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TherewillbeameetingoftheACADEMICPOLICYCOMMITTEE

Tuesday,March142017at9:00am-11:00amInRoom209AssumptionHall

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ItemsforInformation5 Reports/NewBusiness

5.1 InformationTechnologyServicesAnnualReport APC170314-5.1 Ms.AnnaKirby5.2 Co-operativeEducationandCareerandEmploymentServices(CCES)AnnualReport APC170314-5.2 Mr.ChrisBusch5.3 AcademicIntegrityOfficeAnnualReport(2015-2016) APC170314-5.3 (includingTwelfthAnnualStudentAcademicMisconductReport) Ms.DanieliArbex

AdditionalBusiness6 Questionperiod/Otherbusiness/OpenDiscussion 7 AdjournmentPleasecarefullyreviewthe‘starred’(*)agendaitems.AspertheJune3,2004Senatemeeting,‘starred’itemswillnotbediscussedduringascheduledmeetingunlessamemberspecificallyrequeststhata‘starred’agendaitembe‘unstarred’,andthereforeopenfordiscussion/debate.Thiscanbedoneanytimebefore(byforwardingtherequesttothesecretary)orduringthemeeting.Bytheendofthemeeting,agendaitemswhichremain‘starred’(*)willbedeemedapprovedorreceived.

APC170314A

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APC170314-5.1

UniversityofWindsorAcademicPolicyCommittee

5.1 InformationTechnologyServicesAnnualReportItemfor: Information

Submittedby: Ms.AnnaKirby,ActingexecutivedirectorofInformationTechnologyServices1. ExecutiveSummaryA. Introduction

InformationTechnology(IT)Services’reasonforbeingistoensurethatsystems,applications,andprocessesservetheUniversity’sMissionandaredesigned,implementedandoperatedefficientlyandeffectively.ITServicesworkscollaborativelytoensureinformationtechnologyisatoolthatenablesfaculty,staffandstudentstoachievetheirbest.ThehighlightscontainedinthisreportprovidesomeideaofthebreadthofworkthatisbeingcompletedinthisdepartmenttohelpfurthertheUniversity’smissionandvision.

B. GoalsandObjectivesofReportingYear1. Provideanexceptionalundergraduateexperience:

a. CompletetheCampusmigrationfromCLEWtoBlackboardforallcoursesandprojectsitesb. CompletePhase1oftheinterfaceupgradebetweentheUniversity’sStudentInformationSystemand

theOntarioUniversityApplicationCentrec. IntroduceMicrosoftCollaborationTools,Phase2ofMS365Groupsforfacultyandstudentsd. IntroduceMicrosoftOneDriveforfaculty,staffandstudentse. CompletetheimplementationofHONKmobileappwhichallowsparkingtobepaidviayourcellular

devicef. ContinuedimplementationofnewWebthemesinsupportofPublicAffairsandthePresident’sofficeg. SuccessfulpilotimplementationofCognosTM1tobeusedbyInstitutionalAnalysish. OngoingStudentPortalupgradesi. SelectionofanEnterpriseResourcePlanning(ERP)solutionaspartoftheUWinsiteprojecttoreplace

thecurrentstudentinformationsystem(SIS)andfinancialinformationsystem(FIS),aswellastointroduceanewconstituentrelationshipmanagement(CRM)systemforthecampus

j. RealignandsupporttheintegrationofITServicesandMediaandEducationalTechnologiestoeffectivelysupporttechnologyrefreshandreinvestmentrequirements.

2. Pursuestrengthsinresearchandgraduateeducation:

a. CampuswiderolloutofnewonlineGraduateApplicationSystem.3. Recruitandretainthebestfacultyandstaff:

a. ImplementationoftheAdministrativeInformationPortal,whichenablesmanagerstoseecriticalstaffinformationsuchasoutstandingtrainingrequirementsandemergencycontactinformation.ThissameportalwillprovidethegatewaytotheTimeentryfunctionalityforcasualandstudentemployees.

4. EngageandbuildtheWindsorandEssexCountycommunitythroughpartnerships:

a. ContinuedleadershipoftheConnectingWindsorEssex(CWE)organization

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b. CollaborationwiththeCityofWindsorandCWEinobtainingandretainingnetworkavailabilityforthenewSoCAfacilities.

5. Promoteinternationalengagement:

a. TobegintheimplementationofAAMS,anAgentPortalforinternationalrecruitment.

C. Successes Implementingasignificantnumberofinfrastructureandsystemupgradesandenhancementswhile

continuingtomaintainsystemavailability.TheextensiveparticipationofITServicesintheevaluationphaseoftheERPproposalsinresponsetotheRFPreleasedearly2016hasmadeasignificantcontributiontochoosingtheparamountsystemfortheUniversity.

D. Challenges

CompetingdemandsforITServicesresourcescontinuetoincreaseastheUniversityexpandsacademicofferingsandassociatedsupportingoperationsalongwithexpansionofitsphysicalfootprint

RequiredITresourcestosufficientlysupporttheUWinsiteprojectfromanapplication,technicalandclientservicesperspective.InlightofotherITprioritiesandstudent,facultyandstaffexpectations,maintainanappropriatebalanceofresourcestocoverandmanageallprojectswillbeessential

Toidentifymultiplestakeholderrequestsforsimilarsystems(e.g.DocumentManagement,CustomerRelationshipManagement)toeliminatethepotentialofduplicationofefforts

Toappropriatelyplanandimplementtherequiredtechnology,applicationsandprocessesthatwillprovidethecapabilityandflexibilitytoeffectivelyrespondtothetransforminghighereducationlandscape.Thisincludestherightteamswithappropriate,up-to-dateskillsaswellasrobust,reliableinfrastructure.

Developinganappropriatecomprehensiveplantocombatthegrowingriskofsecuritybreaches.2. ReportA. Area’sGoalsandObjectivesandtheUniversity’sStrategicPlan1 Provideanexceptionalundergraduateexperience:

In2016,asignificantnumberofnewtechnologysolutionsaswellasapplicationswereimplementedtoenhancethestudentexperience.

AftersuccessfullyimplementingPhase1oftheMicrosoft365suiteofproductsin2015,thatconsistedofemailandcalendaring,Phase2beganinJuly2016.ThisincludedtheimplementationofcollaborationfeaturesincludingMicrosoftOneDrive,acloudbasedpersonalstoragedrivethatwillallowsecureaccesstofileslocatedinOneDriveanytimeandanywherefromanydevice,andMSGroupswhichwillallowuserstheabilitytocollaboratewithcolleagues,orteammateswhenwritingdocuments,creatingspreadsheets,workingonprojectplans,schedulingmeetingsorsendingemail.Phase2wascompletedwiththerolloutofOneDriveandGroupstofacultyandstaffbytheendofDecember2016.MediaandEducationalTechnologies(MET)wasrealignedwithITServicesfromtheCentreofTeachingandLearningtofacilitateimprovementsinservicetotheUniversitycommunitythroughseamlesssupportandatthesametimedevelopingasinglevisionofpathwaysfortechnologies,policiesandfunding.TheformalchangeoccurredintheSpringof2016.Asinthepast,theMETdivisionisresponsibleforthemultimediasetupandoperationatmajorcampus-wide,departmental,studentandcommunityeventsincludingConvocation,HeadStart,BoardofGovernorsmeetings,EmployeeExcellenceAwardsandtheCelebrationofTeachingExcellence,successfullyincreasingthestandardoftheseevents. of 47

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Anumberofnewandenhancedapplicationswereimplementedincollaborationwithotherdepartmentsacrosscampusduringthispastfiscalperiod.TheseinitiativeswereplannedandexecutedinalignmentwiththeUniversity’sstrategicpriorities,withtheprimaryobjectiveofimprovingtheabilitiesoffacultyandstafftodeliverservicetostudents.Somekeyinitiativesinclude:a. ImplementationofBlackboardLearningOutcomesandAnalyticsmodules.TheLearningManagement

System(LMS)TeamisworkingwiththeFacultyofEngineeringandispilotingapproximatelyfivefirstyearcourses.Courselevellearningoutcomesaremappedtobothgraduateattributesandaccreditationrequirements.Uponcompletion,additionalFacultieswillbeaddedinordertofurtherleveragesystemintegrationandfunctionalitytoachievenecessaryefficienciesinpreparingmeetingaccreditationrequirements,aswellastoenhancefocusonmonitoringstudentperformanceandsupportinglearningneeds.

b. Phase1implementationofamodernizedOntarioUniversityApplicationCentre(OUAC)interfacetotheUniversity’sStudentInformationSystem(SIS).OUAChasreneweditssystemsandprocessesinordertomeetcompliancestandardsandbemoreadaptivetonewandemergingbusinessrequirements.ThefirstphasewascompletedinFall2016.Inordertoaccommodatetheremainingchanges,Phase2mustbeimplementedbyFall2019.

c. WorkingcollaborativelywithParkingServicesandFinance,ITServicessuccessfullyimplementedthe

HONKmobileapplicationoncampus.Students,faculty,staffandvisitorstocampusnowhavetheoptionofusingtheirmobiledevicetopayforparkingatpay-and-displaylotsandreceivenotificationwhentheyareapproachingtheexpirytime.Theyareabletologbackinandaddmorefundson-linethrutheparkingapp,ifnecessary,inordertoavoidaparkingviolation.Individualsarenolongerrequiredtocarrycashinordertopayforparkingorphysicallyreturntothelottoreplenishnecessaryfundingtoparklonger.

d. WorkingcollaborativelywithPublicAffairsandCommunicationsandthePresident’soffice,anewweb

templateisintheprocessofbeingcompletedandimplemented.ThenewthemewasdesignedbyanoutsidemarketingconsultantworkingwiththePresident’sofficeonongoingmarketingefforts.Thisnewthemeseekstoimproverecruitingeffortsbysimplifyingthewebsiteandremovingbarriersinfindingadmissioninformation.ThenewthemewillbefullyimplementedonallUniversityofWindsorDrupal7websitesinearly2017.

e. In2016,ITServicesworkingcloselywithInstitutionalAnalysisandoutsidevendors,successfully

implementedapilotofIBMCognosTM1.ThepilotmodernizedexistingExcel-basedmodelsandhasenabledtheUniversitytobetterprojectenrolmentsandproducetherequiredreportsinsignificantlylesstimethanitcurrentlytakes.Alongwiththesuccessfulimplementationofthepilot,staffinITServices,Budgets,andInstitutionalAnalysisreceivedoneweekofintensivetrainingonproperuseofthetool.

TheUniversityhascontinuedtoworkthroughtheprocurementprocessfortheUWinsiteprojectduring2016.UponfinalselectionofanERPsolution,theUniversitywillproceedwithaphasedimplementationofnewStudentInformation(SIS),FinancialInformation(FIS)andConstituentRelationshipManagement(CRM)systemsoverthenexttwoyearsthatwillsupportfacultyandstaffinprovidingenhancedserviceandsupporttostudents,bothcurrentandfuture.ThisprojectwillalsoprovideanopportunitytofurtherbuildandleveragetheUniversity’sexistingITinfrastructuretosupportamoretightlyintegratedapplicationportfoliothatwillallowformoreseamlessuseraccessandenhancementstocurrentreportingcapabilities.Duringtheyear,theimplementationoftechnologythatwillimprovethetimeandaccuracyofsystemservicesalertsandnotificationswascompleted.Thecriticalcomputersystemsaremonitoredbytechnologythatwillautomaticallyassesstheseverityofanissue,andrespondaccordinglybyloggingandwhenrequired,alertingandnotifyingsupportofanyissuesthatarisewhenevertheyoccur.Thiswillallowthetrackingofissuesmoreefficientlyandprovideimprovedresponsetime,potentiallyreducingthetimetorestoresystemsandunplanneddowntime. of 47

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2. Pursuestrengthsinresearchandgraduateeducation:

CompletionofanenhancedGraduateApplicationSystem(eGAS)toimproveexperienceofapplicantsduringthesubmissionprocessandtoallowreviewerstoreviewandapproveapplicationsonline.Keybenefitsofthisonlinesystemincludes:

EnhancingtheUniversity’sabilitytoprocessadmissionsofgraduateapplicantsbyoptimizingturnaroundtimeforadmissionsdecisionsthrougheliminationofcurrentpaperprocess

Providingabilitytotrackapplicationsstatusinrealtimeandidentifyingbottlenecksintheapplicationprocess

AllowingapplicantstochecktheapplicationstatusonlinewithouthavingtoinitiatecommunicationwiththeUniversity

3. Recruitandretainthebestfacultyandstaff:

ToenhancetheexperienceasanemployedmemberoftheUniversityofWindsorcommunity,thefollowinginitiativeswereintroduced:a. ImplementationofanewonlineHumanResourcesAdministrativeInformationPortaltoolthatgives

managers,supervisorsanddesignatedadministrativestaffsecureaccesstorelevanthumanresource/payrollinformationincluding:

Viewingstatusofrequiredtrainingfortheirstaff Viewingemergencycontactinformation Approvalforstudenthiring

ThissameportalwillbeusedtolaunchtheTimeEntrysystemforbothcasualandstudentemployees.

b. Thispastsummer,ITServicesbeganupdatingtheexistingLiferayStudentPortalsystem(MyUwindsor)fromversion6toDXP.ThisupdateisinsupportoftheUniversity’sUWinsiteprojectandwasrecommendedbyKPMGduringtheirextensiveERPreadinessdiscussionswithITServices.Thisprojectwasalsonecessarytoimprovebothperformanceandsecurityofthetool.


TheUniversitycontinuestobealeadingmemberoftheConnectingWindsorEssexorganization.Theorganizationwasinitiatedtobuildahighspeedfibreopticnetwork,bringingworld-classconnectivitytoseveraloftheregion’sleadinginstitutions,businessandinunder-servicedruralareas,residents.Itworksinseveralsectors–education,healthcare,municipalities,businesses,bothprofitandnon-profit,andthepublicatlarge.ITServiceshasarrangedforconnectivityforthenewSoCAbuildingstobeprovidedthroughtheCityofWindsor’snetworkaspreviouslydoneforthePittFerrybuilding.

5. Promoteinternationalengagement:

CurrentlyinthetestingphaseofanAgentPortal(AAMS)fortheInternationalRecruitmentoffice.Theseenhancementswillfacilitatethemanagementoftherecruitmentfunctionbyallowingexpeditedandtransparentcommunicationwithagents.Thesystemwilllinkstudentswithagents,allowrecruiterstocheckstudents’admissionandrecruitmentstatus,easeinprocessingcommissions,andcontrolwhatdocumentsagentscanreviewanddownload.

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B. FutureActions/Initiatives

ERPImplementation–FuturePhasesPhasedimplementationoftheUWinsiteprojecttoprovideanewEnterpriseResourcePlanning(ERP)solutionthatwillreplaceexistingStudentInformation(SIS)andFinancialInformation(FIS)systems,aswellasprovideforanewConstituentRelationshipManagement(CRM)systemforthecampus.Onceimplemented,UWinsitewillbecomethetechnologicalfoundationthatsupportsfacultyandstaffintheirdeliveryofexceptionaleducationalexperiencesandservicestoalloftheUniversity’skeyconstituencies.LMSImplementation–FuturePhasesCompletetheimplementationofBlackboardLearningOutcomesandAnalyticsmodulesacrossapplicableFacultiestofurtherleveragesystemintegrationandfunctionalitytoachievenecessaryefficienciesinpreparingandmeetingaccreditationrequirements,aswellastoenhancefocusonmonitoringstudentperformanceandsupportinglearningneeds.Additionally,implementationplanwillfocusonpromotingandincreasingLMSadoptionrate,morespecificallyforLearnandCollaboratetoolsandusinglessonslearnedinthePilotphasetoallowforamorepositivestudentexperience.

OnlineT4AAccessforstudentemployeesWorkingincollaborationwithFinance,ITServiceshascreatedalinkwithinthestudentportalwhichallowsstudentstoaccesstheirT4Ainformationandprintfromanylocationatanytime.ThiswilleliminatetheneedtoprintandmailT4A’stothosestudentswhoprovidetheironlineconsent.

DocumentManagementSystem–ImplementationPhasedimplementationofenterpriseclassdocumentmanagementsolutionavailabletothecampuscommunitytosupportthetransitionfrompaper-based(MicrosoftOffice)formsandcorrespondingmanualreview/approvalprocesses,toanelectronicsystemcapabletodevelop,distributeandretainthesedocuments.Therearecurrentlytwoon-goingpilotprojectsscheduledforcompletionwhichwillserveasbasisforpendingdevelopmentandphasedimplementationofacampuswidesolution.CompletionofthesetwopilotsisexpectedinearlyApril2017.

NetworkCoreReplacementEquipmentmakingupthecentralnetworkintheUniversityComputerCentrewasinstalled,providingincreasednetworkspeedsinaredundant,highlyavailabledesign.Thenextphasewillincludetheexpansionof10xthespeedinthe70networkclosetslocatedthroughoutthecampus,servingallthebuildingsandclassrooms.

WebsiteFinalizetheimplementationofthenewUniversityofWindsorwebthemeandincreaseeffortstomigrateFacultiesandDepartmentstoDrupal7.ITServiceswillcontinuetoworkwithPublicAffairsandCommunications,thePresident’sofficeandtheoutsidemarketingconsultantstoensurethereisacohesivewebsiteappearancethataccuratelyportraystheUniversity’sbrand.FinalizeimplementationofnewPlaceofPromisewebsiteinsupportoftheUniversity’snewdonationcampaign.ThenewwebsitewasdesignedbyanoutsidemarketingconsultantworkingwiththePresident’sofficeonongoingmarketingefforts.FluidSurveysReplacementWithFluidSurveysnolongeracceptinganyaccountrenewals,workhasbeenunderwaytofindareplacementserviceforthepopularsurveyplatformusedbyFacultiesandDepartments.AreplacementsolutionwillbeimplementedbytheSummerof2017.InnovativeLearningSpacesEstablishstandardconfigurationsforclassroomtechnologyforvariouslearningtechnologyclassroomtypesusingthemostcurrentbestpracticestosupportlearningexcellence.Whenfacultyusetechnologyeffectively,

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itenhancesthestudents’learningexperience.Thiswillfacilitatetheplanning,selectionandimplementationofclassroomupgrades.

C. RecommendationsforSenateconsideration

Promotetheengagementoffacultyandstaffinplanning,implementingandadoptingITsolutions,includingthoserequiredtosupporttheimplementationoftheUWinsiteERPproject,andfosteringopennesstoredesigningbusinessprocessesinordertosupportandoptimizetheutilizationofthesesolutions.

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APC170314-5.2

UniversityofWindsorAcademicPolicyCommittee

5.2 Co-operativeEducationandCareerandEmploymentServicesAnnualReport

Itemfor: Information

Submittedby: Mr.ChrisBusch,ActingexecutivedirectorofCo-operativeEducationandCareerandEmploymentServices

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Annual Reporting to the Academic Policy Committee

1. Executive Summary A. Introduction Learning from experience in educational and practice settings and integrating those experiences in developing the understandings required for effective professional practice is increasing viewed as a solution to labour market preparation. The demand for workplace based experiential learning combined with classroom-based cognitive learning continues to increase from all constituents and stakeholders. Reporting to the Provost & Vice-President Academic, Co-operative Education and Career & Employment Services (CCES) exists to helps students navigate the bridge between the University and the workplace. In collaborations with Deans, AAU Heads, Program Committees, Student Service providers, and individual faculty members, CCES supports effective practice related to career education and development, and work-integrated, community-service, and experiential learning across all disciplines and faculties. B. Goals and Objectives of Reporting Year

Effective July 1, 2015, CCES became its own operating unit. This is the first distinct report to APC. Goals and objectives achieved during the next reporting year (2017) will be reported under the appropriate strategic priority heading in future submissions.

1. Provide an exceptional undergraduate experience: 2. Pursue strengths in research and graduate education: 3. Recruit and retain the best faculty and staff: 4. Engage and build the Windsor and Essex County community through partnerships: 5. Promote international engagement: C. Successes For a complete list of successes, please refer to the 2016 CCES Annual Report. Highlights:

a) Reporting structure for CCES changed with the unit reporting to the Provost & Vice-President Academic and led by a newly created Executive Director position.

b) Career & Employment Services relocated from Dillon Hall into their new home on the main floor of the Joyce Entrepreneurship Centre.

c) Co-operative Education relocated from Dillion Hall to their new home on the first floor of Lambton Tower.

d) 46% increase in utilization of services by students, with 2,500+ more ‘engagements’.

e) Co-op enrolment increased by 295 students.

f) Establishment of a “Co-op Student Association” and “Student Mentorship Program” to help students feel

involved and to provide support on matters relating to their co-op experience.

g) Created resources to foster students to actively seek out-of-town placement opportunities.

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h) Delivered 200+ more workshops related to career development and job-search strategies.

i) In collaborations with individual faculty members, reached nearly 1,200 more students by delivering career development programs, interest inventories, and mock-interviews within academic courses.

j) Volunteer Internship Program (VIP) experienced its highest participation rate ever! Over 300+

placements were taken with 117 different organizations contributing 9,290 community-service learning hours in Windsor-Essex.

k) Established Orbis Steering Committee to ensure consistent policy enforcement and security,

coordination of integration, workflow management, and system performance of the University’s experiential learning management system.

l) Developed and implemented a faculty-aligned career service model to better respond to faculty-and/or

discipline-specific career education and development needs, including assigning dedicated career advisors to support each faculty.

m) Launch of the Provost’s Task Force on Experiential Education to examine the current state of

experiential learning throughout the institution. D. Challenges

1. Despite recent investments in physical space, the expansion of programming delivered by co-operative

education is challenged because of lack of necessary space. CCES continues to work with the University’s Space Committee and faculty partners to identify physical resources to support students and meet our ever-expanding operational needs.

2. Implementation of new community service learning (CSL) and work-integrated learning (WIL) within existing programs remains relatively slow because of the internal approval processes across multiple academic and governance bodies.

3. Terminology used to describe or define experiential and work-integrated learning on campus continues

to be inconsistent, leading to confusion of students, faculty, and external constituents.

4. The University does not have a designated central hub on campus to facilitate new curricular-based experiential learning activities, provide pedagogical support and expertise to faculty, participate in program exploration and development, and enable sharing of best practices.

5. Feedback from co-op & internship employers continues to suggest that students may not have all the

necessary skills to be successful in the workforce; especially related to technical and soft skills. Employers do not believe they have a pathway to provide input into academic programs and/or skills development.

6. Successful work-integrated learning programs require students to act, reflect, conceptualize, and apply

knowledge gained as part of their experience. Many existing WIL programs are not appropriately designed or supported to facilitate deep meaningful reflection and learning. WIL is often seen as a “job placement” or “recruitment” function with minimal integration with to learning and program quality.

7. The lack of a coordinated strategy around employer engagement on campus is resulting in “employer

fatigue” with local businesses often approached by multiple individuals, including faculty, staff, and more recently students.

2. Report A. Area’s Goals and Objectives and the University’s Strategic Plan

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University Strategic Plan Mission: Enabling people to make a better world through education, scholarship, research and engagement Vision: The University of Windsor is a progressive student-centred University, where the challenges of communities and of a world in transition inform the education we provide, the research we do, and the creative endeavours we pursue Values: § Commitment to the highest intellectual standards § Commitment to the highest standards of human rights and freedoms § Commitment to have the student experience be a central consideration in decision-making § Commitment to civility and respect for others § Commitment to applying teaching, research, and creative activity to issues of importance to the world § Commitment to be a responsible steward of people, culture, resources and the environment

Strategic Priorities: 1. Provide an exceptional and supportive undergraduate experience that emphasizes

independent learning, interdisciplinary opportunities, flexibility in degree completion pathways, and successful year to year transition • Deepen existing faculty relationships and strengthen collaborations with constituents to support

experiential learning and career-development • Foster excellence in experiential and work-integrated learning practices across the campus • Develop focused initiatives targeting the career development needs of undergraduate,

international, and graduate students • Strengthen communication with campus constituents in mutually beneficial ways to help students

achieve academic and professional goals • Increase customized, industry, and academy informed career development and job-

preparedness programming in collaboration with faculty-liaison constituents • Integrate technology to improve student service delivery and reporting • Develop strategies to expand experiential learning opportunities for undergraduate students to

explore career options, gain experience, and network professionally • Provide education, training, and reflection opportunities to students for experiential education

initiatives • Collaborate in the delivery of co-curricular programs and services that empower students to seek

out and engage in leadership and career development opportunities

2. Create a more research-intensive university with graduate programs that build on academic and professional strengths

• Collaborate on programs that help graduate students build skills beyond those conventionally

learned within a disciplinary program • Increase availability and awareness of graduate student specific career development tools,

resources, and programs across all disciplines 3. Recruit and retain the best faculty and staff

• Invest in the professional development of career professionals, including identifying assessment and program evaluation training opportunities for staff

• Advocate for the development of programs, policies, and infrastructure to support experiential and work-integrated learning, making UWindsor a destination for faculty engaged in these practices

• In collaboration with the Centre for Teaching and Learning provide expanded programming to

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support the development of effective practices in experiential and work-integrated learning • Support faculties and departments in educational development activities, curriculum innovation

and renewal, and accreditation

4. Engage the community in partnerships that will strengthen the economy, quality of life, and well-being of the Windsor-Essex region

• Develop and foster a strong connection with community partners to facilitate the creation of

learning and employment opportunities for students and alumni • Partner with St Clair College to co-host the annual Job Fair • Support employer recruitment efforts, providing resources to facilitate hiring, and promote work-

integrated and employment opportunities to campus constituents and alumni • Continue to identify and evaluate industry trends with employers • Increase engagement with employers seeking experienced hires, graduate students, and diverse

student populations

5. Promote international engagement through student recruitment, student and faculty exchanges, and partnerships that complement our teaching and research strengths

• Expand global career, experiential learning, and exposure to all students • Work closely with the International Student Centre and Vice-Provost, International Development

to support internationalization activities

B. Future Actions/Initiatives For a complete list of Future Actions and/or Initiatives planned for 2016, refer to the 2016 CCES Annual Report. Initiatives: Provide an exceptional and supportive undergraduate experience that emphasizes independent learning, interdisciplinary opportunities, flexibility in degree completion pathways, and successful year to year transition.

1. Re-think “co-op” to include any paid work-integrated learning opportunity (i.e., internships) regardless of meeting Canadian Association for Co-operative Education (CAFCE) requirements. Identify methods to support the development and preparation of students in non-traditional “co-op” opportunities.

2. Collaborate with AAUs to create a UWindsor Internship Program enabling students to participate in an 8-

, 12-, or 16-month internship opportunities after completing their third year.

3. Overhaul our existing employment preparatory program (i.e., “Co-op 101”) to enhance work-term preparation, and increase employability and workplace productivity.

4. Collaborate with individual faculties to review programming offered by Career & Employment Services

with the intention to develop new faculty or discipline-specific career development programming.

5. Complete the mandate given to the Task Force on Experiential Education by delivering a final report to the Provost & Vice-President, Academic.

6. Finish the programmatic evaluation and review of the University’s work-study program to gauge student

and employer satisfaction, identify challenges or barriers to participation, determine if participants are gaining meaningful employment related skills, identify how learning outcomes are established and

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measured, and determine if the work-study program provides an experiential, or work-integrated, learning environment.

7. Launch Career & Employment Service’s first “Career Catalogue” to showcase the need for students to

create a career plan to put their degree to work upon graduation, including assessment services, methods for exploring careers and expanding sills, and marketing to find oneself the perfect job.

8. In collaboration with the Leddy Library, launch the new “Career Resource Library” in the Career &

Employment Services attrium (Joyce Entrepreneurship Centre), providing a one-stop hub for students to browse, check out, and discuss discipline specific career development materials directly with a career advisor.

9. Embark on the creation of “UWindsor Experience Maps” for approximately 40 of our top majors. Building

off our existing program guides, the new “Experience Maps” will cover curricular, co-curricular, extra-curricular, and career-development opportunities students can undertake to maximize their experience at UWindsor. Experience Maps will highlight information on program learning outcomes, employer demands (skills/qualifications), our scaffolded approach to career development, and alumni successes.

10. Building off the Experience Maps Project, create an online “Career Directions” website highlighting

successful graduates, identifying what employers value about graduates, sharing employment statistics and how alumni most frequently apply their skills in respective industries, outlining methods to explore opportunities while a student, and explaining how to connect with UWindsor alumni (via. LinkedIn and/or 10,000 coffees).

11. Develop and launch an online “Experiential Education Hub” for students, employers, faculty/staff, and parents to outline how respective constituents can help bridge the gap between the classroom and work environment by participating, supporting, or establishing experiential learning programs.

Create a more research-intensive university with graduate programs that build on academic and professional strengths. Recruit and retain the best faculty and staff. Engage the community in partnerships that will strengthen the economy, quality of life, and well-being of the Windsor-Essex region.

12. Create and launch an institution-wide employer survey to collect information on how employers believe our experiential education programs are benefiting their businesses, identify engagement preferences, and to ask for suggestions on ways to improve certain processes.

13. Establish an “Employer Engagement Team” in both Windsor-Essex region and the Greater Toronto Area

with the sole focus of generating new high-quality work-integrated learning opportunities across all academic programs and supporting the needs of UWindsor’s top WIL placement organizations.

14. Develop and launch a promotional “HireUWindsor” campaign to help connect employers with UWindsor

students in support of work-integrated learning or post-graduate employment opportunities. Promote international engagement through student recruitment, student and faculty exchanges, and partnerships that complement our teaching and research strengths. C. Recommendations for Senate consideration (if any)

[list proposed recommendations for academic policy or regulation changes for Senate consideration and include rationale.]

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1. Explore in conjunction with the Registrar, Senate Secretariat, and Program Development Committee mechanisms for academic programs to identify experiential education elements included within each individual course.

Rationale: Supports reporting on “experiential learning” initiatives to Ministry of Advanced Education and Skills Development (i.e., SMA submissions) and student course enrolment decision-making process.

2. Explore in collaboration with the Registrar methods to convey within the University’s course catalogue (i.e., within SIS and University calendar) experiential education elements within individual courses.

Rationale: Enables students to “seek out” experiential learning opportunities as part of their course enrolment decision-making process.

3. Adopt common terminology on experiential education, experiential learning, work-integrated

learning and associated types of learning as proposed by the Provost’s Task Force on Experiential Learning (est. early Spring 2017). Rationale: To facilitate reporting and program development, a common lexicon needs to be adopted. We too often use terms interchangeably that have different meanings, such as co-op, internship, placement, and practicum.

4. The “University of Windsor Experience” holistically includes curricular, co-curricular, and extra-curricular

activities. The University’s Co-Curricular Transcript (CCT) encourages and recognizes student involvement “outside the classroom” and provides meaningful experiences for all students. Activities can include student life programs, leadership development, community service learning, and involvement activities that contribute to your academic experience. In collaboration with the AVP-Student Experience, Registrar, and Program Development Committee explore mechanisms for degree program requirements to include completion of co-curricular program elements. For example, completion of “x” courses (curricular) + Leadership Development or community service learning program (co-curricular). Rationale: Learning occurs both inside and outside classrooms. Providing flexibility for academic programs to identify co-curricular programming that could be included within program learning outcomes may enable the creation of new innovative program offerings at UWindsor.

5. In conjunction with the Registrar explore the feasibility of allowing registration for continuing education career-development programs, such co-op/internship preparatory programs (i.e., “Co-op 101”), to be managed within the University’s Student Information System (SIS) as zero-weighted, non-credit programs.

Rationale: This change would help students build their co-curricular professional development schedule at the same time as building their academic schedules. Furthermore, it would help facilitate room scheduling, centralize student records management, and foster a student-centric approach to registration.

6. The University of Windsor recognizes that learning occurs both within and outside our classrooms, for example, through internships, completing leadership programs, and undertaking community service learning experiences. These learning outcomes and most co-curricular experiences rarely appear on traditional transcripts. Students often struggle to articulate what they learned, and the greater value of their experiences, to potential employers, graduate and professional schools. In collaboration with the AVP-Student Experience, Registrar, Program Development Committee, and Career & Employment Services explore creating a “comprehensive student record” (CSR) in

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addition to the “traditional transcript” that includes a record of a student’s entire learning journey with the University of Windsor, including academic achievements (curricular), skills, and competencies developed as part of their UWindsor experience.

Rationale: Student records are more than just transcripts. A significant amount of information is captured about students as they progress in their academic program; however, transcripts record little evidence of these experiences at the time of graduation. A comprehensive student record expands beyond credits, course titles and grades and provides students with a record of meeting curricular and co-curricular learning outcomes, skills developed and competencies built.

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Co-operative Education and Career & Employment Services Annual Report

2016

Bridging the gap between the classroom and the work environment. of 47

Co-operative Education and Career & Employment Services

For further information, please contact:

Co-operative Education and Career & Employment Services University of Windsor experience.uwindsor.ca [email protected] 519.253.3000x3895 2016 Annual Report

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Table of Contents

EXECUTIVESUMMARY........................................................................................................................1

CO-OPERATIVEEDUCATIONANDCAREER&EMPLOYMENTSERVICES:DistinctBrands,SharedVision...................................................................................................................................................1AChangeofAddress....................................................................................................................................1BuildingandMaintainingStrongEmployerandCommunityPartnerships..................................................1

EmployerSurvey:......................................................................................................................................1EmployerEngagementTeam:..................................................................................................................1

CO-OPERATIVE&WORK-INTEGRATEDLEARNING.............................................................................3YearinReview..............................................................................................................................................3

Enrolment.................................................................................................................................................3 Placements..............................................................................................................................................3EmployerRelations...................................................................................................................................4

Work-IntegratedLearningInitiativesfortheYearAhead............................................................................5Rethinking“Co-op”...................................................................................................................................5PreparedtoWork:....................................................................................................................................5Co-opStudentAssociation:.......................................................................................................................6StudentMentorshipProgram:..................................................................................................................6‘GetOuttaTown!’:....................................................................................................................................6GoGlobal:.................................................................................................................................................6

CapitalizingonOurCampusPartnerships....................................................................................................7LiaisonandStudentRecruitment.............................................................................................................7AlumniAffairs&UniversityCampaign:....................................................................................................7

CAREER&EMPLOYMENTSERVICES...................................................................................................8YearinReview..............................................................................................................................................8

Workshops................................................................................................................................................9Appointments...........................................................................................................................................9ResumeCritiques....................................................................................................................................10FacultyandClassPresentations.............................................................................................................10VolunteerInternshipProgram................................................................................................................11InternshipsFacilitatedThroughCareer&EmploymentServices............................................................12GraduateEmploymentSurvey:...............................................................................................................13SoftwaretofacilitateExperientialandCareerEducation:.....................................................................13Faculty-alignedCareerDevelopment:....................................................................................................14

Career&EmploymentServicesInitiativesfortheYearAhead..................................................................14WorkStudyProgram..............................................................................................................................14Career&EmploymentServicesCatalogue.............................................................................................15CareerResourceLibrary.........................................................................................................................15CampusEngagementAmbassadors.......................................................................................................15ExperienceMaps....................................................................................................................................15CareerDirections:...................................................................................................................................16CareerAdvising:.....................................................................................................................................16

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ExpansionofVolunteerInternshipProgram(VIP):.................................................................................16CapitalizingonOurCampusPartnerships..................................................................................................17CO-OP,CAREER&EMPLOYMENTSERVICESINITIATIVESFORTHEYEARAHEAD.......................................18

Provost’sTaskForceonExperientialEducation:....................................................................................18HireUWindsorCampaign:......................................................................................................................18experience.uwindsor.ca:.........................................................................................................................18

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EXECUTIVESUMMARY The past year has been a period of significant change and progress for the Co-operative

Education and Career & Employment Services teams. These dedicated groups of career

professionals continue to work with faculties to bring forth new experiential learning opportunities

and are engaging more students than ever before. This report highlights some significant

activities in terms of ‘student engagement’ and discusses the many initiatives that are currently

underway.

The creation of a new management and reporting structure has facilitated growth, reconfirms

institutional commitment towards career development, experiential, and work-integrated learning,

and reinforces the building distinct brand identities for Co-operative Education as well as Career

& Employment Services, respectively. This effort is further underscored by the move out of the

lower level of Dillon Hall into the first floor of Lambton (Co-op) and Joyce Entrepreneurship Centre

(Career & Employment Services).

Co-op enrolment rates continue to grow steadily, especially within engineering. Work term

placements continue to demonstrate modest growth while the employer relations team maintains

a consistent employer base of a 1000+ organizations. Initiatives such as a Co-op Students’

Association, a mentorship program, and building stronger relations with employers are also

actively underway.

Career & Employment Services has made significant changes to their operations by eliminating

all barriers to workshop offerings, including fees and advance registration. The group added drop-

in hours for career advising, enhanced resume assistance, and reached more students by

focusing on in-class presentations. The results of these initiatives have been extremely positive.

In support of curriculum aligned career development, a new faculty-centric service delivery model

was developed and is being rolled out in early 2017.

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CO-OPERATIVEEDUCATIONANDCAREER&EMPLOYMENTSERVICES:DistinctBrands,SharedVisionJust over a year ago, Co-operative Education and Career Services split from the Student Success

Centre and was moved from the Student Affairs portfolio to that of Provost and Vice President,

Academic, reinforcing the role these units play in the academic mission of the institution. This

notable change in leadership resulted in the adoption of a new management structure and the

creation of two distinct units - Co-operative Education and Career & Employment Services, each

with their own discrete functions (see: Figure 1). Previously, the entire group was commonly,

and singularly, referred to as “Co-op” because Career Services did not have its own identity.

Under the headship of the newly created Executive Director position, the primary goal for 2016

was to distinguish Co-operative Education from the services offered by the Career & Employment

Services team. Under this new structure, the separate units operate individually under a shared

vision of working with academic units to provide an experiential and career development

education for every student. In addition, four new positions have been created over the past year

with the specific goals of expanding and improving co-op and to connect Career & Employment

Services with every student on campus.

Figure1:Co-operativeEducationandCareer&EmploymentServicesOrganizationalChart

A Change of Address The most significant step in establishing distinct identities for the two groups has been the phased

move, out of the basement of Dillon Hall, to separate locations on campus. Co-operative

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Education is now housed on the first floor of Lambton and Career & Employment Services has

relocated to prominent piece of campus real estate, front and centre of the Joyce

Entrepreneurship Centre. The move from Dillon Hall to this new, contemporary, and centrally

located space has greatly improved visibility, access and ultimately, student awareness and foot

traffic. The new space has been especially designed for Career & Employment Services with the

needs of students, employers and staff in mind.

Features include:

• Computers terminals for searching

employment opportunities and

exploring various career paths.

• Comfortable and modern space for

employers to meet students and

conduct interviews.

• Fully equipped break-out rooms.

• An open concept area and lounge

space with couches and coffee

tables provides a relaxed meeting

area for one-on-one career

counselling sessions and larger

scale group events.

• Large capacity meeting room with

modern equipment and furnishings.

• Floor to ceiling windows creating a

pleasant environment for all to enjoy.

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SUMMARY OF ACTIVITIES In summary, the past year has been marked by a significant increase in student utilization of the

services offered by Co-operative Education and Career & Employment Services (CCES)

increasing its level of “student engagement” by 2,513 (46%) year-over-year (see: Table 1).

Table1:StudentparticipationinExperientialLearning&CareerDevelopmentprogramsofferedbyCCES(2016)

Student Participation Element

2015

2016 YoY

Change %

Change Co-op Enrolment 1,053 1,348 +295 28

Workshops 253 983 +730 289

Appointments 927 1,356 +429 46

Resume Critiques 660 493 (167) (25)

Presentations 2,257 3,444 +1,187 53

Volunteer Internship Program 291 302 +11 4

Internships 47 106 +59 126

Total 5,488 8,032 2,544 46%

These results represent a testament to the dedication, professionalism, and outstanding talent of

the entire CCES team and commitment of partnering faculty members. While there is still more

work to be done, Co-operative Education and Career & Employment Services is well positioned

to expand student outreach in the coming years.

Building and Maintaining Strong Employer and Community Partnerships Employer Survey: Advancing workplace learning requires strong and committed partnerships

between the University and employers. Seeking new leads and growing existing relationships is

a key part of the university’s ability to engage employers to facilitate work-integrated learning. In

2017, an Employer Survey will be launched to collect information on how employers believe our

experiential education programs are benefiting their business, identification of engagement

preferences, and asking for suggestions on ways to improve certain processes.

Employer Engagement Team: Starting in 2017, CCES will launch a dedicated initiative in

both Windsor-Essex and Greater Toronto (GTA) to generate new high-quality internship and

recent graduate opportunities for all student employment programmes at the University.

Consisting of Employer Engagement Specialists and Job Developers, this team will work to:

2,500 MORE

“Engagements” 2016 vs. 2015

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• holistically develop a funnel of prospective employers to generate paid job

opportunities suitable for our work-integrated, experiential, and student

employment programs;

• promote our recent graduates, co-op and internship programs and recruitment

services to employers;

• develop a relationship management approach towards the University’s major

work-integrated / experiential learning providers;

• establish collaborations with key external stakeholders, professional and industry

associations; and,

• attend targeted networking events, career fairs, conferences and other events to

expand the outreach of University of Windsor to the employer community in

Ontario.

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Co-operative Education

CO-OPERATIVEEDUCATION&WORK-INTEGRATEDLEARNING

Year in Review As defined by the Canadian Association for Co-operative Education (CAFCE), co-operative

education is an academic program that alternates periods of academic study with periods of work

experience in appropriate fields; however, at UWindsor we are striving to expand the lexicon and

view Co-op as one of many structured work-learning experiences occurring on campus, each

integrating academic studies with work experience, other types include: internships, practicums,

mandatory professional practice, and field experience.

UWindsor Co-op continues to manage a balance between targeted program growth and ongoing

challenges that are innate to the co-op process, such as reluctance to work abroad or outside

Windsor-Essex. Enrolment numbers and placements are primary barometers of the program’s

success (see: Table 2 and Figure 3), both of which show strong success. The Co-op team also

has some forward-thinking initiatives in the works, including increasing our presence within the

individual faculty building and enhancing career preparation programs.

Enrolment Year over year, Co-op has experienced a steady increase in overall enrolment (see: Table 2).

The addition of new work-integrated learning programs and expanding existing ones remains a

strategic priority for the years ahead. Engineering and Business are consistently the largest co-

op programs, with Engineering growing fastest of all programs.

Table2:Co-operativeeducationprogramenrolmentfrom2013to2016.

Placements

Figure2:Co-operativeEducationplacementsbyAcademicCalendarandTerm

250 255 274 287

149 167 136 166190 176 201 231

0

200

400

600

800

2013/14 TOTAL 589

2014/15 TOTAL 598

2015/16 TOTAL 611

2016/17TOTAL 684

Summer Fall Winter

Fall 2013 Fall 2014 Fall 2015 Fall 2016

857 976 1,053 1,348

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Co-op placements fluctuate by term due to a variety of logistical reasons and academic demands.

Nonetheless, the Co-op office connects with more than a 1000+ employers and manages

relationships with over 200+ of them during an average term. Contacts range among a variety of

industries and sectors from across Canada and with a global reach.

In 2016, 122 international students completed work terms in Canada, and abroad. In the same

year, 60 co-op students worked with companies in Germany, China, UK, USA and India.

Employer Relations Businesses play an important role in helping facilitate learning. Ensuring that their needs are

being satisfied and relationship strengthened is a key responsibility of CCES’ employer relations

teams. Highly valued relationships have been built overtime and with such notable employers as

Blackberry, Nokia, Governments of Canada and Ontario, as well as numerous smaller and local

operations. In 2016, we have observed a significant increase in the number of external employers

who elect to provide opportunities for both existing students and alumni (see: Table 3).

Table3:CCESEmployerrelationactivities(2015vs.2016)

Attribute 2015 2016 ∆

Postings 4,351 4,487 (é3%)

Employers – Co-op 193 192 -

Employers – Employment Services 466 518 (é11%)

This year marks the 20th anniversary of the relationship between UWindsor Co-op and Fiat

Chrysler Automobiles, who continues to employ an average of 20+ students each term at

various facilities across Ontario. Another significant long lasting relationship is with Schaeffler

AG in Germany (see: Figure 2). Every year,

almost two dozen students venture to Europe

to apply the knowledge they have acquired

and represent our institution with continued

success. Many thanks to Dr. Peter Frise for

his outstanding contributions towards

supporting co-operative education and the

creation of international co-op placements for

our students. Figure3:WindsorCo-operativeEducationProgram“learningatwork”inHerzogenaurach,Germany(SchaefflerAG)

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Work-Integrated Learning Initiatives for the Year Ahead In the year ahead, the Co-operative Education office is focusing on growth. Key initiatives include

the introduction of new work-integrated programs, expansion of existing ones, and continuing to

build the employer base of top-quality opportunities for students.

Rethinking “Co-op” The fundamental basis for all work-integrated learning programs is an intertwined co-operative

helix consisting of academic programmes and employers. Together they provide a learning

environment that enables students to translate theory into practice, through “doing” and reflection.

As such, the Co-operative Education office is re-thinking how it supports all work-integrated

learning opportunities, including internships (i.e., paid-employment opportunities occurring over

one or more terms, but do not meet the CAFCE definition of “co-operative education”). Starting

in 2017, all paid internship programs, facilitated by CCES, will be overseen by Co-operative

Education office, including the Master of Applied Computing (MAC) internship program. This

change will enable Career & Employment Services to focus on career development programming,

facilitating community service learning, and other co-curricular opportunities with Co-op focusing

on employer development and relationship management.

EnvironmentalScience: Department of Earth & Environmental Science (E&ES) has a long history

of providing experiential learning opportunities for their students. We are pleased to collaborate

with E&ES to embed career development within their academic curriculum across the entire

undergraduate experience and in the proposed creation of a new one-year internship program for

their students. We hope that this new work-integrated learning (WIL) element will be ready for

launch in the Fall of 2017 with students entering the workplace in Spring 2018.

MastersofManagement–Logistics&SupplyChain:Recognizing the unique location of the University

on Canada’s largest trade corridor surrounded by numerous logistics related employers within

Southwestern Ontario, the Co-operative Education department has started working with the

Odette School of Business to conceptualize the inclusion of a work-integrated learning opportunity

within the Logistics and Supply Chain concentration of their Master of Management Program. We

hope that this new work-integrated learning (WIL) element will be ready for launch in the Fall of

2017 with students entering the workplace in Spring 2018.

Prepared to Work: The Co-operative Education team prepares students for their first work-

term through the delivery of work-term preparatory programs and professional development

workshops. In 2017, we will undertake a significant overhaul of the co-op preparatory

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curriculum, including development of modules for Year 1 Co-op students, enhancements around

work term preparation, and subsequent modules to help students develop skills to improve their

employability and workplace productivity. This revised scalable programming will see UWindsor

co-op students actively participating in professional development across the entire student

timeline, from admission to graduation, including during every work-term. The objective will to

have programming that can be used in a modular manner to support all forms of work-integrated

learning and career development programming

Co-op Student Association: Outside of the Co-op office, there is no existing structure for

Co-op students to feel involved and supported on matters relating to their co-operative education

experience. The Co-op office has guided interested students to organize a Co-op Students’

Association. The goal of the Association is to build a peer based support system, promote

comradery, and provide a platform for student leaders to get involved with issues that affect co-

op education.

Student Mentorship Program: One of the Co-op Students’ Association’s first initiatives

was the development of a Peer Mentorship Program. This program see upper year students

paired with junior students, who are about to go through their first placement round and associated

work term. This program will be launched in Winter 2017 to help students to navigate issues in

the first job competition, hopefully contributing to a lower attrition rate in later years.

‘Get Outta Town!’: It has been an ongoing concern that students do not take advantage of

placement opportunities outside of the local region. “Get Outta Town” is an online and print

resource that will help ease concerns and encourage students to actively seek and accept out-of-

town placements. The guide includes comprehensive information about finding accommodation,

safety, budgeting, and emphasizes the life changing experience that an out-of-town placement

can foster, both personally and professionally. The brochure also includes a “Parents’ Section”

that addresses specific parental concerns and common questions.

Go Global: The number of students securing international work placements has increased

significantly over the last few years. This growth presents outstanding opportunities for our

students and creates risks to both students and the University. In collaboration with the Associate

Vice-Provost - Student Engagement, International Student Centre, and Legal Services, CCES

started an informal review of current institutional practices around “students abroad”, specifically

focussing on work placement abroad but also considering exchanges, study, research, and

internship that occur abroad. The goal is to provide recommendations to the Provost and Vice

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President Academic, Vice-Provost International Development, Associate Vice-Provost Student

Engagement for creating an institutional standard for student safety around all international work

abroad activities sanctioned by the University of Windsor (see example: UWaterloo).

Capitalizing on Our Campus Partnerships Liaison and Student Recruitment: The Co-operative Education office is in regular contact

with the UWindsor Liaison and Student Recruitment to ensure that potential students are getting

the key messages about how co-op can enhance the university experience and prepare students

for not only a job, but a career, upon graduation. We look forward to continuing expanding our

“prospect facing” career initiatives in collaboration with Liaison and Student Recruitment to help

prospective students to clarify, experience, and achieve their career and employment goals.

International Student Centre (ISC): Students enroled in the Master of Engineering Co-

op program primarily originate from outside Canada and who have unique challenges adjusting

to and securing competitive work-integrated learning placements within the Canadian workplace.

The co-op team continues works with the ISC to develop and deliver targeted programmes to help

these students to ease their transition into the Canadian workplace. In 2017, we hope to develop

new programming to better meet the needs of this unique group of students.

Alumni Affairs & University Campaign: Many UWindsor alumni are excited to work with

Co-op students as a means of giving back to the University of Windsor and to benefit from the

skills and fresh ideas. The Co-op team works with Alumni Affairs to leverage these relationships

and create opportunities that benefit all involved.

CCES works closely with the University Campaign office, sharing real-time information between

units to identify new opportunities to increase the level of engagement between the University

and external organization.

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Career & Employment Services

CAREER&EMPLOYMENTSERVICES

Year in Review Looking back at the past year, the Career & Employment Services team have a lot of a great

stories to tell. In 2016, new measures were introduced with the aim of increasing Career &

Employment Services’ profile on campus and connecting students to the numerous services the

group offers. Career & Employment Services is also promoting its offerings to graduates so that

alumni can take advantage of the services available to students including interest testing, career

advising, interview skills development, and more. These important changes, coupled with an

improved social media presence and better advertising of Career & Employment Services events

on the university’s website is creating a drastic improvement in the use of all the services offered.

In November, Career & Employment Services played a significant role in celebrating “Canada

Career Month” and the official national Career Day

Celebration on November 3rd by delivering a wide-variety

of events to help students gain the experience they need

to succeed in career planning and development, including

the national “It All Adds Up” campaign. The #UWinaddsup

career wellness campaign helped students recognize

their “Career Health” by reflecting on the benefit of

curricular, co-curricular, and extra-curricular

engagement, reducing pressures and anxiety to keep

“doing more”, getting students to think about careers

early, and help them feel more confident about their

connection to a career.

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Workshops Presented as a regular series of free workshops for students and newer alumni, Career &

Employment Services delivers a variety of relevant topics related to career development and

employment readiness. The most popular subjects deal with cover letter and resume writing,

interview skills, and preparing for a job fair. We are in our second year of a partnership between

UWindsor and a Federal government funded program delivered by the New Canadian Centre for

Excellence Inc. (NCCE) who offers free workshops for our international students to help ease the

transition to Canadian workplace.

IntersessionandSummerSessionWorkshops: Formerly, workshops were only offered in the fall and

winter terms. For the second time, Career & Employment Services ran a series of workshops in

the intersession and summer session with more than 125 different students taking advantage of

the service and attending one or more workshops. A great turnout and yet another means of

reaching more students than ever before.

Appointments Students can make one-on-one appointments with professional staff to discuss

relevant topics, including career planning, interview preparation, job search,

mock interviews, resume and cover letter writing, and more. With two Career

Consultants certified to administer interest tests, the capacity to offer a variety

of assessments has increased considerably over the past year. Students in

nearly every faculty have taken advantage of the appointment service with

notable increase over the past year specifically in Graduate Studies,

Engineering, and Science (see: Table 4).

Table4:Careerdevelopmentstudentappointments(2015vs.2016)

DropInsWelome!

IncreasedAwareness

EliminatedFees

2015 2016

927 1356

400M O R E APPOINTMENTS

2016 vs 2015

2015

47 Workshops

253 Students

2016

253 Workshops

983 Students

A

46% INCREASE

2016 vs. 2015

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Drop-InHours: Launched in May 2016, we expanded our appointment options enabling students

to meet with a staff member to discuss career planning or employment readiness issues and ideas

without an appointment during regularly schedule drop-in hours. These meetings are also used

to help with resumes, job searches, interview preparation and other career development services.

As of the end of 2016, we had over 200+ students make use of this new service.

Resume Critiques Resume help is the most popular service provided by the Career & Employment team (see: Table 5). To accommodate high demand, there are several ways that students can access help with

resumes. In addition to workshops, discussed above, Resume Clinics allow students to have their

resume reviewed or get resume writing assistance from a specially trained student peer. One-on-

one appointments with staff are also available for students and recent graduates. Additionally,

there is an E-Resume Critique service, whereby students and grads can email their cover letter

and resume for review by a staff member who will edit and make recommendations on the

document and return it via email within three to five business days. In 2016, mandatory resume

critiques were removed from the M.Eng co-op application process leading to a significant drop in

total number of evaluations completed; however, anecdotal evidence suggests that these

students obtained service as part of standard drop-in hours with a career professional.

Table5:Resumecritiqueparticipation(2015vs.2016)

2015 2016

660 493

Faculty and Class Presentations Traditionally, students have not sought out Career & Employment Services until they are close to

graduation. To remedy this, faculty and in-class presentations have been targeted as a primary

way of reaching students. Depending on time allotment by instructors, in-class presentations

have ranged from a quick classroom speech to let students know about Career & Employment

Services, to a more formal presentation detailing career preparation topics tailored to the specific

audience. Student and instructor feedback has been very positive, especially for the custom class

workshops whereby students receive career advice specific to their field of study.

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Career & Employment Services’ team of career professionals

partnered with various faculty to embed career development within

individual courses (see: Table 6). An outstanding example of this is

Dr. John Sutcliffe’s “From University to Work” course (Political

Science), where career professionals work collaboratively with Dr.

Sutcliffe to deliver career development programs, interest inventories,

and mock interviews for every student. This partnership provides

students with academic theory and discipline specific education

combined with career development and skills training necessary for

graduates to succeed in their field of study.

Table6:Inclasscareerdevelopmentpresentationsdeliveredbycareerprofessionals.

# Presentations # Students

Faculty 2015 2016 2015 2016

FAHSS 7 12 445 1,950

Engineering 4 2 379 265

Science 1 2 21 300

Nursing 7 3 463 247

Education 2 2 91 147

Medical 1 - 38 -

Human Kinetics - - - -

Grad Studies 14 10 747 275

Other-Clubs, Depts., etc. 7 3 73 260

Total 43 34 2,257 3,444

The team has also been reaching out to department heads and attending faculty council meetings

as well, to remind these important campus partners about the many benefits of the programs and

services offered at Career & Employment Services. The results of these efforts are proving

extremely positive in reaching our goal of engaging as many students as possible.

Volunteer Internship Program One of Career & Employment Services flagship programs continues to operate with a high level

of student interest and employer participation is our Volunteer Internship Program (VIP). This co-

curricular community service learning program is open to students from all faculties with a primary

goal of improving the university experience and building transferable skills to bridge the transition

1187 MORE STUDENTS REACHED

2016 vs. 2015

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from academia to the workplace. VIP remains popular with students in FAHSS, Science and

Business to gain hands on experience working within social service and not-for-profit

organizations throughout the Windsor-Essex region.

In 2016, we experienced one of our highest participation levels in the VIP

with over 300+ placements undertaken by students responding to over

836 unique opportunities and 77% of students placed successfully

completed all program elements, including mandatory hours and reflection

activities. In all, participants in VIP served the Windsor-Essex community

by providing 9,280 volunteer hours at 117 different organizations.

Measures are underway to expand enrolment for the coming year.

Figure4:SampleofvarioushostsitesoftheUniversity’scommunityservicelearningprogramVIP(2016)

Internships Facilitated Through Career & Employment Services The Career & Employment Services Team supports faculty members in the administration of the

placement component of these courses by developing opportunities, working with students to

prepare for their internship search, monitoring placements, and coordinating insurance coverage.

In other instances, the group’s assistance is used to screen students for placement opportunities

or facilitate presentations. While the overall numbers may not appear significant, these

internships are valuable recruitment incentives for each of these smaller departments (see: Table 7). In addition to facilitated internships, Career & Employment Services conducted student

interviews in the Developmental Psychology and Psychology practicum courses this past year.

In all, there are numerous and various forms of experiential learning taking place across campus

and the Career & Employment Services team is working to actively facilitate these programs and

expand student interactions.

Over

9000 HOURS VOLUNTEERED

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Table7:EnrolmentinintenshipprogramsfacilitatedbyCareer&EmploymentServices

Internship Program 2015 2016

Art Management Certificate N/A 7

Communications 12 20

Criminology* 15 0

Master of Education (International) N/A 31

Master of Applied Computing N/A 31

Science Without Borders** 10 14

Visual Arts 10 7

Total 47 106 *The Criminology Internship did not run in 2016 due the department’s coordinator being on leave.

Graduate Employment Survey: Employment outcomes are an important aspect of the

University of Windsor’s Strategic Mandate Agreement. As such, in Fall of 2016 Career &

Employment Services tested a new Graduate Employment Survey to measure employment rates

among new graduates at convocation to investigate the relationship between different university

pathways and post-graduation employment outcomes (vs. provincial-wide 6-month & 2-years

post-graduation survey). The survey results will be used to improve student services and aid in

recruitment of new students for all faculties.

Software to facilitate Experiential and Career Education: Various campus

constituents have elected to use the University’s Orbis Communications Platform (a.k.a.

mySuccess) to manage and catalogue the experiential and career education processes, including

CCES, Academic Advising, International Student Centre, Odette School of Business, and Student

Success Centre (co-curricular record). As the number of institutional partners increases, a formal

IT governance system was warranted to ensure the effective and efficient use of the platform to

enable the University to achieve its goals.

In Fall 2017, the Orbis Steering Committee was established, consisting of all constituents to

ensure consistent policy enforcement and security, coordination of integration with existing

systems, workflow management, and system performance/reliability. We hope additional

academic programmes will elect to use Orbis for managing their experiential education process

to help improve practice and institutional reporting, especially as it relates to the University’s

Strategic Mandate Agreement (SMA).

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Faculty-aligned Career Development: To better service both our students and Faculty

partners, a new approach to resource allocation and program development has been undertaken

within Career & Employment Services. Effective January 1st 2017, each Faculty will be assigned

a dedicated Career Advisor, who in collaboration with the respective Associate Dean (or

designate), will work to identify career development curriculum and programming that best fits the

needs of their student body.

The goal of this initiative is to:

(a) increase the responsiveness of the Career Development Team to discipline-specific trends;

(b) clearly assign career professionals to support a given faculty and/or target group; and,

(c) foster a culture of collaboration and engagement in curriculum development, specifically around experiential and work-integrated learning.

Career & Employment Services Initiatives for the Year Ahead Career & Employment Services works with many campus partners in either a consultative role or

as a hands-on partner in building a variety of experiential learning programs.

Work Study Program: The University of Windsor’s work study program has been providing

opportunities for students to gain a financial benefit and develop skills through paid on-campus

work; however, questions remain if the students are “learning” by participating in the program,

including developing relevant work experience, gaining professional skills and knowledge,

integrating academic theory into practice, building a professional network, gaining confidence in

their skills, or exploring a career path of interest.

In collaboration with Student Awards and Financial Aid, CCES initiated and led a programmatic

evaluation/review of the work-study program to identify gauge student and employer satisfaction,

identify challenges or barriers with participating, determine if participants are gaining meaningful

employment related skills, identify how learning outcomes are established and measured, and if

the work-study program provides an experiential, or work-integrated, learning environment.

Recommendations for program improvement will be submitted in early 2017 to the Provost &

Vice-President Academic based on focus-group data, program funding guidelines, the

University’s strategic mandate agreement with the Province of Ontario and possible alignment to

the Premier's Highly Skilled Workforce Expert Panel report - “Building the Workforce of Tomorrow:

A Shared Responsibility”.

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Career & Employment Services Catalogue: It is never too later, or too early, to start

building experience - will be the focal message around Career & Employment Services’ first

“Career Catalogue”. This professionally designed publication will showcase the need for students

to create a career plan to put their degree to work upon graduation, including highlighting

assessment services, methods for exploring careers and expanding sills, and how to market

oneself to find their perfect job. The Career Catalogue will be made available online and a print

version widely distributed to over 2,500 students in the Fall & Winter terms.

Career Resource Library: In early 2017, Career & Employment Services will launch a new

“Career Resource Library” located within the atrium of their new location (main floor, Joyce

Entrepreneurship Centre). Thanks to a wonderful collaboration with the Leddy Library, the Career

Resource Library will become the University’s “hub” for career resources (both print & electronic)

on campus. Providing a one-stop career development location, students will be able to browse a

diverse selection of relevant discipline specific career development, planning, and job hunting

materials, all curated by career professionals and faculty advisors, checkout materials, and

discuss topics directly with a career advisor.

Campus Engagement Ambassadors: It’s one thing to hear advice from someone decades

older than you; it’s another to hear it from a peer.

Building off our success with peer-mentoring and student engagement projects, Career &

Employment Services will be looking to expand our campus engagement by using student leaders

to build bridges to the Career Centre. In the Fall of 2017, we will introduce a Campus Engagement

Ambassadors program to work directly with fellow students, planning and promoting events and

workshops to help build career-related skills. Aligned with each of the University’s faculties,

ambassadors will work directly with faculty, student societies and clubs to collaborate on event

planning and programming.

Experience Maps: Program guides are specifically designed as a recruitment tool to provide

prospective students, parents, and key informants with information on a degree of interest,

including first year courses, admission requirements, and in some cases career paths; however,

they are not very helpful in assisting students to navigate their academic experience and beyond.

In collaboration with Student Recruitment, Public Affairs and Communications, and our academic

partners we will be embarking on the creation of “UWindsor Experience Maps” for approximately

40 of our top majors. Building off our existing program guides, the new “Experience Maps” will

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provide comprehensive major-specific advice on academics, extra-curricular, networking,

international, and career development opportunities to help students maximize their experience

at UWindsor, including highlighting information on learning outcomes, employer demands

(skills/qualifications), our scaffolded approach to career development and preparation. The

UWindsor Experience Maps will be made available online and in print to support the 2017/18

recruitment and advising cycle.

Career Directions: Carrying on from the research undertaken as part of the UWindsor

Experience Maps, we will be looking to create an online “Career Directions” website to enable

students to discover new career opportunities, connect with notable University of Windsor alumni,

participate in professional development activities and assist with building their professional

network. In collaboration with Alumni Affairs and our academic partners, for selected

undergraduate degree programs we will highlight successful graduates, identify what employers

value about graduates, share employment statistics and how alumni most frequently apply their

skills in respective industries, methods to explore opportunities while a student, and how to

connect with UWindsor alumni (via. LinkedIn and/or 10,000 coffees).

Career Advising: As identified in the University’s strategic plan, Career & Employment

Services wants to “ensure that students have access to services and opportunities that enrich

and support their overall University of Windsor experience”, including access to on-campus career

counselling. As such, we will be investigating tools and methodological approaches to connect

students with their dedicated faculty-specific career advisor and associated resources at the start

of every term. Possible strategies employed may include targeted email, social media, or updates

to my.uwindsor.ca (portal) and/or success.uwindsor.ca (Orbis).

Expansion of Volunteer Internship Program (VIP): Plans are underway to explore

feasibility of expanding VIP (co-curricular) and establishing an equivalent Community Service

Learning course (curricular). Community Service Learning (CSL) is an academic program and

form of experiential learning where students contribute to their community by participating in

faculty-approved and university-supported community service placements related to a course, or

program, learning objectives and produce corresponding reflective assignments. CSL

programmes have the demonstrated ability to support the University’s commitment to our

community and effective teaching practice.

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Capitalizing on Our Campus Partnerships Odette Career Services: Career & Employment Services has a wealth of knowledge to share

with Odette Career Services, and vice versa. The groups often collaborate to work together

toward the greater goal of providing all UWindsor students with the skills and insight to succeed

in building a career.

Alumni Affairs: Generally, UWindsor alumni are unaware that Career & Employment Services

is available to them after graduation. The two teams are correcting misconception by working

together to promote their services by partnering, where possible, to co-host networking events

and speakers’ series in collaboration with Alumni Affairs. An example of this partnership includes

the “Campus to Career Networking Event” we co-hosted in November at Fourteen (see: Figure 5). Participants learned how market themselves to potential employers, develop their personal

brand, and connect with other alumni in their field.

Figure5:Campus to Career Networking Event, November 2016

Student Associations: The 53% increase in students reached through class presentations

highlights the invaluable role of campus partnerships. Career & Employment Services intends

on intensifying efforts to work with these groups and engaging more students in the years to

come.

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CO-OP, CAREER & EMPLOYMENT SERVICES INITIATIVES FOR THE YEAR AHEAD Co-op, Career & Employment Services has made great progress over the past year by engaging

more students than ever before; 46% more students than last year alone. The plan is to keep up

this momentum with some special initiatives on employment and experiential learning.

Provost’s Task Force on Experiential Education: A team of campus representatives

has been formed to examine the present state of experiential learning throughout the institution.

Recognizing that all experiential learning programs provide the opportunities for student to

conceptualize, apply, act, and reflect upon their learning; however, certain programs have larger

potential to become self-sustaining while aligning to university educational and learning priorities,

including supporting our Strategic Mandate Agreement, National Survey of Student Engagement,

and Premier's Highly Skilled Workforce Expert Panel final report - Building the Workforce of

Tomorrow: A Shared Responsibility (italics added for emphasis).

The goal is not to reduce or limit experiential learning opportunities that are already made

available, instead, it is to develop strategies and mechanisms that can encourage sustained

growth that aligns with best practices and administrative and risk management requirements. The

committee has consulted broadly, reviewing current activities, strengths, and opportunities for

growth, while considering the costs and benefits associated with various experiential learning

opportunities.

We expect that the Task Force will summarize their findings and submit recommendations to the

Provost & Vice-President Academic by Spring 2017.

Hire UWindsor Campaign: University of Windsor offers some of strongest academic

programs and our students possess demonstrated competencies that can help employers meet

their operational needs. As a source of talent, we will be undertaking a promotional campaign to

help connect employers with UWindsor students in support of work-integrated learning or post-

graduate employment opportunities.

experience.uwindsor.ca: Experiential education is the application of theory to a concrete

experience that advances the learning outcomes of an academic course or program, occurring

either within the classroom, community, or workplace. In 2017, we look to developing an online

“Experiential Hub” for students, employers, faculty/staff, and parents to help outline how

respective constituents can help bridge the gap between the classroom and work environment.

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APC170314-5.3UniversityofWindsor

AcademicPolicyCommittee

5.3: AcademicIntegrityOfficeAnnualReport(2015-2016) (includingTwelfthAnnualStudentAcademicMisconductReport)Itemfor: Information1. ExecutiveSummaryA. IntroductionThisreportprovidesdetailsoftheAcademicIntegrityOffice’scurrentawarenesscampaign,ongoingprojects,andeducationalinitiatives:Awarenesscampaign: Posters,brochures,bookmarks,pens,distributionofprintandonlineresourcesEducationalinitiatives: Providingacademicintegritypresentationsinmanyprogramorientations,including

TheCentreforExecutiveandProfessionalEducation,InternationalStudents’Centre,GraduateStudiesandlargeintroductoryclasses

Areportontheprioryear’sacademicmisconductcomplaintsfollows.B. GoalsandObjectivesofReportingYearInlinewiththeUniversityofWindsor’sStrategicPlan,listedbelowarethegoalsandobjectivesoftheAcademicIntegrityOfficeforthereportingyear.1. Provideanexceptionalundergraduateexperience:

Implementstrategiestoeducateourstudents,facultymembersandstaffmemberaboutacademicintegrity(AI)issuesandpossibleviolations.TheconstantandtransparentconcernoftheUniversityregardingacademicintegrityinallofitsdimensioncertainlyresonateswithstudentsandtheirfamilies,makingtheirexperienceinWindsoruniqueandrewarding.o Agoodexampleisour“EarnyourDegree”tagline.Itisavisualremindertoourstudentsaboutthe

importanceofworkinghardandhonestlyontheiracademicactivities.Newpromotionalitems,suchasstickynotesandbookmarks,featurethenewtaglineandareintendedtoreachabroaderaudience.

FosterengagementoftheUniversityofWindsorcommunityinactivitiesthatpromoteacademicintegrity. Facilitateand/orsupportcommunityeffortsinordertoupholdacademicintegrityvalues/principles. Establishasystematicapproachtosupportpreventionofanyactivityorconductthatfallsbelowthelevelofintegrityexpectedofallstudents.o Orientationsessionswereconductedinseveralfirst-yearcoursestoincreaseAIawareness.

EncourageandincreasetheparticipationofourstudentsinactivitiesorprogramsrelatedtoAI.o AmbassadorsofAcademicIntegrity:undergraduateandgraduatestudentsvolunteertohelppromote

integrityatorientationsandstudentevents2. Pursuestrengthsinresearchandgraduateeducation:

DevelopinitiativestargetedatgraduatestudentsandgraduatefacultytopreventAIviolations,suchasorientationsessionsinseveralgraduateprogramsfocusedonresearchethics,plagiarismandfalsifieddata.

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3. Recruitandretainthebestfacultyandstaff: ReinforcetheimportanceofAItonewandcurrentfacultyandstaffthroughconstantdialog,inclasseducationalactivitiesanddevelopmentofinformationmaterials.


Postersandwebsite.5. Promoteinternationalengagement:

EducateinternationalstudentsaboutAIvaluesandpotentialkeydifferencesbetweenCanadaandtheirhomecountry.

EncourageacademicengagementofinternationalstudentsandfacilitatetheirtransitiontotheUniversityofWindsor.

C. Successes

AmbassadorsofAcademicIntegrity–thevolunteerspromoteacademicintegrityvaluesofhonesty,trust,respect,responsibility,andfairness.Theyparticipateinroundtablediscussionsbyprovidingideas,suggestions,andfeedback.TheAmbassadorsalsoparticipateinAIOeducationalandsocialinitiativesinpromotingacademicintegritytostudents,faculty,andstaff,examples:AdrenalinRushEvent,InternationalStudentOrientation,andUniversity’sOpenHouse,increasingtheAIOvisibilityandshowingtheUniversity’sconcernandcommitmenttoacademicintegrityaspartofstudents’academicexperience.

D. Challenges

Itisalwaysachallengetoreachallstudents,buteffortscontinuethroughposters,presentations,ambassadors,etc.

Withonlyonestaffmember,theAcademicIntegrityandStudentConductOfficer,theofficeisunder-resourced.

2. ReportA. Area’sGoalsandObjectivesandtheUniversity’sStrategicPlan

TheUniversityofWindsormusthaveanenvironmentinwhichacademicintegrityandhonestyisupheldinordertoachievethehighestpossiblestandardsinteaching,learning,andresearch.Withoutit,thevalueofourdegreeisdiminished,whichimpactsallthosewhohaveearnedtheirdegree–past,present,andfuture.TheAIO’sobjectiveistomaintainthevalueoftheUniversity’sdegreebyencouragingourfaculty,staff,andstudentstoupholdacademicintegrityandapplyhonestyinalltheirendeavours.

B. FutureActions/Initiatives

IncreasedirectcommunicationbetweentheAIOandfacultymembersanddevelopaconsistentrelationshipwithfacultymembers.

Strengthenourrelationshipwithstudentsbydevelopingnewprogramstointegratethemintothemissionofcreatingacommunityofintegrity.

DevelopanewPosteronAcademicIntegritybyFall2018. RevamptheWebsiteonAcademicIntegritybyFall2018.

C. RecommendationsforSenateconsideration(ifany)

None.SeeattachedTwelfthAnnualStudentAcademicMisconductReport

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TwelfthAnnualStudentAcademicMisconductReport

INTRODUCTIONThisisthetwelfthannualstudentdisciplinereport,preparedbytheAcademicIntegrityOfficer(“AIO”)accordingtocasesthatfallwithintheoffice’smandate.ThereportistoinformtheUniversitycommunityaboutBylaw31studentacademicmisconductcasesinthe2015/16academicyear,tocomparetheresultswiththedatafromtheprevioustwoyearsandtohelpidentifytrendsornewdevelopments.ThisreportispartofUniversityofWindsor’seffortstoreinforceitscommitmenttolearninganddiscoveryandaplacethatencourages,valuesandexpectsfromitsmember’shighethicalstandardsandacademicintegrity.EXECUTIVESUMMARYAsexpected,theUniversityexperiencedbothincreasesanddecreases inreportedacademic integrityviolationsascomparedtothelastacademicyearinsome(butnotall)areas,asfollows:

2015/16:93academicintegritycomplaints2014/15:157academicintegritycomplaints

-40.77⇑⇓%ComplaintsdismissedbyAssociateDeans:

2015/16:9complaintsfiledthatweredismissed2014/15:22complaintsfiledthatweredismissed

4.33⇑⇓%Withrespecttotheacademicmisconductcomplaintsprocessedin2015/2016: 90.3%(84cases)foundresponsibleforthemisconduct 9.7%(9cases)dismissed

45.2%(38cases)Plagiarism(inassignments)continuestobethemostprevalentintegrityviolation

27.3%(23cases)Examcheatingwasthesecondhighestviolation

78.5% Mark reduction represented almost half of all sanctions frequently imposed for integrity violations,

followedbyadmonition(29.8%)andcensure(16.7%).Mostoftenadmonitionsandcensuresarecoupledwithamarkreduction.

10.7%(9cases)wererepeatoffenders;anincreaseof5casescomparedtothepreviousyear.Plagiarismaccountedfor4outofthe9repeatoffendercases,andcheatingontest/examsaccountedfor4ofthe9repeatoffendercases.

Theoffensemostfrequentlyengagedinbyinternationalstudentsischeatingonsomeformofassessment(e.g.

examsorclickerexercises):12of the32complaints filedagainst international students;andpossessionofanunauthorizedaid:11ofthe32complaintsfiledagainstinternationalstudents.

64.3%ofintegrityviolationsinvolvedmales 30.9%ofintegrityviolationsinvolvedfemales

Femalesengagedinplagiarisminassignmentsmoreoftenthanmales Malesengagedinunauthorizedcollaborationandexamcheatingmoreoftenthanfemales.

Ofthe9casesappealedtotheDisciplineAppealCommittee,4requiredhearingsand2wereresolvedwithouta

hearing(i.e.,requiringonlyapprovalofasettlementagreement),and3werewithdrawnbytheappellant.

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Definitions1.AcademicMisconductmeansanyactiontakenbyastudentthatgivesthestudentanunearnedadvantagein

mattersaffectinghis/heracademicstanding.Forprofessionalprograms,allactionsthatresultinabreachoftherulesofconductassetoutbytheprofessionalbodiesandadoptedinwholeorinsubstancebytherelevantprofessionalprogramaspartofitscodeofconductshallalsobeconsideredactsofacademicmisconduct.

2.Multiple:Twoormorecomplaintsofacademicmisconductagainstonestudent.Notes1.TheAIOreportincludesallFacultiesexcepttheFacultyofLaw.CasesintheFacultyofLawaredealtwith

internallywithinthatFaculty,withtheexceptionofappealstotheDisciplineAppealCommittee.2.Forcomparisonpurposes,ineachofthetablesintheSummaryofDatasectionthatfollows(withtheexception

ofthetableimmediatelybelow),totalsforatleasttheprevioustwoacademicyearsareprovided.Thebalanceofthetablesintheothersectionsthatprovidemoredetaileddataincludesonlyacomparisonwiththepreviousacademicyear.

3.OnMarch13,2015,Bylaw31wassubstantiallychangedtofocusonacademicmisconductmattersandgivingtheAssociateDeanstheauthoritytoinvestigateandadjudicatesuchcomplaints,withtheassistanceoftheAcademicIntegrityOffice,asneeded.

SUMMARYOFDATA1.TotalAcademicIntegrityInvestigations

2015/16 2014/15 2013/14 2012/13 2011/1293 135 194 119 97

2.ResultsofallInvestigations

2015/16(93cases)

2014/15(135cases)

2013/14(194cases)

Studentresponsible 84 99%(133cases) 96%(186cases)Dismissed/Insufficientevidence 9 1%(2cases) 4%(8cases)Stayed - - -

3.TypeofOffencePlagiarismcomprisedthemajorityoffindingsofacademicmisconduct:46.4%(38of84complaints,oneofwhichwasdismissed).Thisisadecreasefromlastyearinwhichplagiarismcomprised48.8%ofreferredcomplaints(65of133complaints).In2015/16,plagiarismwasfollowedby: Examcheating 27.3%(23cases) Possessionofanunauthorizedaid 14.2%(12cases)Theremainingcomplaints(13%or11cases)coveredarangeofotheroffensesasdetailedlaterinthereport.4.Informalvs.FormalResolution 2015/16 2014/15 2013/14ComplaintsheardbyUniversity-levelCommittee* 7.1%(6cases) 2.2%(3cases) 6.2%(12cases)PercentageofcasesbeforeUniversity-levelCommitteesettlingbeforeahearing,includingmediatedsettlements 33.3%(2cases) 33%(1case) 75%(9cases)

PercentageofcasesbeforeUniversity-levelCommitteerequiringahearing 66.6%(4cases) 67%(2cases) 25%(3cases)

*PriortoMarch2015,aJudicialPanelwouldhearcasesrequiringwhatwasthenreferredtoas“formalresolution”withappealstotheDisciplineAppealCommittee.UnderthenewBylaw,casesareheardbytheDisciplineAppealCommittee. of 47

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5.Sanctions 2015/16 2014/15 2013/14MarkReduction 78.6%(66cases) 45.9%(62cases) 63.8%(122cases)

Admonition 34.5%(29cases) 27.4%(37cases) 16.2%(31cases)

Letterofapology/reflection 25.8%(24cases) (notinlastreport) (notinlastreport)

Censure 23.8%(20cases) 19.3%(27cases) 14.6%(28cases)

Nosanctionduetoinsufficientevidence - 2.9%(4cases) 4.7%(9cases)

Other 1.2%(1case) 5.9%(8cases) 2.6%(5cases)

Suspension - 1.4%(2cases) 0.5%(1case)

DenialofRegistration 1.2%(1case) - -

Dismissed 9.6%(9cases) - 0.5%(1case)

6.Gender 2015/16 2014/15* 2013/14

Males 62.3%(58cases) 51.8%(70cases) 68%(132cases)

Females 33.3%(31cases) 46.6%(63cases) 31.9%(62cases)

NoGenderRecorded 4.3%(4cases) 1.4 (2cases) -

Plagiarism UnauthorizedCollaborationMales 29.3%(17cases) 3.4%(2cases)

Females 64.5%(20cases) -

7.RepeatOffenderOfthe84caseswheretherewasafindingofacademicmisconduct,11.9%wererepeatoffenses(10of84cases);a150%increasefromthepreviousyear.8.Domestic/InternationalNote: For comparison, 2014/15 data is in parentheses. Data is presented by the semester due to variations inenrollment.Complaintsthatweredismissedareincludedinthenumbers.

Fall2015 Winter2016 I/S2016

Domestic Int'l Total Domestic Int'l Total Domestic Int'l Total

No.ofcomplaintsreceivedagainststudentsthatwereresolvedbysemester

27(17)

11(9)

38(26)

22(55)

14(32)

36(87)

12(12)

7(14)

19(26)

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DETAILEDREPORTSummarybyOffenceandSanctionImposed–AcademicInthecasesreportedinthenexttablemorethanonesanctionwassometimesapplied.UnderBylaw31professorsassignan“Incomplete”inthecasesofallegedacademicmisconductandincertaincasesthegradeislateradjustedinaccordancewiththesanction(ifany)oncethecomplaintisprocessed.Thus,foracademicoffenseswhereastudentisfoundresponsibleforthemisconduct,agradepenaltyisoftenimposedwithrespecttotheacademicevaluationinquestion,inadditiontoanadmonition,censure,suspension,asthecasemaybe.Lessoften,anadmonition,censure,or suspension might also be supplemented with a letter of apology, other educational sanctions, or even lessfrequently,theopportunitytorepeattheworkforassessment.Thepossiblevarietiesofoutcomesmakepresentingthisdatainaneasy-to-digesttableformatsomewhatchallenging.

TypeofOffence

Admon

ition

MarkRe

duction

Repe

atW

orkfor

Assessmen

t

Censures

Zeroin

Cou

rse

Suspen

sion

/Den

ial

ofre

gistratio

n

Letterof

Apolog

y/Re

flectio

Insufficien

tEv

iden

ce

Stay

ed

Dism

issed

Totals

(201

5/16

)

Totals

(201

4/15

)

Plagiarism 8 37 1 5 2 7 1 61 64Plagiarisminatake-homefinalexam

1

UnauthorizedCollaboration

2 4 6 5

Academicforgeryorfraud

2 1 1 1 2 7 5

Cheatinginaclickerexercise

3 1 1 5 1

Exam/testcheating 13 17 8 2 8 2 50 22

Possessionofanunauthorizedaidduringexam(violatingexamrules)

5 8 1 5 1 4 24 10

Exam/testtamperingandresubmitting

1

Violatingexam/testrules

1 1 2 1

Impersonation 1 1 4Selling/testsexams,labreports

0

MultipleOffences 20Breachofcontract 1

Totals(2015/16) 29 66 2 20 5 1 24 - - 9 156

Totals(2014/15) 37 61 3 25 - 1 6 2 0 0 135

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2.AppealsofAssociateDeanDecisionstotheDisciplineAppealCommittee

TypeofOffence

Hearing

SettlementAgreement

WithdrawnbyAppellant

TotalCases(2014/15)

TotalCases(2014/15)

Plagiarism 1 38 64Plagiarisminatake-homefinalexam 1

UnauthorizedCollaboration 2 5Academicforgeryorfraud 1 3 5Cheatinginaclickerexercise 4 1Examcheating 1 1 23 22Possessionofunauthorizedaidduringanexam 1 2 2 12 10

Exam/testtamperingandresubmitting 1

Violatingexam/testrules 2 1Impersonation 4Selling/testsexams,labreports 0

Breachofcontract 1MultipleOffences 20Totals(2015/16) 4 2 3 84 Totals(2014/15) 0 0 1 135

3.SummarybyGenderandRepeatOffender–Academic

TypeofOffence Male Female GenderNotRecorded

FirstOffender

RepeatOffender

Totals(2015/16)

Totals(2014/15)

Plagiarism 17 20 1 34 4 38 64Plagiarisminatake-homefinalexam 1

UnauthorizedCollaboration 2 2 2 5Academicforgeryorfraud 3 3 3 5Cheatinginaclickerexercise 4 4 4 1Examcheating 16 4 3 19 4 23 22Possessionofunauthorizedaidduringexam 11 1 12 12 10

Exam/testtamperingandresubmitting 1

Violatingexam/testrules 1 1 1 1 2 1Impersonation 4Selling/testsexams,labreports 0

MultipleOffences 20Totals(2015/16) 54* 26Ŧ 4 75 9 84 Totals(2014/15) 69 61 - 132 3 135

*plus4casesthatweredismissedŦplus5casesthatweredismissed

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