MEETING OF THE SENATE

Monday, April 29, 2019

4:30-6:30 PM Old Main, Room OM3732/52/62 (please note change of location)

AGENDA

The public Senate meetings are live streamed on TRU’s Livestream channel. The live-stream of the meetings is recorded. These recordings are used to assist with preparing the minutes of the meetings and the presentations from the recordings are posted on the Senate website. Once the minutes of a meeting are approved, the recording of that meeting is destroyed. 1. Call to Order a. Territorial Acknowledgment b. Acknowledgment of witnesses, Bear (Kenkéknem) and Cub (Ckenmím̓ ’elt) Page 1 2. Adoption of agenda 3. Approval of minutes Page 3 a. Minutes of March 25, 2019 4. Reports of Officers a. President and Vice-Chancellor — Brett Fairbairn Page 8 i. President’s Report to Senate b. Provost and Vice-President Academic — Christine Bovis-Cnossen i. Accreditation update Link to accreditation website

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Senate Meeting Agenda 1 2April 29, 2019 5. Reports of Committees Page 19 a. Academic Planning and Priorities Committee — Christine Bovis-Cnossen Page 93 b. Budget Committee of Senate — Christine Bovis-Cnossen Page 94 c. Educational Programs Committee — Melissa Jakubec Page 95 d. Steering Committee — Jon Heshka Page 96 e. Research Committee — Gloria Ramirez 6. New Business Page 98 a. Winter 2019 Election Results — Michael Bluhm 7. Presentation a. Winter Enrolment Report — Dorys Crespin-Mueller Link to presentation 8. Next Senate meeting a. The next regular meeting of Senate is on Monday, May 27, 2019 from 3:30-

5:30 p.m. in the Brown Family House of Learning, HL190 (please note early start time)

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9. Termination of Meeting

Senate Meeting Agenda 2 2April 29, 2019

MEETING OF THE SENATE

Monday, March 25, 2019

4:30-6:30 PM HL190, Brown Family House of Learning

MINUTES

Senate Meeting Minutes Page of 5 March 25, 2019

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Present: Lyn Baldwin, Lloyd Bennett, Sheila Blackstock, Mike Bluhm, Barbara Jean Buckley, Jason Dabner, Tom Dickinson, Doug Ellis, Brett Fairbairn (Chair), Kyra Garson, Ryan Gauthier, Kathy Gaynor, Tory Handford, Dian Henderson (Vice-Chair), Michael Henry, Jon Heshka, Lyle Hirowatari, Alana Hoare, Charis Kamphuis, Ehsan Latif, Richard McCutcheon, Bradford Morse, Mark Paetkau, Baldev Pooni, Andrea Rhodes, Deepinder Singh, Peter Tsigaris Videoconference: Christine Bovis-Cnossen, Derek Knox, Gordon Rudolph Teleconference: John Patterson Regrets: Christine Adam, Airini, Kourtney Cameron, Nathan Matthew, Donna Murnaghan, Marion Oke, Donald Poirier, Monica Sanchez-Flores, Stephanie Tate Absent: Adil Hosenbocus, Varun Kalia, Robin Reid, Marnie Wright Executive and Others Present: Scott Blackford (Legal Counsel), Desiree Judd (University Governance Assistant)

1. Call to Order

The Chair called the meeting to order at 4:30 p.m. He acknowledged TRU’s Kamloops campus is situated on the traditional and unceded lands of the Tk’emlúps te Secwépemc within Secwépemc'ulucw, the traditional territory of the Secwépemc people.

The Chair also acknowledged the Truth and Reconciliation Spirit Bears, Kenkéknem and Ckenmím̓ ’elt.

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2. Adoption of agenda On Motion duly made and adopted, it was RESOLVED that the agenda be adopted as

circulated. 3. Approval of minutes a. Minutes of February 25, 2019

On Motion duly made and adopted, it was RESOLVED that the minutes of February 25, 2019 be approved as circulated.

4. Reports of Officers a. President and Vice-Chancellor President Fairbairn reported that an Academic Freedom Committee has been

struck. The committee will have bipartite representation and will submit written reports for information.

i. Written report from the Office of the President, March 2019

President Fairbairn highlighted several items from his report, a copy of which

had been circulated with the agenda package. b. Provost and Vice-President Academic

i. Accreditation update The Provost reported that the site visit schedule for the NWCCU had been

received, and the members of the team that would be attending were a senior evaluation team. She added that the next and final visit would take place in 2021.

5. Reports of Committees a. Academic Planning and Priorities Committee C. Bovis-Cnossen, Committee Chair, noted that APPC has two items

recommended to Senate for approval.

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a. New Research Centre: All My Relations: A Transdisciplinary Indigenous

Wellness Centre

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On motion duly made and adopted, it was RESOLVED that Senate approves and recommends to the Board of Governors approval of the new research centre: All My Relations: A Transdisciplinary Indigenous Wellness Centre.

b. Program Modification: Bachelor of Science in Nursing Comparison Report and

All Fields Report

On motion duly made and adopted, it was RESOLVED that Senate approves the program modification to the Bachelor of Science in Nursing.

C. Bovis-Cnossen also noted there were two items coming to Senate from APPC for information. a. The Definition of Categories

The Definition of Categories information was provided in the APPC report for information and was circulated in the agenda package.

b. NWCCU C. Bovis-Cnossen indicated the NWCCU information was already reported under “Report of the Provost”.

b. Budget Committee of Senate

C. Bovis-Cnossen, Committee Chair, delivered the report from the Budget Committee of Senate, a copy of which had been circulated with the agenda package. All items included in the report were for Senate’s information.

i. 2019-2020 Budget presentation

C. Bovis-Cnossen and M. Milovick delivered the 2019-2020 Budget presentation, a link to which had been included on the agenda. After the

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presentation was complete, they responded to questions and comments from Senators.

c. Educational Programs Committee EPC Committee Chair, M. Jakubec, was present to answer questions on the EPC

Committee report that was circulated in the agenda package. There were no questions or comments on the report, all items in which were for information.

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d. Steering Committee Ehsan Latif, Steering Committee Chair, delivered the Committee’s report. He noted

there were two items for approval, namely appointments to Committees and one item for information.

On motion duly made and adopted it was RESOLVED that Senate appoints the

following volunteers to the Committees noted:

Academic Integrity Committee Dean: • Michael Henry, School of Business and Economics Faculty: • Wayne Singular, School of Business and Economics (re-appointment) Educational Porgram Committee Faculty: • Robert Chambers, Faculty of Law • Melissa Jakubec, Department of Instructional Design Environmental Sustainability Advisory Committee Faculty: • Jana Noskova, School of Business and Economics • Christine Miller, Education and Social Work

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Teaching and Learning Committee Faculty: • Elizabeth Templeman, Student Development • Amy McLay Paterson, Library • Ehsan Ahmed, Science (term effective as of May 1, 2019) • Elizabeth Andersen, School of Nursing (term effective as of May 1, 2019) • Yong Joo Kang, School of Business and Economics (term effective as of May 1,

2019) University Appeals Committee On Motion duly made and adopted, it was RESOLVED that Senate approves nonvoting Chair, Ruby Dhand, Faculty of Law, to the University Appeals Committee.

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Academic Planning and Priorities Committee Student: • Mario Reyes Castro, School of Business and Economics

6. New Business

a. Correction to Academic Schedule & Important Dates for the 2019/2020 Academic year M. Bluhm discussed the correction to the Academic Schedule & Important Dates for the 2019/2020 year. On Motion duly made and adopted, it was RESOLVED that Senate recommends to the Board of Governors approval of the correction to the Academic Schedule & Important Dates for the 2019/2020 year.

Senate moved into Committee of the Whole.

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J. Sparks gave a short explanation of Committee of the Whole before B. Fairbairn stepped out of the Chair, which was then assumed by D. Henderson, Vice-Chair of Senate.

7. Presentation a. Envision TRU Brett Fairbairn and Lucille Gnanasihamany delivered the presentation, a link to

which had been included on the agenda. They responded to questions and comments and invited Senators to attend the upcoming ThoughtExchange sessions.

8. Next Senate meeting The Chair of Senate reported that the next regular meeting of Senate is on Monday,

April 29, 2019 from 4:30-6:30 p.m. in Old Main, Room OM3732/52/62.

9. Termination of Meeting There being no further agenda items, the Chair of Senate terminated the meeting at

6:32 p.m.

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President’s report to senate, April 2019

Rather than simply adding verbal comments to a copy of the president’s general newsletter, I want to submit a purpose-prepared report to senate, which provides an overview of some of my activities over the past month. As always, I welcome comments and questions. Envision TRU. It has been an active month. Dialogue on ThoughtExchange continued, mainly regarding future students. Small-group discussions were held on topics including Community Relations and Impact/Sustainability; Employee Experience/ Leadership/ Collaboration; Diversity and Indigenization; Accessibility/ Flexibility/ Innovation; Programs and Courses; Student Focus and Experience; and Open Learning-Campus Relationship and Integration.

The first four environmental scans were posted including analyses of trends in higher education, the economy, labour markets, and regional demographics. As always, reports of all stages of discussion and research are posted at www.tru.ca/envision.

TRU Statement of Academic Freedom Working Committee. As previously announced and discussed at senate, I have appointed a committee of faculty members to consider the development of an inspirational TRU statement on academic freedom. Committee chair Lauch Fraser reports that the committee has begun meeting and will be soliciting input and views from the TRU academic community.

Joint meeting of TRU governing bodies. For a number of years, TRU has held a joint meeting of members of its top-level governance bodies (the Board of Governors, Senate, and the Planning Council on Open Learning). This spring’s meeting was postponed to the fall due to the unavailability of multiple individuals. I look forward to when this meeting occurs as it will, in my view, help promote common understanding and alignment around TRU governance.

Meetings and Events. The president’s role is largely about developing relationships to understand and advance the interests of the university and its communities. This purpose is fulfilled through numerous meetings and events, many of which are externally focused and some of which involve travel. I would like to provide some sense of how much of this happens over the course of a month. The following list includes selected events that occurred or were scheduled between the dates of the March and April senate meetings. I do not intend to provide this much detail in future reports, but thought it might be interesting to do so on the occasion of my first report of this kind.

Senior governance meetings – 3 meetings total of the TRU Board of Governors, TRU Senate, and TRU Community Corporation. 1 meeting of the presidential transition committee. Governance is a top-level concern for me as president and meetings of senior governance bodies are a priority.

Academic meetings – 4 meetings with faculty councils (twice with Adventure, Culinary Arts and Tourism; once each with Arts and Nursing) and 1 with the Chairs Group. I hope shortly to complete this term’s round of meetings with all faculty councils, which are important academic and governance bodies.

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Student meetings – Major events included the Knowledge Makers and Athletic Awards celebrations. I also greatly enjoyed meeting outstanding student leaders such as the Student Wellness Ambassador Team and the Supplemental Learning leaders. I also particularly valued the students’ ideas I heard at the Envision TRU Pizza with the President lunch. I continue to be impressed by the extent of active student involvement at TRU in paid, forcredit, and volunteer roles; and the remarkable skills and confidence many TRU students develop through these experiences.

Employees – 4 events including new-employee orientation and long-term service and merit awards. It is striking how these events convey the values of TRU as a community.

Donors and Partners – Limitless Campaign Cabinet, Williams Lake Gala, 2 student scholarship funding announcements, 5 meetings with individual donors and partners.

External groups – I had multiple meetings associated with the North-West Conference of Colleges and Universities accreditation site visit in early April. I attended social events with Kamloops-area organizations including the Chamber of Commerce and School District 73. I hosted a visit by the federal Minister of Small Business and Export. I traveled to Calgary and Edmonton for meetings that included a regional presidents’ dialogue and a Universities Canada session on new global realities and skills education for the future.

In addition to the above I also had regular meetings with members of the university leadership and a variety of faculty and staff committees, groups, and individuals.

Future topics. As a new president, and in connection with Envision TRU, I have a number of topics on my mind. These include how to conceptualise the university’s future approaches to Indigenous engagement and reconciliation; how to firm up public understanding of the objectives of internationalization; how TRU’s online strategy fits into the future landscape of higher education; how to articulate the roles of a university like TRU in regional social and economic development; how TRU can speak to national discussions about the future of skills and work; how TRU can influence postsecondary participation rates to create more equitable inclusion; what kinds of partnership discussions will help make TRU sustainable in all respects; and how to build and foster internal leadership among students, faculty, and staff. Many of the activities I undertake are related to collecting ideas around these themes.

Please contact me if you have requests or suggestions for topics to be included in this report (president@tru.ca).

Attached: President’s report to TRU

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April 2019Dear Colleagues,

The electric feeling of spring's arrival on campus, paired with the busy end of winter semester, makes this time of year about getting things done—and celebrating our accomplishments.

We started the month with a visit from the Northwest Commission on Colleges and Universities. I’d like to thank the faculty and staff who not only made the evaluators feel welcome, but who helped shine a spotlight on TRU as we continue our journey toward accreditation.

We also had an opportunity to shine a spotlight on one another this month through the annual Merit and Long-Term Service Awards ceremony. It was my “first” and a wonderful way to spend an afternoon recognizing the contributions of so many of our colleagues to TRU. My hands are still sore from clapping.

You will read about both the accreditation visit and the awards ceremony in this month’s report, as well as an Envision TRU update and many stories that highlight the strength of research at TRU.

If you would like to share a publication, presentation, external award or other

recognition from within the past six months, please send the details to

president@tru.ca. This report covers up to April 17; the deadline for submissions to the

next report is May 9. Sincerely,

Brett FairbairnPresident and Vice-Chancellor

NewsRenowned astrobiologist among TRU's Distinguished AlumniThe 2019 Distinguished Alumni Awards on Mar. 29

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honoured some of TRU's most-accomplished alumni, partners and student leaders and the impact they have made in their communities and careers. The2019 recipients are Adil Hosenbocus, KaitlinLomas, Payton Comazzetto, and Bruce Damer (shown), who also gave a science seminar at TRU on Mar. 28, revealing his research on the emergence of life on Earth and his work with NASA looking for evidence of life on Mars. Watch his DAA video

Themes emerging from Envision TRU consultationSmall group discussions launched in April for Envision TRU, a process to develop a new vision and set of strategic priorities for the university. While indivdiuals participated in group discussions, others continued to share their responses to questions through Thoughtexchange, an online platform. Themes emerging from Thoughtexchange conversations are: Identity, Community, Student Success, Employee Success, Diversity, Physical Environment, Sustainability, and Research. For more information on Envision TRU and the latest updates, visit tru.ca/envision.

Celebrating Research at TRUResearch Week from March 25 to 30 featured workshops, poster and oral presentations, research communication competitions, and communitybuilding opportunities, culminating in the 14th annual Undergraduate Research and InnovationConference. MSc student Adam Zelmer (shown withCBC Daybreak's Shelley Joyce) won both first place and people's choice at TRU's Three Minute Thesis (3MT) competition, and a spot at the Western Canadian 3MT Finals at UNBC on April 17.

New high-tech lab explores exercise and agingThanks to a $200,000 grant from the CanadaFoundation for Innovation’s (CFI) John R. EvansLeaders Fund, biology faculty member Dr. MarkRakobowchuk's new Extracellular Vesicles and Endothelial Dynamics Lab will explore the impact ofexercise on disease processes at the cellular and metabolic level. Read more

Accreditation evaluators on campusThe Northwest Commission on Colleges and Universities (NWCCU) evaluation committee was on campus April 1 to 3 to review TRU's candidacy for institutional accreditation. TRU was commended for our commitment to student success and sustainability, and the funding of projects that support TRU’s mission. The official recommendations and

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commendations will be available later this summer.

Students spend summer as researchersSolenn Vogel (shown) and 29 other undergrads have been awarded Undergraduate Research Experience Award Program (UREAP) scholarships, funding them to spend the summer conducting independent research projects. This winter theaward value increased from $4,500 to $6,000, and saw a wave of renewed interest in the program. Read more

New technology creates a future for ancient languageA collaboration by TRU faculty, Secwépemc community members and students has brought together Secwepemctsín and literacy technologies to create new ways for the language to be taught andrevitalized. In March the team unveiled five picture books and two apps, funded in part by a Social Sciences and Humanities Research Council (SSHRC) Aid to Small Universities grant. Read more

Indigenous research celebratedThe annual Indigenous Knowledge Makers Dinner on March 28 celebrated the work of14 new undergraduate and graduate student Knowledge Makers for 2019 and the work of Indigenous faculty throughout 2018/19. This year’s keynote speaker was Sam Manuela, a researcher, author and leading Pacific academic.

Career and Experiential Learning receives national recognitionThe Career and Experiential Learning department (CEL) has been granted co-operative education accreditation by Co-operative Education and WorkIntegrated Learning Canada. The accreditation provides national recognition as an approved co-op program, which CEL chair Shawn Read (shown) says will benefit students through better programming, curriculum and experiential learning opportunities. Read more

Research answers community health questionsFive TRU researchers have been awarded $15,000 grants designed to support communitybased health research teams. Teams awarded funding include those led by Nursing faculty members Lisa Bourque Bearskin, Judy Duchscher, Noeman Mirza and

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Nicola Waters, and Economics faculty member Ehsan Latif. Read more

Athletics honours the best of theWolfPackThe 2018/19 Athletics Awards banquet recognized seven WolfPack players with TRU’s top athletic honours on Mar. 28. The Sports Task Force Athletes of the Year are volleyball players OlgaSavenchuk and Tim Dobbert (shown with Vice-President Administration and Finance Matt Milovick). The Dr. Roger H. Barnsley Scholar Athlete Awards went to Avery Pottle, women’s volleyball, and Michael Rouault, men’s basketball. The Cliff Neufeld Leadership Award winners are Kendra Finch, women’s volleyball, and Rouault with his second award of the season. The Newcomers of the Year are Savenchuk, also taking home a second award, and swimmer Ryley McRae. The Director’s Award went to Tim Edge, men’s volleyball. Read more

Federal minister tours TRU campusMinister of Small Business and ExportPromotion Mary Ng toured the TRU campus on Mar. 26 with President Brett Fairbairn and other members of the leadership team. Ng is one of three federal ministers responsible for overseeing the department of Innovation, Science and Economic Development in Canada. Read more

Conference shines spotlight on equity, inclusion and reconciliationThe third biennial Learning at Intercultural Intersections Conference from Mar. 13 to 15 featured speakers from as far away as Brazil and New Zealand. Close to 200 students and educators shared perspectives on intercultural learning, approaches to equity in education, and de-colonizing higher education. Read more

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celebrated 14 outstanding recipients of Merit Awards recognizing teaching, scholarship andAt the President's Annual Merit and Long-Term Service Awards ceremony on April 17, TRU

eOutstanding teaching, scholarship and servic

second year of law.Scholarship. These endowed awards will annually support two local students entering theirLamperson Law Bursary and create the George and Gwyneth Lamperson Law

, whose recent donation of $100,000 will support the existing GeorgeLampersonGwynethThe Faculty of Law hosted a donor recognition event on April 5 in honour of

Supporting local law students

eRead mor The Omega.,CabrejoJuan. Photo by Marcus Atkins and Zelmer

Adam, Aramide Taiwo, Paulina Ross, MendtShannonPresentation winners were, from left,

graduate showcase on Mar. 7. The 2019 Bestpresented their research during the 10th annualof Science in Environmental Science studentsMore than two dozen first- and second-year Master

Tenth annual MSc Showcas

e

Read morestudents to explore, inquire and engage in new knowledge creation. providing guidance and support to undergraduateUndergraduate Research Mentor Awards, for

(shown) received TRU's 2019BearskinLisa Bourquenursing faculty member

andWendy HulkoSocial work faculty member

research mentorshi

pAwards recognize outstandin

g

service, and an amazing 180 recipients receiving Long-Term Service pins from 10 to 45 years. (Shown above: 30 Years of Service recipients.) The Merit Award winners also joinedPresident Brett Fairbairn for a luncheon before the ceremony. Read more

AchievementsThird-year law student David Barroqueiro (shown) won an inaugural Neota Logic Alumni Award for his work developing a legal app, a self-assessment tool on Arizona condominium law, on the Neota Logic platform. Read more

Electrical trades alum Taylor Ross was named to BC Business Magazine's 30 Under 30 list of young entrepreneurs for 2019, which recognizes those who have built successful enterprises with a social purpose. His company, TDR Electric, was voted top electrical contractor in Vancouver in 2018. Read more

Let's Remember

John (Ivica) Prpić was an Open Learning Faculty Member, teaching strategic management information systems in the Master of Business Administration program. An accomplished academic, author and speaker, John completed a Bachelor of Arts (Honours) from Western University, an MBA from Pepperdine University, and a PhD from Luleå University of Technology. He loved the pursuit of knowledge, but most of all he loved to teach. Friends and colleagues will remember his quick-witted humour, infectious laugh and zest for life.

Publications

Note: These citations follow MLA Handbook (8th edition) format. We respectfully ask that you please format citations for your work in MLA prior to submitting them for inclusion in the President’s Report. Thank you!

PRESENTATIONS

Hasnat Dewan, Economics

Bo, L., et al. “Sustainable Development in an Aging World: Lessons from Chinese Elderly Migration Data.” The 15th International Conference on Environmental, Cultural, Economic and Social Sustainability, 17-19 Jan. 2019, University of British Columbia, Vancouver.

Warveni Jap, Marketing & International Business

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Jap, Warveni. “China Today Part 2.” Invited multi-session speaker, Kamloops AdultLearners Society (KALS), January 2019, Kamloops.

Ehsan Latif, Economics

Latif, E. (2018) “Health Outcomes Before, During and After the Great Recession in Canada: A Longitudinal Analysis.” 12th Annual International Conference on Global Studies: Business, Economic, Political, Social and Cultural Aspects, 20-23 Dec. 2018, Athens.

Stan Miles and Ehsan Latif, Economics

Miles, S. and Latif, E. “How do Undergraduate Students Choose Elective Courses? The Role of Professor’s Characteristics.” 2019 TRU Teaching Practices Colloquium, 19 Feb. 2019, Thompson Rivers University, Kamloops.

Derek Pyne, Economics

Pyne, Derek. “Predatory Publications and a University’s Reaction to Them.” Philosophy and Political Science External Speaker Series, University of British Columbia – Okanagan, 8 Mar. 2019, Kelowna.

Zubair Raja, Accounting and Finance

Raja, Z. A., Procasky, W., and Oyotode, R. “The Relative Role of CDS and Bond Markets in Efficiently Pricing Emerging Market Sovereign Credit Risk.” 14-15 Mar. 2019, Southwestern Finance Association Conference, Houston.

Joel Wood, Economics

Wood, Joel. “Tradable Permits and Pollution Hotspots: Evidence from Ontario.” Western Economics Association International’s 15th Annual International Conference, 21-24 Mar. 2019, Keio University, Tokyo.

JOURNALS

Kyra Garson, Student Development, and Lisa Bourque Bearskin, Nursing

Garson, Kyra, et al, editors. “Editor’s Notes.” Learning at Intercultural Intersections: Indigenization, Internationalization and Intercultural Learning, Special Issue of New Directions in Teaching and Learning, no. 157, Spring 2019, pp. 7-12.

Muhammad Mohiuddin, Marketing & International Business

Mohiuddin, Muhammad, et. al. “Back-Shoring or Re-Shoring: Determinants ofManufacturing Offshoring from Emerging to Least Developing Countries (LDCs).” International Journal of Logistics Research and Applications, vol. 22, no. 1, 2019, pp. 7897.

Al Mamun, Abdullah, et al. “Strategic Orientations, the Mediating Effect of Absorptive Capacity and Innovation: A Study among Malaysian Manufacturing SMEs.” International Journal of Innovation Management, vol. 23, no. 2, February 2019.

Robin Reid, Tourism Management

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Reid, Robin E. “Intercultural Learning and Place-Based Pedagogy: Is There aConnection?” Learning at Intercultural Intersections: Indigenization, Internationalization and Intercultural Learning, Special Issue of New Directions in Teaching and Learning, no. 157, Spring 2019, pp. 77-90.

MAGAZINES

Jonathan Van Hamme, Biological Sciences

Van Hamme, Jonathan. “Watching the Watchkeepers.” CBRNe World Magazine, February, 2019, pp. 14-20.

EventsA Polite ConversationApril 18 – May 3

Explore the works of graduating Bachelor of Fine Arts students Josh Allan, Deb Fong, Kazia Poore and Elizabeth Sigalet.

Startup Basics Series: accountingMay 2

Learn how setting up a business properly from the start can save your company time and money.

Startup Basics Series: legalMay 2

Get your business off to the right start legally by gleaning information from a local expert versed in startup law.

Startup Basics series: resourcesMay 3

Get an overview of the tools, resources, mentorship, workshops, events, and support available to you as an entrepreneur or startup.

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Celebrate retirement and long-term serviceMay 9

TRU colleagues who are retiring this year will be celebrated at the annual Retirement and 25+ Years Dinner. Employees with 25, 30, 35, 40 or 45 years of service are also included.Tickets are available until April 30 for TRU faculty and staff to attend.

AlumNight Williams Lake May 30

Alumni and guests are invited to reminisce, catch up and meet others who attended the Williams Lake campus.

Thompson Rivers University805 TRU Way Kamloops, BC Canada

V2C 0C8Phone: 250-828-5000

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TRU Williams Lake Commencement 2019May 31

Celebrate commencement with all 2019 TRU Williams Lake graduates.

ACADEMIC PLANNING AND PRIORITIES COMMITTEE APRIL 2019 REPORT TO SENATE

At the April 17, 2019 meeting of APPC it was RESOLVED that APPC unanimously approves and recommends to Senate for approval the general education model, institutional learning outcomes, and revised policy ED 16-0 Types of Undergraduate Credentials. Attached is the Report of the General Education Taskforce (June 2018).

1. For Approvala) General Education Model

General education requirements total 27 credits:

One 3-credit course for each ILO 3 credits x 8 courses = 24 credits One 3-

credit capstone course 3 credits x 1 course = 3 credits Within the 27

credits:

• 1 course must be a High Impact Practice course (HIP), recommended to be taken in Year 1 or 2

• 1 course from each theme must be outside of the major discipline for a total of 4 courses

• Capstone course is taken in the final year of study

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b) Institutional Learning Outcomes

2. Notice of Motiona) Revised Policy: ED 16-0 Types of Undergraduate Credentials

Respectfully submitted,

Donna Petri Chair (Acting), Academic Planning & Priorities Committee

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POLICY

Thompson Rivers University (TRU) offers programs of study leading to undergraduate certificates, diplomas, and degrees; post-baccalaureate certificates and diplomas; and graduate certificates, diplomas, and degrees. This policy is intended to set minimum requirements for credentials. Individual programs may set higher requirements.

I. Undergraduate certificates comprise less than 60 credits and generally involve in-depth study in a specific discipline. Students may, upon completion, continue their studies in order to pursue an undergraduate diploma and/or a baccalaureate degree.

II. Undergraduate diplomas comprise 60 to 119 credits and generally involve in-depth study in a specific discipline. Students may, upon completion, continue their studies in upper-level work in order to pursue a baccalaureate degree.

III. Associate degrees are undergraduate credentials comprising of 60 to 119 credits and generally involve a broad range of course offerings balanced with in-depth study in a specific discipline. Students may, upon completion, continue their studies in upper-level work in order to pursue a baccalaureate degree.

IV. Advanced certificates and diplomas require students to have completed an undergraduate diploma or associate degree prior to entry to the advanced certificate or diploma program. Advanced certificates and diplomas are normally characterized by in-depth study in specific disciplines.

1) Advanced certificates are awarded for the completion of a diploma (or equivalent) and up to 15 additional undergraduate credits,

2) Advanced diplomas are awarded for the successful completion of a diploma (or equivalent) and 16 or more additional undergraduate credits.

V. Baccalaureate degrees are comprised of a minimum 120 credits and

incorporate the TRU institutional learning outcomes into the program of study. including the following undergraduate credentials, of which there are two types: There are two types of Baccalaureate degrees:

a. First-year Entry comprise a minimum of 120 credits. They which

generally takes one of three forms:

i. A combination of lower-level breadth requirements as a prerequisite for more specific discipline- and theme-based study at the upper level,

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PREVIOUS AMENDMENT DECEMBER 21, 2005 REVIEW DATE JANUARY 26, 2020 AUTHORITY SENATE/PLANNING COUNCIL FOR OPEN LEARNING PRIMARY CONTACT REGISTRAR/DEANS

ii. A largely prescribed curriculum at both the lower and upper levels for specific discipline- or theme-based study,

iii. A general program featuring an interdisciplinary combination of courses at the lower and upper levels.

b. Delayed Entry are baccalaureate degrees that which usually focuses on preparing students for entry into a profession or occupational field. They and require the following:

i. 120 cumulative credits, at minimum, where Cumulative credits are undergraduate credits required for admission plus credits required to complete the degree.

ii. A minimum of 30 prior university undergraduate credit for admission.

V. Post-baccalaureate certificates require students to already hold a

baccalaureate degree and are composed of a maximum of 30 additional undergraduate credits in a specific area of study.

VI. Post-baccalaureate diplomas require students to already hold a

baccalaureate degree and are composed of a minimum of 31 additional undergraduate credits in a specific area of study.

VII. Graduate certificates comprise graduate coursework and will typically have

25% or fewer credits than a Master’s degree offered in the same discipline. Students may, upon successful completion, continue their studies in order to pursue a graduate diploma and/or degree, where available.

VIII. Graduate diplomas comprise graduate coursework and will typically have

between 25% and 50% the number of credits of a Master’s degree in the same discipline. Students may, upon successful completion, continue their studies in order to pursue a graduate degree, where available.

IX. Master’s degrees comprise graduate coursework and will typically require the

equivalent of at least 4 semesters of full-time studies to complete. Masters degrees may be course based, course and project based, or course and thesis based.

REGULATIONS

I. ASSOCIATE DEGREES

For detailed information about Associate Degree requirements consult the BC Transfer Guide: http://www.bctransferguide.ca/associate/requirements/

II. BACCALAUREATE DEGREES

All TRU baccalaureate degrees will require the completion of at least 120

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credits, and must include ing :

I. the number of required general education credits as outlined in the Senate approved TRU General Education model; and,

I.II. Of these, a minimum of 45 credits must be at the upper level (in this policy, “upper level” means 3000- or 4000-level courses).

Specific degrees may require more than 120 credits overall and/or more than 45 upper-level credits. Degrees may be general or may include the elements listed in 1), 2), and/or 3) below.

1) MAJORS, MINORS, THEMATIC OPTIONS,

CONCENTRATIONS, AND CO- OPERATIVE EDUCATION WITHIN DEGREES AND HONOURS DEGREES

a. Major: Consists of a minimum of 24 credits in a specific discipline or

defined cross- disciplinary area with a minimum of 15 credits at the upper level. A major must be declared prior to the completion of 60 credits, unless otherwise stated by the program.

b. Minor: Consists of a minimum of 9 upper-level credits in a specific

discipline. A minor must be declared no later than the commencement of the final semester of study. Unless stated otherwise by program guidelines, students may complete any TRU Minor regardless of the degree they are pursuing provided they are approved by the Dean (or designate) of their academic unit.

c. Thematic Option: Consists of a minimum of 24 credits in an approved

interdisciplinary thematic area with 15 credits at the upper level. A thematic option should be declared prior to the completion of 60 credits, unless otherwise stated by the program

d. Concentration: Consists of a minimum of 12 upper-level credits in a

specific discipline or defined cross-disciplinary area. A concentration may accompany a declared major or be independent of a major. A concentration should be declared prior to the commencement of the final semester of study.

e. Co-operative Education integrates a student’s academic studies with

paid work experience in approved employment opportunities. Students gain experience in a field related to their program according to the following criteria:

i. Co-op work terms are developed and approved by TRU. ii. The student is engaged in productive and meaningful work. iii. The student’s performance in the co-op work term is monitored by TRU. iv. The student’s performance in the co-op work term is supervised

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and evaluated by the employer and the co-op faculty.

f. Multiple Majors, Minors, Concentrations, Thematic Options, or Combinations of the Above are allowed in some degrees. To qualify for a double major or a double concentration, both majors and concentrations must be offered by the same degree program; otherwise, it is a multiple program (see 3. below). A degree with a double major, double minor, double concentration, double thematic option, or any combination of majors, minors, concentrations, or thematic options requires the satisfactory completion of all requirements of each of the individual majors, minors, concentrations, or thematic options.

2) HONOURS DEGREE

a) An honours degree requires the completion of a minimum of 120 credits.

Of these, a minimum of 9 additional credits, beyond the number required in the non-honours option of the program, must be at the upper level.

b) Students must have a ‘B’ average in relevant university courses

(relevant as defined by the program) upon admittance to an honours program and must maintain a cumulative grade point average (GPA) of 3.00 in their final 60 credits. Individual programs may have additional, or stricter, standards than those mentioned above.

3) MULTIPLE PROGRAMS occur when students undertake more than one

certificate, diploma or degree with the University. When students undertake multiple specializations within a single degree, they are considered double majors, minors, or concentrations (see II. 2 f. above).

i. Multiple programs require the satisfactory completion of all requirements of each of the individual programs. ii. Multiple programs may be completed either concurrently or sequentially. iii. Graduating multiple program students will receive one credential for each of the programs. The credentials awarded to multiple program graduates will not differ from those awarded to graduates of the corresponding single credential programs. iv. A minimum of 6 additional credits will be required for a dual certificate program. v. A minimum of 15 additional credits will be required for a dual diploma

program. vi. A minimum of 30 additional credits will be required for a dual degree

program.

III. RESIDENCY

All credentials must meet the University’s residency requirements as per policy

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ED 8-0 Educational Standards in Credit Courses and Programs

IV. TRANSCRIPT NOTATION

Information pertaining to the type of credential (honours, major, minor, concentration, and thematic option) will be printed on the student’s transcript upon completion of all requirements for the credential.

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Report of the General Education Taskforce

Recommendations for a General Education Model at Thompson Rivers University

Table of Contents

Executive Summary 3

Background 4

Proposed General Education Model 6

Revisions to TRU policy ED 16-0 Types of Undergraduate and Graduate 15 Credentials

Items for Further Consideration 16

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Conclusion 18

Appendices

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Executive Summary In fall 2016, the General Education Taskforce (GET) was created with the following purpose, “to advise APPC on the establishment, revision, or discontinuance of policies and procedures in relation to general education curriculum”.

For our purposes, general education refers to “an integrated course of study that helps students to develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfilment.”1

Although the term general education is not commonly used in the Canadian postsecondary context, the philosophical underpinnings of general education are foundational components of TRU’s unique mandate and mission. As a learner-centred institution, TRU is dedicated to the intellectual and social development of its students through courses, programs, and experiential learning opportunities that provide learning and critical thinking skills, and the encouragement to approach issues with creativity.

GET began meeting in February 2017 and after much research, consultation, and deliberation is recommending to APPC that TRU adopt a general education curriculum within all undergraduate degrees. GET recommends a thematic model of general education, based upon institutional learning outcomes (ILO) which have been derived from the Senate approved Graduate Attributes. The proposed model is consistent with TRU mission statement, values, and strategic priorities. It supports student choice within their area of study and allows for exploration beyond the degree major. The recommendation includes revision to policy ED 16-0 as well as a full general education model. These recommendations will need to follow normal academic approval processes and, once approved, will require a transition period for implementation.

Background Internal Audit In fall 2016, TRU conducted an audit of the graduation requirements for each of its baccalaureate programs (see Appendix A: General Education Audit of TRU Baccalaureate Degrees). The audit demonstrated that all undergraduate degree programs contain some component of general education. A common thread amongst TRU Open Learning (OL) degrees was a requirement of 6 credits of communication (ENGL, CMNS or JOUR) and 15 to 30 credits of general education. Similarly, all campus-based degrees require 3 to 6 credits of communication; social science or humanities electives; math, statistics, or science electives; and a range of 15% to 40% of courses outside of the discipline. General education is also evident in both of TRU’s Associate of Arts and Associate of Science degrees. The curriculum for these degrees is set by the BC Council on Admissions & Transfer (BCCAT). While elements of general education exist in all TRU baccalaureate degrees and all

1 NWCCU. (2017, January). NWCCU Accreditation Handbook. Retrieved from http://www.nwccu.org/wp content/uploads/2016/02/Accreditation-Handbook-2017-edition.pdf

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undergraduate degrees met the requirement for depth and breadth, as per Policy ED 16-0 and the Degree Quality Assessment Board (DQAB) Degree Program Review Criteria and Guidelines, the purpose of the audit was to understand if general education was embedded in degrees at TRU. In addition, the process presented an opportunity to identify potential gaps and areas for improvement in all degrees. Along with the audit of all degrees, a representative group of the Accreditation Steering Committee (ASC) met to discuss the Northwest Commission on Colleges & Universities (NWCCU) recommendation regarding general education in associate and baccalaureate degrees at TRU. This group brought the discussion to the ASC in November of 2016 and the ASC agreed that general education is broader than accreditation and required collegial academic discussion and resolution at the university level. Establishment of a General Education Taskforce The ASC recommended to APPC the establishment of a General Education Taskforce (GET) to further explore the concept of general education at TRU. It was also recommended that the taskforce report to the Academic Planning and Priorities Committee (APPC) of Senate per the APPC terms of reference which state:

Advise Senate on policies and processes for the development, review, implementation and communication of educational plans that support the priorities of the University; and, establish such subcommittees as needed to fulfil the Committee’s responsibilities.

On November 7, 2016, APPC passed a motion to recommend to Senate the establishment of GET and on November 28, 2017, Senate approved the motion. A call for nominations to serve on GET went out to all faculty councils, relevant department heads, and Deans Council in December 2016 and January 2017. Nominations were approved at the February 9, 2017 meeting of APPC and GET met for the first time later that month. GET is chaired by a faculty member and includes 24 members: 13 faculty members; three (3) student representatives; and eight (8) administration and staff (see Appendix B: Terms of Reference and Committee Membership). GET meets twice a month and follows a process which is intentionally iterative, faculty led, collaborative, and consultative. The responsibilities of GET, as per the terms of reference, include:

Following broad consultation with Faculties and Schools at TRU, to advise APPC on the establishment, revision, or discontinuance of policies and procedures in relation to general education curriculum; and, other duties as assigned by APPC.

For a comprehensive timeline of GET activities, including consultations and key milestones, see Appendix C. Consultations continually affirmed an overwhelming

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support for the value of general education, while a strong disinterest in creating an overly complicated, restrictive program that will negatively impact our students was consistently voiced.

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Proposed General Education Model Research into Best Practices In February 2017, two (2) members of GET and two (2) teaching fellows from the Centre for Excellence in Learning and Teaching (CELT) attended the AAC&U General Education annual conference. The conference provided an opportunity to learn more about the design, implementation, and assessment of general education. A summary of learnings from the conference was presented at GET’s March 9, 2017 meeting. The key takeaways for meaningful and successful general education included the following:

• broad-based committee representation; • evidence-based practice; • a strong communication plan; • inclusion and transparency; • purposeful planning and structure; • support at all levels; • avoid turf wars regarding enrolment into specific courses; and • help students see the connections between the institutional learning outcomes

(ILO) and their degree requirements. GET’s goal was not to import another institution’s general education model or curriculum but rather find a model that works best for TRU and its students. Draft Institutional Learning Outcomes Best practices for developing a general education model are to start with expected institutional learning outcomes (ILO) for all graduates as reported by member institutions of the AAC&U2 and other prominent researchers in the field3. GET noted that Senate had approved Graduate Attributes in 2015 (see Appendix D: Senate approved Graduate Attributes) and these were seen to be the best starting point for the development of the ILO’s as they were derived from TRU’s mission statement, Strategic Priorities, and Academic Plan. GET used an iterative process to develop the ILO’s. The background to GET and general education, along with draft ILO’s, were shared at meetings of each Faculty Council, Instructional Designer, Librarian, and TRUSU Student Caucus over the summer and fall of 2017. Faculty and staff were invited to provide feedback via an online survey. This feedback was used to further refine the ILO’s and develop the

2 AAC&U. (2016). Recent Trends in General Education Design, Learning Outcomes, and Teaching Practices. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/2015_Survey_Report2_GEtrends.pdf

3 National Institute for Learning Outcomes and Assessment. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in U.S. Colleges and Universities. Retrieved from http://www.learningoutcomeassessment.org/documents/2013%20Abridged%20Survey%20Report%20Fi nal.pdf

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general education model. Figure 1 outlines the eight (8) draft ILOs. These are presented in no particular order, as there is no hierarchy within the ILO’s. To assist with consistent application, GET has provided an explanation or intended meaning for each ILO. The ILO’s served the basis for the development of a general education model for TRU. Figure 1: Draft Institutional Learning Outcomes (ILO’s)

Potential General Education Models During the summer and fall of 2017, GET conducted research into best practices and explored the most common models of general education. Following the review, five (5) models of general education were summarized and presented (i.e. background,

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structure, pros, and cons) to GET for discussion. Following the presentations, an analysis of pros and cons with a lens specific to the TRU context was developed. In February 2018, GET members selected their first and second choices to guide the development of a general education model at TRU. The overwhelming consensus was in favour of a thematic model, this then formed the foundation for the uniquely TRU model proposed in this report. Qualities of a Thematic Model The thematic model organizes ILO’s into relevant themes or topics. Each theme can include courses across different disciplines; however, for a course to be included it must meet the intent and include the learning outcome identified within the theme. By grouping courses under themes, students can see coherence to the ILO’s and make connections between the years of their degree. Further, students can approach their selection of electives with a clear purpose. This concept was particularly important for GET as it allowed for the weaving of TRU values into the general education model. Naming General Education at TRU In BC, the term general education is associated with a variety of programs. For example, the BC Adult Graduation Diploma (General Education Diploma or GED) is awarded to adult learners (18 years and older) who have completed their high school through upgrading. At TRU, we offer a General Studies certificate, diploma, and bachelor’s degree. Therefore, it was prudent to look at alternate names. In Canada, some institutions have taken a similar approach by developing general education brands uniquely their own. For example, Simon Fraser University’s “WQB” for writing, quantitative, and breadth requirements; and Capilano University’s “Cap Core.” GET desired to identify a name distinctive to TRU and the philosophical aims of the University. In January 2018, the AVP Marketing & Communications led GET through a Unique Value Proposition (UVP) exercise. The resulting dialogue reinforced our student-centred approach thus influencing the language we used for constructing the model and its components, and ultimately the naming of general education at TRU. As eloquently underscored by Jankowski and Marshall (2017)4 in Degrees that Matter,

Once students are aware of the various courses they are being asked to take, why they are being asked to take them, what each adds to their knowledge and skills, how what they are learning in the course is applied in the real world, and what career paths the various learning opportunities build toward, then students have multiple pathways into and out of education that are flexible, transparent, and responsive to student needs (page 49).

With the above sentiments in mind, GET recommends using the name “TRU Pathways”

4 Jankowski, N. and Marshall, D. (2017). Degrees that Matter: Moving Higher Education to a Learning Systems Paradigm. Sterling, VA. National Institute for Learning Outcomes Assessment.

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which aligns well with the TRU Brand “Find your Path” and TRU values of diverse programming and flexible learning opportunities. Proposed TRU General Education Model – “TRU Pathways” The proposed general education model is centred on four (4) themes: Connection, Engagement, Exploration, and Local to Global. These themes are further separated into two (2) sub-themes each. The themes originated from complimentary groupings of the ILO’s, and each sub-theme relates directly to one ILO. See Figures 2 and 3 for a graphic representation of the model. The design is intentionally flexible to allow for programs to scaffold learning across a student’s major/program of study. Apart from a capstone course, general education requirements are not assigned by year level. Required courses may count toward both general education credits and disciplinary graduation requirements. General education requirements total 27 credits:

One 3-credit course for each ILO 3 credits x 8 courses = 24 credits One 3-credit capstone course 3 credits x 1 course = 3 credits Within the 27 credits:

• 1 course must be a High Impact Practice course (HIP), recommended to be taken in Year 1 or 2

• 1 course from each theme must be outside of the major discipline for a total of 4 courses

• Capstone course is taken in the final year of study In April 2017, a draft of the model was presented at an interactive open forum and included an invitation to provide feedback through online surveys. The response was positive, in particular, the emphasis on experiential learning through the HIP and capstone requirements was welcomed. Coupled with feedback from APPC, revisions were made to one of the ILOs, which resulted in creating two distinct ILOs for each Intercultural Awareness and Indigenous Ways of Knowing. The TRU community felt strongly about being intentional in addressing the Strategic Priorities and TRU’s response to the Truth & Reconciliation calls to action through the ILOs.

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Figure 2: Proposed General Education Model

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Figure 3: TRU Pathways Model and Draft Institutional Learning Outcomes

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Rationale for the Model In drafting the model, GET carefully considered the future needs of TRU graduates across their professional, personal, and civic lives. The proposed model reflects TRU’s diversity of programming and unique mandate for open and flexible learning opportunities that serves its regional, national, and international communities. For this reason, GET is strongly in favour of including a mandatory HIP course and capstone course. The National Survey of Student Engagement (NSSE)5 defines HIPs as the following:

• Learning community or some other formal program where groups of students take two or more classes together;

• Courses that included a community-based project (service-learning); • Work with a faculty member on a research project; • Internship, co-op, field experience, student teaching, or clinical placement; • Study abroad; and, • Culminating senior experience (capstone course, senior project or thesis,

comprehensive exam, portfolio, etc.). HIPs allow students to apply their learning in a variety of contexts thus deepening their understanding and application of skills across domains. Research has shown significant increases in student retention when a HIP is taken within a student’s first two years of study. George Kuh (2008)6 argues that:

When done well – some programs and activities appear to engage participants at levels that elevate their performance across multiple engagement and desired outcomes measures such as persistence” and that such “deep approaches to learning are important because students who use these approaches tend to earn higher grades and retain, integrate, and transfer information at higher rates (p.14).

GET recognizes that the capstone requirement may be the most significant change to the design of degree programs at TRU; however, best practices suggest the benefits for students out-weigh the challenges of implementation. As Cynthia Wells posits in The Contextual Significance of General Education in Higher Education7, “What makes capstones a good practice of general education is the manner in which they enable students to make connections and synthesize their undergraduate experiences” (p.58). The TRU Pathways model for general education was reaffirmed as a realistic model for TRU through a SOAR Analysis exercise led by the Director of CELT. The SOAR Analysis

5 National Survey of Student Engagement. (2018). High Impact Practices. Retrieved from http://nsse.indiana.edu/html/high_impact_practices.cfm

6 Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges & Universities.

7 Wells, C.A. (2016). The Contextual Significance of General Education in Higher Education. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/aehe.20068

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articulated the Guiding Principles (see Figure 4) that informed GET through its work on developing the ILO’s and the TRU Pathways model (See Appendix E: SOAR Analysis Report). Figure 4: GET Guiding Principles

Identifying General Education Courses GET recommends that initially a committee be formed to set criteria and identify courses from existing TRU offerings that will qualify for each ILO. Into the future, GET recommends that the process to identify general education courses be embedded within TRU’s normal curricular approval process within Educational Program Committee (EPC). Figure 5 provides suggestions for courses, or types of courses, which may qualify as meeting the ILOs. Figure 5: Potential General Education Courses

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Revisions to Policy ED 16-0

Policy ED 16-0 Types of Undergraduate and Graduate Credentials identifies the types of undergraduate and graduate credentials offered at TRU, as well as the minimum requirements for each type of certificate, diploma, and degree. As the proposed general education model includes recommended ILO’s and required credits, the policy will need to be revised to reflect the recommendations. At this point, GET is only recommending policy changes to undergraduate degrees. The incorporation of general education and the ILO’s to certificates and diplomas will require further discussion and consultation. See Appendix F: TRU policy ED 16-0 with suggested revisions in track changes. The phrasing is open with the intent that the specifics related to credits, HIPs, capstone, and wording of ILOs will be approved at Senate in a procedures document. This

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document will provide guidelines in greater detail thus allowing TRU the flexibility to shift with the evolution of the University and changing needs of students, economic demands, and government priorities.

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Items for Further Consideration Should the proposed model be accepted, GET has discussed several items requiring further consideration prior to implementation. Below, GET provides its thoughts for ways to address some of the considerations; however, GET concedes that it does not yet have solutions for all outstanding questions:

Questions Recommendations How will this affect transfer students? Will transfer students require the same number of general education credits or will an exemption be allowed?

As part of the assessment of transfer courses, set criteria could be used to flag transfer courses as satisfying a general education requirement, and then stored in a database for easy flagging in the future. This can be applied to processes for articulation agreements, as well. The Credit Bank could be audited for general education complements.

How will general education courses be identified?

Initially, a subcommittee could be established to set criteria and assess courses for general education.

What does the implementation timeline look like (i.e. phased-in or all at once)?

EPC approval is required for all programs as general education requirements will need to be incorporated into program requirements. Modification of programs should be staged within a timeline. General education requirements should apply only once a program has been approved through EPC and only to students new to the program.

What additional resources will be required?

General education can be aligned with existing curriculum development and cyclical program review supported by CELT.

How does this affect OL requirements? Will the same general education model be used for campus and OL programs?

This discussion should be held by the Planning Council for Open Learning (PCOL).

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How will general education be assessed, including: • Assessment of ILOs; and • Ensuring courses selected for general education

remain relevant.

New courses can be assessed through the academic approval process, more specifically EPC. Cyclical program review could include assessment of courses identified as general education to ensure the course has not strayed from intended ILO. CELT is working on assessment models for all programs at TRU, general education can be included within this work.

What is the definition of a HIP?

Currently, TRU applies the NSSE definition; however, TRU’s department of Career Education is exploring broader definitions including the Comparative Matrix of Co-operative Education with Other Forms of Work Integrated Learning (ACE). GET recommends a committee develop a definition that meets the needs of TRU.

How can we support Academic Advising, Degree Works, and the Registrar’s Office?

Educating students on general education requirements will be an essential component of implementation. Creating a tracking system that is clear and works within existing frameworks (i.e. DegreeWorks and Banner) will be paramount. GET has one representative from the Registrar’s Office. We suggest continued consultation with key stakeholders and clear guidelines be developed.

Does general education apply to apprenticeships, certificates, and diplomas?

This requires further discussion and the general education requirement would have to be adjusted to meet the different requirements for the programs.

Conclusion

GET was tasked with recommending a model of general education at TRU. Over the past sixteen months, GET has engaged in a collaborative and inclusive approach garnered by evidence-based decision making, at the heart of which has been a studentcentred focus. Finally, GET sought to be visionary and creative while addressing TRU’s values.

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Action Item GET recommends the following motion be brought forward:

APPC to approve and recommend to Senate for approval the proposed general education model which includes the Institutional Learning Outcomes and revisions to policy ED 16-0 Types of Undergraduate and Graduate Credentials.

We thank you for the opportunity to engage in philosophical and courageous conversations with colleagues across the University about the purpose of higher education and the role TRU plays in preparing its graduates for success. It is our desire to have a positive impact on the University and its students, and to minimize the impact of implementation by using existing infrastructures. We look forward to hearing your feedback.

Appendices A. General Education Audit of TRU Baccalaureate Degrees 1

B. GET Terms of Reference and Committee Membership 21

C. Summary of GET Activities and Key Milestones 23

D. Senate approved Graduate Attributes 26

E. SOAR Analysis Report 28

F. TRU Policy ED 16-0 with Track Changes 44

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Appendix A General Education Audit of

TRU Baccalaureate Degrees September 25, 2016

Summary Almost universally, the bachelor degrees at TRU require a minimum of 120 credits to graduate and share a minimum requirement of 3 credits of communications (course codes CMNS, ENGL or JOUR qualify depending on the program). Alternatively, the number of required elective credits varies greatly from program-to-program, i.e. 6 credits (BSN) to 48 credits (BSW). Defining general education for this report When selecting the “general education” credits, I placed particular emphasis on those courses outside of the discipline (i.e. the 4-digit course code was not the same course code as the required credits). For example, for a student enrolled in the bachelor of Social Work, any course code not beginning with SOCW would be considered “outside of the discipline” and contributed to the overall general education credit score. In other instances, many course codes referenced the same discipline (e.g. nonbusiness courses or course codes not beginning with: ACCT, BBUS, BLAW, MIST, ENTR, FNCE, HRMN, IBUS, MKTG, MNGT, ORGB, SCMN, or BUSN) and were all lumped under Business and therefore did not contribute to the general education score for this report. Examples of general education language used by Faculties and Departments

Program General Education Language Education and Social Work

English, Math and/or Lab Science, Liberal arts, Social Sciences, and Humanities

Business Humanities, Social Sciences, and Communications

Science At least two disciplines other than English; general electives; Arts, Humanities, Business or Science

Adventure, Culinary Arts and Tourism

Communications and New Media; Math and Statistics; Organizational behavior; finance and decision-making; marketing; economics; unspecified electives

Arts English; Scientific and Formal reasoning; Breadth; Distribution (i.e. Humanities, Social Sciences, Creative and Performing Arts); Second Language; Writing Intensive

Nursing English, Philosophy, Biology, non-Nursing electives

Breakdown of general education by bachelor and associate degree *In many instances, there was conflicting data in curricUNET, on the website, and in the

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academic calendar. The information below reflects my best efforts to make sense of the data; however, it may not be an entirely accurate representation of what is occurring in practice.

Campus Division

Bachelor Degrees in Education and Social Work

Total credits to complete degree 120

Total Credits outside of discipline (General Education Score) 48/120 40.0%

Required credits outside of discipline 30

Elective credits (unspecified) 48

Program structure: - Minimum of 120 credits - Minimum of 48 credits in the liberal arts, social sciences and humanities -

Minimum of 60 credits in social work or education courses Sample of major requirements *Year 1 and 2 requirements plus: BSW Total: 120 credits

Minimum 48 credits of liberal arts, sciences and humanities Minimum of 63 credits in SOCW courses 12 credits of Arts, Social Work or a Block awarded from certificate/diploma

BED Total: 60 + 72 credits 70 credits of required discipline-specific courses beginning in “ED” 3 credits of “ED” electives

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BETT Total: 150 credits *Candidates must have an interprovincial Trades Qualification (Red Seal) plus a minimum of 4 years’ direct experience to enter program. 31 credits of pedagogical course work 24 credits of technical subjects 11 credits of practica Minimum of 30 credits of Arts and Science electives

- 6 credits of English Composition and Literature - 6 credits of Math and/or Lab Science

Bachelor Degrees in Business

Total credits to complete degree 120

Total Credits outside of discipline (General Education Score) 45/120 37.5%

Required Credits outside of discipline 45

Elective credits (unspecified) 9-15

Program Structure:

- Minimum of 120 credits - Minimum of 45 credits in non-business courses (i.e. course codes not beginning

with: ACCT, BBUS, BLAW, MIST, ENTR, FNCE, HRMN, IBUS, MKTG, MNGT, ORGB, SCMN, or BUSN)

- 6 credits of Humanities - 6 credits of Social Sciences - 3 credits of Communications - 9 – 15 credits of Electives (dependant upon degree)

Sample of major requirements *General BBA requirements plus: Accounting 30 credits of upper level courses within the discipline

9 credits of electives (6 lower level + 3 upper level) Economics Minimum of 42 credits of ECON

12 credits of upper level electives (not specified) Finance 24 credits of upper level courses within the discipline

15 credits of electives (9 upper level + 6 not specified) Human Resource Management

24 credits of upper level courses within the discipline 15 credits of electives (9 upper level + 6 not specified)

International Business 30 credits of upper level courses within the discipline 15 credits of electives (9 upper level + 6 not specified)

Marketing 24 credits of upper level courses within the discipline 15 credits of electives (9 upper level + 6 not specified)

Entrepreneurship 36 credits of upper level courses within the discipline

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15 credits of electives (9 upper level + 6 unspecified) Supply Chain Management

36 credits of upper level courses within the discipline 15 credits of electives (9 upper level + 6 unspecified)

Associate Degrees in Business Associate of Commerce and Business Administration Diploma (DACB)

Comprised of the courses in Year 1 and 2 of the BBA degree. Students may substitute general education electives for MATH 1170 and ECON 2330.

Bachelor Degrees in Science

Total credits to complete degree 120

Total credits outside of discipline (General Education Score) Up to 48*; 18 specified 15.0%

Required Credits outside of discipline 18

Elective Credits (unspecified) 27-33

Program Structure:

- Minimum of 120 credits - *Minimum of 72 credits in Science disciplines (i.e. Biology, Chemistry, Computing

Science, Forestry, Geology Mathematics, Natural Resource Science, Physical Geography, Physics or Statistics).

- Minimum of 18 credits in courses outside of Science including: o 6 credits of English o 9 – 12 credits in at least two disciplines other than English o

27 - 33 general electives (from any academic discipline) Electives must include at least 9 credits outside of science and

must include at least two disciplines (other than English) Sample of major requirements *BS Major requirements: 48 credits of upper level courses; 30 – 41 credits of upper level courses within the discipline; remaining credits may be from any are of Arts, Humanities, Business, or Science (7-18 credits available). **Electives must include at least 9 credits outside of science and must include at least two disciplines (other than ENGL) outside of science. Remaining electives can be chosen from any academic discipline. Computing Science Total: 120 credits

9 credits of non-COMP courses 3 credits of non-Science electives 27 credits of general electives (from any academic discipline)

Animal Biology Year 1: 30 credits; 6 of which must be ENGL Year 2: 31 credits; 6 of which must be electives** Year 3 and 4: 59 credits; 15 of which must be electives**

Biology Year 1: 30 credits; 3 of which must be ENGL or CMNS

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Year 2: 30 credits; 6 of which must be electives** Year 3 and 4: 59 or 62 credits; 21 of which must be electives**

Chemistry Total: 120 credits 72 credits within Science 39 credits within Chemistry 18 credits of non-Science and non-English 9 credits of English 3 credits of Communications 6 credits of Math

Natural Resource Science

Year 1: 30 credits - Non-Science required courses: o 6

credits of English o CMNS2300 Critical Thinking and Writing for

Science and Technology o ANTH1210 Cultural Anthropology o 3 credits of electives (unspecified) Year 2: 30 credits

- Non-Science required courses: o 3 credits of CMNS

15 credits of upper level electives 12-15 credits of other electives; must include 9-12 credits in at least two disciplines outside of science (other than English). The remaining elective credits may be chosen from any discipline.

Physics Year 1-2: 15 credits of electives Year 3-4: 24 credits of electives

Mathematics Year 1-2: 60 credits - Non-Science required courses:

o 6-9 credits of ENGL or CMNS o 6-9 credits of electives (unspecified)

Year 3-4: 60 credits - 18 credits of electives; may include science courses

Ecology and Environmental Biology

6-9 credits of English and/or Communications 9-12 credits of non-Science electives 6 credits of other electives (unspecified)

Economics and Mathematics

Total: 120 credits Minimum of 66 credits in Economics and Mathematics/Statistics 15 credits of Economics core courses 15 credits of Mathematics/Statistics core courses 18 credits of upper level electives; 9 of which must be science electives and 9 credits of non-science electives

Associate degrees in Science Subject areas: Biology, Chemistry, Computing, Physical Geography, Geology,

General associate degree requirements (60 credits): - 6 credits of English - 6 credits of Arts (other than English) - 6 credits of Math

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Math, Physics, Stats - 36 credits of Science requirements - 6 credits of electives (Arts, Sciences, or other areas)

Bachelor Degrees in Adventure, Culinary Arts and Tourism

Total credits to complete degree 120

Total Credits outside of discipline (General Education Score) 30/120 25.0%

Required Credits outside of discipline 21

Elective credits (unspecified) 43

Program Structure (BTM_GEN):

- Minimum of 120 credits - 6 credits of Communications and New Media (i.e. CMNS, JOUR, ENGL) - 3 credits of Math - 3 credits of Statistics (i.e. STAT, ECON) - 6 credits of Organizational behavior (i.e. TMGT, HRMN, BBUS, ORGB) - 6 credits of finance and decision-making (i.e. ACCT, BBUS, TMGT) - 6 credits of marketing (TMGT, MKTG, EVNT, HMGT) - 6 credits of economics (ECON) - 21 credits of unspecified electives (e.g. TMGT, EVNT, languages, sciences, arts,

business, etc.) - 3 credits of upper level communications (CMNS – Travel writing)

Sample of major requirements *Discipline-specific requirements - of the 45 required upper level credits, 15 credits of concentration, 3 credits towards capstone project, and 24 credits of electives. BTM_GEN requirements (see above) plus: Tourism Management

12 credits of lower level electives (both outside and within the discipline are accepted) 18 credits of upper level electives (unspecified)

Festivals and Events

Total: 42 credits 15 credits of Festivals and Events concentration 3 credits capstone project 24 credits of electives; upper level credits required as needed to equal at least 45 upper-level credits in degree-theme requirements with remaining electives to complete total 120 degree credits. *This allows for a potential of 15 credits of electives outside of the discipline.

Innovation and Entrepreneurship

15 credits of concentration requirements 3 credits capstone project 24 elective credits*

Resort Experience 15 credits of concentration requirements

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3 credits of capstone project 24 credits of electives*

Adventure Studies, General

3 credits of Tourism Essentials 3 credits of Law

Sample of major requirements *Discipline-specific requirements - of the 45 required upper level credits, 15 credits of concentration, 3 credits towards capstone project, and 24 credits of electives. BTM_GEN requirements (see above) plus:

3 credits of Culture, History & Geography 3 credits of Environmental Stewardship The 4 categories above all begin with a Tourism acronym. 21 credits of electives (unspecified)

Adventure Studies, Major

21 credits of 4th year ADVG 3 credits of capstone project 18 credits of electives*

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Bachelor Degrees in Arts

Total credits to complete degree 120

Total credits outside of discipline* (General Education Score) Not clear

Required Credits outside of *major* 60-78

Elective credits (unspecified) Not clear

Program Structure:

- Maximum of 12 credits may be taken in courses outside of the Arts and Sciences (e.g. CONV, PHED, TMGT, SOCW, COOP, etc.)

- 6 credits of English - 9 credits of Scientific and Formal reasoning (e.g. ARCH, COMP, MATH, GEOG,

ASTR, BIOL, NRSC, PHYS, STAT, ECON, PSYC, FRST, etc.) - 12 credits of Breadth (i.e. a minimum of 3 credits in at least four different Arts’

disciplines – ARCH, ECON, MATH, SOCI, SPEE, VISA, THTR, etc. - 6 credits of Distribution (i.e. a minimum of 3 credits in at least two of the following:

Humanities, Social Sciences, Creative and Performing Arts) - 6 credits of a Second Language - 12 credits of Writing Intensive (6 lower + 6 upper level credits)

**Breadth, distribution, second-language, and writing intensive courses can be used to meet more than one requirement.

Sample of major requirements *Majors require a minimum of 42-45 and a maximum of 60 credits in one discipline. Fine Arts 6 credits of English

9 credits of Humanities and Social Sciences (min. 3 in each) 3 credits of Math or Science 6 credits of academic electives (3 credits may come from Visual Arts or Art History) 78 credits of Studio requirements

Interdisciplinary Studies

Admission: successful completion of 60 credits from any associate of Arts or Science degree Degree requirements: additional 60 credits

- 3 credits of Critical Thinking (e.g. ADVG, ANTH, ECON, HIST, PHIL, etc.)

- 3 credits of Research Methods (e.g. ANTH, GEOG, PSYC, THTR, etc.)

- 18 credits in one area of concentration - 6 credits of Writing Intensive - 9 credits of Breadth - Up to 12 credits of lower and upper level electives

Journalism Total: 120 credits

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Minimum of 60 credits of Journalism courses

36 credits of lower level electives (any course is acceptable) 24 credits of upper level electives (any course is acceptable)

Economics 45 credits in Economics 3 credits in Math 3 credits in disciplines within Arts 39-42 credits of Supplementary Arts Requirements

- ANTH, CMNS, GEOG, HIST, PHIL, POLI, PSYC, SOCI, SPEE (specific course codes outlined in calendar)

English 6 credits of lower level English 9 credits of second year Literature 3 credits of second year English (ENGL 2110) 6 credits of second year English electives Minimum of 30 credits of upper level English *Students are permitted to substitute upper level PHIL, THTR, CNST, and JOUR courses within the required 30 credits.

Geography and Environmental Studies

51 credits required within the discipline: - 15 credits of lower level (human geography, physical

geography, and techniques) - 6 credits of lower level electives with the course

acronym GEOG - 30 credits of upper level with the course acronym

GEOG *This should allow for 60+9 credits of electives outside of the discipline (unspecified).

Philosophy 15 credits of lower level PHIL 12 credits of upper level PHIL 6 credits of PHIL electives 6 credits of electives in select Arts courses (ENGL, HIST, etc.) *Totals 39 credits of concentration; potential for 60+21 credits outside of the discipline (unspecified).

Psychology Year 1 and 2: - 12 credits of required PSYC courses -

3-6 electives in PSYC. Year 3 and 4:

- Minimum 30 and maximum 42 credits of upper level

Psychology concentration *Psychology has designated specific PSYC courses in the fields of Science (minimum 6 credits) and Social Science (minimum 6 credits). *Totals 60 credits of concentration; potential for 60 credits outside of the discipline (unspecified).

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Associate degrees in Arts Associate of Arts degree

Total: 60 credits Year 1: 36 credits

- 6 credits of English - 6 credits of Humanities (including the creative and

performing arts but not including studio courses) - 6 credits of additional Arts *No more than 6 credits in any one subject area.

Year 2: 18 credits - 9 credits of Science

o 3 Nature Science o 3 Natural Science with a lab o 3 Math/Stats/Comp Sci)

- 9 credits of electives (unspecified) Modern Languages Total: 60 credits

6 credits of English 36 credits of Arts (other than English)

- 6 credits in Social Sciences - 6 credits in Humanities - 6 credits in additional Arts courses - 24 credits of Arts (two or more subject areas)

9 credits of Science - 3 Nature Science - 3 Natural Science with a lab - 3 Math/Stats/Comp Sci)

9 credits of Electives (may be outside of the Arts and Sciences)

Bachelor Degree in Nursing

Total # of credits to complete degree 126

Total credits outside of discipline (General Education Score) 21/126 16.7%

Required Credits outside of discipline 21

Electives (unspecified) 6

Program Structure:

- 6 credits of English - 6 credits of Biology - 3 credits of Philosophy - 6 credits of non-Nursing electives

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Open Learning Division Summary The OL division at TRU has a more easily identifiable prescription for general education requirements. Almost universally, the OL version of bachelor degrees at TRU require a minimum of 120 credits to graduate and share a minimum requirement of 6 credits of communications (over the 3 credits required for many campus programs) and 24 general education credits (compared to the unspecified number for campus programs). Similar to campus programs, the number of required elective credits varies greatly from programto-program, e.g. 15 credits (BSc, Health Science) vs. 33 credits (BBA, Commerce). For OL Arts and Science degrees, the General Education requirements are clearly identified and categorized (see Arts example below).

Bachelor Degrees in Arts - OL

Total credits to complete degree 120

General Education Requirements 30/120 25.0%

Required Credits outside of discipline

Elective Credits (unspecified) 30**

Program Structure:

- Minimum of 120 credits - All degrees require 6 credits of English/Communications. - Degree programs in Arts offered through TRU-OL require the completion of

general education requirements (credit value varies from 18 to 27). - General Education Requirements are typically defined as:

General Education Discipline Areas

Humanities (other than English) 6 credits Mathematics and/or Science 6 credits Social Science 6 credits Interdisciplinary Fields 6 credits

Humanities Interdisciplinary Fields Art History Asian Studies Classical Languages and Literature Canadian Studies Classical Studies Environmental Studies Comparative Literature Gender Studies

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Communications Indigenous (First Nations) Studies Creative Writing Latin American Studies Cultural Studies Urban Studies

History Women’s Studies Humanities

Journalism Social Science Linguistics Anthropology Media Studies Archaeology Modern Languages and Literature Criminology Music History Economics Philosophy International Relations Religious Studies Political Science Theatre Studies Psychology

Regional/Human/Cultural Geography

Sociology Mathematics and/or Science Biochemistry

Biology Kinesiology Botany Mathematics Chemistry Microbiology

Computer Science Ocean Science

Earth Science Physical Anthropology

Ecology Physical Geography Environmental Science Physics

Geology Physiology Geophysics Statistics

Astronomy Zoology

**30 credits of the degree requirements (with no more than 15 credits at the upper level) may be applied credit; fine and performing arts studio courses and technology courses. Education, business and administrative studies courses are reviewed on a case-by-case basis. Lower-Level Requirements (0-18 credits) The number of credits and specific course requirements vary, depending on the area of specialization.

Upper-Level Requirements (45 credits)

15 credits in each of two areas of specialization for a total of 30 credits

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15 upper-level elective credits Additional Requirements (33-51 credits) The number of

additional credits varies, depending on the area of specialization.

Sample of major requirements English 120 credits total

45 credits of lower and upper level electives 6 credits of English 6 credits of Humanities (other than English) 6 credits of mathematics/statistics and/or science

6 credits of social science

History 120 credits total 45 credits of lower and upper level electives 6 credits of English (comp and lit) 6 credits of mathematics/statistics and/or science 6 credits of social science

6 credits of Canadian history Fine Arts 120 credits total

27 credits of general education

6 credits of English (comp or lit) 6 credits of humanities (other than art history and English)

6 credits of math/stats and/or science

6 credits of social science

3 credits of academic electives (may include art history) 18 credits in history and art theory

75 credits of studio work Psychology 120 credits total

6 credits in English (comp or lit) 6 credits in Humanities (other than English) 3 credits in math/stats and/or science

45 credits of lower and upper level electives Criminology 120 credits total

24 credits of General Education

6 credits of English (comp or lit) 6 credits of Humanities

3 credits in math and/or science 3 credits in statistics

51 credits of electives

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15 credits of upper level electives 36 credits of lower level electives

Associate degrees in Arts Associate of Arts Degree

60 credits total 6 credits of English (comp and lit) 18 credits in first-year Arts (other than English)

6 credits of social sciences 6 credits of humanities (including the creative and

performing arts but not including studio courses); no more

than 6 credits in any one subject area 18 credits in second-year Arts (must be two or more subject areas) 6 credits of natural science (e.g. anthropology, astronomy, biology, chemistry, geology, physics, physical geography) including 3 credits in a lab science

9 credits of electives (from any academic discipline)

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Bachelor Degrees in Business - OL

Total credits to complete degree 120

Credits outside of discipline 21 17.5%

Required Credits outside of discipline 21

Elective Credits (unspecified) 21-33

Program Structure:

- Minimum of 120 credits - 18-21 credits of General Education requirements

Sample of major requirements Real Estate Management

120 credits total 12 credits of General Education

6 credits in Humanities 6 credits in Social Sciences 6 credits in English and Communications

3 credits of Statistics 21 credits of electives *business, real estate, or related elective

Commerce 120 credits total 60 credits from 2-year business diploma 18 credits of General

Education 3 credits in English 3 credits in natural sciences 6 credits in humanities or social sciences 6 credits in arts and sciences 54 credits of Core Knowledge requirements 33 credits of Electives (academic and/or applied credits to bring the total # of credits to 120) 15 credits of Concentration required (i.e. accounting, finance, general

management, HR, etc.)

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Technology (Trades & Tech Leadership)

*Students with a recognized 4-year trades qualification typically receive up to 60 PLAR credits toward total 120. 120 total credits 60 credits of Core Knowledge/Lower-level requirements

15 credits of General education 3 credits in English 3 credits in applied communications

3 credits in computing science

3 credits in natural science 3 credits in liberal arts or science elective 18 credits of Leadership requirements 27 credits of electives (selection subject to the approval of the program advisor) 12 credits of "closed" electives (BBUS, MNGT) 15 credits of

"open" electives (BBUS, FNCE, MNGT)

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Bachelor Degrees in Tourism - OL

Program Structure:

Bachelor of Tourism Management *Graduation from a recognized two-year tourism/hospitality program or a minimum of 60 credits of directly applicable coursework, preferably including core business and tourism and hospitality foundation courses.

- 120 credits total

- 21 credits of General Education

- 6 credits in English (comp and lit.)

- 3 credits in Statistics

- 3 credits in Humanities (other than English)

- 3 credits in introductory economics

- 3 credits in geography

- 3 credits in natural science - 30-33 credits of Core Business and Tourism/Hospitality requirements - 27-30 credits of other electives (generally met through block transfer from recognized

tourism management or hospitality administration diploma programs)

Bachelor Degrees in Science – OL

Total credits to complete degree

120

Credits outside of discipline 24 20.0%

Required Credits outside of discipline 24

Elective Credits (unspecified) 24-27

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30-27 )unspecified(Elective Credits

21 discipline

outside of Required Credits

%17.5 21 Credits outside of discipline

120 degree

Total credits to complete

Program Structure: - 120 credits total - 24 credits of General Education - 6 credits in English - 6 credits in Humanities (other than English) - 6 credits in math/stats and/or science - 6 credits in social science - 27 credits of electives (may be lower, upper or non-science courses)

Sample major requirements Major program

120 credits total 24 credits of General Education 6 credits of English 6 credits in Humanities (other than English) 6 credits in math/stats and/or science 6 credits in social science 24 credits of electives (lower, upper science or non -science courses)

Comp. Science

120 credits total 75 credits of core knowledge/lower-level requirements

6 credits of English/Communications 33 credits of academic electives in any subject area 3 credits in any course, excluding science 9 credits in any course, excluding computing science 45 credits of upper level requirements 36 credits of COMP 9 credits of upper level electives (unspecified )

Associate degrees in Science 60 credits total of first and second-year courses 6 credits in English 6 credits in Arts (other than English) 6 credits of math 18 credits in first-year natural science, math/stats, or engineering

(no more than 6 credits in one area) 18 credits in second-year in two or more of the following subject areas: natural science, math/stats, or engineering science 6 credits of first or second-year academic courses (electives?)

Bachelor of Health Science

- 120 credits total *Admission requirements: completion of a minimum two-year diploma in health care or related area from a recognized program)

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- 6 credits in English

- 3 credits in Statistics

- 3 credits in Humanities (other than English)

- 3 credits in research methods - 15 credits of electives (discipline-specific in consultation with program advisor)

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Appendix B

GENERAL EDUCATION TASKFORCE TERMS OF REFERENCE

The Academic Planning and Priorities Committee of Senate struck a taskforce on General Education with a mandate to produce a draft proposal with recommendations for Thompson Rivers University’s (TRU) general education curriculum.

COMPOSITION

Chair• Faculty member (ex officio, voting) to be elected by the taskforce

Voting Members• One faculty member representative from each of the Faculties and Schools• Two Open Learning faculty members• One faculty member representative from Library• AVP-Academic• Accreditation Liaison Officer• The Executive Director of Aboriginal Education (or designate)• One Dean• One staff member• One representative from the Registrar’s Office• One Open Learning Instructional Designer• One representative from the Centre for Excellence in Learning & Teaching• Two undergraduate students• One graduate student

Non-Voting Member• One representative from Marketing & Communications

*Nominations to be approved by the Academic Planning and Priorities Committee (APPC) of Senate.

RESPONSIBILITIES

• Following broad consultation with Faculties and Schools at TRU, advise APPC on the establishment, revision, or discontinuance of policies and procedures in relation to general education curriculum.

• Other duties as assigned by APPC.

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General Education Taskforce (GET) Responsibilities

• Following broad consultation with Faculties and Schools at TRU, advise the

Academic Planning and Priorities Committee (APPC) of Senate on the establishment, revision, or discontinuance of policies and procedures in relation to general education curriculum.

• Other duties as assigned by APPC.

Membership Staff member Alana Hoare

School of Nursing (faculty member) Andrea Sullivan

Faculty of Arts (faculty member) Annie St. John Stark

Centre for Excellence in Learning & Teaching Catharine Dishke Hondzel

Undergraduate Student Dana Prymak

Faculty of Education & Social Work (faculty member) Dian Henderson

AVP Academic Donna Petri

Registrar's Office Marjorie Budnikas

Open Learning Faculty Member (OLFM) John Patterson

OL Instructional Designer Ken Monroe

Faculty of Student Development (faculty member) Kyra Garson

Faculty of Adventure, Culinary Arts & Tourism (faculty member) Lian Dumouchel

School of Business & Economics (faculty member) Lisa Lake

Marketing & Communications Lucille Gnanasihamany

Accreditation Liaison Officer Matt Kennedy

Library (faculty member) Michael Purcell

Graduate Student Marriappan Vesudevan

Executive Director of Aboriginal Education (or designate) Paul Michel

Dean Sandra Vermeulen

Undergraduate Student Shreya Patel

Faculty of Science (faculty member) Susan Purdy (Chair)

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Appendix C General Education Taskforce (GET) ActivitiesNovember 2016 – Present

Senate approved the establishment of GET, with direct reporting to APPC, on November 28, 2016. After a call for nominations was sent out to all faculties/schools, select departments, and TRUSU, GET met for the first time on February 16, 2017.

GET meets regularly, twice each month. During the winter of 2018, GET formed two sub-groups: 1) Model and, 2) Institutional LearningTimeline Legend

Consultation

GET Activities

Reports to APPC

Outcomes (ILO). These groups met on a weekly basis to develop drafts of the General Education model and ILOs. Over the past year, GET has held in excess of 30 working meetings to collaborate on the drafting of a General Education model that uniquely represents TRU’s mission and values.

In addition to conducting research into best practices, GET held a half-day SOAR Analysis workshop, lead by Catharine Dishke Hondzel, Director, Centre for Excellence in Learning & Teaching (CELT). Other notable activities included:

- A Unique Value Proposition (UVP) Exercise lead by Lucille Gnanasihamany, AVP Marketing and Communications

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- Invited guest speaker Dr. Jenny Shanahan, Assistant Provost for High-Impact Practices, Bridgewater State University, to meet with GET - Members of GET attended the AAC&U and AGLS Conferences

- The Chair of GET, Susan Purdy, provided monthly updates to APPC- A panel of GET representatives presented at the 2018 TRU Teaching Practices Colloquium - GET held an interactive open forum on

April 17, 2018

The following two pages provide a timeline of GET activities and key milestones.

AAC&U Conference

6/6/17 - 11/30/17

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17/23/9-/22/17 9AGLS Conference

17/2/11-/3/17 10Models Research and Presentations

Fluid Survey

Draft ILOs /25/5 17-/9/17 3

17/25/2-/22/17 2

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Appendix D Describing the Attributes of TRU Graduates

TRU is a comprehensive, learner-centred, environmentally responsible institution that serves its regional, national, and international learners and their communities through high quality and flexible education, training, research and scholarship. As a learner-centred institution, TRU is dedicated to the intellectual and social development of our students through courses, programs, and experiential learning opportunities that provide learning and critical thinking skills and the encouragement to approach issues with creativity. TRU is committed to developing graduates who set high standards for their learning and endeavour to meet the challenges of the future. The TRU Graduate Attributes support the university-wide elements articulated in the TRU Strategic Priorities (2014-2019) and the TRU Academic Plan (2012). Programs and departments use the graduate attributes to articulate clear and measurable learning outcomes at the course and program level to their students. To these ends, each TRU graduate possesses knowledge, skills, and values that characterize excellence in education in their chosen field of study and can demonstrate competence in the following as is appropriate for their area of study:

KNOWLEDGE Depth and Breadth of Knowledge

Knowledge Acquisition and Application

SKILLS

Creative Thinking and Expression

Critical Thinking, Analysis, Problem Solving and Research

Communication

Teamwork and Leadership

VALUES and COMMITMENTS

Social Responsibility and Ethical Behaviour

Sustainability and Entrepreneurship

Intercultural Understanding

Lifelong Learning

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KNOWLEDGE Depth and Breadth of Knowledge For instance, TRU graduates: Employ and synthesize the concepts and methodologies of the discipline through a range of levels. Identify interdisciplinary opportunities to gather, review and evaluate information and carry out other knowledge-based activities consistent with their area of study. Knowledge Acquisition and Application For instance, TRU graduates: Acquire and apply information, summarize and interpret quantitative and qualitative data, use technology in authentic applications, and employ visual elements of the discipline. Review, evaluate, interpret and present information common to the field of study. Analyze “real world” problems and recommend and/or implement solutions. Investigate, analyze, and evaluate a variety of issues and carry out other knowledgebased activities consistent with their area of study.

SKILLS Creative Thinking and Expression For instance, TRU graduates: Design, imagine, reconstruct and demonstrate their learning. Seek innovative and non-traditional opportunities to examine situations and resolve problems and carry out other skills-based activities consistent with their area of study. Critical Thinking, Analysis, Problem Solving and Research For instance, TRU graduates: Construct meaning from information. Analyze and synthesize information, investigate ideas, and formulate multiple and alternate solutions to problems. Discover that knowledge can be uncertain, ambiguous and limited, and how these limitations might influence results and interpretation of information. Communication For instance, TRU graduates: Use effective oral and written communication techniques. Communicate information, arguments, and analyses accurately and reliably. Demonstrate respectful communication by listening, seeking clarification, and working to understand the other viewpoints and carry out other skills-based activities consistent with their area of study. Teamwork and Leadership For instance, TRU graduates: Demonstrate effective leadership skills. Seek opportunities to collaborate. Work cooperatively and supportively as a member of an inter- or intra-disciplinary team and carry out other skills-based activities consistent with their area of study.

VALUES and COMMITMENTS Social Responsibility and Ethical Behaviour For instance, TRU graduates: Share knowledge and skills within the community (local, national, and international). Apply ethical principles to decision-making. Engage in ethical and professional practices in an accountable manner. Demonstrate behaviour consistent with ethical practices that positively impact the community and carry out other values and commitments-based activities consistent with their area of study. Sustainability and Entrepreneurship For instance, TRU graduates: Apply principles of responsible sustainability practices to entrepreneurial or community-based service activities related to their disciplines. Justify, recommend, and express opinions on sustainability practices and environmental stewardship. Demonstrate entrepreneurial collaboration that supports career development opportunities or partnerships with government, industry, or NGO’s. Carry out other values and commitments-based activities consistent with their area of study. Intercultural Understanding For instance, TRU graduates: Recognize the importance of valuing diverse perspectives in intercultural contexts. Collaborate with others to bring different skills, knowledge, and tools to problem solving. Recognize the value of including traditional and contemporary Aboriginal teaching, learning, research, and creative practices to work and in the community and carry out other values and commitments-based activities consistent with their area of study. Lifelong Learning For instance, TRU graduates: Work independently and productively. Set personal and professional goals and

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establish an action plan to attain the goals. Reflect on personal development and use strategies to learn from selfreflection and carry out other skills-based activities consistent with their area of study.

Appendix E

General Education TaskforceReport on SOAR ExerciseApril 3, 2018

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Contents Executive Summary .............................................................................................. 3 Strengths .............................................................................................................. 5 Opportunities ........................................................................................................ 7 Aspirations .......................................................................................................... 10 Results ................................................................................................................ 13 Recommendations .............................................................................................. 15

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Centre for Excellence in Learning and Teaching

Executive Summary

This report summarizes the strategic SOAR workshop that the General Education Taskforce (GET) participated in on March 16, 2018. Results are framed in discussion of over-arching Strengths, Opportunities, Aspirations, and Results (SOAR) as well as a summary of the major themes and goals. Each section of the report takes on a different format to best represent the results of the group conversations.

The SOAR approach was chosen by the GET as the activity for a winter

retreat to inform the development of the principles and processes for General Education at TRU, to inform the model that will be used to support GE at TRU, and to engage in team development and knowledge sharing. In total, 16 GET members participated in the exercise, which took place over four hours. This group was comprised of faculty, staff, and students from across TRU.

SOAR is a strategic planning framework with an approach that focuses on

strengths and seeks to understand a program and its environment by including the voices of the relevant stakeholders. Focusing on strengths means that the SOAR conversations center on what is being done right, which areas or goals can be enhanced, and builds on what is compelling to the various stakeholders. By engaging stakeholders across each faculty/school, Open Learning, Marketing and Communications, the Office of the Provost and Vice President Academic, the

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Registrar’s Office, and students, we were able to capture a broad picture of a complex system by accessing many different perspectives. This systems approach tries to understand the integration and dynamics of the many relationships and interactions among people, programs, functions, and the broader environment. This helps stakeholders see and understand at a high level how the system works and where their unique contribution makes a difference.

The SOAR approach draws from Appreciative Inquiry (AI). AI is a

philosophy and organizational change approach that builds on strengths rather than deficits or weaknesses. The process of the SOAR relies on a series of guided conversations that participants have with each other in order to elicit information and define results. One thing you will notice in this report is that the questions are framed in a way that attempts to identify the processes and procedures that are already working for General Education (GE) at TRU as it currently stands, as well as what the stakeholders aspire it to become. The participants in the SOAR were challenged to discuss ways to do ‘more of what works’ rather than identifying and eliminating problems and gaps. This offers a flexible framework that allows non-experts to be engaged in the process and find ways of developing innovative practices and strategic directions. This collective effort is designed to maximize people’s commitment and encourage their hard work and insights. Participants in the SOAR worked in small teams through each of the components of the analysis. What quickly became evident is that the responses of each team were complimentary. This form of convergent validity supports the findings and adds strength to the recommendations.

It is important to note that the SOAR process and this report compliments,

rather than replaces earlier work done by the GET. This includes the revisions to the Institutional Learning Outcomes (ILO) (2018) and the GET Draft Model (2018).

Based on the data collected during the SOAR conversations the report culminates with five recommendations. TRU’s approach to GE and the model must be:

1. Value-driven 2. Student-centered 3. Transparent, collegial, and follow a clear process 4. Relevant to the shifting needs of students and the community 5. Reviewed regularly and receive continuous monitoring and oversight

Though not comprehensive, it is my belief that these recommendations stem directly from the ideas presented by the GET members.

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I have done my best to faithfully represent the ideas brought forward during the exercise, and am grateful to all the participants for their willingness to engage in this meaningful conversation. Any errors or omissions in this document are my own. Presented to the GET by Catharine Dishke Hondzel Director, Centre for Excellence in Learning and Teaching April 3, 2018 Strengths

The GET was asked to consider the strengths of the proposed GE model developed by the taskforce. This included conversations about what GET was most proud of, what makes the model unique to TRU, and what the greatest achievements have been in the past year.

Participants worked in small teams and discussed their shared understandings. This led to larger group conversations which brought forward the broad themes and provided supporting evidence. Strength Supporting Statements Collaborative and inclusive GET has, and will continue to involve everyone in the campus in its work.

• Consulted every faculty and school • Committee is has broad-based representation and

is faculty-driven • Collaborative approach, consensus model • Members are open to learning from each other

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Reflects TRU values TRU values include: Leadership and Teamwork Communication Life-long learning Sustainability Depth and breadth of knowledge Critical and creative thinking Diverse and worldviews

• Model respects the diversity of programming and TRU’s unique mandate Model

• Incorporates the ILO statements • Shared and distributed responsibility- keeps

everyone on task • Committee represents stakeholders from across

the campus community • Diversified model- Indigenous and global

perspectives are woven throughout • Desire to have a positive impact on the campus

including faculty, staff, and students

Evidence-based decision making

• Backward design of model (starting with ILOs)

• Studied other models from other institutions to make an informed decision

• Regular discussions about long-term impact

• GET took time to reflect and bring ideas back to the larger group

Audience-focus

• Reflects TRU values

• Considers students’ future needs • Adaptable to changing needs of the campus

• Faculty-majority committee • Ideas have been shared and feedback elicited from

faculty councils, student caucus, the Accreditation Steering Committee, APPC, and Senate

• Plan to hold a town hall to further engage the campus in this conversation about the model

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Visionary and creative

• Minimize the impact of implementation (use existing processes)

• Support ongoing initiatives • Strengthen faculties and schools • Provide structure for mentorship and training about

GE • Develop resources that can be used for other

initiatives

• Considers what we don’t know, and can’t predict

• Provides opportunities for growth and adaptation of the model

• Reflects the needs of TRU students

Notes: Opportunities

Participants were asked to consider the changes TRU can expect to see in the next three to five years, the external forces and trends that may impact GE, and the opportunities that provided for the implementation of General Education. These opportunities are reinforced by how they influence and impact students, faculty, and the community.

Expected Areas of Change Supporting Statements Demographic change in student population

• Age (increase in mature students) • Background (greater variety) • Expectations (greater) • Prior learning (greater) • Increasing diversity • Increasing international enrolments • Shift to technology-mediated learning • Shift from rural to urban (?)

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Impact of Truth and Reconciliation Commission Recommendations

• Increasing focus on recognizing and working

toward Indigenous rights • Holistic approach to Indigenizing TRU approach

to learning, including curriculum, teaching methods, research methodology, etc.

External forces on TRU

• Economic impacts • Environmental changes and issues

(“wicked problems”) • Political and social changes • How we live and evolve together • Rapidity of technological and social change • Federal government requirements • BC Ministry of Advanced Education, Skills &

Training requirements • Professional programmatic accreditation

requirements • NWCCU Accreditation requirements • Labour market needs and demands • Social media • Shifting needs of the community in response to

the external forces

Internal forces from within TRU

• Leadership and institutional priorities shift over

time • Technology adoption • Knowledge-keepers and turnover of staff/ faculty • Growth in Open Learning

Opportunities for GE Supporting Statements

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Positive curriculum change

GE Will support positive and intentional changes to: • The structure of programs • Teaching approaches that include High-Impact Practices

(i.e. experiential learning, problembased learning, community-based learning, capstone projects, etc.)

• Assessment strategies • Interdisciplinary collaboration and connections • Foster cross-pollination between faculties, departments,

schools, and disciplines • Integrate core themes throughout the degree • Establish a variety of capstone projects

Future-ready students

GE will help students to become: • Well-rounded citizens • Prepared for a changing world • Adaptable to a variety of circumstances • Able to articulate what they know and can do • Capable of engaging in thoughtful decisionmaking

(particularly with respect to choosing electives) • Thought-leaders in the community • Prepared for employment • Life-long learners • Inspired leaders who are capable of creative and critical

thinking • Aware of local and global issues

Institutionally intentional

GE is developed with TRU values in mind.

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• GE will be woven into existing processes and programs in a holistic way

• It will respect the existing educational committees and governance structures at TRU

• It will remain value-centered • GE will respect disciplinary variety and provide

opportunities for new ways of learning • It will encourage and invite faculty involvement, calling on

faculty expertise in teaching and program development • GE will reinforce the TRU mandate • It will strengthen the reputation of TRU as an innovative

and dynamic post-secondary institution • It will be accessible to a range of students

Community-oriented

GE Will be relevant and responsive to the needs of the community: • Students will have opportunities to become socially and

environmentally competent and develop an awareness of the needs of their community or region

• GE will foster knowledge for students to understand their impact, which goes beyond the individual

• It will consider the importance of place as a part of the wider community

• It will respect and value the unique needs of people in this time and space.

Notes:

Aspirations

Aspirations reflect the values of the GET, specifically what faculty, staff, and students care deeply about. These discussions were centered on the areas in which resources and energy should be directed and focus the strengths and opportunities into meaningful components. In an uncertain environment with many possible outcomes, the aspirations orient the program and provide a way to increase capacity while strengthening existing processes. Each statement is followed by aspirations the group indicated were important to consider in order to foster continued growth and success. These actions are brought forward in the results section with the goal of measurement and success criteria.

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Student-Centered Design The GET believes that the collective progress made so far has been due to the development of a student-centered approach which takes into consideration the unique needs of TRU’s students. Its mandate is to provide open access to all students as well as diversity in the delivery of programs and learning opportunities. In order to be successful, students must continue to be part of the design of GE and be consulted on how it is implemented.

1. We will continue to engage students in the conversation about what GE is, and what it

means to them. 2. Students will value what GE adds to their degree. 3. We will monitor what faculty, staff, and student perceptions of the GE model are

throughout the process of implementation. Further, we recommend that the GE model be reviewed on a continuous cycle for improvement.

Foster Student Growth Through GE, students must be provided with ongoing opportunities to be successful, to articulate what they know and what they can do. Students should feel that GE adds value to their degree. If we are successful, by the time students graduate, GE will have enhanced students’ learning and they will be prepared, socially and environmentally aware, and consider themselves lifelong learners.

1. Students will be able to identify positive growth in their own knowledge and

understanding(s). 2. Students will be able to identify that they have had a high-quality

education/learning experience. 3. Students will be capable and prepared to have a positive impact on their

community/region.

Governance

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General Education will be seen as a campus-wide initiative that has positive support and generates enthusiasm. It will be collectively governed in a way that respects the values, culture and traditions of TRU and will be seen as a positive addition to the campus culture.

1. Faculty, staff, and students will be involved and feel included in the ongoing

governance and implementation of GE at TRU. 2. The processes of implementing GE will be transparent and inclusive, honoring the

collegial and existing academic structure already in place. 3. GE will validate the institutional and program learning outcomes, reinforcing the

inherent value of existing programs. 4. GE will be regularly reviewed to ensure its continued relevance, and alignment with

ILOs, so it can adapt to changing needs.

Situated in Place General Education will reflect the values and the culture of Thompson Rivers University and its location in Kamloops and Williams Lake on the traditional and unceded territory of the Secwepemc peoples. The GE model will deliberately foster student growth and ways of knowing and learning with a view to the broader community- locally, globally, historically and with an aim of a preferred future of educated citizens.

1. GE will validate students’ learning pathways while providing them with opportunities to broaden their knowledge, skills and values.

2. GE will provide opportunities for students to learn through their experiences as well as the experiences of others, encouraging reflection and respecting diverse ways of knowing.

3. Students, faculty, staff and other members of the community will learn together within the GE framework and feel supported.

Notes:

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Results

How will we know if GE is successful? The SOAR process asked participants to consider what meaningful measures will indicate that GE is on track with achieving its goals, what measurable results need to be captured, and what resources are needed to implement this project. The General Education Taskforce will then recommend targets and thresholds for measuring GE. This final section of the SOAR report is an invitation to innovate to transform creative ideas into action items. Since every organization has limited resources, choices must be made that make the best use of existing processes, systems, and structures within an established institutional culture. The next step of this process is to begin identifying the data sources that are available, or that must be created in order to capture the measurements that are seen as most meaningful. To minimize waste, choices shouldreflect the aspirations of the group and use the simplest and most accessible tools to directly measure meaningful results.

Measures Information about the following measures will provide evidence to support the aspirations and would indicate whether or not GE implementation was successful.

1. Student satisfaction 2. Student engagement

3. Students’ perceptions of feeling respected and valued

4. Percentage of students who have met GE requirements when academic program complete

5. Student membership on committees and initiatives 6. Faculty involvement in GE monitoring 7. Number of students engaged in research 8. Student graduation/completion rates 9. Student registration rates 10.Attendance and class participation rates 11.Number of students with diverse major/minor program involvement 12.Perceptions of employers about preparation/readiness of TRU graduates

13.Employment rates and outcomes 14.Faculty, staff, and student awareness of GE and requirements 15.Faculty, staff, and student perceptions regarding GE

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16.Number of High-Impact Practices (HIPs) in courses 17.Participation rates in sustainable practices 18.Student entrepreneurial activity rates 19.Number of courses that meet GE requirements 20.Faculty, staff, and student intercultural competency

Potential Tools

1. National Survey of Student Engagement 2. Surveys of students 3. Surveys of graduates/alumni 4. Surveys of employers 5. Surveys of faculty 6. Program review reports 7. DegreeWorks reports 8. Intercultural competency index 9. Employment rates 10. Institutional planning data/reports 11. STARS Report (sustainability)

Notes: Recommendations

TRU’s approach to general education and the model must be: 1. Value-driven Throughout the SOAR exercise, participants consistently reaffirmed the GET’s commitment to the TRU values including the TRU’s mandate for open and flexible learning and to serve its regional, national, and international learners and their communities. The group also believed that the values contained within the Graduate Attributes, ILOs, and Strategic Priorities would serve to frame GE. These values center the group and direct the development and implementation of the GE model. 2. Student-centered Drawing directly from the TRU values, the student voice is of primary importance to GE. At all stages of this process GET must involve students as stakeholders,

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work with students to develop materials that communicate directly to students, and share information in an open and accessible format. As GE is implemented, future, current, and past students must be involved in consultation. The GE model must work for student needs and must foster their development as lifelong learners. 3. Transparent, collegial, and follow a clear process In implementing GE, the taskforce should avoid creating new or complicated structures that will only be used for GE. The group recommends that GE should make use of existing governance and reporting structures. The process of implementation should be consistent with the existing model of collegial governance, conversations should remain positive and forward-looking, and all processes should be clearly documented, communicated, and accessible to the TRU community. 4. Relevant to the shifting needs of students and the community As a GE model is established it should be developed with flexibility and growth in mind. As external needs adapt and shift, processes should be put in place to allow for changes to be made following guidelines that meet the values and aspirations of the GE process. The implementation of GE should not create barriers to learning including any difficulty registering or barriers to graduation. Advisors must be well-versed in GE in order to offer meaningful and accurate support for students. When barriers are experienced or perceived by any stakeholder an established review and audit process should be used to reduce the likelihood of them occurring in the future. 5. Reviewed regularly and receive continuous monitoring and oversight GET recommends establishing a GE committee embedded within TRU’s governance structure to monitor the GE model and a process of cyclical review. This process will reflect the values of GET that are shared within this report, provide a mechanism for reducing barriers to access and systematically collect and report on data relevant to the specified outcome measures. As with the implementation of any new program, review and monitoring will be most critical in the first few years as baseline measures are established and the program is marketed. It will be essential to be highly responsive to the TRU community.

Appendix F

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April 20, 2018 - DRAFT

2015 JANUARY 26,DATE APPROVAL0-16 EDNUMBER POLICY

TYPES OF UNDERGRADUATE AND GRADUATE CREDENTIALSPREVIOUS AMENDMENT DECEMBER 21, 2005REVIEW DATE JANUARY 26, 2020AUTHORITY SENATE/PLANNING COUNCIL FOR OPEN

LEARNINGPRIMARY CONTACT REGISTRAR/DEANS

POLICY

Thompson Rivers University (TRU) offers programs of study leading to undergraduate certificates, diplomas, and degrees; post-baccalaureate certificates and diplomas; and graduate certificates, diplomas, and degrees. This policy is intended to set minimum requirements for credentials. Individual programs may set higher requirements.

I. Undergraduate certificates comprise less than 60 credits and generally involve in-depth study in a specific discipline. Students may, upon completion, continue their studies in order to pursue an undergraduate diploma and/or a baccalaureate degree.

II. Undergraduate diplomas comprise 60 to 119 credits and generally involve in-depth study in a specific discipline. Students may, upon completion, continue their studies in upper-level work in order to pursue a baccalaureate degree.

III. Associate degrees are undergraduate credentials comprising of 60 to 119 credits and generally involve a broad range of course offerings balanced with in-depth study in a specific discipline. Students may, upon completion, continue their studies in upper-level work in order to pursue a baccalaureate degree.

IV. Advanced certificates and diplomas require students to have completed an undergraduate diploma or associate degree prior to entry to the advanced certificate or diploma program. Advanced certificates and diplomas are normally characterized by in-depth study in specific disciplines.

1) Advanced certificates are awarded for the completion of a diploma (or equivalent) and up to 15 additional undergraduate credits,

2) Advanced diplomas are awarded for the successful completion of a diploma (or equivalent) and 16 or more additional undergraduate credits.

V. Baccalaureate degrees are comprised of a minimum 120 credits and incorporate the

TRU institutional learning outcomes into the program of study. including the following undergraduate credentials, of which there are two types: There are two types of Baccalaureate degrees:

a. First-year Entry comprise a minimum of 120 credits. They which generally

takes one of three forms:

i. A combination of lower-level breadth requirements as a prerequisite for more specific discipline- and theme-based study at the upper level,

ii. A largely prescribed curriculum at both the lower and upper levels for specific discipline- or theme-based study,

iii. A general program featuring an interdisciplinary combination of courses at the lower and upper levels.

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b. Delayed Entry are baccalaureate degrees that which usually focuses on preparing students for entry into a profession or occupational field. They and require the following:

i. 120 cumulative credits, at minimum, where Cumulative credits are undergraduate credits required for admission plus credits required to complete the degree.

ii. A minimum of 30 prior university undergraduate credit for admission.

V. Post-baccalaureate certificates require students to already hold a baccalaureate degree and are composed of a maximum of 30 additional undergraduate credits in a specific area of study.

VI. Post-baccalaureate diplomas require students to already hold a baccalaureate degree

and are composed of a minimum of 31 additional undergraduate credits in a specific area of study.

VII. Graduate certificates comprise graduate coursework and will typically have

25% or fewer credits than a Master’s degree offered in the same discipline. Students may, upon successful completion, continue their studies in order to pursue a graduate diploma and/or degree, where available.

VIII. Graduate diplomas comprise graduate coursework and will typically have between 25%

and 50% the number of credits of a Master’s degree in the same discipline. Students may, upon successful completion, continue their studies in order to pursue a graduate degree, where available.

IX. Master’s degrees comprise graduate coursework and will typically require the

equivalent of at least 4 semesters of full-time studies to complete. Masters degrees may be course based, course and project based, or course and thesis based.

REGULATIONS

I. ASSOCIATE DEGREES

For detailed information about Associate Degree requirements consult the BC Transfer Guide: http://www.bctransferguide.ca/associate/requirements/

II. BACCALAUREATE DEGREES

All TRU baccalaureate degrees will require the completion of at least 120 credits, and must includ e ing :

I. the number of required general education credits as outlined in the Senate approved TRU General Education model; and,

I.II. Of these, a minimum of 45 credits must be at the upper level (in this policy, “upper

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level” means 3000- or 4000-level courses).

Specific degrees may require more than 120 credits overall and/or more than 45 upper-level credits. Degrees may be general or may include the elements listed in 1), 2), and/or 3) below.

1) MAJORS, MINORS, THEMATIC OPTIONS,

CONCENTRATIONS, AND CO- OPERATIVE EDUCATION WITHIN DEGREES AND HONOURS DEGREES

a. Major: Consists of a minimum of 24 credits in a specific discipline or defined

cross- disciplinary area with a minimum of 15 credits at the upper level. A major must be declared prior to the completion of 60 credits, unless otherwise stated by the program.

b. Minor: Consists of a minimum of 9 upper-level credits in a specific discipline. A

minor must be declared no later than the commencement of the final semester of study. Unless stated otherwise by program guidelines, students may complete any TRU Minor regardless of the degree they are pursuing provided they are approved by the Dean (or designate) of their academic unit.

c. Thematic Option: Consists of a minimum of 24 credits in an approved

interdisciplinary thematic area with 15 credits at the upper level. A thematic option should be declared prior to the completion of 60 credits, unless otherwise stated by the program

d. Concentration: Consists of a minimum of 12 upper-level credits in a specific

discipline or defined cross-disciplinary area. A concentration may accompany a declared major or be independent of a major. A concentration should be declared prior to the commencement of the final semester of study.

e. Co-operative Education integrates a student’s academic studies with paid work

experience in approved employment opportunities. Students gain experience in a field related to their program according to the following criteria:

i. Co-op work terms are developed and approved by TRU. ii. The student is engaged in productive and meaningful work. iii. The student’s performance in the co-op work term is monitored by TRU. iv. The student’s performance in the co-op work term is supervised and

evaluated by the employer and the co-op faculty.

f. Multiple Majors, Minors, Concentrations, Thematic Options, or Combinations of the Above are allowed in some degrees. To qualify for a double major or a double concentration, both majors and concentrations must be offered by the same degree program; otherwise, it is a multiple program (see 3. below). A degree with a double major, double minor, double concentration,

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double thematic option, or any combination of majors, minors, concentrations, or thematic options requires the satisfactory completion of all requirements of each of the individual majors, minors, concentrations, or thematic options.

2) HONOURS DEGREE

a) An honours degree requires the completion of a minimum of 120 credits. Of these,

a minimum of 9 additional credits, beyond the number required in the non-honours option of the program, must be at the upper level.

b) Students must have a ‘B’ average in relevant university courses (relevant as

defined by the program) upon admittance to an honours program and must maintain a cumulative grade point average (GPA) of 3.00 in their final 60 credits. Individual programs may have additional, or stricter, standards than those mentioned above.

3) MULTIPLE PROGRAMS occur when students undertake more than one certificate,

diploma or degree with the University. When students undertake multiple specializations within a single degree, they are considered double majors, minors, or concentrations (see II. 2 f. above).

i. Multiple programs require the satisfactory completion of all requirements of each of the individual programs. ii. Multiple programs may be completed either concurrently or sequentially. iii. Graduating multiple program students will receive one credential for each of the programs. The credentials awarded to multiple program graduates will not differ from those awarded to graduates of the corresponding single credential programs. iv. A minimum of 6 additional credits will be required for a dual certificate program. v. A minimum of 15 additional credits will be required for a dual diploma program. vi. A minimum of 30 additional credits will be required for a dual degree program.

III. RESIDENCY

All credentials must meet the University’s residency requirements as per policy ED 8-0 Educational Standards in Credit Courses and Programs

IV. TRANSCRIPT NOTATION

Information pertaining to the type of credential (honours, major, minor, concentration, and thematic option) will be printed on the student’s transcript upon completion of all requirements for the credential.

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TRU BUDGET COMMITTEE OF SENATE (BCOS) REPORT BASED ON THE APRIL 9, 2019

MEETINGS OF BCOS

April 12, 2019

1. C. Bovis-Cnossen, Provost and VP Academic, Chaired the meeting.

2. The Chair reported that Budget 2019/20 and 2% increase in domestic tuition fees and ancillary and other student fees was approved by the Board of Governors at the March 29, 2019 meeting.

3. The Chair reported on SIF 2019/20 allocations.

BCOS Sharepoint site

https://one.tru.ca/committee/budget/_layouts/15/start.aspx#/SitePages/Home.aspx

Next BCOS meeting is May 14, 2019

Educational Programs Committee (EPC) Report to Senate for April 2019

Based on the proceedings of the April 3, 2019 meeting of the Educational Programs Committee (EPC), the following approvals are reported to Senate for information purposes: a) Program Modifications (Category II)

i. Bachelor of Science in Nursing

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ii. Bachelor of Arts, Major in Economics and Mathematics iii. Bachelor of Science, Major in Economics and Mathematics

b) Course Modifications (Category I):

i. ADVG 2080 Canadian Association of Snowboard Instructors ii. COMP 2211 Programming Methods iii. EDTE 3110 Learning, Curriculum and Assessment iv. ENGL 2420 Canadian Literature and Film

v. LAWF 3680 Immigration and Refugee Law

Approved curricular changes can be viewed on CurricUNET at https://www.curricunet.com/TRU/. Hover over the “Search” tab and select “Course” or “Program”. Proposals can be accessed by entering the course subject acronym and number or program title. Select the “Active” version of the proposal (red text) and choose the “AF” Report to view the full proposal document or the “CC” Report to view what was modified. AF and CC report icons are located to the left of the proposal title.

Respectfully submitted by: Melissa Jakubec, Chair Date: April 29, 2019 Educational Programs Committee

Steering Committee

Report to Senate

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April 29, 2019

1. APPOINTMENTS TO COMMITEES

The Steering Committee recommends the following volunteers for appointment by the Senate:

a. Research Committee

Faculty:

Samuel Singer, Faculty of Law b. Steering Committee Dean:

Michael Henry, School of Business and Economics

2. Academic Integrity Committee ( Information only)

Student: • Tatiana Gilbert, School of Business and Economics (term end September 30,

2019) • Sierra Rae, Faculty of Science (term end September 30, 2019)

Respectfully submitted, Ehsan Latif, Ph.D. Chair, Steering Committee of Senate

RESEARCH COMMITTEE OF SENATE

REPORT TO SENATE Submitted by Gloria Ramirez, Chair & Donald

Lawrence, Committee Chair (Past)

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Since the last report to Senate, in April 2018, the Research Committee’s activities are as follows:

• Several sub-committees were formed to adjudicate internal faculty and student

awards: o Faculty Research Grants: Internal Research Fund, Research Training Recognition Fund (two competitions annually), Apprenticeship Awards, Community-Driven Research Grants, Research Accelerator Awards, Health & Undergraduate Research Cluster Grants, Research Coach, Interior University Research Coalition (two competitions) o

Faculty Awards: Undergraduate Research Mentorship Award, Graduate Mentorship Award, Excellence in Scholarship Award, and Master Scholar Award o Student Awards: Undergraduate Research

Experience Award Program (UREAP) (two competitions)

• Presentations made to the Committee included: o Dr. Mark Rakobowchuk

o Noeman Mirza – Centre and Group update o Dr. Jenni Karl o Natalie Clark o Dr. Rod McCormick –All my Relations Research Centre

• Supported the Tri University Research Symposium held in Kelowna May 2018

• Reviewed CRC applications from several faculties for recommendation to APPC

• Facilitated information session for faculty on undergraduate research experience award program

• Met with NWCCU accreditation team

• Worked with HR to create and offer Equity, Diversity and Inclusion Training

module for committee members

• New Chair selected in January 2019 to replace outgoing Chair

• Participated in Indigenous Research Ethics discussion meeting

• The committee advised the AVP Research on ongoing issues and continues to be ambassadors for research on campus.

Respectfully submitted,

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Donald Lawrence Chair (Past), Senate Research Committee And

Gloria Ramirez Gloria Ramirez Chair, Senate Research Committee

Date: March 18, 2019 To: Senate From: Michael Bluhm, AVP Enrolment Services and University Registrar Re: Thompson Rivers University Winter 2019 Election Results ____________________________________________________________________________ Electoral results for positions on the Board of Governors, the University Senate, the Planning Council for Open Learning and the TRU Community Corporation are provided below.

BOARD OF GOVERNORS

Two (2) Student Representatives | Appointment term September 1, 2019 to August 31, 2020

Nominees: Vincent Li Elected 459 votes Ali Mulji Elected 431 votes Sultan Singh Sandur 335 votes Puneet Anand 109 votes Harshit Kandpal 80 votes

UNIVERSITY SENATE

Two (2) Faculty Representatives | Appointment term September 1, 2019 – August 31, 2022 from the following faculties:

Faculty of Education and Social Work Nominees:

Dian Henderson Elected by acclamation Oleksandr (Sasha) Kondrashov

Elected by acclamation

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Faculty of Science Nominees:

Lyn Baldwin Elected by acclamation Mark Paetkau

Faculty of Student Development Nominees:

Elected by acclamation

Nancy Bepple Elected by acclamation Vacant

School of Trades and Technology Nominees: Vacant Vacant

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UNIVERSITY SENATE

Four (4) Student Representatives | Appointment term September 1, 2019 – August 31, 2020 Nominees: Robert Lim Elected 398 votes Keren (Karina) Vertlib Elected 394 votes Jasjit (Jessy) Khind Elected 391 votes Ali Mulji Elected 376 votes Sultan Singh Sandur 321 votes Donovan Cavers 226 votes Lorelei Guidos 202 votes Alicia Mark 167 votes Puneet Anand 105 votes Shyam Nair 79 votes

PLANNING COUNCIL FOR OPEN LEARNING (PCOL)

One (1) Student Representative | Appointment term September 1, 2019 to August 31, 2020

Nominees: Ryan Carlsen Elected 253 votes Dipak Parmar 205 votes Harshit Kandpal 134 votes

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TRU COMMUNITY CORPORATION One (1) Faculty Representative | Appointment term April 1 2019 – March 31, 2022

Nominee: Ron McGivern Elected by acclamation

One (1) Student Representative | Appointment term September 1, 2019 to August 31, 2020

Nominees: Harismran (Mani) Saggu Elected 474 votes Sultan Singh Sandur 355 votes Harshit Kandpal 44 votes

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