (student, replacing Derrick Swallow), Sukhdeep Brar (student), Tracy Ryder Glass, and Eric Davis (Chair).

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can express and explain their identities for themselves and to each other. And it refers to our commitment to the building of community within UFV among faculty, staff, students, and administrators. The UFV 2025 Visioning Committee believes that no matter how much we change over the next ten years, no matter which challenges we must overcome and opportunities we must seize, we will and must remain true to these values. They have enabled an identity and mission to endure through our evolution from Fraser Valley College to University College of the Fraser Valley to University of the Fraser Valley. We collectively chose to make profound organizational and mandate changes not to depart from these values, but to preserve them in a rapidly changing educational, political, social, and economic environment. All predictions are that the changes required in the next ten years are even more profound. As we navigate our way forward, our commitment to the values of transformation, students, and community must continue to guide us.

What we are doing well As UFV works towards a vision of what it will be in 2025, it is important to recognize the things we are currently doing well. Guided by a vision to provide the best undergraduate education in Canada and to act as leaders in the Fraser Valley, by a mission to serve the diverse needs of our region, and by values and goals which prioritize students and student learning, UFV is doing many things well. These provide a solid foundation on which to build. Examining various surveys and reports, it is clear that UFV provides quality education. According to the BC Outcomes Surveys, our two-year out graduates are satisfied with the education they received, with 90% students stating they are satisfied or very satisfied with the education they received. For many programs, more than 95% of students note they are satisfied or very satisfied. Beyond the BC Outcome Survey, first-year and senior-year UFV students who responded to the 2013 National Survey of Student Engagement (NSSE) rated UFV very highly in effective teaching. More recently, the 2015 Canadian University Survey Consortium (CUSC) surveyed both graduating UFV students and UFV students in their “middle years” – those in their second and third years of study. 96% of graduating students and 90% of middle-years students were satisfied with the overall quality of their education at UFV. Within the same surveys, the students were asked to rate their professors. They rated them very highly in several areas, including knowledge of subject, accessibility outside of class, encouraging participation, and treating students as individuals rather than as numbers. Graduating student respondents rated their professors higher in all categories than other respondents across Canada. Middle-years students also rated their faculty very highly and were at least as satisfied and, in some cases, more satisfied than others across Canada. These findings are often echoed in program reviews, with students regularly praising their faculty and the quality of education at UFV. When identifying the features of quality education, NSSE and CUSC respondents also pointed to the quality of interactions they have at UFV, whether with faculty, staff, or one another. NSSE respondents rated quality of interactions very highly; 75% of CUSC respondents felt that the university showed concern for them as students. The Faculty Survey of Student Engagement (FSSE) also supports quality interactions at UFV. Faculty, too, feel that they enjoy positive interactions with their students both in and beyond the classroom. Often, students and faculty point to small class sizes as facilitating such positive interactions. UFV respondents to the Canadian Satisfaction Survey further support that small class sizes have a positive effect on the overall quality of education provided at UFV.

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It is apparent, also, that many faculty are providing excellent opportunities for students beyond the classroom. FSSE respondents, for example, pointed to their work supervising undergraduate research, internships, practicums, and field activities. Departmental and institutional reports highlight faculty who hire student researchers, who engage students in applied learning, and who encourage their students to cross the boundary between school and community in order to engage in social learning and civic engagement. Some do this by partnering with community groups. Many work to support UFV’s indigenization goals as UFV strives to be a place of learning that recognizes, respects and includes Indigenous ways of knowing. Other faculty work to provide international experiences for students, whether through internships, practicums, study abroad, or study tours. Finally, some also engage students in producing publications, portfolios, productions, and exhibits for internal and external audiences. Students regularly note how valuable such experiences are and identify the need for more support and more opportunities across all programs. Faculty research also contributes to the overall quality of education at UFV. Not only does faculty research enhance classroom learning and provide opportunities for students, researchers also build connections between UFV, the community, and beyond. They contribute to knowledge building, transfer of knowledge, and innovation. They explore the big challenges facing our community and our world, engaging students in the process. Learning beyond the classroom is a growing trend at UFV. There is increasing recognition that student learning which takes place outside of the classroom and which is not for academic credit is also important and should be recognized, as evidenced by the creation of the co-curricular record (CCR). The CCR is an official transcript of students’ out-of-classroom learning, measured against the institutional learning outcomes. Students can receive CCR credit for activities such as paid and unpaid work on campus, participation in campus activities, taking on roles in the Student Union or in UFV clubs, planning departmental or institutional events, athletics, or acting as peer mentors, tutors, or new student orientation leaders. To date, 5000 students have created a CCR and 1000 of those students have validated activities on their records. The number of validated activities is at 500 and growing. Students are drawing on their records to apply for graduate studies, professional programs, and employment. UFV also provides significant support for students on campus. Students appreciate access to counsellors, librarians, educational technologists, Aboriginal Elders-in-Residence, and a wide range of advisors: academic, career, disability, international, and financial aid. PASS – Priority Access for Student Success – provides early intervention for students in need of support. Students also have access to a new Academic Success Centre and to various mentoring programs, whether program specific or institutional-wide, and to a growing range of workshops on student success and student leadership. Faculty respondents to the FSSE also note their role in supporting and advising students outside of the classroom. All of this contributes to student success, as evidenced in a range of UFV Today posts, departmental updates, Board reports, and local news stories. UFV students do well in their classes and in their programs, engage in undergraduate research, represent UFV at domestic and international conferences, and win prestigious awards and honours at UFV and at the local, national, and international level. Some of our undergraduate student researchers receive awards typically given to graduate students. Our students also go on to professional programs and graduate studies, earn high marks on a variety of accreditation and entrance examinations, and make meaningful contributions to our communities. They participate in faculty- and/or community-based research projects and participate actively in UFV-led

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initiatives. They perform well in a range of athletic programs and they represent UFV well as ambassadors, leaders, and entrepreneurs. We are proud of our students. Faculty, staff, and administrative support, engagement, and commitment are all possible because UFV is a great place to work. In 2015, UFV was named one of BC’s Top Employers. As noted in the press release, “UFV was selected for the list because of the overall employee experience it offers, including competitive salaries, an excellent benefits package, professional development support, commitment to employment equity and workplace diversity, campus amenities, family-support initiatives such as maternity and paternity top-up, and employee assistance programs. It was also chosen for fostering a work climate that encourages and enables its employees to do meaningful work contributing to the positive development of surrounding communities.” This supportive environment allows all to develop and foster their passions, enhancing the educational and overall experience at UFV. UFV students, faculty, staff, and administration regularly point to the things that UFV is doing well. The UFV 2025 Visioning Committee is committed to retaining and building on our strong foundation.

What is changing? The “strong foundation” of strengths identified in the previous section, as well as the core values of “students, community, and transformation” acknowledged in the “Introduction,” will be invaluable as we navigate our way through a period of dramatic change and unprecedented pressures to change.

What is changing?

1. Learners: The digitization of everything and changing demographics are transforming the nature of both learning and learners. While there are fewer full-time students, there are many more non-traditional students, including first-generation students, working adults, Indigenous students, immigrant and international students, students with disabilities, and female students. Students are becoming older and more diverse. At the same time, the traditional student has become a digital native who, since a very early age, has regularly engaged in collaborative, participatory, social, and networked learning—the exact opposite of learning in a traditional lecture format.

2. Learning: We are in the midst of a paradigm shift from teaching to learning, from students as passive consumers of knowledge to active agents in their own learning, from universities organized around instruction by faculty in the classroom, to universities organized around learning by students—everywhere. This is driven partly by the changing nature and expectations of learners and partly by our more sophisticated understanding of student learning thanks to cognitive science research and the scholarship of teaching and learning. Increasingly, there are research-supported calls to adopt “learner-centred teaching”: teaching focused on the development of skilled, autonomous learners. There is a growing emphasis on peer-to-peer rather than teacher to student relationships, and on personalized learning, adapting education to the distinct learning needs and styles of each learner while giving them greater control over the learning process.

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The expectations of business and industry are changing and this affects learning and what learners want. According to numerous surveys, employers say they want employees who have graduated from universities that integrate applied and liberal learning, stress cross-disciplinary breadth over specialization, provide students with collaborative and community-engaged learning and research opportunities, as well as internships and co-op experiences, and enable them to develop transferable life skills like reliability and resilience, as well as transferable cognitive skills like problem-solving and communication. They value learning outcomes and e-portfolios because they want graduates who can demonstrate and apply their learning. Above all, perhaps, they want employees who want and have learned how to learn and re-learn, who can adapt to the constant change that characterizes the 21st-century working experience. Learning in K-12 is changing. These changes not only echo the changes outlined for post-secondary education; in many cases, they are much further developed. The changes include the shift from a content-based to a competency-based system; personalized, self-paced learning (each student is designing their own educational path and is accountable for their own learning success; they get help from mentors, peers, and study groups to achieve their goals); flexible learning spaces; student-driven, teacher-facilitated learning; and interdisciplinary/cross-curricular communication. The expectations of K-12 graduates with these experiences will be another factor driving change in post-secondary education.

3. Faculty: As the hierarchical model of pedagogy, where the teacher is broadcaster, is replaced by an

increasingly horizontal and interactive model, faculty are more often playing the role of coaches, mentors, and facilitators. Their focus is less on content delivery and more on inquiry-based learning and mentoring undergraduate research. Faculty are increasingly required to collaborate with others. Within institutions, they are working with librarians, learning technologists, advisors, career centre and faculty development staff to design the optimal learning conditions for students. They are also developing collaborative relationships with other institutions (post-secondary, K-12, and industry).

4. The discipline-based organization of universities: Building the university around the student

learning journey and an educational model that is learner-centered and increasingly learner-controlled means that the student’s learning journey is becoming the key organizing principle of universities. This requires systematic collaboration across institutions, leading to a blurring of boundaries among departments, disciplines, Faculties, and support units. Hence, interdisciplinary collaboration is becoming a norm (both inside and outside the university, as off-campus learning requires collaboration with a variety of organizations, industries, and individuals).

5. Funding and the university business model: When public funding over a three-decade span drops from about 80% to below 50%, and in many cases, well below 50% (while the costs of running a post-secondary institution grow ever larger), the traditional business model of public universities becomes unsustainable. This decline is an international phenomenon and shows no signs of reversing or even slowing. Government also controls a university’s other major source of funding—tuition—and significantly raising tuition is now politically impossible. Rising tuition rates and levels of student debt, combined with increasing pressures on family finances, are weighing heavily on student/family post-secondary education choices.

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There is a trend towards performance-based funding: funding institutions based on outcomes like graduation rates, rather than inputs like applications or enrolments. This is most noticeable in 35 states in the U.S., but it is also beginning in Ontario and Alberta. In British Columbia, the Province ties 25% of our funding to programs deemed relevant to the labour market, which is perhaps one step shy of linking it to actual student employability outcomes. In Canada, provincial governments, including B.C., are also using the squeeze on financial resources to drive system differentiation (for example, distinguishing between teaching-focused and research-focused universities).

6. The impact of information technology: The application of computers to education is also changing the economics of post-secondary education, but the changes are larger than this. They encompass everything from the digitization of all aspects of university life and business, to the internet and universities’ lost monopoly on knowledge and credentialing, to the role of social media and mobile devices in education, to ever-important and dramatically changing educational technology. Technology is breaking the barriers of time and geography, enabling learning and the acquisition of almost every credential anytime, anywhere, and sometimes at little cost to the student. Computers will provide a more mobile and personalized educational experience. Unlike previous technology (like the printing press or television), computers can not only store or move information; they can process, analyze, and act on it. They can analyze the unique strengths, weaknesses, learning history, and learning styles of each student and respond differently for each student. They can change the very design of a course to fit each learner. We have only begun to see the revolutionary implications of computers on individualized learning. Of course, all of the above are placing greater demands on campus IT infrastructure and a university’s budget.

7. Competition: This is increasing and intensifying. Universities used to know their competitors; for the most part they were local and physical. Now they are ubiquitous, increasingly private, and increasingly online. At the same time, globalization is dramatically increasing the competitive environment while creating more access and learning opportunities. Maximum student mobility, requiring the recognition of all kinds of learning—formal and informal—is becoming an international norm and an absolute requirement if universities are to remain competitive. Hence, universities are streamlining requirements and prerequisites, ramping up prior learning assessment and recognition capacity, partnering with school districts to create a seamless K-16 system in the regions they serve, and much more. Lastly, it is unclear how far the “unbundling” of higher education will go: already much of the content, services and experiences of a university are offered by—and sometimes contracted out to—private companies and industries.

8. Accountability and Quality Assurance: Against a backdrop of public and media questioning of the value and quality (and cost) of postsecondary education and, more specifically, a national discourse on the deterioration of the quality of undergraduate education, universities are being pressured to be more “accountable” to taxpayers, governments, parents, and students, and to provide assurances as to the quality of the education and services they provide. In response, universities are focusing more on quality and trying to demonstrate it—especially, for teaching-focused institutions, teaching quality. This is complicated by the political hegemony of a neo-liberal or managerialist perspective that understands teaching as performance and assesses its quality solely in terms of its relevance to the labour market and industry. Universities need to assess, measure, and demonstrate quality in their own educational terms (including learning outcomes) if they are to avoid having a

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narrower understanding imposed on them. At the same time, universities are wrestling with the challenge of increasing quality without increasing costs.

As the following section indicates, students, faculty, staff, and administrators at UFV have recognized the changes outlined here.

What did we hear from you? Over the past year the UFV 2025 Visioning Committee solicited feedback from numerous sources. To gather faculty voices we solicited department feedback from all Faculties and also received submissions from staff and support units. To gather student, staff, and community voices we conducted a number of forums, an on-line “have your say,” a number of comment walls throughout UFV, a few student focus groups, a submission and presentation from the Student Union, and an EDUC/PHIL 362 student submission. To engage our administrative bodies we solicited presentations and written submissions from Advising through to University Relations and everything in-between. Even though we were gathering a variety of perspectives, there was a great deal of consistency across these different voices. The key themes that persisted throughout these diverse groups are detailed below and represent what we heard from you.2 It is important to note that these descriptions are not comparative in nature. Some of what is listed below, we do well already; some require some work on our part to accomplish. This feedback describes a UFV for 2025; it does not compare it to UFV today. 1. We want a strong and vibrant UFV community: UFV will not be somewhere we just attend classes.

It will be a community that supports diverse students, learners, and faculty by providing more than just academic content: it will provide the university experience. UFV will be fully indigenized with Indigenous worldviews permeating classwork, recreation, ceremonies, and programs. There will be more community and gathering spaces, more food and library options and access, more recreation opportunities, and more events that engage and develop school spirit. It will support diverse transportation needs including bike lanes, affordable parking, and a comprehensive shuttle service. There will be a strong and accessible wi-fi service that connects students, faculty, and the surrounding U-district. It will engage the local Fraser Valley businesses and services on campus, supporting connections between community, students, and faculty. Faculty will be involved in student activities both inside and outside of the classroom. UFV will recognize that a university is responsible for more than academics.

2. We want to be connected to the field: University will not just be about preparing for work; it will be

about bringing the workplace into the university. Faculty will be engaged and connected with the field, not just academia. Students, no matter what their discipline, will have opportunities to complete work and field experiences, co-ops, and/or service learning while enrolled in their program. Research in our local community will involve faculty and students, with students having the opportunity to drive that research. The administrative units at UFV will be quick and nimble, able to respond to the emerging needs of local businesses and services in the Fraser Valley, BC, Canada, and the world. Partnerships with the local community, including the Stó:lō Nation, will be fostered and supported at every level. Departments will be involved in partnerships with trades, job markets, and alumni working in the field. UFV will be a part of the field, not separate from it.

2 Those who would like to consult the data analysis summaries created by the UFV 2025 Visioning Committee see H:/Temp/UFV 2025.

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3. We want flexibility and accessibility: UFV will support a diverse group of students, learners, and faculty which means that programming and administration will need to be responsive. We recognize the changing demographics of age, race, culture, ethnicity, and ability are factors to consider in our population. Programs will need to be flexible enabling different entry points; personalized advising, learning, and assessments; blended, on-line, and flipped classrooms; increased course offerings, including certificates, diplomas, and graduate programs; and the ability to evaluate more than just credits and hours. This will require that more information is available in a variety of formats, from a variety of locations. So, whether a student is meeting with someone in person at the UFV campus or is connecting on-line, they will be able to get the information and support they need. This includes registration, academic content, research support, digital library collections, and advising. To accomplish this, technology and IT support will be critical. They will be reliable, user-friendly, and comprehensive. In addition, administrative units like the registrar’s office, finance, program development, ITS, ETS, etc. will need to be nimble and accommodating. The development of flexible programs, delivery methods, and supports means that all UFV services will figure out how to make things possible, rather than put up roadblocks that halt innovation.

4. We want to support lifelong learning: UFV will support the lifelong learning of its students, faculty,

staff, and alumni. The scholarship of teaching and learning will be a priority. Faculty will engage in continual professional development to ensure that classes are relevant, engaging, and active. Students will recognize faculty for their roles as coaches, facilitators, and guides, their implementation of active learning, and their effective use of technology. Students will be involved in research, both at UFV and in the community. Co-curricular records, e-portfolios, and capstone projects will be recognized as part of the learning journey. Faculty and students will learn from each other through engagement in interdisciplinary projects, programming, and research. Quality teaching will remain a priority, with small classes, involved faculty, and a strong academic community.

Whether faculty, students, community member, or staff, your voices were clear regarding a vision for UFV in 2025.

What are we going to be in 2025? The UFV 2025 Visioning Committee has reviewed the literature on the future of post-secondary education in North America, listened to student, staff, and faculty voices describe their concerns and dreams for the university, and engaged the surrounding communities to understand how they view the role of UFV in the region. We heard from UFV that we want a strong and vibrant UFV community; we want to be connected to the field; we want flexibility and accessibility; and we want to support lifelong learning. All of the information and data was integrated with the strengths and mandate of the institution to envision what UFV will and can be in 2025:

UFV in 2025 will be a community- and regionally-based university that is learner- and student-centred, whereby the learning drives the system and structure of the institution. Students and local communities will view UFV as a centre for intellectual and social development throughout their lifetimes, and as a place to learn how they can be better global citizens.

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A community and regionally based university builds new relationships, and builds from existing relationships linking students, communities, and industry to be able to provide learning opportunities throughout the lifetime of our students. We use the word “community” because we have strong relationships with the communities around UFV. Furthermore, UFV will engage with our region through internal and public events, projects, and programs that resonate with the needs and interests of our UFV community (faculty, staff, administrators). Partnerships with business, industry, health, social services, and government will provide basic and applied research opportunities for students and results that will help grow the economy, strengthen our cultural capital, and maintain environmental sustainability. The university will easily respond and adapt to the changing needs of students and external pressures facing our region, and still provide a high quality education. To accomplish this UFV will be a learner- and student-centred university where faculty engage students with interdisciplinary problem-based learning that brings the community inside the classroom and concurrently expands the classroom outside the walls of the university. Learning will include traditional face-to-face classroom and lab-based formats, a spectrum of technology-enhanced options, and applied opportunities that match learning outcomes. Learning will also be adaptable to the needs of an increasingly diverse student population that reflects the age, ethnicity, ability, and cultural characteristics of our growing communities. Faculty will want to be at UFV because they can be engaged in applied research, and they can work with students on a variety of learning projects. UFV will be a leader in the professional development of teaching and research skills matched with work-place principles that encourages the mentoring of students through teaching, research, and projects. UFV will continue to be recognized as a good place to work. UFV will be a university of social and intellectual development that supports lifelong learning and engaged global citizenship. The campus will be more than a space for commuter students to consume education components. Instead, UFV students will possess a sense of identity and belonging through the creation of spaces that encourage collaboration, provide places and opportunity for social activities and collaborative learning experiences. Students will come back to campus to participate in activities outside of formal learning and class requirements, while alumni and community members will engage in public events and activities because UFV is a part of their community and regional identity. UFV will provide education and services that meet more than just the education needs of students, but prepare them for sustainable, fulfilling livelihoods that also contribute to the social, economic and environmental well-being of the region. However, this will only be possible if learning drives the system and structure of the university, rather than the structure shaping the learning. Programming and services will be relevant, flexible, timely, and accessible by all that comprise the broad spectrum of students. Programs will be flexible, interdisciplinary, and recognized by other universities as meeting the highest standards. Programming will be designed to meet the needs of the learner rather than prioritizing the needs of administration, faculty, and organizational structure.

Next steps

The visioning exercise began with the question, What should UFV look like in 2025? The next step, creating the Education Plan, 2016-20 begins with the question:

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

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The entire UFV community must address this question. Consider this a call to action…help create our next Education Plan! Your involvement in developing the UFV 2025 Vision was essential. It is a first of its kind for UFV and it could not have happened without the support, creativity, and involvement of staff, students, faculty, and the local Fraser Valley community. We heard from you through presentations, department submissions, forum discussions, an on-line “have your say,” a blog, comment walls, student focus groups, and student papers for a philosophy of education course. We listened to what you had to say. Thank you. We now need to turn the four vision statements that comprise the UFV 2025 Vision into a set of 5 Education Goals for 2016–2020. Continuing in the same spirit, we want to build these goals on your voices. On November 20, 2015, “Collaborative Goal Planning” opportunities occurred and you were encouraged to collaborate, converse, and brainstorm implementable, observable, measurable, and powerful Education Goals for UFV. All goals from the brainstorming were taken back to the UFV 2025 Visioning Committee to consolidate into our five Educational Goals for 2016–2020. Your participation was vital to making our next Education Plan a document that represents all of our voices.

AGENDA ITEM # 6.1.


UFV 2025 - CONSULTATION ON EDUCATION PLAN GOALS

Collective submission from: Click here to enter text.

With the aim of maximizing opportunities for everyone to be involved in the final goal-setting, we are asking all Faculty/College Councils, administrative groups, and support units to participate in a collective exercise of selecting the top five goals UFV needs to achieve by 2020.

Using the rating drop down box in the Rating column, please rank all the goals from most preferred (first) to least preferred (ninth), and identify how strongly each goal is supported (very strongly supported, strongly supported, or not supported).

The Committee will consider all group submissions that are submitted by January 29, 2016. Please submit responses to [email protected].

GOALS RATING

1. UFV will increase opportunities to encourage, support, and recognize the learning of students, faculty, staff, administrators, and others in the community.

Rating Drop Down Box

☐ Very strong support☐ Strong support☐ Not supported

2. UFV will streamline procedures, processes, supports, and structures to ensure flexibility and responsiveness to program, student, faculty, and learning needs.



3. UFV will ensure opportunities for community placement, involvement, connection, and/or experiences in every program.



4. UFV will become a centre for learning about, understanding, and appreciating place, community, and indigenization.



5. UFV will develop local and global citizenship that encourages civic engagement and social responsibility.



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mailto:[email protected]

GOALS RATING

6. UFV will develop learning opportunities to meet the needs of a diverse community of students, faculty, and staff.



7. UFV will support and develop opportunities for collaborative and interdisciplinary work and research among students, faculty, staff, programs, community members, and alumni.



8. UFV will ensure that administrative and academic decisions, at both the university and program levels, will prioritize the learning journey of students.



9. UFV will increase student, alumni, and community member engagement on campus.



OPTIONAL:

If you would like to explain the reasons why your group preferred the goals they did or the reasons they did not like some others, please provide a brief explanation. (Maximum 200 words.)

Click here to enter text.

OPTIONAL:

Did the Visioning Committee miss anything that is in the Vision document? (Maximum 200 words.)

Click here to enter text.

Deadline for submissions is January 29, 2016. Please submit responses to [email protected].

AGENDA ITEM # 6.1.



UFV Wide PD Day ReportDate: May 4, 2016, Abby Campus, for all faculty and staffConfirmed Keynote: Jan Unwin – Superintendent of Graduation and Student Transitions at Ministry of Education and Ministry of Advanced Education. Jan will focus on the way education is changing.

A Save The Date notice will go out by Jan 15, 2016 Call for workshop proposals will go out Jan 22 Workshops should be about 50mins in length and we are planning 3-4 separate session

blocks with hopefully 5-6 options in each. Workshops should focus on the Connect, Learn, Grow idea and be interactive. Claire will draw up this draft.

Marketing and Registration will start end of March Promote this at all Faculty Councils and department meetings for all areas of the

university HR will also submit some workshops to help staff participate Working with our Culinary Arts students to provide lunch for the day

You can help by introducing people to the PD Day idea by talking about the event and encouraging people to contribute a workshop, etc.Email [email protected] for more information

AGENDA ITEM # 7.2.

UFV Wide PD Day Report of 63


Teaching MattersWorkshops

Feb 2, 2016, 11:30 am - 12:30 pm, G113Facilitator: Molly Ungar

Feb 3, 2016, 11:30 am - 12:30 pm, G113Facilitator: Robin Pittman

Feb 9, 2016, 11:30 am - 12:30 pm, G113Facilitator: Molly Ungar

Feb 16, 2016, 11:30 am - 12:30 pm, G113Facilitator: Soowook Kim

Feb 17, 2016, 11:30 am - 12:30 pm, G113Facilitator: Michelle Johnson

Feb 23, 2016, 11:30 am - 12:30 pm, G113Facilitator: Claire Hay

Feb 24, 2016, 11:30 am - 12:30 pm, G113Facilitator: Michelle Johnson

Feb 25, 2016, 11:30 am - 12:30 pm, G113Facilitator: Maureen Wideman & Gordon Jang

Feb 10, 2016, 11:30 am - 12:30 pm, G113Facilitator: Satwinder Bains

Adding Narration and VideoTo Powerpoint

The Graphic Essay &Graphic Assignments

Teaching Race in the Classroom

Blackboard Files & Folders

Non-Astounding FacilitationDevices (NAFD’s)

Lesson Planning: a Tool For E�ective Course Delivery

Providing Meaningful Feedback

Blackboard E-Portfolio Tool

Teaching a Flipped Course

Email [email protected] to join our TLC Mailing List for Upcoming Events

TLC Book Buzzzz Love to teach? Love to read?

The TLC Book Buzzz is similar to a book of the month club, only you read only one book per semester. We’ll meet once per month to discuss various chapters and share stories about teaching. The last Friday of each month will be ourmeeting day and as a group, the location of the meeting may alternate between Abbotsford and Chilliwack.It is free to join and Teaching & Learning will purchase the book for each member. This semester (Winter 2016) we will be

This group is limited to 10 people and the expectation is that you can meet with us on the last Friday of each month

To join or get more info, email [email protected]

Visit Teaching & Learning www.ufv.ca/tlc/For Faculty & Sta�

AGENDA ITEM # 7.3.

Teaching Matters Workshops of 63

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