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Response to the York University Quality

and Sustainability Review

Glendon College

March 2, 2015

Response to the York University Quality and Sustainability Review

TABLE OF CONTENTS

Introduction.................................................................................................................................................................1

1.0 Process...................................................................................................................................................................1

2.0 Context...................................................................................................................................................................2

3.0 Generating Revenues.............................................................................................................................................3

3.1 Increase Enrolment............................................................................................................................................3

3.1.1 Historic Enrolment Growth.........................................................................................................................3

3.1.2 Building on Strength: Intake Picture 2015-2018..........................................................................................3

3.1.3 Demographic-Driven Growth......................................................................................................................4

3.1.4 Growth in French Immersion......................................................................................................................4

3.1.5 Strategic Enrolment Management and Student Experience.......................................................................5

3.1.6 New Programs, New Partnerships...............................................................................................................7

3.2 Make Extended Learning More Profitable.........................................................................................................8

3.3 Increase International Recruitment...................................................................................................................9

3.3.1 Context........................................................................................................................................................9

3.3.2 Measures for Increasing International Enrolment at Glendon....................................................................9

3.4 Increase Government Subsidies.......................................................................................................................10

3.4.1 Context......................................................................................................................................................10

3.4.2 Measures for Increasing Government Subsidies.......................................................................................11

3.5 Increase Advancement Revenues....................................................................................................................11

3.5.1 Context......................................................................................................................................................12

3.5.2 Development Measures............................................................................................................................12

3.5.3 Measures to Improve Alumni Relations....................................................................................................13

3.5.4 Measures related to Communications – External Relations and Media....................................................14

3.6 Acquire York University Ancillary Services on Glendon’s Campus....................................................................15

3.7 Other Smaller-Scale Revenue Generating Initiatives........................................................................................15

4.0 Finding Efficiencies...............................................................................................................................................16

4.1 Curricular Improvements.................................................................................................................................16

4.2 Administrative Reforms....................................................................................................................................17

4.3 Academic Reorganization.................................................................................................................................18

5.0 University-wide Solutions....................................................................................................................................18

5.1 Facilities...........................................................................................................................................................18

5.2 UIT....................................................................................................................................................................18

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5.3 Administrative..................................................................................................................................................19

5.4 Other................................................................................................................................................................19

6.0 Quality Measures.................................................................................................................................................19

6.1 Research Intensification...................................................................................................................................19

6.2 Excellence in Teaching and Learning................................................................................................................20

6.2.1 Experiential Education (EE).......................................................................................................................20

6.2.2 E-Learning.................................................................................................................................................21

6.3 Mental Health..................................................................................................................................................22

6.4 French and Bilingualism...................................................................................................................................22

7.0 Summary of Major Measures...............................................................................................................................22

Revenue Generation..............................................................................................................................................22

Efficiencies.............................................................................................................................................................22

8.0 Conclusion............................................................................................................................................................23

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INTRODUCTION

Glendon College continues to thrive, yet needs to undertake budgetary and organizational re-adjustments in support of the response to university-wide challenges. In the current budgetary context of ongoing deficits, there is a pressing need to generate revenue and achieve greater efficiencies while maintaining the integrity and the high quality of Glendon College’s bilingual teaching and research.

Glendon has addressed these issues collaboratively, inviting multiple stakeholders to share ideas and strategies, from budgetary to administrative and to academic. This document reflects the scope of the meetings and consultations among faculty, staff, Faculty administration, students within the community, the central administration as well as other Faculties. As a result, a range of dynamic ideas have been proposed to improve quality and sustainability of academic programs and administrative units. Above all, Glendon is continuing to improve the student experience, and provide an exciting and inviting learning and teaching climate. It strives to uphold its mission of functioning as the Centre of Excellence in French-Language and Bilingual Postsecondary Education that prepares students for the global workforce, furthers post-graduate education, and enables students to succeed in all aspects of their lives once they graduate.

This document has been prepared by Glendon’s Policy, Planning and Nomination Committee (PPNC) in close collaboration with the Faculty administration, which has guided us throughout and offered us much of the details and ideas reported herein by way of its documentation of all prior meetings and consultations, but PPNC takes full responsibility for its contents. PPNC is forwarding this document to Glendon’s Faculty Council for college-wide consideration. In this regard, PPNC made the draft of the document available for electronic feedback a week in advance of the external deadline, and invited further commentary in person at a final meeting and then electronically after that in order to complete the document.

1.0 PROCESS

As a campus, the approach to the response process to York University’s Quality and Sustainability Review was highly collaborative and collegial, with an intentional emphasis on full stakeholder involvement, including comprehensive student involvement at all levels. The meetings with the Department Chairs and Faculty Council, to a large extent, have served as venues for communication, discussion, and the determination of the overall response process. All decisions were made on the basis of consensus.

Four town hall style meetings gathered the Glendon community – the fourth having taken place in a special Faculty Council meeting – and reflected all of our campus’ stakeholders; full-time and part-time faculty in addition to managerial and administrative staff and students. The ideas generated in those meetings launched a working document that was updated and disseminated at every subsequent meeting. Based on these town hall meetings, two leadership retreats, one

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academic and the other administrative, were organized in order to glean program and unit specific initiatives for efficiencies and revenue generation.

The Principal and Associate Principal Academic held meetings with Department Chairs and Program Directors to discuss the results of internal departmental consultations on the matter. This was followed by the generation of a report submitted to the Principal from the departments, and pertinent elements of those reports have been included in this document.

As previously mentioned, the students have been involved in almost every meeting related to this initiative. The Glendon College Student Union Senators led a series of meetings with diverse groups of student leaders to draft a response to the Provost’s request for feedback on the ancillary services and other items. Their participation has been exemplary and elements of their written report are included within this document.

As mentioned, in the last phases of preparation of this document, PPNC partnered with Glendon’s leadership team to write the Principal’s response to York University’s Quality and Sustainability Review and held a special meeting with observers in order to facilitate the community response, as well as making it available to the Glendon community electronically for further feedback.

The Glendon administration is concurrently undertaking strategic planning processes that are setting a mission, vision, and objectives for the following areas: Information Technology, Research, Graduate Studies, Francophone issues, Enrolment and Retention, and Marketing and Communications. For each of the areas identified, a working group comprised of various campus stakeholders contributed to a SWOT analysis and a working document that will inform the overall strategic vision for Glendon. There is much excitement around this exercise, which has generated a number of creative ideas, some of which have been integrated into this document.

2.0 CONTEXT

York University is currently facing a number of internal pressures (enrolment, student satisfaction, limited funding) and external pressures (differentiation pressures, limited funding, competing universities). The context is somewhat different at Glendon College, as enrolment has steadily increased over the years. Fifteen years ago, Glendon had just under 1,400 FFTEs (Fiscal Full-Time Equivalent); today it has over 2,400. For next year, whereas the rest of York University as a whole is witnessing a decline of 4.5% in fall undergraduate applications, Glendon is experiencing a 42% increase. Student satisfaction at Glendon, as recorded in recent satisfaction surveys, is consistently among the strongest at York. With regard to external pressures, Glendon has little problem differentiating itself, in that it is the only bilingual institution in Southern Ontario, and has been named the Centre of Excellence for Francophone and Bilingual Postsecondary Education in Southern Ontario by the Government of Ontario. However, despite this, limited funding is a major problem for Glendon as much as it is for York.

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Glendon’s immediate major challenge is to balance its budget. Many special costs must be covered by Glendon, which makes the exercise of balancing the budget a challenge:

Costs related to bilingual programs Costs related to bilingual services and resources Costs related to having one’s own campus Costs related to being a small institution Costs related to language courses (which must maintain a smaller class size)

That is why Glendon will have to make significant cuts in its operations if it is to become more sustainable, especially in the context of an Activity-Based Budget model (i.e. SHARP).

3.0 GENERATING REVENUES

3.1 INCREASE ENROLMENT

› Glendon is working on the assumption of an enrolment growth at the simple rate of 3% per year in the next three to five years

In absolute terms, Glendon is planning on an increase of approximately 80 students per year over the next three to five years. This growth projection is realistic, and is based on demographic trends in Ontario’s and the GTA’s Francophone population, as well as on French Immersion trends in Ontario.

3.1.1 HISTORIC ENROLMENT GROWTH

Glendon’s enrolments have been climbing steadily since 2000, significantly outpacing growth in the university system generally and within York University specifically, with a total increase of nearly 71% in FFTEs. In parallel, quality of the incoming pool has improved significantly from a minimum entry average of about 70% to 78% (for the A Pool – Ontario high school pool), placing Glendon among the most competitive BA faculties in the province for university admissions.

Thanks to the introduction of two new Master’s programs (Public and International Affairs & Conference Interpreting) and a PhD in Francophone Studies, the growth in graduate studies has been even more dramatic. The enrolment in Glendon’s graduate programmes has quadrupled over the last ten years.

3.1.2 BUILDING ON STRENGTH: INTAKE PICTURE 2015-2018

Glendon’s Fall-Winter 2015-16 recruitment / applicant conversion cycle is in progress. While York is posting a 5% decline in its undergraduate domestic high-school applicant pool, projections for Glendon exceed our most optimistic expectations. Preliminary forecasts show an

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increase of over 30% in A Pool domestic intake, or 140 additional heads. While it is premature to project B pool and international student / visa growth with confidence, a conservative estimate for each would bring our total projected growth in incoming students to 240 in 2015. This growth is driven by increased visibility generated through student recruitment initiatives, and will feed flow-through growth until 2018-19 when the cohort graduates.

Intake growth is expected to slow but carry into years 2016-2017 and 2017-2018 at a simple rate of 3% per year on account of consistent recruitment strategies and enhanced applicant-conversion efforts. Growth will be further supported by demographic shifts in the Francophone community (see section 3.1.3) and among French-immersion enrolments (see section 3.1.4). The introduction of new programming will generate net new enrolments separate from this growth (see section 3.1.6).

3.1.3 DEMOGRAPHIC-DRIVEN GROWTH

Central and southwestern Ontario are the only regions of the province in which the French-speaking population is growing. The proportion of the province’s Francophones living in these regions is projected to grow from one third to one half by 2025. French-language school enrolments are also growing, both at the elementary and secondary levels. 24 new Francophone schools have opened in these regions since 2013, with 17 more planned 1. The Francophone student population at Glendon is expected to grow in consequence, particularly with the launch of new programming that responds to Francophone student demand.

3.1.4 GROWTH IN FRENCH IMMERSION

French immersion graduates typically account for ~20% of the incoming A pool class. According to Canadian Parents for French, “enrolment in Ontario’s French Immersion programs has reached an all-time high at 175,895 students, a 6.2 per cent increase over the previous year, which has contributed to the 5.3 per cent average annual growth the program has experienced 1 Ontario Ministry of Training, Colleges and Universities (2013). Moving Forward. Increasing the capacity of the Ontario education system to deliver French-language postsecondary education in central and southwestern Ontario, Toronto, pp. 5-8.

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over the past eight years. It is the fastest growing program of its kind in the country, with demand outstripping capacity”2. As shown below, growth is at both the elementary and secondary levels.

Ontario French Immersion Enrolments3

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012Elementary

98369 99094 104372 108236 113374 117314 125008 132722 141113 150687

Secondary 16423 16686 17287 19507 19682 19718 21420 22510 23522 24208

In addition to French immersion, ~40% of incoming A pool students have completed Grade 12 core French, and ~ 10% Extended French.

3.1.5 STRATEGIC ENROLMENT MANAGEMENT AND STUDENT EXPERIENCE

Glendon has established local Strategic Enrolment Management (SEM) expertise, which seeks to embed an integrated, student-centred, and evidence-based approach to recruitment and retention, with the ultimate goals of achieving continued enrolment growth targets, establishing an optimal enrolment mix, and maximizing operational efficiencies.

Student supports are being oriented towards student satisfaction, success, and retention moving forward. Glendon’s student satisfaction ratings are consistently among the strongest at York (as measured in the National Survey of Student Engagement), but they fall short of provincial leaders. As for retention, it is inconsistent from year to year.

The SEM team, with student support teams, will be working to better understand our students’ profiles, retention picture, and enrolment levers, taking advantage of considerable SEM work underway in the Offices of the Provost and the VP Students. The following priority areas have been identified to support enrolments and capture efficiencies:

1. Strategic course planning and management will combine the insights of the front-line academic advising team and the expertise of academic colleagues

A new course planning and scheduling framework is being rolled out to maximize space utilization and student course loads

Academic departments are being encouraged to plan for three distinct semesters (fall, winter, summer) and to offer courses spanning one semester (four months) rather than two, whenever appropriate. This will permit us to increase new-student intake to the winter and summer terms and expedite time to degree completion. More summer

2 Canadian Parents for French – Ontario (Sep 5, 2014). French Immersion enrolment in Ontario leaps forward for 8th

consecutive year [Press Release]. Retrieved from http://on.cpf.ca/wp-content/blogs.dir/1/files/20140905_FI-enrolment.pdf. 3 http://www.edu.gov.on.ca/eng/educationFacts.html.

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courses in French and enriched summer opportunities, such as a French cultural course abroad, could further boost summer numbers

More vigilant use of course-filtering tools (e.g., blocking space in a course for students with the pre-requisites) can boost enrolments and student satisfaction

2. Academic advising is recognized as a critical retention lever

Mandatory workshop-style advising is being expanded from incoming students to all students transitioning from first to second year as a critical retention touch point and skill-building opportunity for students

York’s automated Degree Progress Report (DPR) tool will be rolled out to Glendon students. DPR will mitigate time and expense associated with course selection errors, reduce wait times associated with manual degree audits, and create staff capacity for other value-added work

Communicating the benefits of a 4-year (honours) degree (vs. ordinary) can be incorporated in various places to support enrolments

3. Student supports are being adjusted to reflect retention best practices and student development theory

Transition Support: All incoming students benefit from the Welcome Wagon integrated outreach program that was recently awarded the Ontario University Registrar Association’s prize for innovation. This program will expand in FW 2015 and beyond to drive student engagement, readiness, and resourcefulness across the first year, with plans to leverage YUStart’s Moodle platform. In addition, incoming students have the option of participating in JumpStart: Successful Transition to University, a comprehensive week-long university preparedness course. The JumpStart program continues to grow in registrations, providing incoming students with the tools to adjust to the academic demands of university life, develop techniques to enhance academic performance, connect to resources on campus, and adapt to a new environment.

First-year Experience (social engagement): An expanded peer mentoring program will equip mentors with the necessary skills to help incoming students map out their first-year experience, move smoothly along their chosen path and leverage outside of classroom opportunities for personal and leadership development.

First-year Experience (academic engagement): A heightened focus on first-year experience, particularly in the classroom, will work to reach our predominantly commuter population and complement recent gains made in first-year experience more broadly. Plans are underway for a 1st-year university skills course supported by both experiential learning and eLearning; supplemental instruction support as well as an early alert system are being considered.

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At-Risk Support: Generic support will be refocused to financial and academic support for vulnerable populations. For example, an automated report that signals when an OSAP-funded student drops to part-time could trigger an immediate reassessment of funding entitlement and keep the student in school.

Current-Student Communications: Service teams are considering an integrated digital outreach plan for routine information, thereby freeing staff time for complex cases and other value-added work.

Consolidated Service: Opportunities for continued cross-departmental integration and collaboration are being encouraged to support seamless service and to achieve efficiencies.

Glendon will be among the first faculties to leverage the University’s Customer Relationship Management (CRM) system, with preliminary implementation set for spring 2015. The CRM is expected to lend insights on our students, enhance service levels, measure the impact of our work, inform resource allocation, and improve operational efficiencies. This tool will be indispensable for our SEM work across departments and across the student life-cycle.

3.1.6 NEW PROGRAMS, NEW PARTNERSHIPS

With funding received from the Ministry of Training, Colleges and Universities (MTCU), Glendon is introducing five new programs that are poised to substantially expand the comprehensiveness of its offerings in high-demand areas: Biology (BSc), Psychology (BSc), Business, Communications, and Pre-law

Glendon is further exploring the possibility of a joint bilingual program in Nursing with the Faculty of Health (two years at Glendon followed by two years at the Faculty of Health) as well as a joint bilingual program in Engineering with the Lassonde School of Engineering (one year at Glendon followed by three years at Lassonde)

Preliminary discussions were also held with the School of Arts, Media, Performance & Design on a possible collaboration with Glendon. At this point, the possibility of a certain number of bilingual courses (3 to 5), including one or two studio-oriented courses, is under exploration. A partnership with AMPD would also involve an experiential education component in the Glendon Gallery, which could be used for innovative graduate student projects

Drama Studies (DRST) is currently developing a partnership with Collège Boréal that will allow Boréal students to complete a BA in Drama Studies at Glendon as well as a college diploma at Boréal

Under consideration is a joint bilingual Business Administration program with a renowned business school. The program would target academically strong, French-speaking students who complete two foundational years in Glendon's Business Economics program before transferring to the partner institution to complete years 3 and 4

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Plans for the imminent launch of the new bilingual BSc programs in Psychology and in Biology are in process for September 2015

Plans to redesign the agreement and structure of the joint Communications program with La Cité will garner greater interest and increase enrolment

New programs will build on existing courses and programs at Glendon and partner Faculties, thus minimizing the addition of new resources.

3.2 MAKE EXTENDED LEARNING MORE PROFITABLE

›Glendon will develop Extended Learning to its full potential

Glendon Extended Learning (GEL) is a revenue generating unit, netting above $200,000 in 2013-2014. As this unit is currently building an updated business plan, the following includes ideas for cost-savings and revenue generation for GEL:

Raising the fees for all 2015-2016 programs and courses by 5%, along with the target of reducing costs by 10%

Expanding current course offerings (most importantly FSL and ESL) in terms of dates, times, pricing, materials, duration, e-learning, ages, and exploring new continuing education opportunities

Investigating offering more professional development programs / courses / seminars / workshops / conferences with various Glendon professors and departments (e.g., the School of Translation and the MCI program, the Glendon School of Public and International Affairs)

Increasing the promotion of the Explore/ Immersion programs to international students, as well as current, future, and former Glendon students, to assist them with their ESL and FSL needs

Exploring the capacity to offer French and English testing or non-academic evaluation, such as the Common European Framework (CEFR), Discipline of Teaching English as an International Language (D-TEIL, including TESL Canada accreditation), Diplôme d’études en langue française (DELF), Test de français international (TFI), French Business Language Testing Service (BULATS), and the Cambridge English exams

Expanding our FSL training for private and public sector employees Continuing and increasing our FSL training to Security Services at both campuses Investigating further internal opportunities for language training, including, but not

limited to, private lessons for York leadership In general, reducing costs via interdepartmental savings (e.g., flat rate for ITS, housing,

Aramark)

The following revenue generating opportunities could be considered after further investigation:

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Working with the Career and Counselling Centre to offer more career-related opportunities for students, including conferences, job fairs, job/leadership skills, etc. (Currently, they do more counselling than career-planning support.)

Collaborating with the Glendon’s Spanish Resource Centre to combine the Spanish language course offering and other development opportunities

Exploring the possibility of offering a French-language program similar to what is currently offered in English to the Living and Learning in Retirement group

3.3 INCREASE INTERNATIONAL RECRUITMENT

›Glendon will increase its international recruitment activities

3.3.1 CONTEXT

More than 600,000 Francophones live in Ontario, and over the last decade about 8,600 newcomers whose first language is French have immigrated to Ontario. Ontario’s Immigration Strategy has set the goal of having 5% Francophone newcomers, an increase from the current level at less than 2%. One of the main elements of the government immigration strategy is the Provincial Nominee Program, which allows international students to remain in Canada on a work permit for up to 3 years after completing their studies. As a result, Canadian embassies and consulates across La Francophonie have been encouraging universities offering bilingual programs to double their recruitment efforts in French-speaking countries. Given their mandate to promote Canadian educational products, these offices often support international recruitment efforts through market intelligence, coordination of recruitment events and direct outreach to schools throughout the year to raise the profile of Canadian universities in their regions. Given that international students often become a significant source of landed immigrants, we are seeing an increasing demand for French-language programs outside of Québec.

The number of applications from Francophone international students seeking bilingual programs offered by Glendon has greatly increased, i.e. by 15% between 2013 and 2014. However, there is still room for additional international students at Glendon. Currently, Glendon’s international student population is at 8% of the total student population of Glendon. York University’s Faculty of LA&PS international student population reaches 12%. With the increased number of Francophone students seeking international educational opportunities, there is a vast potential for Glendon to increase its international student population.

3.3.2 MEASURES FOR INCREASING INTERNATIONAL ENROLMENT AT GLENDON

A Faculty’s capacity to conduct international recruitment is rather limited. However, Glendon can improve its capacity to do so by:

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Working closely with York International to ensure the development of a more coordinated international strategy that includes bilingual promotion and the inclusion of key Francophone markets in York’s overall international strategy

Better leveraging government initiatives, such as Advantage Ontario, which funds international recruitment initiatives of Francophone institutions

Working closely with the Association des collèges et universités de la francophonie canadienne, which promotes university studies in French in Canada outside Quebec

Maximizing international research and student bursary opportunities available through the Agence universitaire de la Francophonie (AUF)

Increasing the number of summer exchange opportunities in Francophone countries and diversifying the destination countries

Leveraging Glendon faculty involvement in international research initiatives to recruit international fee-paying graduate students

Optimizing the international student recruitment resources available through Canadian embassies, consulates and the offices of the Canadian Department of Foreign Affairs and International Trade

Building institutional capacity to support Francophone international student recruitment and appointing a Director of International Relations, funded in part through government grants

Targeting the Lycées français and Canadian International Schools around the world to attract Francophones to study at Glendon

Developing a new competitive tuition structure for international students studying in French, modeled after the University of Ottawa’s initiative for increasing enrolment in programs operating under capacity

3.4 INCREASE GOVERNMENT SUBSIDIES

›Glendon will seek to increase government subsidies

3.4.1 CONTEXT

York receives special purpose grants on an annual basis to support Glendon’s French-language programming. These include bilingualism grants, French-Language Access / French as a Minority Language Grants from the provincial government, and cost-shared federal-provincial Official Languages in Education (OLE) Grants to support university level instruction in French as a minority language and French as a second language. According to consultant David Trick’s recent review of Glendon’s capacity as part of the government’s Action Plan to increase access to French-language postsecondary education, the grants York receives from the federal and provincial governments do not fully cover the additional costs of operating a small campus bilingually. In addition, York receives comparatively lower enrollment funding for Glendon, because the majority of Glendon students are at the undergraduate level and in programs with a funding weight of 1.0. Glendon is in a good position to argue for an increase of base funding from the government:

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Glendon’s government subsidies for Francophone institutions have remained the same since the late 1990’s, when student enrolment was around 1,700 students. Since then, enrolment has increased by close to 60% but the grants have not kept up with either the enrolment growth or inflation

Glendon is not receiving any government grants relative to its small size, as do all other smaller universities, such as Université de Hearst and Francophone colleges

Based on its enrolment share and the amount of French-language education funding invested by the province in the Central-Southwestern region, Glendon receives a disproportionately low amount of French-language funding relative to other Francophone post-secondary institutions in Ontario

3.4.2 MEASURES FOR INCREASING GOVERNMENT SUBSIDIES

Given that securing ongoing operating funding is essential for Glendon to hire permanent faculty for its proposed expansion, efforts will be made to increase the amount of funding that Glendon currently receives. Potential additional sources of government revenues will be sought by:

Seeking to increase Glendon’s share of the provincial French-Language Special Purpose Grants and to persuade the provincial government consider this funding increase as an ongoing part of the bilingualism grants received by York University for Glendon College

Negotiating with the MTCU to make Glendon Campus eligible for the Small, Northern and Rural Grant, in light of the operational costs associated with Glendon’s size

Working with the three local French-language School Boards to identify additional funding to support student transition from secondary school to university

Reviewing Glendon’s institutional activities to determine eligibility for non-traditional government funding sources that could be accessed outside of the education sector (e.g., Ministry of the Environment or Ministry of Economic Development, Employment and Infrastructure)

Soliciting the Department of Canadian Heritage to secure complementary funds under the Canada-Ontario Agreement on Official Languages in Education

Obtaining federal and provincial support for the modernization and expansion of Glendon’s facilities

Securing French-language funding provided by government agencies such as the Ontario Council on Articulation and Transfer (ONCAT) and the Ontario Centres of Excellence (OCEs) to support innovation and the development of Glendon’s partnerships at the local, regional, and provincial levels

3.5 INCREASE ADVANCEMENT REVENUES

›Glendon will seek to increase its advancement revenues

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3.5.1 CONTEXT

The Glendon Advancement Office consists of Development, Alumni and Communications Marketing for External Relations and was established in 2002 at Glendon. Prior to that, it had no formal advancement infrastructure, no major gift history, and no donor base. After twelve years and with limited human resources, fundraising has become a consistent source of revenue and pride for Glendon and York.

3.5.2 DEVELOPMENT MEASURES

Development is an integral part of the Office of Advancement and constitutes the essential revenue generating sector.

Glendon will be launching its leadership for Global Challenges Campaign within the York Campaign in the Fall of 2015 with a renewed volunteer committee composed of thought leaders and major gifts donors

A feasibility study will be undertaken to assess fundraising capacity within target constituencies. The potential to increase Glendon’s private support for its well-defined priorities is at an all-time high

We aim to increase the number of major gifts, given the improvement of donor relations, working with the Division of Advancement at the Keele campus. The direct stewardship of Glendon donors by the Glendon Office of Advancement has proven to improve donor relations and foster greater donations

Given past fundraising performance in pledges and payments on Campaigns for Glendon, we aim to raise $800,000 per year

New territories for fundraising outreach activities should also be explored, including other provinces and countries.

By identifying new benefactors, maximizing existing relationships and programs, preparing a meaningful case in support of Glendon’s priorities, and engaging donors in innovative appeals, we will be renewing our giving programs to inspire heightened response rates

The following new appeals, programs and projects are in progress:

Expanding the major and exceptional gifts operations with twice as many contacts from the Director of the GSPIA and the Principal of Glendon

Expanding the annual campaign programs, reaching all Glendon communities Expanding the planned giving program to include all proximate neighbours and

communities Renewing faculty, staff, and alumni appeals for the creation of special funds in

memoriam of faculty Promoting the priorities tailored to increase donations within the Francophone

community

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Initiating an international fundraising program with alumni Developing crowdsourcing-inspired student giving initiatives related to defined priorities Creating a new sponsorships program to raise funds with new constituencies Expanding fundraising activities for specific funds for existing scholarships and bursaries

in priority programs Creating new giving opportunities for graduate programs, such as Interpretation, GSPIA

and the French Master’s and Doctoral programs Organizing stewardship event, planned giving initiatives and major gift programs

tailored to individual donors Finalizing the Donor Wall in the Centre of Excellence to increase visibility and

stewardship of individual major gift donors Promoting the campaign with internal and external constituencies through launch and

celebratory events Increasing visibility of Advancement projects and of the Office of Advancement with

appropriate signage so that donors and alumni can easily identify and access our services

3.5.3 MEASURES TO IMPROVE ALUMNI RELATIONS

Glendon Alumni is the second segment of the Advancement Office contributing directly and indirectly to revenue generation. Glendon’s fundraising success is largely due to alumni support. Bilingual alumni relations are also an essential part of development activities and successes.

Glendon alumni activities will be expanded in the following ways:

Creating a specific fundraising appeal for the Glendon’s 50th anniversary Engaging alumni in plans for the upcoming Homecoming in September Promoting donation appeals to alumni groups for programs such as Translation, GSPIA

and International Studies Pursuing interactive LinkedIn and Facebook initiatives, to maintain high alumni

engagement Planning events and appeals by graduation year segments, such as the “First Years” and

recent graduates Establishing an active employment tracking system for Translation alumni in response to

their request for the framing and management of employment data (Web page, social media) for promotional activities. This would complement the department’s plan to partner prospective and current students with graduates for experiential education opportunities, professional development initiatives, and mentorship.

The Level of Engagement statistical analysis produced by Keele Alumni indicates that Glendon alumni have a higher level of engagement in relation to all York grads from all faculties. The 2013-2014 engagement statistics below demonstrate the extent of our success in reaching

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Glendon alumni, especially the younger, more networked, generation. With our new alumni programs, we aim to expand outreach and activities by 10%.

Glendon All York# Active # Engaged % Engaged % Engaged

Under 25 498 365 73.3 52.325-34 2,723 1,290 47.4 29.435-44 2,780 747 26.9 20.545-54 2,590 603 23.3 20.355-64 2,535 580 22.9 21.465+ 1,075 285 26.5 17.9Unknown 485 106 21.9 26.5TOTAL 12,686 3,976 31.3 24.2

Source: Division of Advancement

3.5.4 MEASURES RELATED TO COMMUNICATIONS – EXTERNAL RELATIONS AND MEDIA

Promoting Glendon’s priorities is paramount for positioning the institution with external market segments and for differentiating it from other universities. Media and advertising are also important for supporting campaigns. Marketing Glendon’s image (its brand) with external stakeholders (including, alumni, corporations, foundations, thought leaders, and potential donors) is as essential as promoting ourselves to prospective students and parents.

Promoting Glendon’s faculty, research, academic programs, its Francophone character, and the importance of its connection to the Francophone community is a central activity of the Office of the Principal, and supporting publications continue to be produced by External Communications.

In collaboration with York Communications and partnering French-language media, the External Relations team continues to actively disseminate Glendon news and notable research achievements, using purchased advertising space in print, audio and online media.

External Relations and Communications will seek to:

Continue to publish the Glendon Magazine and E-Magazine four times a year for its target audiences: VIPs and thought leaders, alumni, donors, potential donors, and the public. These publications, especially the E-Magazine along with its website, are prominent communication opportunities for external constituents and are strategic methods for the promotion and ultimately the achievement of Glendon’s priorities

Maximize synergies between External Communications and Glendon’s funding priorities, promoting its successes, and advertising donor recognition; to be publicized in newspapers, within alumni engagement initiatives, student engagement, and generally in Glendon programs

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Optimize communications with the French community through French media relations and Glendon bilingual and Francophone image projection in the public. This is also essential to achieve financial support from these sectors

Develop stronger ties with the Chinese community, including CPAC (Chinese Professionals Association of Canada) and in targeted regions, such as Hong Kong, China, as well as in the GTA

3.6 ACQUIRE YORK UNIVERSITY ANCILLARY SERVICES ON GLENDON’S CAMPUS

›Glendon will seek to integrate all campus ancillary services under the purview of Glendon administration (including Glendon Hospitality and Parking Services)

With the new Activity-Based (i.e. SHARP) budgeting model, Glendon will assume the full cost of using and maintaining the Glendon Campus in its entirety. It will be critical for all business activities operating on the Glendon Campus to reinvest their returns directly back to Glendon. This can be better accomplished by having all these business units report directly to Glendon. Housing and Food Services need to be integrated with Student Services, which would result in administrative efficiencies and reduce operating costs. Revenue generated by these operations would be reinvested on Campus.

Further to this, as it stands today, these core ancillary services are not delivered bilingually. This is not only problematic for our students, for whom we offer every other service in both languages, but also for our current application to receive our designation under the French Language Service Act from the provincial government. It is essential to have bilingual security officers and food service providers who can provide a high quality experience for our unique community.

Hospitality Services and Parking Operations need to be incorporated within Glendon conference and special events operations to optimize both space usage and revenue generation. Other benefits include:

Better coordination with Glendon administration, the activities of the one being closely linked to the other

Potential of greater revenues due to closer ties with the unit it serves Potential of alignment with Glendon’s mandate and priorities Greater incentives to improve service and profitability Compensating for the charges billed to Glendon for 24 hour use of space

3.7 OTHER SMALLER-SCALE REVENUE GENERATING INITIATIVES

Potential for revenue generation by offering interpretation services to external groups or groups that are off campus

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Opportunity to generate revenues by selling software developed in-house to solve common problems (examples: placement test system, syllabus management tool, LMS and CMS plugins, course formats)

Possibility of generating revenue by charging external members for WIFI usage (example: GAC members)

Print transcripts locally for Glendon students (Academic Services) Rental of advertising space by marketing firms Creation of an electronic job board specializing in bilingual/multilingual candidate search

and job offers Potential revenue at the Glendon Athletic Club by expanding programming, opening a

wellness centre, increasing rental fees, and rental of unused space

4.0 FINDING EFFICIENCIES

4.1 CURRICULAR IMPROVEMENTS

›Glendon will carry out curricular improvements in a number of programs

Three academic program modifications under consideration: o Restructure the Mathematics (MATH) major – Discussions are ongoing, and the

outcome of the CPR the program is currently undergoing will be a determining factor for the specific form this restructuring will take

o Restructure the Canadian Studies (CDNS) major: First- and second-year CDNS courses, which are financially sustainable, will be maintained. However, third- and fourth-year courses will be cross-listed with courses in other disciplines (History, Political Science, Sociology, etc.) with a Canadian content

o Introduce a 4+1 option for the M.A. in French Studies, which entails combining the Département d’études françaises’ (DEF) 4th year undergraduate and first year Master’s courses. This idea may be considered by other M.A. programs, such as the MA in Translation

Exploring the possibility of harmonizing DEF courses with the Department of French Studies (DFS) in LA&PS

For DEF, the graduate French component intends to appoint additional adjunct professors in order to give more depth to the program

GWST (Gender and Women’s Studies) is considering the option of offering a Double Major with existing programs – with specific programs/departments considering the areas of specializations (transnationalism, international, public policies and the State, social and political movements, globalization and postcolonialism in Gender and critical feminist intersectional perspective ) that are covered by Glendon faculty members

The Department of History is aiming to offer French-language courses at all levels of the curriculum in order to attract more Francophone majors. History professors who teach in French will advise the Centre de formation linguistique to support their launching of a

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blended learning course on “Le français pour l’histoire” to encourage students to take more French-language courses at the 3000 and 4000 levels

Renewal of the History Mentorship Program. Given that there are more funded York History graduate students than there are tutorials for them to teach, both at LA&PS and Glendon, this collaboration with the graduate program could provide support to undergraduate students with their reading, research, and writing

Develop a new (entirely online) Joint MA in Advanced Professional Skills for the Translation Entrepreneur with the University of Saint-Boniface (currently under discussion)

Get Glendon General Education courses approved for Keele students, in order to encourage Keele students to take courses on both campuses

A focus will be to rationalize the curriculum, and evaluate the need for each Glendon course in order to maximize enrolments and retention, and avoid course cannibalization, without sacrificing departmental core offerings

4.2 ADMINISTRATIVE REFORMS

›Glendon will carry out administrative reforms that will improve efficiency of operations

Optimize off-hours helpdesk operations – cut back on desk hours while maintaining service hours and redirect staff to do quality control in classrooms

Amalgamate the grad lab and the research lab. Both these spaces are low usage and could be merged into one space, having a minimal impact on productivity

Reconfigure the multifunctional printers so that community members can print/ scan anywhere on campus

Find creative solutions to extend the life of computers that are deployed in the labs and classrooms and find more efficient ways of managing these machines

Consult with units on campus to understand various business processes; develop tools to automate daily tasks (such as creating reports)

In collaboration with York-Keele, offer training sessions and workshops geared to meet specific needs or to fill knowledge gaps as a way to improve work efficiency and productivity

Use cloud-based solutions for storage of documents (e.g., Google apps) Find ways to modernize older systems or applications that are resource intensive and

costly to maintain (e.g., Quickplace) Optimize use of phone lines in administrative offices. Eliminate extensions not in use

and duplicates, reduce number of “external” lines for cost savings Reallocate and centralize ad hoc room bookings for efficiency Seek YES funding for student staff over Work Study funding, where possible, for better

subsidies Automate standard letters issued by Student Financial Services to free staff to perform

value-added work (e.g., letter confirming payment of fees)

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4.3 ACADEMIC REORGANIZATION

›Glendon has initiated discussions to merge a number of departments and re-evaluate certain programs’ home department

Glendon has a large number of departments in relation to its size, i.e. 15 in all. The departments have started a discussion on merging departments and housing programs in other departments. Potential merger discussions are taking place for the following:

Mathematics and Economics Political Science, International Studies, Canadian Studies, and History Translation, Communication, and Drama Studies

Benefits of these synergies include:

Optimization of administrative processes and service delivery Integrated interdepartmental approach to course planning, offering, scheduling and

space allocation will allow increased enrolment and will optimize the use of existing resources

5.0 UNIVERSITY-WIDE SOLUTIONS

5.1 FACILITIES

There is a need for a green building audit and implementation measures that would analyze what needs to be done to reduce waste and improve efficiencies, as well as identify project paybacks over a period of 7-10 years

In addition to the financial impact of this project, it would help with image and marketing

5.2 UIT

Whenever possible, opt for open-source software solutions Replace the telephone system with a modern, more cost effective, Voice over IP (VoIP)

business solution Cost-benefit analysis of using an external data centre Develop and push a standard for video-conferencing for participation in internal

meetings as a way of decreasing the lost productivity incurred by travelling between campuses

Develop a partnership with other faculties to reduce the cost of offering online payments for events, while adhering to University policy. There is currently a monthly cost of $35 (plus initiation and transaction fees) associated with maintaining an individual dedicated Moneris account

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Through the University’s Computer Replacement Program, faculty are offered a new computer every 3 years. Moving this program to every 5 years would be acceptable and would not affect performance

Implement Gmail and Google Apps university wide, not only as a way of saving money on e-mail, but also on storage through Google Drive

5.3 ADMINISTRATIVE

Increase productivity: develop a University work from home policy. This would enable employees to work from home (using remote desktop and VoIP) in situations in which they would otherwise be forced to take the day off

Reduce claims administration by including a per diem (resulting in a reduction of administrative work for staff as well as for faculty)

Reengineer administrative processes that are heavily paper-based to incorporate technological solutions (e.g. transformation of electronic spreadsheets to replace the current paper system for payroll timesheets)

5.4 OTHER

Reduce the normal length of a doctoral program, and hence the doctoral funding years, from 6 to 4 years

6.0 QUALITY MEASURES

6.1 RESEARCH INTENSIFICATION

Glendon’s strategy for research intensification is based in part on increasing the number of graduate programs and graduate students. Since 2007, the number of graduate students has increased from around 40 to over 160. For the future, Glendon’s research strategy will rely on strategic hiring of new faculty, with an emphasis on research and French skills.

In addition to this broad approach, the following initiatives will be undertaken:

Within the Centre for Research on Language and Culture Contact, develop new strategies for research dissemination and knowledge mobilization aligned with community interests, including sponsored research

Expand research activities through department-led initiatives Identify interdepartmental and inter-faculty clusters of research excellence: more

communication between departments and programs about the research being conducted within each will lead to identifying more clusters and new and interesting collaborations.

Establish / formalize research mentorship practices between senior and junior faculty

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Establish a Research Committee to more efficiently vet grant applications, make nominations for awards, prizes, and distinctions, inform colleagues of grant opportunities, etc.

Streamline Glendon research website to better communicate research opportunities, to facilitate more efficient post-award management through clearer access to guidelines, etc.

Develop collaboration between Glendon Research Services and Marketing to better highlight research achievements

Expand the existing Research Mentorship Program into a Research Apprenticeship Program targeting students of all levels

Create a collaborative student-run journal in which all programs can be represented. This could be linked to the Research Apprenticeship Program and would allow for publishing opportunities at the undergraduate level

Promote a vibrant research culture that emphasizes productivity and external funding Create a research volunteer pool

6.2 EXCELLENCE IN TEACHING AND LEARNING

Experiential Education and eLearning are two approaches that York University has identified as important elements of its teaching and learning strategy going forward. In order to recruit and retain quality graduate and undergraduate students, we must ensure that our curricular offerings are addressing the changing needs of our students.

6.2.1 EXPERIENTIAL EDUCATION (EE)

Glendon is committed to participating in York’s experiential education integration strategy and is developing a comprehensive EE program. To do so, we are adopting a holistic approach to EE and coordinating efforts between academic units and our newly-appointed EE administrators (EE Lead and EE Coordinator). The EE team will provide support to various stakeholders: students, faculty members, and employers / community partners.

Our goal is to ensure that all students will have at least one meaningful EE experience by graduation.

At the 1000/2000 levels, we will provide introduction to experiential learning through course-focused EE activities

At the 3000/4000 levels, we will provide what NSSE (National Survey of Student Engagement) and research on student engagement call “High Impact Practices” through community and workplace experiences

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Targets by 2019-2020:

At least 25% of 1000- and 2000-level courses will embed EE through course-focused activities (e.g., case studies, guest speakers, simulations, role-play, group projects, followed by guided reflection activities)

At least 50% of Glendon degree programs will offer at least one course with a community-focused EE (e.g., community-based learning, community-based research, community-service learning)

At least 50% of Glendon degree programs will offer one work-focused EE (e.g., work placements, internships)

Examples of measures to be adopted:

Utilize EE as a recruitment and marketing tool – Promoting a more hands-on bilingual education will increase Glendon’s attractiveness among prospective students

Develop partnerships with alumni, employers and community organizations Expand international EE (through exchange programs, internships, conferences) Create a virtual Translation Office that would be used as a practicum opportunity for

translation students

Some of the impacts include:

Enriched student learning and critical thinking through the application of theory to concrete experiences, therefore, augmenting student engagement and retention

Increased students’ employability and career readiness after graduation Enhanced relationship with employers (through work placements and internships) Strengthened ties with community organizations

6.2.2 E-LEARNING

In collaboration with York University’s Teaching Commons and UIT, Glendon intends to develop a state-of-the-art digital classroom experience. This will involve:

Establishing a minimum standard SmartClassroom model Creating and implementing innovative Moodle plugins that meet Glendon faculty and

student needs Establishing a digital culture for teaching Implementing e-portfolios Collecting and analyzing data within an Academic Analytics framework Supporting the creation of hybrid courses, especially in key strategic programs such as

French as a Second Language and French Studies, but also in programs that have expressed a strong interest in e-learning, such as History

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6.3 MENTAL HEALTH

Glendon values the physical and mental health of its students, and has active programs both at the Proctor Field House and in Counselling Services. The latter is of particular concern for students. In this regard, we promote the following policies:

Counselling services to be available during the summer terms More counsellors to be added to the staff so that the needs of every student are met Increase the ability to offer counselling services in French The crisis hours be extended More focus on preventative measures A comprehensive mental health plan for students, staff and faculty both off and on

campus On-campus advertisement of off-campus services

6.4 FRENCH AND BILINGUALISM

Glendon must become the nexus of the best exposure to bilingual and multicultural experiences, and will be actively promoting cultural, political, and business opportunities, among others, and even job recruitment events based on the unique character of our institution and its students.

The provision of all services in French (ancillary and other key areas such as Convocation) is critical to Glendon’s credibility as the Centre of Excellence and to York’s chances of securing partial designation. Ultimately, it would essentially increase the quality of the overall campus experience for all our stakeholders and reinforce the bilingual character of Glendon.

7.0 SUMMARY OF MAJOR MEASURES

REVENUE GENERATION3.1 ›Glendon is working on the assumption of an enrolment growth at the simple rate of 3% per year in the next three to five years3.2 ›Glendon will develop Extended Learning to its full potential3.3 ›Glendon will increase its international recruitment activities 3.4 ›Glendon will seek to increase government subsidies 3.5 ›Glendon will seek to increase its advancement revenues 3.6 ›Glendon will seek to integrate under Glendon administration all ancillary services on Glendon campus (including Glendon Hospitality and Parking Services)

EFFICIENCIES4.1 ›Glendon will carry out curricular improvements in a number of programs4.2 ›Glendon will carry out administrative reforms that will improve efficiency of operations

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4.3 ›Glendon has initiated discussions to merge a number of departments and re-evaluate certain programs’ home department

8.0 CONCLUSION

Glendon is a dynamic and growing campus that is essential to York’s bilingual identity and gives York strength in many sectors of university function – by its advanced research, small campus with a more personal learning experience, and community atmosphere that engages alike its faculty, staff, students, and administration. Glendon has met and continues to meet its enrolment, planning and organizational objectives, while acknowledging the constraints imposed by the new economic realities and university priorities in these regards. As the Centre of Excellence in French-Language and Bilingual Postsecondary Education, Glendon serves as a point of pride for York. It remains a unique aspect of the University that sets it apart from other institutions and contributes to making York a world-class institution that prepares the next generation of global thought leaders. The present plan that we have proposed indicates that we are being proactive in meeting all challenges and, indeed, that we will be contributing to the growth of the university. We have recommended multiple measures and projects, aside from suggesting where we have to cut back, in order to answer the present call. We look forward to contributing positively and constructively to the exercise in progress and are available for continued consultation, response to new suggestions, and further denotation of areas of improvement for the College and the University. At the same time, we hope that all will keep in mind our unique role within and contributions to the university, that we attract additional government funding and other venues that would otherwise not be available to the university. In addition to this, although relatively small, Glendon contributes inordinately to the university academic community, and also to the local, municipal, provincial, and national communities, thereby deserving support commensurate with the contributions at all these levels.

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