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NOTICEOFMEETING

TherewillbeameetingoftheACADEMICPOLICYCOMMITTEE

Tuesday,February142017at2:00pm-4:00pmInRoom209AssumptionHall

AGENDAFormalBusiness1 ApprovalofAgenda2 MinutesofmeetingofJanuary17,20173 Businessarisingfromtheminutes4 Outstandingbusiness

ItemsforApproval5 Reports/NewBusiness

5.1 ReadingWeekPolicy-Exemption APC170214-5.1Dr.VincentGeorgie

Prof.AliAbdulHussein 5.2 SpecialStudentStatusPolicy APC170214-5.2

Ms.AliceMillerItemsforInformation

5.3 OpenLearningAnnualReport APC170214-5.3 Mr.NickBaker5.4 StudentAffairsAnnualReport APC170214-5.4 Mr.RyanFlannagan

AdditionalBusiness6 Questionperiod/Otherbusiness/OpenDiscussion 7 AdjournmentPleasecarefullyreviewthe‘starred’(*)agendaitems.AspertheJune3,2004Senatemeeting,‘starred’itemswillnotbediscussedduringascheduledmeetingunlessamemberspecificallyrequeststhata‘starred’agendaitembe‘unstarred’, and therefore open for discussion/debate. This can be done any time before (by forwarding therequesttothesecretary)orduringthemeeting.Bytheendofthemeeting,agendaitemswhichremain‘starred’(*)willbedeemedapprovedorreceived.

APC170214A

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APC170214-5.1UniversityofWindsor

AcademicProgramCommittee5.1: ReadingWeekPolicy–ExemptionItemfor: ApprovalMOTION: ThattheMasterofEngineeringManagement(MEM)andtheMasterofManagement(MoM),which

areweekend-onlyprograms,beexemptedfromtheReadingWeekpolicy.Rationale:TheMasterofEngineeringManagementandtheMasterofManagementprogramsareweekend-onlyprograms,withclassesofferedonFridays/Saturdayseverysecondweekend.TheMEMprogramrequirestwoyears(sixsemesters)tocompleteandtheMoMrequires16monthstocomplete.Botharegearedtowardspeoplewhoarealreadyintheworkforce.Thestudentsregisteredintheseprogramsscheduletheirworkandothercommitmentstobeabletoattendclasseseveryotherweek,andrelyontheconsistencyofthiswithinthecoursescheduling.Astheprogramsmature,therewillbetwocohortsinsessionduringanyonesemester,withclassesforeachcohortoffsettingoneandother(forexample,theenteringcohortmayhaveclassesonthe1st,3rdand5thweekends,whilethesecondyearcohortmayhaveclassesonthe2nd,4thand6thweekends).Whilestatutoryholidayswillbeavoided,havingtoalsoscheduleclassesinsuchawaythatbothweekendsofareadingweekarefreeofclasseselongatesthesemesterinsuchawaythatitwouldbedifficulttoscheduleandfitallclassesandfinalexamswithintheprescribedterm.GiventheuniquemannerinwhichtheMEMandMoMarescheduled(allowingstudentsintheseprogramstoplantheirownbreaksbetweenclassessincethesearescheduledeveryotherweek),aswellasthenatureofthetargetaudiencefortheseprograms,itisrequestedthattheMEMandMoMbeexemptedfromtheReadingWeekpolicy.ThisproposalhasbeenapprovedbytheFacultyofEngineeringCoordinatingCouncilandtheFacultyofBusinessCouncil.

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APC170214-5.2UniversityofWindsor

AcademicPolicyCommittee

5.2: SpecialStudentStatusPolicyItemfor: ApprovalMOTION: Thatpersonsinterestedintakingcoursesforgeneralinterestbeallowedtoregisterwithouthavingto

gain admission to the University, subject to the Registration Conditions for Students with SpecialStatus.

Rationale: Special Student status will facilitate the offering of academic courses through the Walls to Bridges (W2B)programwhich isawell-establishedacademicprogramthatbringsuniversitycoursesto inmatesofprovincialcorrectionalinstitutions.

Special Student status will provide a pathway for persons to attempt to qualify for admission to a degreeprogram.

SpecialStudentstatuswillfacilitatetherecruitmentofnon-traditionalpersonswhoseeducationalgoalsdonotincludeapost-secondarycredential.

RegistrationConditionsforStudentswithSpecialStatus: RegistrationisopentoselectedindividualsnotcurrentlyadmittedtotheUniversity

o Studentswhohavebeenrequiredtowithdrawfromthisoranyotherpost-secondaryinstitutionwithinthelast12monthsarenoteligibletoregisterundertheSpecialStudentStatusroute

Courseprerequisitesmustbemetwhereapplicableo SpecialStudentsarerequiredtopresentunofficialtranscriptsofpriorpostsecondaryworkatregistration,ifregistrationintoacoursewithaprerequisiteistoproceed

SpecialStudentshaveaccesstoclassesonlyasspacepermitso Whenspacepermits,accesstoregistrationnormallywillbethefirstdayofthetermthecourseisoffered

SpecialStudentsmustmeetminimumacademicstandardsforcontinuationofregistrationprivilegeso Acoursegradebelow60%putsthemonacademicprobation

SpecialStudentsaresubjecttoallpolicesandbylaws,andalloweduseofacademicservicesasequivalenttoastudent

SpecialStudentsmayapplyforformaladmissionorreadmissionatanytimethroughoneoftheapprovedadmissionrouteso Atthepointofadmission,coursescompletedviatheSpecialStudentrouteareincludedintheadmissiondecisionprocesso CoursescompletedviatheSpecialStudentstatusroutemaybecountedtowardthestudent’sprogram,providedtheyfitwithinthedegreerequirementsandsubjecttotheappropriateSenaterulesgoverningtheprogramofstudy

AcademiccourseworkcompletedwhileenrolledundertheSpecialStudentstatuswillappearonthestudent’sofficialtranscript

ActivitiescompletedwhileenrolledundertheSpecialStudentstatusmayberecognizedontheco-curriculartranscript

ApplicationsforSpecialStudentStatusmustbesubmittedtotheOfficeoftheRegistrarforapprovalontheSpecialStudentRegistrationForm.

StudentsdeniedregistrationprivilegesmayappealinwritingtotheRegistrar(ordesignate)withconsultationoftheappropriateacademicareawherenecessary.Thisdecisionwillbefinal.

Special students are allowed to complete a maximum of four courses prior to obtaining admission to theUniversity.Anysubsequentregistrationmustbeasaregularfull-orpart-timestudent.

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AdditionalInformation:ThoughnotsolelydesignedfortheWallstoBridges(W2B)program,theimpetusforthedevelopmentofthepolicyonSpecialStudentStatuscamefromaninitiativeinWomen’sStudiestooffercoursesthroughtheW2Bprogram.WallstoBridges(www.wallstobridges.ca):“We create collaborative and innovative learning communities within correctional settings. Inspired by the U.S.Inside-OutPrisonExchangeProgram,W2Bcoursesbringtogetherincarcerated/criminalizedstudentsandstudentsenrolled at colleges/universities to study together for semester long for-credit courses. Todate, 24W2B courseshavebeenoffered inCanada. TheNational ProgramHub is located in The Facultyof SocialWork,Wilfrid LaurierUniversity,Kitchener,ON.”“W2B courses are university or college based classes taught in jails, prison and community correctional settings.Students who are or have been incarcerated study together with students enrolled in university/collegeprograms. All students who successfully complete the course receive a university/college credit. An importantprincipleofW2Bcourses isthatstudentsfromoutsidethecorrectionalsystemarenot ‘mentoring’or ‘helping’or‘workingwith’ incarcerated/criminalizedstudents:allparticipants intheclassarepeers, learningtheclasscontenttogetherthroughinnovative,experientialanddialogicalprocesses.SpecificrequirementsrelatedtoofferingWallstoBridgescourses: TheSouthWestDetentionCentre(SWDC)isgender-segregated.Courseofferingswillneedtoclearlystipulate

genderrestrictionsforregistration.Forexample,inFall2017,onlywomenwillbeadmittedtothecourse.Ifacoursewastobeofferedformaleoffenders,onlyUWmalestudentswouldbeadmitted.

EnrollmentofUWstudentswillbelimitedduetotheclassroom-likespaceavailableatSWDC. Interested UW studentswill be required to fill out aWalls to Bridges application form, and theymust be

interviewedby thecourse instructor inaccordancewithW2Bguidelines.Accordingly, the selectionprocesswilltakesometime,whichmaybefrustratingtostudents.

UWstudents and the instructor are required to havepolice clearance. This process can take a fewweeks.Studentsshouldbeadvisedofthisrequirementinadvance.

UWstudentsarepermittedtotakeonlytheirclassmaterialsintotheSWDCclassroom-nobagsorpurses,nophones,computers,etc.

UWstudentswillneedtogetthemselvestoandfromSWDCduringtheterm.

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APC170214-5.3UniversityofWindsor

AcademicProgramCommittee

5.3: OpenLearningAnnualReport(2015-2016) Itemfor: InformaitonSubmittedby: NickBaker,Director,OfficeofOpenLearning1. ExecutiveSummaryA. IntroductionMission:The Office of Open Learning (OOL) provides leadership to the University of Windsor community in thedevelopment and delivery of flexible, high-quality learning opportunities for all of our current and futurestudents, underpinned by scholarly teaching practice. We foster and support innovative and engagingapproaches to teaching and learning by integrating rich educational technology practice to engage learners,whether they are on campus, or fully online. We continually advocate for, explore, and implement thetechnologyourinstitutionneedstobeontheleadingedgeofeducationalinnovationprovinciallyandnationallyin order to foster a teaching and learning environment that empowers our educators and learners to achievetheiraspirationsforexcellenceandimpact.

Mandate:ThemandateoftheOfficeofOpenLearningisto:§ Provide faculty support and professional development for online, open, hybrid, and technology-enhanced

learningandteachingthroughformalandinformaldevelopmentopportunities§ Provideacomfortable,safeandsupportiveenvironmentinwhichfacultycanexploreinnovationsinpedagogy

andcurriculum§ Workcollaborativelywith facultyandotherunitsoncampus todevelopanddeliverhigh-quality,engaging,

media-richlearningenvironmentsthatareappropriatetothediversedisciplinaryculturesandcontextsoftheUniversity’sfacultyandstudents

§ Attaininternalandexternalfundingforresearchanddevelopmentofonlinelearningenvironments§ Assist faculties to increase high-quality course and program offerings in online, hybrid, and technology-

enhancedmodesthatattractandretainstudents§ Supportfacultyinscholarlyteachingpractice,educationalresearch,andembeddinghighimpactpracticesin

allcourses§ Supportthedevelopment,adoption,andadaptationofOpenEducationalResources§ Advocate for and assist in implementation and uptake of relevant core educational technologies for

deliveringonlineandhybridteachingtothewidestpossibleaudience§ Exploretheboundariesofteachingandlearningpractice,includingemergingeducationaltechnologies,andto

provideevidence-basedconsultationandadvicetofacultyontheiradoption§ EnhancetheUniversityofWindsorandOOL’sprofilesasprovincial,national,andgloballeadersinthedesign

anddeliveryofonlineeducation,andscholarshipofonlineteachingandlearning(SoOTL)

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B. GoalsandObjectivesofReportingYear1. Provideanexceptionalundergraduateexperience:

a) Foster excellence in online, hybrid, and technology-enhanced teaching and learning practices across thecampusthroughmultipleaccessibleandflexiblepathwaystoteachingandlearningdevelopment

b) Collaboratewithfacultiesanddepartmentstoenhanceflexibilityofofferingsacrossthecampusc) Work inpartnershipwith faculty, staff, and students to seekOntario SharedOnlineCourseFund (ShOCF)

supportfordevelopmentofhighqualityonlinecourses,programs,andopeneducationalresources,andtoensurethesearedevelopedandimplementedtothehigheststandards

d) Work in partnership with the Centre for Teaching and Learning (CTL) and IT Services (ITS) to successfullycompletetheimplementationofBlackboardLearn

e) TransitionEcho360frompilottosustainablesolutionforin-classandonlinestudentengagementplatformf) Exploreoptions for systematic trackingand reportingonachievementof learningoutcomes,anddetailed

learninganalyticsg) ExpandreachofePortfoliostoadditionalprogramsandfacultiesh) Leadandcontributetoinstitutionalinitiativesthataimtoenhancethestudentexperienceoncampus,such

astheCurriculum2020discussionandLearningOutcomesprojectsinitiatedbySenatei) Proactively evaluate emerging technologies that may facilitate or contribute to engaging learning

environmentsj) PartnerwithFAHSSonanSPFgranttodeveloponlineandflexibleadvisingcapacityinthefaculty

2. Pursuestrengthsinresearchandgraduateeducation:

a) Support faculty exploring their own Scholarship of Online Teaching and Learning (SoOTL), including co-developmentofgrantapplications,publications,researchprotocols,andconferencepresentations

b) Supportundergraduateandgraduate student involvement indisciplinary, aswell aspedagogical researchanddevelopment,andengagestudentsaspartnersingrant-fundedprojects

c) Supportopportunitiesforundergraduateandgraduatestudentstoshowcasetheirresearchd) Engageinscholarshipofteachingandlearningandeducationalresearchinhighereducation,particularlyin

online,hybrid,andtechnology-enhancedteachingandlearninge) Support and encourage interdisciplinary collaboration and research, particularly through assistance with

applying for provincial and national grants that require or encourage collaborative and interdisciplinaryapproaches

f) HosttheOntarioCounciloneLearning(OUCEL)annualconference3. Recruitandretainthebestfacultyandstaff:

a) Advocate for development of technological, policy, and human infrastructure to support innovation andexplorationinteachingandlearning,makingUWindsoradestinationofchoiceforinnovativeteachers

b) Provide support for individual faculty, departments, and faculties in obtaining funding for curriculuminnovationinonline,hybrid,technology-enhanced,andopenprogramming

c) Provide expanded programming to support the development of teaching capacity and positive teachingculture in online, hybrid, and technology-enhanced education, including support for new (SPF50) andexistingfacultyatvariouscareerstages

d) Supportfacultyintheevaluationoftheirownteachingfordevelopment,promotion,andtenuree) Support faculties and departments in strategic situated educational development activities, curriculum

innovationandrenewal,andaccreditationrequirements4. EngageandbuildtheWindsorandEssexCountycommunitythroughpartnerships:

a) Providestrongadvocacyforenhancingflexibilityofprogrammingacrosscampus,includingdevelopmentofnew programming and enhancement of existing programs, to improve accessibility of education for non-traditionalandmaturestudentsintheWindsor-Essexregionandbeyond

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b) Partner with the CTL and St Clair College to host the national Educational Development Caucus (EDC)Conference

c) PartnerwithStClairCollegetoprovideeducationaldevelopmentsupportfortheironlineeducators,aswellasdevelopmentofpathwaysbetweentheinstitutions

d) Work in partnership with faculty to develop open access educational resources that are accessible andfreelyavailabletothecommunity

5. Promoteinternationalengagement:

a) PromoteUWindsoronlinelearningopportunitiesthrougheCampusOntariob) Support faculty toembed internationalperspectivesandexperienceswithintheir teachingthroughvirtual

internationalcollaborativeteachingopportunitiesc) Providetechnologicalandpedagogicalsupportforfacultyandstudentsengagedininternationalexperiential

learningopportunitiesd) Fosterinternationalengagemente) Support programs with high international enrolment to develop resources that will assist students to

transitionsuccessfullytotheUWindsorenvironmentf) PromoteapositiveimageofUWindsorthroughsocialmediaandWeb2.0tools

C. Successes

Received$447,300inSPFfundingfortwomulti-yearprojectssupportingexpansionofonlineteachingandlearningcapacityandinnovativeonlineadvising(inpartnershipwithFAHSSDean’sOffice)

Successfully partnered with faculty from across campus to receive $639,100 in funding for 10 projects in2015andanadditional$351,688foranadditional8projectsin2016fromthecompetitiveOntarioSharedOnlineCourseFund(ShOCF);14coursesand4 largeOpenEducationalResourceswere launchedorare indevelopmentfromthisfunding

Continuedworkingwithfacultyandteamstocompletemulti-yearprojectsfundedbyOOL’sownStrategicOnline Development Grants, developing online and hybrid courses and programs (approx. 50 coursesdeveloped,redeveloped,orenhancedthroughthesegrantssofar)

Partnered with faculty in four faculties to develop a new ‘on-demand hybrid’ delivery mode to enhanceflexibilityforstudents

Partnered with CTL and ITS to implement Blackboard Learn, and begin implementation of BlackboardOutcomesandAnalyticspackages

PartneredwithCTLandStClairCollegetohostthenationalEducationalDevelopers’Caucusconference SupportedEngineeringandOdetteSchoolofBusinesswithaccreditationprocess ExpandedePortfoliousefromapilotinonedepartmentto6departmentsandfaculties Workedinpartnershipwithfacultytodeveloporredevelopapproximately65courses WorkedwiththeProvost’sOfficetodevelopthenewDigitalLearningResourcesFeepolicy

D. Challenges

1. Ongoinglackofspacerestrictinghiringofadditionalstaffandefficientandeffectivemediadevelopmentforonline,hybrid,technology-enhanced,andopenaccesscourses

2. Staffing:Lackofkeyskillsintwoareas(graphicdesignandweb-development)andrelianceonshort-termcontracthiresandstudentlabourtodevelopcomplex,high-profileprojects

3. Nooutofhourssupportforfacultyteachingliveonlineorhybridclasses4. ImplementationofBlackboardLearnwithlimitedresources5. Lack of clear definitions of different teaching modes, and processes to consistently identify actual

teachingmodeofcourses6. Inconsistent quality of information publically available online for students to assist in making decisions

aboutcoursestoenrollin,whichisespeciallyproblematicforpotentialonlinestudents7. Lackofdedicatedacademicandtechnicalsupportforonlinestudents

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8. Low capacity of wireless internet access in parts of the campus (especially for hybrid or technology-enhancedcourses)ischallenging

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

a) Foster excellence in online, hybrid, and technology-enhanced teaching and learning practices across thecampusthroughmultipleaccessibleandflexiblepathwaystoteachingandlearningdevelopment

Developed and delivered three 2-day intensive introductory online course design sessions (theOnlineCourseDesignInstitute).Participantsreceiveacertificateofcompletionattheend.

Deliveredsituated/tailoredacademicdevelopmentsessionsin5faculties Provided 780 individual and group consultations with instructors, students, and staff across all

facultiesandseveralnon-academicunits,aswellasexternalcollaborators,totalingover940hoursofconsultations(excludingworkshops)

22 formalworkshopsoffered to thecampuscommunity,plusanadditional20customworkshopswithindepartmentsandfaculties

ProvidefacultyandstudentsupportandtrainingforallWordPressePortfolios Consult on the revision of University policies (e.g. Digital Learning Resources Fee Policy, use of

plagiarismdetectionsoftware) Begandevelopmentofafullsuiteofprogrammingtosupportfacultyinutilizingthefullpossibilities

ofcontemporaryteachingtechnologies,practices,anddeliverymodes,including39workshoptopics(inadditiontocustomizedworkshopsonrequest).

Created two short tutorial modules for instructors to incorporate in their course sites to provideintroduction to two common tools – BVirtual live online proctoring service, and BlackboardCollaborate

OOL designs courseware using international interoperability standards, AODA (accessibility)standards, and embedded principles of Universal Design for Instruction (UDI). OOL currently useseCampusAlberta’sstandardsforassuringqualityinonlinecoursedesign,whichwilllikelyformthebasisforeCampusOntario’sstandardstobedevelopedin2017

b) Collaboratewithfacultiesanddepartmentstoenhanceflexibilityofofferingsacrossthecampus Collaborated with instructors and departments to develop new or redevelop existing courses to

flipped, hybrid and on-demand hybrid courses in Business, English, Economics, the Cross-BorderInstitute,andNursing

c) Work inpartnershipwith faculty, staff, and students to seekOntario SharedOnlineCourseFund (ShOCF)supportfordevelopmentofhighqualityonlinecourses,programs,andopeneducationalresources,andtoensurethesearedevelopedandimplementedtothehigheststandards

Successfully managed the whole process from initial call, to proposal development, submission,completion,accounting,andreportingforallUWindsorsubmissionstotheShOCF

Over 50 expressions of interest in each of 2015 and 2016 rounds of funding calls led to 20 fullsubmissionsasleadinstitutionin2015(10successful;$639,100),and26proposalsasleadin2016(8funded;$351,688),whichwasthesecondhighestsuccessrateofinstitutionsacrosstheprovince.

14newonlinecoursesand4OERsdevelopedwiththisfundingd) WorkcollaborativelyinpartnershipwiththeCentreforTeachingandLearning(CTL)andITServices(ITS)to

successfullycompletetheimplementationofBlackboardLearn BlackboardLearnsuccessfullyimplementedandallcoursesmigratedfromCLEWtoBb Strong collaborative relationship between CTL, ITS, and OOL supports all aspects of the learning

management system (LMS), but also other educational technologies where the expertise andcapacityofthethreeunitsintersecttosupporttheneedsofthecampus

OOL supports faculty in designing and developing courses using the LMS, particularly online andhybridcourses,butalsoon-campuscourses

e) TransitionEcho360frompilottosustainablesolutionforin-classandonlinestudentengagementplatform

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Transition from self-hosted Echo360 lecture capture system and Lecture Tools to new integratedcloud-basedplatform,Echo360ActiveLearningPlatformwithincreasedandimprovedfunctionalityandaccessibility

Echo360studentengagementplatformtransitionedfrompilottosharedcostmodel(studentpaysportion,OOLpaysportion)

f) Exploreoptions for systematic trackingand reportingonachievementof learningoutcomes,anddetailedlearninganalytics

Blackboard Outcomes and Analytics selected as institutional tools for implementation incollaborationwithITSandCTL

g) ExpandreachofePortfoliostoadditionalprogramsandfaculties ePortfolio use expanded from small pilot with WordPress and Drupal in SOCI and VABE, to over

1,500 ePortfolios in WordPress across SoCA, Business, Law, Education, Nursing, and OutstandingScholars(almost700newePortfolioscreatedinthereportingperiod)

BeginplanningfordevelopmentofWordPressmulti-siteinstallationtoinstitutionalcapacity Fundedprojectsandpartneredwith faculties,CTLand ITS toprovideBlackboardPortfolios forall

incomingstudentsinEngineeringandVABE(bothalignedtoprogramandaccreditationoutcomes)h) Leadandcontributetoinstitutionalinitiativesthataimtoenhancethestudentexperienceoncampus,such

astheCurriculum2020discussionandLearningOutcomesprojectsinitiatedbySenate OOL contributed to both the Curriculum 2020 and Learning Outcomes Assessment projects (the

Directorwasanauthorandcommitteememberintheseworkinggroups),eachofwhichdevelopedadiscussionpapertoinformandprovokeconversationofthesetopics

i) Proactivelyevaluateemergingtechnologiesthatmayfacilitateengaginglearningenvironments BuiltaLightboardforrapiddevelopmentofengaginginstructionalvideocontent,purchaseddrone

for aerial video production, explored options for 360 degree images and video production forinstructionalmaterial,begantestingnewBlackboardCollaborateUltravirtualclassroom

2. Pursuestrengthsinresearchandgraduateeducation:

a) Support faculty exploring their own Scholarship of Online Teaching and Learning (SoOTL), including co-developmentofgrantapplications,publications,researchprotocols,andconferencepresentations

Facilitated development, submission and management processes for all UWindsor-led ShOCFprojects(46projectssubmittedintworounds2015/2016,18successfullyfunded)

AllfundedprojectsofferedRAandexpertresearch/SoOTLsupportfordevelopmentofaprotocoltoevaluatesuccessoftheprojects

b) Supportundergraduateandgraduate student involvement indisciplinary, aswell aspedagogical researchanddevelopment,andengagestudentsaspartnersingrant-fundedprojects

Partneredwith34studentsinvariouspaidandvolunteercapacitiesongrant-fundedprojects IncollaborationwithBusinessandCTL,developedATeachingAssistant’sGuidetoOnlineandHybrid

LearninganditscompanionASessionalInstructor’sGuidetoOnlineandHybridLearningc) Supportopportunitiesforundergraduateandgraduatestudentstoshowcasetheirresearch

Supported wide range of opportunities for students to showcase their research, including the 3-Minute Thesis Competition (provided coaching for participants and judging the heats), Trends inForensic Science undergraduate research conference (sponsorship, judging posters, social mediasupport), development of an open access undergraduate forensic science journal in collaborationwith the Library and Forensic Science program, and the UWillDiscover Undergraduate ResearchConference (organizing committee, social media support) and associated Open Online Course(instructionaldesign,technicalandpedagogicalsupport)

f) Engageinscholarshipofteachingandlearningandeducationalresearchinhighereducation,particularlyinonline,hybrid,andtechnology-enhancedteachingandlearning

OOL research presented at multiple local, national, and international conferences, as well asthrougharticlesandbookchapters

OOLblogasanopenscholarshiptooltodisseminateinformationaboutourprojects ReceivedrecognitionfromnationalgroupAcademicaTopTen

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Support campus initiatives such as the GATA Network (presenting workshops), and TeachingLeadershipChairs(OOLfundsaTeachingLeadershipChairinOnlineandOpenLearning)

d) Support and encourage interdisciplinary collaboration and research, particularly through assistance withapplying for provincial and national grants that require or encourage collaborative and interdisciplinaryapproaches

All of the ShOCF grants require collaboration, either across disciplines, across institutions, acrosshigher education sectors (college and university) or a combination of all of these. OOL helpedfacilitatethosecollaborations

e) HosttheOntarioCounciloneLearning(OUCEL)annualconference SuccessfullyhostedOUCELannualconferencewithrepresentativesfrom15Ontariouniversitiesand

2externalorganisations.MostparticipantshadnotbeentoWindsorortheuniversitypriortothisevent

3. Recruitandretainthebestfacultyandstaff:

a) Advocate for development of technological, policy, and human infrastructure to support innovation andexplorationinteachingandlearning,makingUWindsoradestinationofchoiceforinnovativeteachers

WorkedwiththeProvost’sOfficetodevelopaDigitalLearningResourcesPolicytobringtheformerAncillaryFeePolicyinlinewithMinistryguidelines

Advocatedthroughappropriatecommitteesforreviewandselectionoftechnologytoolstosupporttheneedsofthecampus,includingLMS,Echo360,BVirtual,WordPress

OOL co-funds Blackboard Learn licence (with ITS), and fully funds the university’s contribution toEcho360(hosting,streaming,admin;studentspayforaccesstotheend-usertool),andWordPress(hosting)

b) Provide support for individual faculty, departments, and faculties in obtaining funding for curriculuminnovationinonline,hybrid,technology-enhanced,andopenprogramming

OOL provided a total of $317,000 in multi-year funding to projects started in 2013 and 2014 fordevelopmentofonlinecourses,programsandopenaccessresources,resultingin50coursesbeingdevelopedorredeveloped;mostprojectscompletedin2015butsomelaunchedin2016

$990,788 in ShOCF received in 2015-16 for online course and Open Educational Resourcedevelopment

c) Provide expanded programming to support the development of teaching capacity and positive teachingculture in online, hybrid, and technology-enhanced education, including support for new (SPF50) andexistingfacultyatvariouscareerstages

Begandevelopinganon-creditCertificateinOnlineandOpenLearningthatisflexibleandresponsivetotheneedsofindividualfaculty,recognizingawiderangeofprofessionallearningexperiences

Developed a series 39 workshop topics in 5 categories for delivery over multiple years and inmultipleofferings

Facilitated a Community of Practice for instructors interested in or teaching online, hybrid ortechnology-enhancedcoursesandprograms

ContributedtothedeliveryoftheNewFacultyOrientationprogram.TheDirectoremailedeachnewinstructortowelcomethemandinformthemoftheservicesweoffer

d) Supportfacultyintheevaluationoftheirownteachingfordevelopment,promotion,andtenure Assistedallgrantwinnersindetermininganappropriateevaluationstrategyfortheirprojects WorkedwiththeREBondevelopmentofaprotocolforSoTLresearchinonline,hybrid,flipped,and

technology-enhancedcoursese) Support faculties and departments in strategic situated educational development activities, curriculum

innovationandrenewal,andaccreditationrequirements AssistedEngineeringandBusinesswithaccreditationprocess Approximately 20 invited workshops for faculty and students delivered within faculties and

departmentsonrequest Consulted with 6 departments and faculties on program level curriculum innovation and

development

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CollaboratedwiththeLeddyLibraryonopencontentandlibraryprogramming4. EngageandbuildtheWindsorandEssexCountycommunitythroughpartnerships:

a) Providestrongadvocacyforenhancingflexibilityofprogrammingacrosscampus,includingdevelopmentofnew programming and enhancement of existing programs, to improve accessibility of education for non-traditionalandmaturestudentsintheWindsor-Essexregionandbeyond

In partnership with Education and CEPE, funded and facilitated development of the world’s firstonline International Baccalaureate (IB) Educators certificate program that allows teachers to becertifiedtoteachinIBschools,withtheprogramtolaunchinfall2016

Developing additional fully online or hybrid programs in partnership with Education, ForensicScience, Business, Computer Science, and the Cross-Border Institute, all of which provide flexiblelearningoptionsfornon-traditionallearnersandopenmarketsforWindsorprogrammingthatwerenotpreviouslypossible

AttendedOPUSOpenDayanddeliveredworkshopstoOPUSmembers PresentedonaccessibletechnologiesintheAccessibilityAwarenessDay

b) Partner with the CTL and St Clair College to host the national Educational Development Caucus (EDC)Conference

Highly successful conference with highest number of participants so far for this conference (152participantsfrom56institutions)

c) PartnerwithStClairCollegetoprovideeducationaldevelopmentsupportfortheironlineeducators,aswellasdevelopmentofpathwaysbetweentheinstitutions

Delivered tailored 2-day intensive online course design institute at St Clair College in partnershipwiththeirOfficeofAcademicExcellence

Planning to seek provincial funding for online pathway program in computer science as apartnership between St Clair College’s School of Business and Information Technology, and theUniversityofWindsor’sSchoolofComputerScience

d) Work in partnership with faculty to develop open access educational resources that are accessible andfreelyavailabletothecommunity

Collaboratively developed one large provincially funded Open Educational Resource (OER)(Graduate Approaches to Qualitative Research) and began development of an additional threefundedOERs(RearrangingandSolvingEquations,VirtualToolKitforTransferStudentSuccess,andWritingSkillsforHumanServiceProfessionals).AllwillbeopenlyavailableforuseunderaCreativeCommonslicenceandexpectedtobeavailablebyfall2016

5. Promoteinternationalengagement:a) PromoteUWindsoronlinelearningopportunitiesthrougheCampusOntario

DirectorisamemberoftheworkingpartydesigninganddevelopingtheeCampusOntarioportal,aswellasamemberoftheeCampusOntarioBoardofDirectors

OOListheinstitutionaladministratorofUWindsor’spresenceintheeCampusOntarioonlineportalthatallowspotential students to findallonlinecourses offered inuniversitiesandcollegesacrosstheprovince.ThisportalallowsWindsortopromoteallouronlinecoursesthroughasingleportalthatalsodisplayshistoricalequivalencedataforeachofthesecourses(fromOnCAT)

Workedwith theRegistrar’sOfficeandCEPE toprepareandvalidatedataonallUWindsoronlinecourseforingesttoeCampusOntarioportal(thisactivityhappensthreetimesayear)

DevelopedindividualgraphicstomarketeachUWindsorcourse(firstuniversitytotakeadvantageofthiscapabilityintheportal)

Planningtodevelopintroductoryvideoswithinstructorstodrawgreaterattentiontocourses Funded and partnered with Simon duToit to develop and deliver UWindsor’s first Open Online

Course,whichdrewparticipantsfromCanada,theUS,Europe,Asia,andAustralia.FundedaprojecttoexploredevelopmentofasecondopenonlinecourseinpsychologywithKenCramer

b) Support faculty toembed internationalperspectivesandexperienceswithintheir teachingthroughvirtualinternationalcollaborativeteachingopportunities

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SupportedLawandHumanKineticstoexperimentwithcoursestaughtwithinstructorsandstudentsinpartnerinstitutionsintheUSandEurope

Workedtoimplementarangeofflexibletechnologiestofacilitatecollaborativeteachingofcourseswithinternationalpartners,ortofacilitatefacultyteachingfromremotelocationsinternationally

c) Providetechnologicalandpedagogicalsupportforfacultyandstudentsengagedininternationalexperientiallearningopportunities

Supported SoCA to facilitate intensive experiential course in Italy where visual arts studentsdevelopedportfoliosoftheirexperiencetosharewithstudentsandothersbackinWindsor

d) Fosterinternationalengagement ProvidedworkshopsintheCTL’sInternationalFacultyDevelopmentprogram OOLstaffmaintainmemberships in18nationaland internationalsocieties,andbeginningprocess

forinstitutionalmembershipinthepeakinternationalgroupononlineanddistanceeducation–theInternationalConsortiumofDistanceEducators

OOL’sstaffreviewfor13internationaljournalsandconferences CollaboratedwithcolleaguesacrossCanadaandinternationallyonprojectsthatenhanceWindsor’s

reputationandrelationshipswithotherinstitutions ParticipatedinandsupportedWindsor-OaklandConferenceonTeachingandLearning Co-fundedand facilitatedvisitbyDr.MickHealy, internationalexpert in studentsaspartnersand

undergraduate research-based learning, who also presented in the Undergraduate ResearchConferenceOpenOnlineCourse

e) Support programs with high international enrolment to develop resources that will assist students totransitionsuccessfullytotheUWindsorenvironment

Collaborated with Tranum Kaur to fund and develop resources to support and help prepare theinternationalstudentscomingintotheMastersofMedicalBiotechnologyprogram

f) PromoteapositiveimageofUWindsorthroughsocialmediaandWeb2.0tools Provided social media expertise and support for UWindsor events, including Campus Technology

Day, Windsor-Oakland Conference, UWillDiscover Undergrad Research Conference, Trends inForensic Science, Celebration of Teaching Excellence, EDC Conference, Teaching LeadershipSymposium,andEvaluatingTeachingSymposiumtoincreaseglobalvisibilityoftheseevents

PromotedUWindsorthroughOpenOnlineCoursesandeCampusOntarioportalB. FutureActions/Initiatives

1. CollaboratewithfacultyanddepartmentstodevelopsuccessfulproposalsfortheeCampusOntariocallforfundingforonlineprogramsandopencoursewareinitiative,aswellastheeCampusOntarioresearchandinnovationgrants.Proposalsshouldreflectstrategicprioritiesofthefaculties.

2. Partner with faculty and the Library to produce open access textbooks and other Open EducationalResources(OERs)

3. BeginprocessofdesigninganddevelopinganewphysicalspaceforOOL4. ImplementavisitingfellowshipprogramfortheOOLinpartnershipwiththeCTL5. LaunchtheAlanWrightAwardforExemplaryOnlineandTechnology-EnhancedTeaching6. Partner with instructors, departments, faculties, and CEPE to explore options for growing innovative and

responsiveprogramming,includingsub-degree,ladderedcredentialsandcontinuingeducationprograms7. Develop more rigorous project management and course development workflow to improve quality

enhancementprocessesinOOLprojects8. Continuetoassessthe impactofOOL’sactivitiesandrefineprioritiesandapproachesthroughanexternal

reviewandstakeholderengagement9. Continue to experiment with cutting edge learning technologies to address needs of the UWindsor

communityandworkcollaborativelytoevaluateandimplementtheseasneeded(e.g.CollaborateUltra)10. PlanfirstannualOnlineandTechnologyEnhancedTeachingandLearningSymposium11. BegintotransitionOOLbudgettoamorestrategicandsustainablemodeltobetterservethecurrentneeds

ofthecampus

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C. RecommendationsforSenateconsideration(ifany)

1. Developofficialinstitutionaldefinitionsofdifferentteachingmodes(e.g.on-campus,off-campus,hybrid,

on-demandhybrid,fullyonline,flipped)andexamineworkflowforcollectinganddisplayinginformationoncoursedeliverymodethroughthecourseproofsandcoursecalendarpopulationprocesses

Rationale:UWindsorstudentshavenoconsistentoraccurateinformationonthedeliverymodeofcoursesweoffer,andUWindsoriscurrentlyatadisadvantageprovinciallycomparedtootherschoolsbecausestudentswhomaywishto take our courses on a Letter of Permission from other institutions have great difficulty finding accurateinformationontheactualdeliverymodeofourcourses.Further,thereisnoconsistentmechanismforcollectinganddisplaying this information accurately. Best practice would also allow for a course code nomenclature that wouldincludeinformationondeliverymodethatisconsistentwithanofficialinstitutionaldefinitionofeachmode.

2. ExploreoptionsforexpandedinstitutionallyconsistentcourseinformationavailableonlineRationale:CurrentUWindsorstudents,andstudentsfromotherinstitutions,inter-province,andinternationallyhaveaccesstoverylimitedinformationthatwouldbehelpfulinthedecision-makingprocessforenrolment.Consequently,theyeithergosomewhereelse,orareforcedto‘shoparound’forcoursespriortothedropdatesotheycanfindoutwhatthecourseactuallyintendstocover.OOLwouldbehappytoprovideexamplesofexemplarypracticeinmakingsuitable course information publicly available, as well as suggesting information that might be considered forinclusioninaninstitutionalpolicyforconsiderationofAPC.

3. AddressinconsistencyandinequalityinSenateBy-Law51(SBL1.5.1)thatallowsasingleevaluationpiecetobeworththeentiregrade in ‘distanceeducation’courses (“Withtheexceptionofdistanceeducationcourses,gradingpoliciesthateffectivelyallowasingleevaluationproceduretobeworththeentirecourse(i.e.,astudentwhofailsthisassignmentfailsthecourse,regardlessofthetotalgradereceivedforotherassignments),arenotpermitted”).

Rationale:By-law51currentlyallowsfordiscrimination,unfair,andpedagogicallyunsoundpracticesincoursesandsections designated as ‘distance education’ (which is not defined), whereby instructors can choose evaluationproceduresthateithereffectivelyoractuallyallowasingleevaluationproceduretobeworth100%ofthefinalgrade.Thisisinconsistentwiththepolicyforotherdeliverymethods,andprovidesapotentialbarriertoexpansionofonlineprogramming.

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APC170214-5.4UniversityofWindsor

AcademicProgramCommittee5.4: StudentAffairsAnnualReport(2015-2016)Itemfor: InformationForwardedby: RyanFlannagan,AssociateVice-President,StudentExperience1. ExecutiveSummary

A. Introduction

ThemissionofStudentAffairs(nowcalledtheOfficeofStudentExperience)istoenrichthestudentexperiencethroughtheprovisionofprogramsandservicesthatadvancestudentsuccess,contributetocampusengagementandpromoteasafe,caringandinclusiveenvironment.TheStudentAffairsportfolioincludesthefollowingunits: StudentSuccessCentre(includeStudentDisabilityServices,AdvisingServices,StudentTransition

Programs) InternationalStudentCentre StudentCounsellingCentre CampusCommunityPolice ResidenceServices TheOutstandingScholarsProgram TurtleIsland(AboriginalEducationCentre) TheAcademicIntegrityandStudentSupportOfficer

B. GoalsandObjectivesofReportingYear1. Provideanexceptionalundergraduateexperience:

ParticipateinactivitiesacrosstheuniversitytosupportincreasedIndigenizationofuniversityacademicandnon-academicprogramsandservices;

CreateaspaceandcommunitythatiswelcomingandsupportiveforAboriginalstudents; Promoteacademichonestyandsupportthedevelopmentofanupdatedacademicintegrityprocess; Providecommunitysafetyservicesofthehighestquality;continuallydevelop,improve,andinitiatenew

programsthatfurtherenhancesafetyontheuniversity’scampus; EnsurethatInternationalstudentsreceivethesupporttheyneedtoeffectivelytransitiontouniversityand

makesuretheyfeelwelcomeandengagedintheuniversitycommunityovertheentiretyoftheiruniversitycareers;

ContinuetodelivertheOutstandingScholarsProgram; Deliverhighqualityresidencelifeprogramsandservicessuchthatresidencestudentshaveconsistently

highlevelsofsatisfaction; Examineandrevitalizeresidencelifeprogramssuchthattheyareconsistentwithbestpractices; Ensureallresidencebuildingsarebeingmaintainedtoahighstandardandthatregularinvestmentsare

beingmadetoaddresscapitalanddeferredcapitalrequirements; Ensurestudentshaveaccesstoprofessionalcounsellingwithinreasonabletimelinesthateithermeetor

exceedtheprovincialaverageforwaittimes;

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Identifyandimplementprogramsthathelpstudentsdeveloptheirowncopingskillsand/orincreasetheresiliencysuchthatthenumberofstudentneedingcounsellingisreduced;

Deliverstudenttransitionprogramsthatreflectbestpracticeapproachesandthatgeneratehighlevelsofstudentsatisfaction;

Provideaccurateandaccessibleacademicadvisingtoundergraduatestudentsfromallfaculties; Providemeaningfulleadershipopportunitiestostudentswhocanenhancetheexperienceofstudents

acrosstheuniversity; Provideaccurateandaccessibledisabilitiesandaccommodationsadvisingtostudents; Ensureexamsforstudentswithdisabilitiesareadministeredefficientlyandeffectivelysuchthatstudents

aresatisfiedwiththeirexperienceandfacultymembersaresatisfiedthattheexamprocessissecureandreliable;

EnsuretheongoingdeliveryofthewritingsupportdeskintheLeddyLibrary; Developprogramsthatreduceincidentsofsexualviolenceandincreasethecapacityofstudentsand

universityemployeestoaidsurvivorsofsexualviolence.2. Pursuestrengthsinresearchandgraduateeducation:

DelivertheUWillDiscoverconference.3. Recruitandretainthebestfacultyandstaff:

N/A4. EngageandbuildtheWindsorandEssexCountycommunitythroughpartnerships:

N/A5. Promoteinternationalengagement:

Encourageandsupportincreasingnumbersofdomesticstudentstostudyabroad.C. SuccessesAboriginalEducationCentre(TurtleIsland)

TheAboriginalEducationCentre-TurtleIsland(AEC-TI)participatedintheCampusCommunityGarden(CCG).CCGisdedicatedtobuildinghealthy,interactiveurbancommunitiesthroughthecollectiveproductionoflocallygrown,organicfood.AEC-TIplantedaThreeSistersgarden;corn,beans,andsquashes.Thesecropsaresaidtobewatchedoverbythreesisterspiritscalled“sustainers.”Onthesamemoundthethreecropsgrowtogether,helpingandprotectingeachother.VisitorstothegardenlearnhowthesethreecropshavecontributedtoahealthydietformanygenerationsofNativeAmericansprovidingcarbohydrates,protein,aminoacids,andvitamins,allwhilebeingasustainablefarmingpracticeforboththepeopleandtheland.

TheAEC-TIparticipatedintheFacultyofLawTruthandReconciliationCommittee(TRC).TheTRCincludesrespondingtheTRCrecommendationsforLawschoolsandconceptualizingthenotionofindigenizationatpost-secondaryinstitutions.

ThePresidentoftheUniversityofWindsorbegantoincludethefollowingstatementtoacknowledgetheterritorywheretheUniversityofWindsorsitsasthetraditionalterritoryoftheThreeFiresconfederacyofFirstNations,comprisedoftheOjibway,theOdawa,andthePotawatomie.

TheUniversityofWindsorOfficeoftheSenateformedaWorkingGrouponbenchmarkingtheUniversityofWindsorinrelationtothe13PrinciplesofIndigenousEducationofUniversitiesCanada.ThereportwaspresentedthereportApril2015to

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Senate.ThereportindicatesthattheUniversityofWindsorhasdevelopedmanymodelsofdecolonizingandindigenizingthecurriculum,providingservicestoIndigenousstudents,engagingwithIndigenouscommunitiesandfosteringinter-culturalcommunicationandknowledge.

AcademicIntegrityOffice

AcademicMisconductCases=84o Plagiarismcases=37casesor44%oftheacademiccases

Non-AcademicMisconductCases=10 BehaviouralIncidentReportCases=58

CampusCommunityPolice

TookpartintheAnnualWindsor-EssexRegionalEmergencyExerciseincollaborationwiththeCrossBorderInstitutetoapplytrafficflowmodelsaroundcampusinahypotheticalemergencysituationinvolvingtheCanadian/USborder.

Introducedthe“Run,Hide,Fight”strategyforactiveattackerresponsetotheResidenceServiceannualtrainingprogram.

Providedon-sitesupportthroughtheCCPCommunityServicesOfficetoHeadStart,WelcomeWeek,OpenHouse,HealthFair,MentalHealthAwarenessWeek,InternationalStudentOrientationandtheAlcoholEducationprograms.

Trainedfrontlineofficersinatwo-dayMentalHealthFirstAidcoursethatallowsforofficerstobebetterpreparedwhendealingwithissuesofmentalhealthoncampus.

ConductedsevenCrimePreventionThroughEnvironmentalDesignsurveyswithaviewtoimprovingsafetyandsecurityforusersofcampusfacilities.

CompletedtheAnnualLightingandFoliageSafetyAuditthatfocusesonprovidinginformationtofacilityservicesforrepairsandonmakingsuggestionsforasafercampus.

InsupportoftheirsuccessfuleffortsinadministeringCPRusinganAEDthreeofficerswererecognizedbyEssex-WindsorEMSforsavingthelifeofastudentwhohadcollapsedwhileplayingbasketballattheSt.DenisFieldhouse.

InternationalStudentCentre

Continuedcollaborationwithfacultyassistingwithoutgoingstudentexchangeinterviews.

Continuedimprovementofstudentstudypermitcollectionandfollowupasrequiredbythefederalgovernment.

Conductedactivitiesforstudents,including:SummerattheParks(w/ISS/VISA),ResumeClinics(CCES),SINClinics(ServiceCanada),TaxRefundformsessions(CRA),ProvincialNomineeProgram(w/CIC),USVisa(w/USConsulate),LegalAdvising(CLA),HostfortheHolidays,Q&ASoupSeriesWorkshopswithcampusexpertpanelists.Topics:Staywarm,stayactive;Acingthosemidterms;SurvivalTipsforwinter;Relationships…it’scomplicated;SurvivalGuidetoCanada.

WeeklyEnglish,FrenchandSpanishConversationgroups.OutstandingScholarsProgram

Dr.SimonduToitwasappointedthenewprogramcoordinator. TheOSofficesmovedtoEssexHall,Rooms324and323. OpenedanOSStudentLoungeinEssexHall,Room330. AtranscriptnotationforcompletionoftheOSprogramwasapprovedbytheSenate. Fundedstudenttravelrequestsincreased,supportingstudenttraveltoconferences. DevelopedOSPeerMentoringprogramforfirstyearstudents. ProvidedinformationonexternalawardstoallUWindsorstudents.OurRhodes

ScholarsseminarinMarchsaw38studentsparticipate;andasaresultwehad6strongapplicantsfortheRhodesscholarshipcompetitioninAugust2016.

Achievedsubstantialparticipationinthe2016UWillDiscoverundergraduateresearchconference.26ofthe70studentpresenterswereOutstandingScholarsandOutstandingScholarsvolunteerswerecentraltotheplanningandimplementationprocess.

ResidenceServices

HostedConsentworkshopsinWinter2016inpartnershipwithWomen’sSafetygrants.

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Heldmonthlydrugandalcoholsafetyeducationalworkshops. MadeasizabledonationtotheLeukemiaandLymphomaSocietyofCanadaina

formerstaffmember'shonour. Redesignedstudentstaffhiringprocesstobebasedoncompetenciesandlearning

goalsoftheresidencelifeprogram. Offeredover250opportunitiesforstudentstoparticipateinresidence,campusand

off-campusprograms,workshopsandevents. Increasedfocusonprovidingeducationalratherthanpunitivesanctionsfor

violationsofResidenceCommunityStandards. Recognizedover115studentsfortheiracademicachievementinthefallof2015.

StudentCounsellingCentre

Continuedtomeettheincreasingdemandfortimelymentalhealthservicesandalsorespondingtogreaternumberofstudentspresentingincrisis.

ExpandedcampuswidesupportwiththeintroductionofadditionalembeddedcounsellorsinLawandGraduateStudies.

Providedtrainingtostudents,faculty,staffandthewiderWindsorcommunityonavarietyoftopics(e.g.,mentalhealth,firstaid,suicideprevention,identifyingandreferringstudentsindistress).

SecuredfundingforWellTrack(acomputerizedskillbuildingprogramfordepression,anxiety,andstress)totheuniversitycommunity.

Ranked3rdforMentalHealthServicesatOntarioUniversitiesinMaclean'sannualrankingsofuniversities.

StudentSuccessCentre

DeliveredHeadStartandWelcomeweek TheStudentSuccessCentremaximizedofficespacetoensurethatallprogramsand

servicesfunctioninthebestwaypossible.ThisisasuccessduetotheamountofprogramsandservicesthatfunctioninDillonHall;insomecases,staffmadeextraordinaryeffortsforstudents.

AdvisingservicesprovidedbytheStudentSuccessCentrecontinuetosupportstudents.Basedoncurrentstatistics,thereisrecognitionthatadditionalresourcesneedtobededicatedtothisservice.

TheLead@UWindsorvolunteerprogramprovidesstudentvolunteerswithopportunitiestodevelopleadershipskillsbysupportingfirstyearstudentsparticipatinginorientationprograms.Seniorvolunteerscontinuetobeessentialcontributorstorecruitment,hiringandtrainingofvolunteersandprovidevaluableinputintoourorientationprograms.

StudentDisabilityServices(SDS)continuestoprovideacademicsupportforstudentswithavarietyofdisabilities.Thelargestgrowingdisabilitycategorycontinuestobestudentsseekingacademicaccommodationformentalhealthrelateddisabilities.SDScontinuestoupdatepoliciesandproceduredocumentsincludingthoserelatedtohowwecollectdocumentationrelatedtostudentswithpsychiatricdisabilities.Worktookplaceoverthecourseof15-16toensureSDS’sprocessesadheretothedirectivesprovidebytheMinistryforAdvancedEducationandSkillsDevelopment.

WritingSupportDeskcontinuestobeahighlyregardedservicebystudentsfromalldisciplinesandlevelsofstudy.ItisespeciallyimportanttostudentswhosefirstlanguageisnotEnglish.Numberofuserscontinuestogrowforthisservicefromyeartoyear.

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D. ChallengesResources: Itcontinuestobethecasethatthecentraladvisingteamdoesnothavethehumanresourcestomeetthe

demandofstudents.Foraperiodoftimein2015-16therewasonlyoneadvisor.Despitethis,over4,000studentswereseen;

ThereisagrowingrecognitionwithintheStudentAffairscommunitythatServiceLearningisanimportantandintegralpartofthestudentexperience.TheStudentSuccessCentredoesnothavetheresourcestodevelopandimplementprogramminginthisarea;

Capitalissuesinresidenceremainanongoingchallengewhichhasbeenexacerbatedbydecliningstudentenrolment.

Space: TurtleIsland(AboriginalEducationCentre)wasmovedintotheCAWCentre.Whilethespaceisadequate

itisunderstoodthatthislocationistemporaryandthateffortswillbemadeinthecomingyearstoidentifyamoresuitablelocation;

ThegroundfloorofDillonHallisbothtiredandinsufficientintermsofspacetomeettheneedsoftheprogramsthatarehousedinthisarea.

ProgramsorServices TheCo-curricularTranscriptremainsanunder-utilizedprogram; Absenceofanoverallstrategicplanspecifictostudentcommunications,whichaddresseshowthe

portfolioisusingitswebpages,socialmediaaccountsandothercommunicationsvehicles; Despiteseveraldifferentapproachesandefforts,thenumberofstudentsgoingonexchangeremains

lowerthanwewouldlike.

2. ReportA. Area’sGoalsandObjectivesandtheUniversity’sStrategicPlan

StrategicPriorities–UniversityStrategicPlan:1. Provideanexceptionalandsupportiveundergraduateexperiencethatemphasizesindependent

learning,interdisciplinaryopportunities,flexibilityindegreecompletionpathways,andsuccessfulyeartoyeartransitionThemajorityoftheworkdonebyStudentAffairsiswithinthispriority.Theservicesandprogramsthatareprovidedarediverseandinallcasestheobjectivesoftheseprogramsplacethestudentexperienceasthecentralconsideration.Intermsofsuccessesunderthispriority,theuniversityiscreatingthousandsoftouchpointswithitsstudents: HeadStartwhichisrunoverthesummertosupportthetransitionoffirstyearstudentssaw928

studentsand583parents; TheWelcomeWeekprogramandtheInternationalStudentCentrewelcomedover1,500domestic

andinternationalstudents; Thecentraladvisingteam,whichworkscomplementarytoprogramadvisorssawjustover4,200

students; Residencewashometonearly900studentsoverthecourseoftheyearandstrovetoensureeach

oneofthemhadagreatexperiencethatsupportedtheirpersonalandacademicdevelopment; TheInternationalStudentCentrecontinuestobehubforhugenumbersof(nearly3200)students

overthecourseoftheyear;

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CampusPoliceremainscommittedtoserviceandhadnearly3000interactionswithcommunitymembersovertheyear;

StudentDisabilityServicessupportedagrowingnumberofstudents(514)ofwhichthevastmajoritywrotemultipleexamsinSDSexaminationspace;

TurtleIsland,despitemovingfromitslong-timelocationonSunset(nowTurtleIslandWalk)continuestodeliverimportantprogramsandservicesforAboriginalandnon-Aboriginalstudents.IthasalsopositioneditselftobeanimportantresourceregardingIndigenizationeffortsthathavebeenunderwayintheFacultiesofEducationandLaw.

2. Createamoreresearch-intensiveuniversitywithgraduateprogramsthatbuildonacademicand

professionalstrengthsAlthoughStudentAffairsonlyhasoneprogramthatisdirectlylinkedwithresearch,itisanimportantone.TheOutstandingScholarsprogramisasignatureprogramoftheuniversityandisoneofonlyafewprogramsinOntariothataimstoprovidehighachievingstudentswithextraordinaryresearchopportunitiesthatenhancetheirexperiences,increasetheiremployabilityandprovidefacultywithready-accesstotheuniversity’sbeststudentstoaidintheirresearchefforts.In2015-2016,397studentswhomaintainedanaverageofover92%participatedinthisprogram.Thisisnotaninsignificantcontributiontotheimportantresearchthatistakingplaceacrosscampus.

3. Recruitandretainthebestfacultyandstaff

Not-applicable

4. Engagethecommunityinpartnershipsthatwillstrengthentheeconomy,qualityoflife,andwell-beingoftheWindsor-EssexregionNot-applicable

5. Promoteinternationalengagementthroughstudentrecruitment,studentandfacultyexchanges,andpartnershipsthatcomplementourteachingandresearchstrengthsTheInternationalStudentCentrehascontinuedtodoimportantworktopromoteandsupportstudentsgoingoninternationalexchanges.Studentsgivethestaffhighmarksformakingthisprocessaseasyaspossible.AndincomingexchangestudentsfromdozensofcountriesfromacrosstheworldalsopraisetheISContheireffortstowelcomeandsupportthemacrosstheirexperience.TherecontinuestobeadesiretoincreasethenumberofUWindsorstudentswhogoonexchangebeyondthe82studentswhowentonexchangein2015-16.

B. FutureActions/Initiatives

[Actions/initiativesthatwillbeundertakeninthenextyeartocontinuetobuildonsuccesses,tomeetgoalsandobjectives,andtoaddresschallenges.Includelistofnewand/orrevisedgoalsandobjectives.Includepotentialnewpolicydevelopmentsandsuggestionsforprogrammingpriorities.]InJuly2016,StudentAffairswastransformedintotheOfficeofStudentExperience.In2016-17andbeyond,theprioritiesofthisreformedportfoliowillbeasfollows:

EmphasizeoutreachandtherecruitmentofAboriginalstudentsandincreasethekindsoftransitionalsupportsthatareavailabletoincomingAboriginalstudents;

Increasethecapacityofthecentraladvisingteamandaddretentionfunctionstotheunit; Re-vision,enhanceHeadStartandWelcomeWeekwithaviewtoempoweringstudentleaderstobuild

strongandhelpfulrelationshipswithincomingstudents;

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ImplementtheBounceBackmentoringprogramtoaidintheretentionoffirstyearandsecondyearstudents;

EnsurethereareadequateresourcesandspacetomeettheneedsofstudentswhoarewritingexamsinStudentDisabilityServices;

EnhancethespacewithinStudentsDisabilityServicessuchthatstaffandstudentsarefunctioninginspacethatisonparwithotherspacesoncampus;

ReformtheStudentSuccessCentresuchthatthereareappropriateleadershipresourcestoensurethoseprogramsandservicesthatarebeingdeliveredareevidence-based,areachievingresults,andareconsistentwiththeoveralldirectionoftheuniversity;

EstablishaWellnessCentrethatbringstogetherMedicalServicesandStudentCounsellingServiceswithaviewtoensuringaneffectivecontinuumofcareandadequateresourcestomeetthementalhealthneedsofstudents;

Creatingstudentleadershipandservicelearningprogramsthatincreasethenumberofleadershipopportunitiesavailabletostudentsandtohelpstudentsmakemeaningfulcontributionstocommunitieslocallyandabroad;

Workwithpartnersacrosstheuniversitytodevelopasustainablestrategytomaintainaresidenceprogram;

EnsurethereisarobustWritingSupportDeskandprovidinginformationthatdemonstratesthatitismakingameasurablecontributiontostudentretention;

Build,growandmaintainstrongworkingrelationshipswiththeUWSAandAthleticstoensureweareworkingtogethertodevelopwellorganizedandwantedactivitiesthatenhancethestudentexperience

Workwiththeuniversity’sSexualMisconductResponseandPreventionOfficertoensurethattheuniversityremainsarecognizedleaderintheareaofsexualviolencepreventionandthatweareengaginginevidencebasedactivitiesthathaveshowntoreduceincidencesofsexualviolence;

Carefullyassessallprogramsandservicestoensuretheyare:evidencebased;valueformoney;havesatisfactoryutilizationrates;andaremakingameasurablecontributionthatenhancesthestudentexperience.

C. RecommendationsforSenateconsideration(ifany)

Norecommendations.

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Appendix1:StatisticsforServiceswithinStudentAffairs(nowOfficeofStudentExperience)Department Service 2012/13 2013/14 2014/15 2015/16AboriginalEducationCentre

IdentifiedFTAboriginalStudents 179 104 134 122

IdentifiedPTAboriginalStudents 62 14 11 16 4WindsSTEAM(Science,Technology,

Engineering,Arts,andMathematics)andBeginningTimeTeachingProject*

8 24 40 ----

TurtleIslandSummerArtsCamp* 10 19 19 ---- *Programunderreview–nodataavailableAcademicIntegrityOffice

CasesfiledwithUniversitySecretariat 146 231 161 94

CasesInvestigatedbytheAIOi 130 197 69 ---- *WiththechangestoSenateBylaw31(March2015),theAIOinvestigatesacademic

misconductonlyattherequestoftherelevantassociatedean.CampusCommunityPolice

TotalCallsforService 4397 3437 3598 2873

ReportableEvents-Criminal 302 245 192 153 ReportableEvents-NonCriminal 155 153 202 157 TotalReportsFiled 479 414 412 334 CrimesAgainstPersons 16 13 17 10 CrimesAgainstProperty 232 167 115 105InternationalStudentCentre

InternationalStudentAdvisingWalk-insandAppointments

4807 3534 4014 3159*

Uncategorizedappointments - - - 581 Walk-insandappointmentswithHealth

Administrator- - 991 941

AppointmentswithProgramAdvisor 1057 495 684 354* AppointmentswithExchange

Administrator1082 914 994 691

OutgoingExchangeStudents 63 77 81 82 IncomingExchangeStudents 78 71 92 85 *NoInternationalStudentAdvisorFebruary-April2016

**NofulltimeAcademicProgramAdvisorJanuary-April2016OutstandingScholarsProgram

OutstandingScholarsTotal 423 323 367 397

1stYearOutstandingScholarCandidates 236 112 136 152 2ndYearOutstandingScholars 75 83 100 98 3rdYearOutstandingScholars 66 65 70 86 4thYearOutstandingScholars 46 63 61 61ResidenceServices StudentsinResidence 1310 1186 1077 893 FirstYearStudentsinResidence 658 635 600 492 UpperYearStudentsinResidence 489 415 266 192 InternationalStudentsinResidence 163 136 211 209 *For14/15and15/16,1styearstudentsinresidenceandupperyearstudentsare

onlydomestic.Internationalstudentcategoryincludes1styearandupperyearstudents.

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Department Service 2012/13 2013/14 2014/15 2015/16StudentCounsellingCentre

StudentsServed 788 782 812 854

Appointments 3701 3269 3555 3640 CrisisCases 115 134 195 200 %onPsychiatricMeds 15% 19% 16% 25% %InternationalStudentsServed 9% 9% 10% 10% %ResidenceStudentsServed 14% 10% 13% 10% %Part-timeStudentsServed 12% 10% 10% 7% %withSuicidalThoughtsatIntake 34% 32% 35% 32%Advising AdvisingAppointments 5293 4594 5022 4285 %1stYearAppointments 22% 16% 14% 21% %2ndYearAppointments 33% 36% 28% 25% %3rdYearAppointments 25% 29% 30% 25% %4thYearAppointments 20% 19% 28% 19% %AppointmentType:Academic 32% 19% 11% 7% %AppointmentType:ChangeofMajor 9% 26% 5% 4% %AppointmentType:GeneralAdvising 18% 28% 9% 11% %AppointmentType:Walk-in 19% 40% 68% 65% %AppointmentType:DegreePlanning 22% 14% 11% 10% %AppointmentType:TransferAdvising NA 12% 16% 2%Connecting4Success TotalStudentsParticipating 172 196 259 211 FirstGenerationStudentsParticipating 159 132 155 129 OtherStudentsParticipating 13 64 104 82 Mentors 204 271 282 162 %StudentsCompletingAcademicYear 80% 73% 86% 88%DisabilityServices StudentsRegisteredwithSDS 518 450 372 514 DisabilitiesSupported 642 622 588 621 ExamAccommodations 4000 3558 3500 3843 SupportedbyLearningStrategist 145 126 148 145 SupportedbyAssistiveTechnologist 137 130 152 159WritingSupport StudentsServed-Fall 486 474 974 1116 StudentsServed-Winter 515 545 1181 1255 StudentsServed-Summer NA 330 480 694

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