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Kwantlen UNIVERSITY COLLEGE

EDUCATION COUNCii Monday June 20, 2005, 10:00 a1

Eaglequesl Golr Coors

AGENDA

I. Confirmacion or Agenda

2. Approval or Minu1cs (May 16, 2005)

3. Chair's Repon

4. Curriculum Approval (10 be distribuled al the meeting)

5. P'.Z".l',_';lvis~I~ ~rpi;sl' 6-u.£ 6. Course Ou1rlne Manual (page 8 only

(to be dis1ributed at the meeting)

7. Position Paper on Mathematics

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10:35

10:50

11: 15

Dana Goedbloed

Dana Goedbloed

Dana Goedbloed

Dana Goedbloed

Rob Adamoski

Karen Metzger

John Inglis

David Davidson 8. Program Implementation Revie\Y

Lunch Break 12:00 - 12:45

9. Service Plan Please bring Service Plan distributed for the 1V1ay 16 1neeting.

10. Membership Terms

11. Elections of Executive

12. Planning for Nexl Year

12.1.1. Intemationaliza1ion of Curriculurn

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Please bring documents distributed for lhe May 2 meeting.

12.2. Policy review and Development

12.3. Liberal Education

13. Next meeting: TBA

14. Adjournment

Gordon Lee/Kathleen Bigsby

Dana Goedbloed

Jody Gordon

Dana Goedbloed

Panleli l'ritche\\'

Note: This agenda \Viii be distributed electronically to the Deqns' mailing list and to the presenters

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06113/05

EDUCATION COUNCIL Attendance, Date: ft.+,_ ~ _j_//;t;i, /

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NAME PRESENT ABSENT

Adamoski, Robert (F)

Carrie, Jan (D) . Cohoon, Jim (S) 72. - . .

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Damon, Marge (F) -11 -Davis, Bob (F)

Elmes, Roger (A)

Francis, Derek (A)

Goedbloed, Dana (F)(Chair)

Graham, Nancy (F)

Kearley, Kristina (Student)

McGillivray, Judith (A)

Mcintyre, Ken (Student)

Murray, Susan (F)

Moore, Victoria (Student)

O'Shea, Bernice (Student) }(?

Panabaker, James (F)

Sato, Takashi (F)

Wainman, Newton (F)

Metzger, Karen , Recorder

Ex Officio Members

Triplett, Skip ~ .J.)

Gordon, Jody '

Board Rep:

Guests

Davidson, David

Macpherson, Alice I

Tritchew, Pante Ii ,.,,:..:'" (.'Jw / U~";'j:;{

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005 .

AGENDA#: 2 PREPARED BY: Karen Metzger

Approval of Minutes

THAT Council approve the minutes of the May 16, 2005 meeting .

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EDUCATION COUNCIL Monday May 16, 2005, 4:15 pm.

Surrey Campus Boardroom (G21 IO)

MINUTES

Present: Rob Adamoski Judith McGillivray Jan Carrie Ken Mcintyre Jim Cohoon Karen Metzger, Recorder Roger Elmes Susan Murray Marge Damon Bernice O'Shea Bob Davis J arnes Panabaker Derek Francis Newton Wainman Dana Goedbloed, Chair Skip Triplett Jody Gordon Takashi Sato Nancy Graham Kristina Kearley

Regrets: Victoria Moore

Guests: Kathleen Bigsby Gerry Lengen Geoff Dean Alice Macpherson Gordon Lee

I. Confirmation of Agenda

The meeting was called to order at 4:21 pm .

Moved by Ken Mcintyre to approve the agenda as presented.

2. Approval of Minutes (May 2, 2005)

Moved by Newton Wainman, seconded by Ken Mcintyre, THAT Council approve the minutes of May 2, 2005, as amended.

MOTION CARRIED.

3. Chair's Report

Dana Goedbloed reminded Council that the June 6" meeting is cancelled and that the next meeting is June 20 at Eaglequest Golf Course from IO am till 3 pm. At that meeting, the executive for 200512006 will be elected. Dana announced that she will be stepping down as chair as she has staned her new position as Associate Dean of Trades. Jan Carrie, Vice Chair, is also stepping down, as is Marge Damon, Member-at-Large.

During the past month, Dana has been spending time on the search committee for the Dean of Ans; interviews will be taking place June 9 and 10.

She reponed that she and Alice Macpherson have been working on reviewing and updating policies B. 11 ·Program and Curriculum Development and Change and B. 13 Curriculum Approval. They are considering recommending an all-encompassing policy to cover anything that falls under Education Council. ~.

There is still some work to do on the revised Course Outline Manual to determine appropriate ~7

Dana extended congratulations to student representative Bernice O'Shea for the recognition she received in The Vancouver Sun for her work in Fashion Design. Bernice is a graduating this term.

4. Standing Committee Reports

4.1. Degree and Program Assessment Committee (David Davidson, Chair) No repon.

EDUCATION COUNCIL Minutes of Meeting, May 16, 2006 Page2

4.2. Program Review Committee (Panteli Tritchew, Chai~)

No report. Dana encouraged members to attend the presentation on May 24 on the Camosun College model of program review and renewal, sponsored by the Program Review Committee.

5. Sub-Committee Reports

5.1. Curriculum Approval

Dana reminded Council of the difficulty of meeting curriculum approval deadlines at this lime of the year, as many course outlines are submitted for approval for September implementation. It is problematic for the Education Council curriculum sub-committee to process the volume of course outlines, and subsequently for the Office of the Registrar, and ultimately may create difficulties for students when registering.

Moved by Newton Wainman, seconded by Susan Murray, THAT Council approve the following new and designated quantitative course outlines:

NEW COURSES APSC 1125 APSC 1299 CRWR 31100 CRIM 2103 CRIM 3351 CRIM 4160 CRIM 4235 CRIM 4300 CRIM 4400 ECON 3350 ELST 0167 ELST 0267 ELTE 3100 ELTE 3200 ELTE 4901 IDDS 1160 IDDS 1161 !DDS 1162

Introduction to Engineering Introduction to Microcomputer systems Techniques in Short Fiction Quantitative Data Analysis I Philosophy of Law Community Practicum Minorities and tht·. Criminal Justice System Administrative and Regulatory Laws Ethics and Professional Development lntennediate Microeconomics II Grammar I Writing for Business Concepts - Level 2 Applied Linguistics and English Language Training Approaches to English Language Teaching Language Education for Overseas English Teachers Design Methods and Materials Visualization, Drawing and Rendering Interdisciplinary Design History I

!DDS 1163 Design Explorations !DDS I 164 Colour Theories !DDS 1165 Designing for Humanity !DDS 1166 Communication through Visual Language !DDS 1260 Two-Dimensional Design !DDS 1261 Three-Dimensional Design !DDS 1362 Interdisciplinary Design History ll !DDS 1363 Draning for Desig11

QUANTITATIVE COURSES for 8.A. Degrees CRIM 2103 Quantitative Data /\nalysis I

MOTION CARRIED.

5.2. International Education Committee (Derek Franc~~air) ·

Derek Francis said that he was prepared 10 answer ques~n the documents he had distributed at the previous Council meeting. It was decided to postpone that discussion until the retreat in June.

5.3. Policy Review Committee (Jan Carrie, Chair)

5.3.1. Program Prioritization Policy - For discussion only

Dana Goedbloed presented the drali policy on program prioritization for discussion. Council recommended further revie\V in lhe follo\ving areas:

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EDUCATION COUNCIL Minutes of Meeting, May 16, 2006 Page 3

> Principle #I: consider budget implications related !~providing services for under-prepared students; consider wording about qualifying studies.

> Principle #3: more objective numbers are needed; reconsider the statement on financial resources.

;,. Also consider whether the Ministry's service has higher priority than Kwantlen's strategic plan, or vice versa.

The draft policy will go back to the ad hoc committee for further work.

5.3.2. Academic Schedule Policy

The proposed policy was developed after it became apparent this Spring, when Kwantlen operations were affected by labour disruptions, that no such policy exited/~

Moved by Susan Murray, seconded by Ken Mcintyre, THAT Council approve the Academic Schedule Policy, with revisions.

MOTION CARRIED. I opposed (Jim Jamieson)

5.3.3. Liberal Education Policy

Table to the June meeting.

5.4. Employability Skills Commillee (Geoff Dean, Chair)

5.4.1. Employability Skills Name Change

Moved by Ken Mcintyre, seconded by Nancy Graham, THAT Council approve the name change from Employability Skills to Essential Skills for Excellence.

Geoff Dean gave a briefoverview of the history of employability skills at Kwantlen. He provided the rationale for the proposed name change put forth by the Employability Skills Committee, who identified that skills are required for all aspects of life, not just for employment.

There was general discussion about the merit of the proposed name change. It was suggested that Geoff Dean procure further feedback from the Kwantlen community about the draft policy and the proposed name change by attending divisional curriculum committee meetings and other peninent committee meetings.

There has been a suggestion that research skills be added to the current list, and there was discussion about grouping related employability skills.

Moved by Ken Mcintyre, seconded by Roger Elmes, to table the motion.

MOTION to table CARRIED.

6. FPP: Millwright Technology Diploma

Jan Carrie took the chair as Dana Goedbloed had been involved in development of the proposed diploma program.

Moved by Marge Damon, seconded by Cate Anderson, THAT Council approve the full program proposal for a Millwright Technology Diploma program.

Gerry Lenger! presented the proposed Millwright Technology diploma program, which is the first Trades diploma program built on the Trades Curriculum Framework/or Programs 10 Diploma-level Credenlials, and is the result of several years of intense work. He stated that the program is.<!. fine blend of academic rigour and trade technolpgy. · W This diploma program builds on the ,,,;~itation and certificate programs, and future plans include developing a degree program. As part of the program, students will meet apprenticeship requirements. Graduates of the diploma program may go on to the BBA in Entrepreneurial Leadership at Kwantlen, and to degree programs under development at Thompson Rivers University .

The School of Business representative wanted it noted that he had confirmed \Yith Newton Wainman that MWIN I 145 Communication Skills/or Trades I and MWIN 1245 Communicalion Skills/or Trades II are preparatory-level courses.

EDUCATION COUNCIL Minutes of Meeting, May 16, 2006 Page4

MOTION CARRIED. 2 abstentions (Dann Goedbloed and \(en Mcintyre)

The full program proposal will be presented to the Board of Governors for infomtation at the next meeting, and will then be posted on the PSIPS website for 30 days for peer feedback.

7. The 2005/06 - 2007/08 Service Plan

Gordon Lee explained that Kwantlen is required as an institution to produce a 3-year Service Plan to address how its planning supports the Ministry's Service Plan. Kwantlen's Service Plan must be readily accessible on our Web site. The plan idcn1ifies specific initiatives with specific goals, and \Ve

must report each year on how we have reached the goals. A draft report on 2004/05 will be available by mid-June.

Gordon Lee and Kathleen Bigsby guided Council in a cursory review of the Service Plan, which will be on the agenda for the June 20, 2005 plarming meeting for 2005/06.

8. Next Meeting: Planning Retreat, Monday June 20, 2005 from I 0:00 am to 3:00 pm al Eaglequest Golf Course.

9. Adjournment: Moved by Susan Murray, seconded by Bernice O'Shea, to adjourn the meeting at 6:40 pm.

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MEETING DATE: June 20, 2005 AGENDA#: 4 PREPARED BY: Karen Metzger

EDUCATION COUNCIL

ISSUE:

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NEW COURSES CBSY 3100 CMNS 1170 CRIM 3111 CRIM3512 CRIM 4112 CRIM 4301 *CRIM 4150 *CRIM 4155 *CRIM 5100 *CRIM 5120 GBTR 1100 GBTR 1110 GBTR 1120 GBTR 1130 GDMA3210 IDSN 4765 IDSN 4865 IDSN 1270 IDSN 2341 IDSN 2441 IDSN 4765 MATH 1116 PSYC 3210 PSYC 3215 PSYC 3303 PSYC 3316 PSYC 3320 PSYC 3451 PSYC 3800 UNIV 1101

Curriculum Approval

THAT Council approve the following new, revised, and designated quantitative course outlines

Ethics ir: Information Technology Intercu:atural Co1n1nunicationS · Contemporary Sociological Criminology Mental Disorder and Canadian Law Contemporary Psychological Criminology Community Advocacy and Human Rights Directed Studies Community Criminal Justice Project Honours Theses I Honours Thesis II Introduction to Aging Facets of Aging Program Planning and Design Introduction to Fitness for Seniors Packaging Design Mentorship I Mentors:1ip II Enviror.mental Human Factors AutoC;\D I for Interior Design AutoCAD II for Interior Design (to come) Mathematical Explorations Attitudes and Persuasion Psychology of Memory Leaming: Theory and Practice Infancy Drugs and Behaviour Psychology and Law Evolutionary Psychology Academic Success for Student Athletes

•These course outlines are approved for implementation in Sept 2005, though final determination of teaching modes/class size has yet to be made.

(continued)

COURSE OUTLINE APPROVAL PAGE2

REVISED COURSES ABTY 1206 ACCT31 I I CRIM 2341 CRIM 3103 ECON 3455 FASN 3120 IDSN 1111 IDSN 1121 IDSN 1135 IDSN 1141 IDSN 1145 IDSN 1201 IDSN 1221 IDSN 1235 IDSN 1241 IDSN 2300 IDSN 2325 IDSN 2331 IDSN 2345 IDSN 2361 IDSN 2425 IDSN 3641 JRNL 1100 NRSG 1111 NRSG 1121 NRSG 1130 NRSG 1141 NRSG 1350 PHIL 1106 PHIL 1107 PSYC 5000 PSYC5120

QUANTITATIVE BIOL 1160 BIOL 1260

Legal Office Procedures-FamilyLaw Introduction to Fraud Examination (to be distributed via email) Canadian Criminal Justice Administration Quantitative Data Analysis II lntem~•ional Economics Volume Production Studio I Materials Design Awareness I Technical Representation I Drawing for Interior Design Studio II Components Design Awareness II Technical Representation II Studio III Systems I Design Theories I Representation I Work Experience I Systems·ll Digital .Representation Explorations in Mass Communications Health I: Health Styles Professional Grm•1h I: Nurses' Work Self and Others I: Self-Awareness Nursing Practice I Consolidated Practice Experience I Introduction Ancient and Medieval Philosophy Introduction to Modem Philosophy Honours Thesis I Honours Thesis II

Anatomy and Physiology I Anatomy and Physiology II

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005

AGENDA#: 5 PREPARED BY: Rob Adamoski

Approval of program revisions

THAT Council approve the revisions to the Criminology programs as presented .

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To: Social Sciences Divisional Curriculum Committee, Degree and Program Assessment Committee, Education Council

From: Robert Adamoski, Chair, Criminology Dept.

Date: March 23, 2005

Re: Approval of program and curricular changes

Memorandum Kwantlen University College

The Criminology Department seeks approval for the following program and curricular changes. The proposal is based on the experience gained during the first offering of year three of the BA (Community Criminal Justice), the broader changes brought about by the Bachelor of Arts framework, and the anticipated launch of the BA (Criminology) along with subsequent majors· and minors at Kwantlen. We hope to have these. revisions in place for the launch of year four of the BA (CCI) and year three of the BA (Crim), and ideally, to have them reflected in the print version of the 2005/2006 University College Calendar.

I. Proposed changes to AA requirements and CRIM 2341 course prerequisites:

Rationale: Criminology desires to make its upper-division courses as accessible as possible to students outside of our programs, while ensuring that students are adequately prepared to succeed. The breadth of the discipline- in particular the need for students to be exposed in some depth to psychology, sociology, law, criminal justice, and research methodologies - presents challenges to achieving these goals. At other universities, upper-division Criminology courses do not have extensive prerequisites, but are typically restricted to declared majors and minors who have completed their first 60 credits in the program.

In order to balance accessibility and student success, we have developed most upper-division courses with pre-requisite structures based on CRIM 2330 - Psychological Explanations of Crime, CRIM 2331 - Sociological Explanations of Crime, and CRIM 2341 - Administration of Justice, alone, or in combination. The proposed change to prerequisites for CRIM 2341, in addition to the existing prerequisites for CRIM 2330 and CRIM 2331 will ensure that students have the required grounding in Criminology, Psychology, Sociology, Law and Criminal Justice

to enable them to succeed in upper-division courses. The prerequisite structure is represented schematically below.

PSYC 1100 - Introduction to Psychology ----7 CRIM 2330- Psych. Explanations of Crime

SOC! 1125 - Introduction to Society -7 CRIM 2331 - Socio. Explanations of Crime

CRIM 1101 - Intro. Criminal Justice Svstem - CRIM 2341 - Administration of Justice CRIM 1107 - Canadian Legal Institutions

This structure allows students from programs outside of Criminology to access a significant number of upper-division Criminology courses. For example, students completing CRIM 2341 (which will require their completing a total of three lower-division Criminology courses) will have access to six upper-division Criminology courses. Students completing both CRIM 2330 and CRIM 2331 (which will require their completing a total of two lower-division Criminology courses, and two common university-level elective courses) can access a further five courses. Students completing the AA should be required to complete all three of the 2000-level foundation courses in order to allow them full access to upper-division offerings.

If we were to retain the equivalency of CRIM 2341 and POLI 1125 in our prerequisites it would be possible for students to complete POLI 1125 in their first semester, and to register for any of

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six fourth-year Criminology classes in their second semester. These students would be • significantly under prepared, primarily due to their lack of the two 1000-level prerequisites to CRIM 2341.

Proposal:

Prol!l"ams: Current Reaui,,..ments---.._ Pronosed Reauirements

AA (Criminology) CRIM 2341or~1125 >. reauired

CRIM 2341 required

Pronosed Course Outline revision l'Forwarded to Curriculum Sub-committee): Course Current Prereauisite Revised Prereaulsites

CRIM 2341 Prerequisite: CRIM 110 I Prerequisite: CRIM 110 I and CRIM 1107

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Il. PropM<d cl>ang" to m<thodn<qn;•em<nh: .(\' 1' !'f, 1./c v ~ Rationale: Given the interdisciplinary nature of our program, we are not able to accommodate the number ofresearch methods and data analysis courses that other disciplines can. Within the limited number of methods courses that our program can accommodate, we need to efficiently provide strong research and analysis skills for all of our students, and to provide advanced skills for those whose career plans require them. While we strongly support the Writing and Quantitative requirements under Kwantlen's B.A. framework, they create even more demands on our program by requiring students to complete at least one quantitative course outside of our department. In response to these challenges, we propose developing a methods stream focused more specifically on the skills required for careers, graduate study, and research in our area. This will allow us to achieve higher-level learning outcomes within the restricted number of credit hours available to us within our program structure.

CRIM 1208 has recently undergone significant modification in order to be designated as a Quantitative course. These revisions will result in our students achieving a higher (if more focused) set of learning outcomes, and have (along with the factors identified above) precipitated the proposed changes.

At present, a new course - CRIM 2103 - Quantitative Data Analysis I - is before the Curriculum Sub-committee, along with a revision of CRIM 3103 - Quantitative Data Analysis II.

CRIM 2103 will replace (PSYC 2300 or SOC! 2365) as our 2000-level introductory statistics course. The course focuses more specifically on techniques and issues encountered in research design common to criminology, particularly large-scale survey research. The course also has a more significant focus on computer applications than those it replaces. For students not specifically interested in high-level quantitative data analysis, this will be an appropriate terminal course. It will provide them with a fully adequate skill set for future employment or educational opportunities. We expect that the course will meet the requirements of the Quantitative Credit Assessment Committee, and coupled with CRIM 1208 and the 3 required Quantitative credits from Math, Sciences and Technology, will allow our B.A. students to fulfill framework requirements.

The development of CRIM 2103 has allowed us to reconsider what can be accomplished in CRIM 3103. In the first offering of the course, a disproportionate amount of time was spent familiarizing students with computer applications. We found it challenging to achieve our existing course outcomes within the semester. Students entering with CRIM 2103 should require significantly less orientation. The revised CRIM 3103 utilizes the skills and techniques developed at the 1000- and 2000-level, and leads students through a conceptual examination of the process of quantitative theory testing. Students seeking employment with data analysis responsibilities, and those interested in graduate studies will be exceptionally well prepared by this course.

In addition to including CRIM 2103 as a required course for our Diploma, AA, and BA (Crim Major) programs, we propose to modify the upper-division requirements so that students may

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upper-division methods course. Students seeking extensive, advanced research and analysis skills may elect to complete both courses.

We seek to implement CRIM 2103 in Fall 2005 and to implement the revised version of CRIM 3103 in Spring 2006.

Proposal:

Prooram Current Requirements Proposed Requirements Diploma PSYC 2300 required CRIM 2103 required (New course, AA, BA (Crim Major) PSYC 2300 or SOCI 2365 required approved at Social Science

Curriculum Committee, and before Curriculum Sub-committee. Note that we request that this course be reviewed for Quantitative credit designation.)

BA (Crim Major) CRIM 3103 and CRIM 3104 required One of CRIM 3103 or CRIM 3104 required. Both courses added to Group One (Theory and Methods), whereby students may elect to complete both courses.

Proposed Course Outline cbao es fForwarded to Curriculum Sub-committee): CRIM 2103 New course CRIM 3103 Revised

III. Proposed changes to BA (CCJ) requirements related to practicum:

Rationale: Initially, CRIM 4160 (the optional practicum course within the BA (CCJ)) was intended to involve a part-time placement of approximately 2 days per week, and was expected to carry 6 credit hours. In the early stages of developing a roster of placements, employers have clearly stated a preference for placements in the 20-25 hour per week range. While the course outline for CRIM 4160 is still in development, we anticipate that the extended learning opportunities in their placement, along with other features of the practicum (including regular seminar meetings that will bring participants together on campus, and the production of a professional portfolio as a component of the course'evaluation) will result in a course carrying 9 credit hours. ·

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The proposed changes to the Group E requirements will allow students within the Honours • option to complete the practicum course, whether it is ultimately assessed to carry 6 or 9 credits. -

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Modifying the required number of elective credits under Group D will allow this change to be accommodated within the structure of a 132 credit Degree program (Honours option).

It should be noted that the potential shift of three credits from elective Group D to Group E will not impact the Liberal Education component of the BA (CCJ). Liberal Education requirements are met within the requirements of the AA degree, and the required upper-division courses listed under Group C in the University College Calendar.

Proposal:

Prol!ram: Current Requirements: Proposed Reauirements BA(CCJ) Group D: 12 credit hours selected from Group D: a maximum of 12 credit (Honours option) any course in arts, sciences, or other hours selected from any course in

areas. arts, sciences, or other areas.

Group E: 6 credit hours selected from the Group E: a minimum of 6 credit following: CRIM 4150 Directed Studies, hours selected from the following: CRIM 4155 Community Criminal Justice CRIM 4150 Directed Studies, Project, CRIM 4160 Community CRIM 4155 Community Criminal Practicum, Any third or fourth-year Justice Project, CRIM 4160 course in arts, sciences or other areas. Community Practicum, Any third

or fourth-year course in arts, sciences or other areas .

Thank you for considering these proposed revisions .

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005

AGENDA#: 7 PREPARED BY: John Inglis

Position paper on Mathematics

For discussion only.

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The Need to Reexamine the Quantitative and Mathematical

Preparation and Education of Students in Degree Programs

by John Inglis

June 2005

When I was Chair of the Mathematics Department several years

ago, Kwantlen was in the process of designing its first degrees,

which at the time were mandated by the Ministry to be applied

degrees. Because the need was generally recognized for graduates to

have excellent problem solving, critical thinking, and analytic

skills, and exposure to mathematics is an efficient means of

developing such skills, I was concerned that most of these degrees

were to have no mathematics requirements and very minimal

mathematics prerequisites. I was especially concerned that

mathematics prerequisites/requirements were perceived as a barrier

to Accounting majors, who require the above skills as well

considerable quantitative ability, and that Mathematics 12 was not

designated as a prerequisite for the BIT degree, a degree with a

strong analytic emphasis. However, at the time I could only

register my disagreement with, but otherwise accept, the outcome of

what was clearly a complete, open, and honest process. However, a

number of developments in our degree programs since then provide

good reason to reexamine these degrees. It is also an opportune

time to reconsider the question of mathematics requirements and

prerequisites in light of the requirements of the BA degree - our

first non-applied degree .

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One reason that I now wish to revisit the question of

mathematics requirements and prerequisites is that the lowering of

such requirements and prerequisites for certain applied degrees has

come under discussion or even been put into effect. What concerns

me especially is that some of the areas in which these changes have

occurred or are being contemplated are ones in which the

prerequisite requirements should arguably be raised instead. I am

also concerned that given the proliferation of degrees, associate

degrees, and diplomas at Kwantlen, not one of these outside of

Mathematics/Science and associated disciplines requires a course

offered by the Mathematics Department and/or taught by Mathematics

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faculty. I find this situation especially troubling in the case of •

statistics courses that are offered in many departments but nowhere

taught {except again in degrees/diplomas associated with

Mathematics/Science) by Mathematics/Statistics faculty, the

acknowledged experts on this subject area. {I am not arguing that

all courses with any statistical content should be taught by

mathematicians or statisticians but only that it is in the interest

of our students and the credibility our programs that the

Mathematics Department should have a role in statistics

instruction.) Though again there is no reason to fault the process

underlying the decisions and practices just mentioned, there is

good reason for concern about such developments. Rather than

addressing any specific perceived quantitative deficiencies, I will •

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confine discussion as much as possible to the consideration of some

general principles and some general recommendations about how any

problems with the quantitative side of our students' education

might be addressed.

Arguments in support of reducing mathematics prerequisites and

in support of limiting the exposure to mathematics required for our

graduates (both before and after they arrive at Kwantlen) both turn

on false premises. In the case of lowering prerequisites, the

premise in question is that a program need have as prerequisites

only courses that cover the minimum skills sets that are

presupposed by the courses actually taken in the program. There are

• clear reasons to reject this premise. One obvious reason is that a

student who has taken only such prerequisite courses is unlike! B

have mastered more than a small fraction of the skills taught in

these courses. The best guarantee that a student will have the

required skills is that he or she has taken courses in the

prerequisite subject that reinforce and build on these skills. For

example, having supposedly previously studied fractions, decimals,

percentages, estimation techniques, and elementary algebra is no

guarantee that our students will be able to make the quantitative

discriminations they will need to succeed in our applied programs

or later as professionals. The inclusion of statistics courses in

almost all of our applied degrees should also be considered in

• determining mathematics prerequisites. Though all of the algebraic

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have been covered by a grade 11 level, I doubt that most students

with only this prerequisite level will have the background

knowledge needed to get much out any serious statistics course.

In the case of limiting the exposure to mathematics required

of our graduates, the premise in question is that graduates need

only be exposed to the skills sets needed for the jobs for which

their credential is the intended qualification. Why then should

students be exposed to a mathematical concepts that they may never

directly employ? However, I doubt that anyone would seriously

attempt to defend such a premise. In the case of degree programs,

graduates should be expected to have not just a certain set of I • skills but also a rigorous education that enables them to bring to

bear in their lives and in their work a wide range of knowledge and

thinking skills. Perhaps it is this expectation that distinguishes

a degree from a diploma. I am proud that Kwantlen•s new BA degree

is designed to provide just such an education. If Kwantlen' s

applied degrees are not, then how can we fail to conclude that

these degrees are of lesser quality? I seriously doubt that anyone

at Kwantlen wants these degrees to be viewed as such.

On the contrary, everyone accepts the importance of graduates

from all our degree programs having robust communication, critical

thinking and problem-solving skills, as well as the ability to

conceptualize. It is also understood that subjects outside the area ~

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of specialization itself are best suited to convey such skills.

Just as an English course may best provide a student with

corrnnunication skills, a Mathematics course may best provide a

student with problem solving, critical thinking and

conceptualization skills.

It is also well-recognized that a degree should provide a

student with a rich multi-faceted education. Just as it would be

unacceptable if our graduates were functionally illiterate, it

would be unacceptable if they were unable to situate themselves

from historical, geographical and cultural perspectives. It would

also be unacceptable if they were too ethically impoverished to see

• any constraints on the pursuit of their own self-interest. Indeed,

the Liberal Education component of our applied degrees is designed

to remedy any such possible deficiencies. It is clearly incongruous

that a lack of numerical, quantitative, mathematical, and logical

sensibilities would be considered to be any more acceptable. As has

been recognized in the past, language arts and mathematics are

arguably the two most important academic subjects, one's facility

with which being an excellent indicator of one's success at other

subjects and in one's career. The development of literacy and

numeracy have been two of the most important and fundamental

achievements of our species. Why then would we view the above

literacies as crucial but reject the essential importance of

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I can offer at least a partial diagnosis of the problem.

Mathematics instruction has suffered greatly of late in the school

system. Post-secondary mathematics instructors are unanimous in

identifying four main problems. The over-reliance on calculators,

the de-emphasis of fractions in the elementary curriculum, and the

proliferation of topics at all levels have greatly undermined

students' competencies. (With regard to this proliferation, please

see the attached article on the perils of the spiral curriculum.)

However, these problems are minor when compared to the fact that

many elementary school teachers are themselves math phobic and that

many secondary mathematics teachers lack appropriate backgrounds .

Problems with mathematics instruction and curriculum in the schools

have led not just to a decline in mathematical skills of students

leaving school but also to a perception of mathematics as

inaccessible. There has ensued a vicious circle. The post-secondary

system turns out fewer qualified secondary mathematics teachers,

and elementary school teachers become ever more phobic.

Mathematical knowledge has come to be seen as arcane and as a

result has become undervalued. Because many post-secondary

applicants lack reasonable prerequisites, because many students

have difficulty with quantitative courses, and because a negative

and uneven mind-set towards mathematics has now infected the post­

secondary community, some now see lowering mathematical standards

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as attractive. As a result of the deterioration of mathematical ~

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competencies, the erosion of mathematical standards, and the

worsening of attitudes towards mathematics, we are now in danger of

entering a mathematical udark ages• at a time when mathematical

skills are more than ever in demand, and indeed when many jobs are

unfilled or filled inadequately because of a lack of people with

appropriate quantitative backgrounds.

However, systemic problems with mathematics instruction in the

schools do not justify accepting correspondingly low standards at

the post-secondary level. Rather, these problems oblige post­

secondary institutions to break this cycle by requiring reasonably

rigorous standards for degree admission as well as serious

quantitative requirements for degree completion, and by providing

the support needed for students to meet these standards and

requirements. I fear that unless there is a clear acceptance of

this reality, the post-secondary system will ultimately have to

face the consequences, just as the school system will ultimately

have to repair the damage wrought by some of its practices in

mathematics education.

I conclude that rather than contemplating lowering

mathematical requirements and prerequisites for our degrees, it

would be prudent in most cases to consider actually raising them.

However, because the issues involved are complex and there has not

been as yet serious consideration of these issues, there is a need

for a greatly expanded discussion of the mathematical and

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quantitative education of our students as well as of the role of

the Mathematics Department in this education.

I offer the following recorranendation:

That a corranittee be struck to make recorranendations regarding the

quantitative aspect to students' education at Kwantlen. The mandate

of the committee would include but not be limited to determining

whether there should be a minimum mathematics prerequisite for all

degree programs at Kwantlen, determining which applied degrees

warrant specific mathematics prerequisites, identifying any courses

that would need to be developed to meet the needs of students who.

lack such prerequisites, and recorranending quantitative requirements

for applied degrees.

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i n1ngs. aon r -~aa up in: 'B.C~ m:ath- classes·

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BILLH00K KARIN LITZCKE

Reading and math are the two crucial elementary school subjects required for hi!!1> school and life

beyond, but British Columbia's elementary math curriculum is crippling learning, especially among disadvantaged students.

B.C. has used what is called a "spiral" curriculum since 1987, fol­lowing a tradition of emulating U.S. educational practice.

A spiral curriculum runs a smor­gasbord of math topics by students each year, the idea being that they pick up a little more of each with every pass. In reality, the spin leaves many students and teachers in-ust. y, the curriculum should cov fewer topics per year in 1 nl re depth.

·1- resently, teachers face having Grade 4 classes who still cannot add 567 + 942 nor multiply 7 x 8 because the Grade 1, 2, and 3 teachers were forced to speni;l So much time on graphing, polYl!ons and circles. estimating quantity · and oize, geomenical transforma­tions. 2D and 3D geometry and· other material not required to make the next step, which is 732 x 34. ,

And because elementary math fails to provide a solid foundation. many basically capable students simply give up when faced with the shock of high school algebra, which would be the doorway to advanced technical training at all levels. High school math teachers cannot make up Grades I to 7 while teaching Grade 8.

Alarm bells about the math cur­riculum have been ringing in B.C. since the United States, which used sp~ almost exclusively, registered a dismal performance on the Third International Mathe­matics and Science Study (TIMSS), a test that comparatively

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ted more than 500,000 sru­from 15,000 schools in 40 iies, first in 1995 and ag3in in

1999 with the,same results. . The B.C. ministry of education.

to its credit, realized right aW.y ln 1995 that the U.S. performance on· -TIMSS sui;gested weaknesses ln B.C.'s cumculwn.

Also aware of some then-emel'\l­ing data indicating that students m Q!iebec - which had retained" sequential curriculum when B.C. went to the spiral - were outper­forming other Canad\an students in math. Victoria commissioned researcher Helen Ra;ptis, now a University ofVictona professor, to co,npare B.C. and Qiiebec test results and curricula.

In her report, submitted to the ministry in late 2000, Raptis showed that the average B.C, stu· dent was more than two years behind the av~rage Q!iebec stu­dent in math by Grade 10, and · explored the extent to which. cur­riculum might be "'8POnllble.

Her repon did not 11atter B.C.'s •' -: . ' .

curriculum, reading in part: · . "The range of skills and opera­

tions within a specific topic area Is deeper in Q!lebec, moving con­stantly between the abstract and concrete properties of matbemat· ics concepts and maintaining a place for mental as well as rote processes.

"The B.C. curriculum is incon­sistent in its treatment of al:!stract and concrete concepts.

. "Objectives and notej,=,'31:­out Q!iebec's curricula · · t the view that mathematics I~ ing is interrelated and cumulative.

"These conscious links are not • evident in B.C.'s mathematics cur­ricula. Instead. learning objectives from.prior years are re~ed out· right." . . . ·-.

In 2002, the U.S. Natioilal :. • Research Center fn( ~ub- · lisbed similar conclusions, ffndlng: · that the curricula of.virtually all·' . the U.S. states had too many topiCs that were introduced too early;·. repeated too often. and covered too superficially. ·

The U.S. TIMSS repon noted, too, that the spiral curriculum "favoured the children of well-off or sophisticated pareilts who could provide su.wtementary tutoring. and~ f!!trlbly W1l"air to

the disadvantaged. The learning of the !udder students anowballs

· while that of the less fortunate . ones '-.those dependent oil the incoherent U.S. cUrricuJU:m -never begins to gsthef momen~ tum." .

. Tu date neither the Raptis nor · the TIMSS reports haveo!l~fCrated any action ln B.C.. but · omla. also alarmed by the 1995 U.S. per­{onriance on TIMSS, bliplemented a redesigned .curriculum with far fewer top!Cs per year ~ 1998.

Californla'B curriculum change was accideritally a 1'¢'ect experi­menL Los Angeles and San Diego

· refused to participate ln the new curriculum and retained ·the spiral approach, creating an Ideal "con- · ttQI" group. · · .

Another group of disiricts and schools adopted the new curricu' !um with particular~. buying matching textbooks rildlt away in 1998. Most of these hail a large percentage ofeco_nomically disad­vantaged and ESL students.

. As the ·number of topics per year in the curriculilm went down. stu­dent performaµce went up, up, .

· and up. Fast-adopting schools with many disadvantaged students . moved from aboUt the 25th to the 60th pe=ntlle over ~ nex_i. five . ."

years. . Student results at schools wid

more affiu.ent students jumped from about the 7Sth percentile t· the 90th, showing that the · improvement fOr lower.end stu· dents ls not at the expense of tr. ditionally high-performing stu­dents. The overall California av age improved by 19 'percentile points during this period, despi the poor performance of the refusenik disniCts and other di! tricts slow to convert. ·

The size of the California exi: iment -' annually testing 2.9 m lion Grade 2 to 6 students over five-year period, Including mor than 97. per cent of eI\[Olled stu dents in about 7.SOO schools -.makes it another overwhelmini piece of evidence. . ." . . '

With the data ln from TIMSS and Californiil, sup;ported by th analysis from Rapns and by the recent PISA test ~ shmvs B.C continuing lo badly trail Qµelx the case for a major elementu; school curriculum·change in B. has been irrefutably maile. . · . Let's hope Victoria can do th

·math. . Bill Hook Is a -h scientr.i at

. llnivmlly o/\lldorlG; krin l.llreb ~ educadon ""4l)ist.

EDUCATION COUNCIL

• MEETING DATE: June 20, 2005

AGENDA#: 8 PREPARED BY: David Davidson

ISSUE: Program Implementation Review

ACTION: For discussion only.

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• ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005

AGENDA#: 9 PREPARED BY: OIAP

Service Plan 2205/06 - 2007/08

For discussion only.

• ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005

AGENDA#: 10 PREPARED BY: Dana Goedbloed

Education Council Membership Terms

• ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: June 20, 2005

AGENDA#: 11 PREPARED BY: Jody Gordon

Election of Education Council Executive for 2005/06

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KW ANTLEN UNIVERSITY COLLEGE INTERNATIONALIZATION AT KW ANTLEN UNIVERSITY COLLEGE STATUS REPORT 2004

DEVELOPMENT OF INTERNATIONAL SERVICES AND INFRASTRUCTURE

Kwantlen University College began its internationalization activities in 1995. Since then the following services have been established within the International Education department:

Admissions Registration Document evaluation Transfer credit evaluation Academic Advising Homestay/Arrival Support Orientation

Language Buddy Program/Recreational Activities Partnerships Projects · Exchanges Study Abroad Marketing Recruitment

In fiscal year 2003/04 International revenues totalled $5,902,000 and produced 583 FTE. The revenues supported approximately 23 ELST faculty and 14 faculty from other disciplines. In addition, the revenues support 12 employees in the International Education office and 20 employees throughout the institution.

In addition, International Education revenues also provide about 900 seats (90 FTE) for domestic students .

INTERNATIONAL PROJECTS

Caoada-Eorope Mobility Project:

Ten European faculty from the five EU partner institutes visited Kwantlen and the other 2 Canadian partners in May, 2004 as part of their faculty tour. A project MOU between all 8 partners has been finalized and will be signed by all partners in the upcoming project meeting in Munich, in May 2005. A project website and discussion forum has been set up for project communication and information exchange. First batch of student exchange for this project began in September 2004.

In the year of2004 - 2005, 2 faculty participated faculty tour in Europe and 2 administrators participating in the Annual Project meeting in Washington DC, in December 2004. One Kwantlen student went to Polytechnic University of Madrid for Fall 2004, and One Kwantlen student went to Munich University of Applied Science on exchange in Spring 2005 for this project. One Kwanllen faculty and five Kwantlen students are currently enrolled in an online Network Security·course offered by our Finnish partner, Arcada Polytechnic. Kwantlen University College received one student from Arcada Polytechnic and one student fro111 University of Applied Science Regensburg in Fall 2004, and has received one student from Arcada Polytechnic for C<H>p in Spring and Summer 2005. Kwantlen is expected to receive I more student from University of Applied Sciences Regensburg in Fall 2005.

In September 2004, Kwantlen and Munich University of Applied Sciences participating in a joint collaborative project named "The Remotely Controlled Robot" Project. The project is part of a

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course for the Canada-EU Consortium on Computer Networks and Network Security Studies with 9 Kwantlen B.Tech students and 20 students from Munich: In this project, students carry out a • project similar to the NASA Mars Lander. The objective was to remotely guide a mobile robot through unknown ground to a given target location. The Canadian group's robot operates physically in Munich and is controlled by software running in Vancouver, whereas the German group's robot operates in Vancouver and is controlled from Munich .. Together, they work on a common design of the robot using the Lego Robotic Invention kit, which is to be used in both Kwantlen and Munich. The students design and implement control software that directs the robot through artificial intelligent algorithm and commands over the internet and communication network. A final showdown took place in January 2005 and was broadcasted in real-time simultaneously at Kwantlen and Munich Munich University of Applied Sciences. The showdown was well received by the Kwantlen community and EU media and government officials. This collaborative project was featured in Issue 2, Volume 25 of Kwantlen Connections newsletter, and was also featured in numerous IT and education websites and newspapers in Munich.

In addition, four Kwantlen students started and completed a joint project with 2 students in Munich to study VoIP (Voice over Internet Protocol) technology, and have shown great usage on a network based instant messaging software called Skype. The students presented a final paper in December on VoIP technology.

Partners: Kwantlen University College, BC (Canada Lead) Mount Royal College, Alberta Centennial College, Ontario

EVTEK, Finland (EU Lead) Arcada Polytechnic, Finland Polytechnic University of Madrid, Spain University of Applied Sciences Regensburg, Germany Munich University of Applied Sciences, Germany

Canadian College Partnership Program (CCPP) Enterprise Skills for Women in China: Dalian: Dalian Institute of light Industry (DILi).

The CCPP Enterprise Skills for Women in China project was completed as of December 31, 2004. In 2004, two Kwantlen students visited Dalian Institute of Light Industry (DILi) for the project's student participation for 2 weeks in June 2004. Three DILi faculty members visited Kwantlen University College and Centennial College in Toronto for a total of 47 days as part of the project's training. One manager, one trainer, and three administrators visited Dalian for meetings and Project Closing Ceremony for I 0 days from November 8 to 12, 2004. The Closing Ceremony and International Entrepreneurship Symposium were both well attended in Dalian, with significant local media coverage. A virtual DILi Enterprise Skills Centre on campus is already in place, and plans are being made for a physical Centre in the new campus development plan.

The purpose of the project was to increase the capacity of DILi to enhance the skills of-women currently or previously employed in state-owned enterprises in the province of Liaoning. This project developed a permanent Enterprise Skills Training Centre within the DILi to train, retrain and support displaced women workers, women entrepreneurs and enterprise managers, resulting in economic growth in Dalian and Liaoning. The focus was on training DILi faculty and industry trainers.

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As a result of this project DILi has secured a training contract with the Dalian Labour Bureau and there is continual media coverage in China on this project.- The DILi trainees will be able to borrow business start-up Joans from the government. An off campus DILi Enterprise Training Centre was officially opened at the Dalian Labour Bureau training facilities.

The DILi team has started to train other university and colleges what they have learned from the project in methodology and material development. The DILi team is presently producing a manual for Entrepreneurship Education. The team has also won an award for Teaching Excellence in the new initiative from the Ministry of Education, Province of Liaoning, China.

The Enterprise Skills Centre is now staffed and managed by DILi assigned faculty. The Dalian Labour Bureau and the Employment Training Centre are continually maintaining partnership relations with DILi. Kwantlen's name is also included in the Centre.

The Enterprise Skills Centre is now staffed and managed by DILi assigned faculty. The Dalian Labour Bureau and the Employment Training Centre maintain partnership relations with DILi. The Dalian Employment Service Centre is interested in working with DILi and K wantlen for future training projects. Alice Wong will be visiting Dalian to follow up in May 2005.

Here are the statistics for Reach from Year I to Year 5; 930 Dalian participants were trained in Dalian (592 are women), 1325 DILi students participated in the project (777 are women), 28 Kwantlen and Centennial College faculty and administrators delivered technical assistance at DILi, 540 Canadian students participated in Canada (247 are women), and 384 Community members were reached in Canada ( 171 are women)

Consortium For Design Education (CODE) Mobility: In November 2004, the partners in the consortium (Kwantlen University College, British Columbia; Mount Royal College, Calgary Alberta; Universidad de Guanajuato, Guanajuato, Guanajuato; Universidad Autornnoma de Guadalajara, Guadalajara, Jalisco; West Virginia University, Morgantown, West Virginia; and Texas Christian University, Fort Worth, Texas) sent student and faculty representatives to the Universidad de Guanajuato to participate in a two day project debriefing. All aspects of the exchange were evaluated to determine the overall success of the project and future exchange opportunities between the participating institutions.

Kwantlen University College and Universidad de Guanajuato maintained partnership relations and are presently exploring the possibility of future collaborations on student exchange in the area of Applied Design and Communications.

Canadian College Partnership Program/Project Development Fund (CCPP/PDF): Kwantlen was awarded a Project Development Fund from the Association of Canadian Community Colleges (ACCC) to conduct a feasibility study for a health studies project: Wellness Centre for Women (India). The objettivc of this mission was to determine the viability and readiness of the M.A. Chidambaram College of Nursing, Chennai, India to develop a Wellness Centre for Women, based on a community development concept. The overall project goal was to establish a collaborative partnership with the College of Nursing in designing and implementing a-Wellness Centre that would assist in meeting the health needs of surrounding communities. To assess the feasibility of such a project, data was gathered through interviews with faculty, staff, and administrators, site visits to acute care settings and urban and rural community health centres, and observations of nursing education at the BSc and MSc levels, both in the classroom and practice settings .

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Dr. Maxine Mott, Dean of Community & Health Studies and Ms. Janine Hadfield, Wellness Centre Coordinator, Kwantlen University College (CCI) traveled to India in Fall 2002.

The findings from the field study have indicated needs for the setting up of a Wellness Centre at the Indian College. However, because of the changing of regional funding priorities at CIDA, the proposal has been put on hold for the moment.

INTERNATIONAL PROJECTS IN PROPOSAL STAGE

Canada-EU Mobility - The Role of Communications In Promoting Civic Engagement And Democratic Principles

Kwantlen is currently in the process of applying to a new competition for Canada - European Union Program for Co-operation in Higher Education and Vocational Training, with federal support of a maximum of $200,000 per project over three years for the Canadian partner institutions. Kwantlen will be applying as a partner institution, with Mount Royal College in Alberta as the lead institution. This consortium will involve student and faculty exchange in Kwantlen's School of Applied Design and Communications (Journalism). All partners in the consortium propose to bring together 56 exchange students and up to 600 non-mobile students between Canada and the European Union to explore, study, and work towards a better understanding of the role of communication in creating and maintaining what has come to be called "Civil Society." At the same time, students will take courses in second languages and cultural studies. The result will be to combine increased understanding of journalism and public relations in the context of the "civil society'" with lessons in language, politics, cultural change, and human communications in an international setting. The long-term goal of the project is to develop a Canadian/European Union partnership structure that continues to encourage the exchange of students and faculty, the development of common communications curriculum around the notion of "civil society," and the exchange of knowledge to strengthen the communications programs at each partner institution.

Partners: Mount Royal College, Calgary, Alberta (Canada Lead) Mount St. Vincent University, Halifax, N.S. Kwantlen University College, Surrey, B.C.

Fachhochschul-Studiengange der Wiener Wirtschaft, Vienna, Austria (Canada Lead) University of Central Lancashire, Preston, Lancashire, UK Universitat de Vic, Vic, Spain

Future CCPP Opportunities

Alice Wong and Gordon Lee visited Guizho11 University in Guiyang, China in November 2004. The purpose of their visit is to look for potential partners and project ideas in the Province of Guizhou for the Canadian College Partnership Program Phase II Project (funded by Canadian International Development Agency). During their visit, they collected data from Guizhou University and conducted a Needs Analysis in preparing for the upcoming Project Development Fund (PDF) Request For Proposals (RFP) in June 2005. In May 2005, Alice Wong will be visiting Guizhou University for one week, along with Kwantlen's Marketing instructor Harj Dhaliwal and Horticulture instructor and coordinator, Gary Jones for a feasibility study.

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INTERNATIONAL PARTNERS BY COUNTRIES

Chile:

CHINA: Beijing:

Hangzhon:

Ningbo:

Wuxi:

Cuba:

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Uni:versidad Arturo Prat (UNAP), Chile. Kwantlen University College and Universidad Arturo Prat signed a cooperation agreement protocol in October 2000. The main objective of the agreement is to explore the possibilities of establishing a cooperative agreement between Kwantlen and UNAP in the following implementation areas: projects of joint research, teaching programs at all levels, exchange of faculty and student exchanges. The two institutions co-jointly submitted "Enterprise Skills for the Mapuches (Chile)" proposal for the CCPP Category 2 Project Proposal competition in October, 2002.

The Beijing Instiiute of Technology (B/7): The first BIT-Kwantlen University College Preparation class was started in September, 2002. BIT has referred 13 students to Kwantlen. Kwantlen is exploring possibilities in offering 2+2 and bridging programs at BIT upon their request.

The Zhejiang Uni:versity of Technology (ZU1): Memorandum Of Understanding was signed with Zhejiang University of Technology in January, followed by an Articulation & Transfer Proposal for ZUT's International College in March.

Ningbo University: opened a Student Service Centre in Richmond to provide support to Ningbo City students already studying in Canada. Staff from this office were introduced to Kwantlen during the visit of Ningbo University's Vice­President and Dean of the International College in 2002. The Ningbo University Richmond Office is in close liaison with Kwantlen's International Education office for the purpose of student referrals.

Southern Yangtze Uni:versity (previously the Wuxi University of Light Industry): The International Student Services Centre is a language testing center for Kwantlen and refers students to Kwantlen. Kwantlen is exploring opportunities to work with their nursing department on nursing education. A S.Y.U. nursing instructor spent a year at Kwantlen as a visiting scholar in the nursing department.

Cuba Ministry of Education and Sanctuary Foundation, Burnaby The objective is to assist the Ministry of Education (MINED) in the development of network management skills and the training of technical personnel from MINED. Kwantlen's Information Technology Department head will be traveling to Cuba for a needs assessment and feasibility study in Spring 2003. Sanctuary Foundation will be our potential non-profit organization (NGO) partner.

Through the connection of the Sanctuary Foundation, which is a non-profit organization, running a successful bike building project in Cuba, Kwantlen has been introduced to the Ministry of Education (MINED) at Cuba. Initial contacts were made two years ago when the Director of Technical Education of Cuba visited Kwantlen and was very impressed with our trade and technical programs. Our "proto-type" car that was donated to MINED, has been widely used in their

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Finland:

automobile training sessi1ins. Upon request from MINED, Kwantlen is presently exploring a project concept for international funding.

The Proyecto Arte Del Fuego 's Cuban-Canadian Ceramic Art Collective Project In August 2004 the Proyecto Arte Del Fuego ("Art of Fire") project hosted an international collective of established and emerging arts at Kwantlen University College. These artists met to make collaborative works in clay leading to an exhibition. The invited artists offered master classes, workshops, slide lectures and community events in the ceramics arts.

The Proyecto Arte Del Fuego (PAF) aims to promote peace and international cooperation through the universal language or art and overcome differences of nationality, social philosophy, age, race, and culture. Based on a coherent relationship between technology and creativity, PAF places technical expertise at the service of art, in order to provide a working environment that facilitates the creative process. Directed by the artists Antonio Lewis (Cuban) and Catherine Merrill (American), PAF was started in 2002, as an ongoing international, cultural and educational exchange project.

EVTek Institute of Art & Design, Evtek Institute of Technology, Evtek Mercurio Business School; Arcada Polytechnic

In addition to the Canada-Europe Mobility Project development, Kwantlen and Evtek have started exchanging students. In fall 2002, Kwantlen received a total of six students from four disciplines: three from Fashion Design, one from IT, one from Journalism and one from Marketing. One Kwantlen IT student went to EVTek and continued the ~xchange to Spring 2003. An additional three students in the areas of Business, Fine Arts and Science arrived at Kwantlen in Spring 2003. One Business student from Kwantlen started his exchange at EVTek at the same time.

Hong Kong: Kwantlen has Articulation Agreements in place with Hong Kong Polytechnic University for block transfer of their Associate Degree in Business P credits into the third year ofKwantlen's BBA.

India: Potential Partner: the MA. Chidambaram College of Nursing, Chennai, India

Japan:

Mexico:

Nepal:

Singapore:

Taiwan:

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Nagasaki Collage of Foreign languages: agreement in process

Universidad Autonoma de Guadalajara, Mexico; Universidad de Guanajuato, Mexico

Potential Partners: Kathmandu University, Nepal Nursing Council; Dhulikhel Medical Institute; Dhulikhel Hospital; Scheer Memorial Hospital

Temasek Polytechnic

Kwantlen has agreements in place for Fashion Design with Shih Chien University, Taipei; Tainan Women's College for Arts and Technology; Tainan

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U.S.A: West Virginia University, USA; Texas Christian University College, USA Community Colleges of Spokane, WA

Consortium for North American Higher Education Consortium (CONAHEC)

CONAHEC consists ofa 154 institutions in Canada, Mexico and the United States of America. Kwantlen became a member ofCONAHEC in 2003. CONAHEC advises and connects institutions interested in establishing or strengthening academic collaborative programs in the North American region.

CONAHEC's programs include:

• Conferences convening higher education leaders

• A North American student exchange program

• A U.S.-Mexico borderlands network of higher education institutions

• Comparative research on higher education policy

• The Student Organization of North America (SONA)

• Professional development opportunities for campus administrators & faculty

• An information and liaison centre for educational opportunities for Hispanics in the USA and Canada

• International visiting professorships

Kwantlen participates in CONAHEC's North American student exchange program. Kwantlen · students may qualify to study for a semester at partner institutions in either Mexico or the USA.

To date, Kwantlen has received one student as the result of the exchange program:

• Jesus Eleazar Lopez Chavez from the Universidad Autonoma de Chihuahua. Jesus studied in the English Language Studies program for one semester and achieved a 3.92 GPA.

Other applications for the program have been received and are under consideration.

British Columbia Consortium for Study Abroad (BCCSA)

BCCSA member institutions recognize study abroad as an essential element in internationalization. More importantly, they view study abroad as a prime method of internationalizing our students' education. More than ever before, it is essential to provide students with international experience that will link them and Canada with the world. As a result, the consortium promotes study abroad opportunities for students amongst the member institutions, and works collaboratively to develop study abroad programs for which students will receive university or college transfer credit.

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Kwantlen is founding member of the BCCSA along with Camosun College, Capilano College, Douglas College, Langara College, Malaspina University-College, University College of the Cariboo, University College of the Fraser Valley, and Vancouver Community College.

PARTNERSHIPS IN DEVELOPMENT:

China: Inner Mongolia Normal University

INTERNATIONAL STUDENT RECRUITMENT

The University College has had students from 52 different countries. Our International students have come from: Bahrain, Belarus, Bermuda, Brazil, Brunei, China, Columbia, Czech Republic, El Salvador, Fiji, Finland, Germany, Ghana, Greece, Hong Kong, India, Indonesia, Iran, Israel, Ivory Coast, Jamaica, Japan, Jordan, Kenya, Kuwait, Lebanon, Macau, Malaysia, Mali, Mauritius, Mexico, Myanmar, Norway, The Netherlands, Pakistan, Philippines, Russia, Saudi Arabia, Singapore, South Africa, South Korea, Sri Lanka, Taiwan, Thailand, Turkey, Uganda, Ukraine, United Arab Emirates, United Kingdom, U.S.A., Venezuela, Vietnam.

Programs of Interest

Business Administration Science English Language Studies {although enrollment is in decline) Fine Arts Design

English Language• 1933 43.2% Academic-Career

10 0.2% 1943 43.4%

Arts*** 683 15.3% Business 1376 30.8% Science 374 8.4% Other**** 98 2.2% Sub-total 2531 56.6%

Overall 4474 100.0%

'Please note: includes ELST [formerly EASL) & ENL T -Please note: includes ABE/PSP & CAAS

-Please note: includes Humanities & Social Sciences courses -·Ptease note: ranging from COOP to JRNL courses ...... Please note: ear 2004·05 u to A ril 22. 2005

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1587 ··32.8%

12 0.2% 1599 33.1%

876 18.1% 1825 37.7% 463 9.6% 73 1.5%

3237 66.9%

4836 100.0%

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Programs oflnterest not offered at Kwantlen

Tourism/Hotel Management International Business Finance Management Information Systems BA in Economics BA in International Relations/Political Science Animation/Game design Film Bioteclmology Engineering degrees

Where International Students Study

Co111bination of campuses

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Subtotal

Combination Langley-Richmond Langley-Surrey Langley-on line Langley-Richmond-Surrey

Newton-Surrey

Richmond-Surrey Richmond-Langley Richmond-online Richmond-Surrey-onlinc

Surrey-online

Subtotal

2003-04 1 0.1% 2 0.3%

361 50.4% 224 31.3%

588 82.1%

% 03-04 2003-04 total

I 0.1% 8 1.1% 0 0.0% 3 0.4%

0 0.0%

112 15.6% 0 0.0% 0 0.0% 3 0.4%

0.1%

128 17.9%

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Fees

• Tuition fees have been set at: $120.00 Application fee. $380 per credit or billing hour effective Fall 2005; fonnerly $340/credit for 2003-2004 and 2004-2005 Fees are due prior to registration in courses. A $600.00 commitment fee is required of students already studying in Canada when an offer of admission is made. Students accepted from outside of Canada or who are accepted to a selective entry program pay a commitment fee equivalent to the tuition and fees for their first semester. The commitment fee is non­refundable and is applied towards tuition fees. These fees are in accordance with Ministry guidelines for international students and are comparable to other British Columbia post secondary institutions.

As required by the Government of British Columbia, international tuition fees are used to create extra course sections and seats so that Canadian students will not be displaced. This practice is identical to that followed at British Columhia's other university colleges, colleges and institutions.

Awards

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June 2000, The Canadian Council for the Advancement of Education Prix d'Excellence Bronze Medal for Best Program, Student Recruitment October 2001, National Council for Marketing and Public Relations District Award Bronze Medallion of Merit-Best Brochure - 3 colours or more. October, 2004, National Council for Marketing and Public Relations District Award Bronze Medallion of Merit - Best Brochure - 3 colours or more April 2002, Amy Yiu of Hong Kong wins UBC Global Leader of Tomorrow award, The Compass Group Award and the Richmond Foundation Award with scholarships totaling $27,000 April 2005, Vladimir Mezenhov of Russia wins UBC International Leader of Tomorrow Award totaling $18,000

U.S. Federal Loans Program Accreditation

The U.S. Federal Loans Program provides funding to eligible American students who wish to study at a pre-approved institution of higher education. Post secondary institutions from outside of the United States may apply to participat~ in the program as a foreign school. This pennits citizens of the United States to enroll in an approved Canadian school for an approved educational program while on a U.S. student loan. Kwantlen has now been approved to participate in the U.S. Program, the Veteran's Affairs Program and the Alaskan Student Loans Program.

Derek Francis Vice President Leamer Support April 2005

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KWANTLEN UNIVERSITY COLLEGE GOALS AND STRATEGIES FOR INTERNATIONALIZATION

INTRODUCTION

The force and speed of global change is transforming all societies. Profound economic, environmental and demographic influences are changing who we are, how and where we live and work, and particularly, what and how we learn. The well being and future prosperity of British Columbia will be greatly enhanced by our ability to build bridges of understanding and cooperation across cultures and nations. An educational system that prepares students to live and work in an international and multicultural society is essential. International education must include the development of international curricula, as well as agreements for the recognition and transfer of foreign credits.

International Education is a two-way street. The benefits of hosting international students, researchers and academics on Canada's campuses include internationalization of the campus and community, introduction of international perspectives in the classroom, and enrichment of the research achievements of our institutions. Longer term, there are benefits for Canada when alumni look for trading partners in their former host environment.

For future success, Canadians and British Columbians must stay on the leading edge of international education, technology and communications. Countries such as Australia, the United States and the United Kingdom have long recognized the importance and value of international education and have adopted aggressive approaches in the global marketplace. Their efforts have been paying off and international education now ranks among their top exports of goods and services.

In 1995 the Provincial government made two statements regarding internationalization:

1. Internationalization of curriculum will prepare learners for successful participation in an increasingly interdependent world. The internationalization process will foster understanding of other cultures and develop skills for effective living in the global community.

2. International education will play an important role in positioning the province in a global and economically interdependent world. Learners require the knowledge and skills to respond effectively to this evolving environment. International education assists by increasing access to /earning opportunities and helping to prom_ote economic activity and employment opportunities for British Columbians. International education will encourage learner and faculty development and exchanges, international projects, institutional linkages, community linkages and the admission of international learners to the college, institute and agency system .

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These statements clearly define the benefits to the province and to Kwantlen in striving to implement the various facets of an internationalization program. Virtually all of the • province's post secondary institutions have been actively involved in international education for many years; the statements in Charting A New Course mandated it as a goal for all components of the system. The Government of British Columbia established the British Columbia Centre for International Education to assist institutions in attaining these goals and that organization continues with membership funding from the Province's post secondary institutions. The Government of Canada has established a network of Canadian Education Centres around the world to provide marketing and information support to Canadian educational institutions and potential international students.

Recently the Ministry of Advanced Education commissioned A Review of the Economic Impact of International Education in British Columbia's Public Post­secondary Sector. The review says that:

International education has been a valuable generator of income to the province with potential for further economic benefits. Its economic impact is felt province­wide through tuition revenues and expenditures in communities. International education provides well paying jobs to Canadians in an environmentally friendly industry. It also contributes to the diversification of the provincial economy at a time when there is a pressing need for BC to expand beyond traditional resource sectors i11to knowledge based industries.

International education has a substantial positive impact on BC's economy. The annual economic benefit of educating international students in public post-secondary institutions is as high as $27 4 million.

International students created almost as much gross domestic product as BC's fishing and trapping industry, and approximately 2/3 of the GDP generated by the film industry. The figure for Canada as a whole is 2.5 billion dollars annually. Despite this, the United States, Great Britain, Australia and Germany all attract a higher proportion of international students to their institutions.

International students are in essence 'educational tourists' who create economic impacts similar to other tourism activities. Also, when BC's post-secondary faculty members and domestic students participate in international projects, their earnings provide an injection into the BC economy. In 1997 BC's post-secondary institutions were conducting international projects with a total contract value of close to $81 million.

The B.C. Progress Board Report, released in December 2002, included a recommendation that the numbers of international students educated within our post secondary system would be increased by 50% by 2010.

Other important but less quantifiable benefits include enhanced opportunities for research and learning, the development of worldwide networks of academics and

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graduates and an international perspective on social and economic issues. Graduates of our institutions remain friends of British Columbia.and Canada forever.

KWANTLEN UNIVERSITY COLLEGE'S COMMITMENT TO INTERNATIONALIZATION

University Colleges are attracting world attention as responsive, innovative and egalitarian institutions. Kwantlen University College is one of the leading university colleges in the world. We have much to share and we are dedicated to developing internationally competent graduates with the ability and skills to become effective leaders and participants in the global economy. Our international program seeks to broaden the educational experience of both Canadian and international students; to strengthen global partnerships and to assist in creating economic and employment opportunities for British Columbians.

PRINCIPLES AND VALUES THAT GUIDE INTERNATIONALIZATION AT KWANTLEN

• International activities must support the University College's vision, and enhance its standing in Canada and abroad as a leading comprehensive university college.

• Internationalization of the University College should enrich the educational experience of students, faculty, and staff, by introducing them to the languages, cultures, and intellectual traditions of other nations .

• Activities should embody the principles of partnership and mutual benefit with the communities involved.

• The internationalization program must operate on a cost recovery basis. • International activities must conform to Ministry and University College policies.

ELEMENTS OF INTERNATIONALIZATION AT KWANTLEN UNIVERSITY COLLEGE

• internationalization of curricula • student mobility programs

• international student recruitment • Kwantlen student mobility

• faculty and staff mobility • development of ESL options • international delivery of curricula • university college advancement • alumni relations • international research • departmental level internationalization statements

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GOAL AND STRATEGY STATEMENTS

Internationalization at KwanUen University College

goal • Gain recognition for the University College within the world community of post

secondary institutions and organizations. • Develop the international education services and infrastructure necessary to support

the University College's overall internationalization initiative.

strategy • Establish contacts and relationships with a variety of post-secondary institutions and

international education organizations. • Our internationalization initiative operates in a cost recovery environment: services

and infrastructure development will proceed as grants and revenues permit.

Internationalization of curricula

The need to broaden the curricula of post-secondary institutions results from profound social and economic changes that are reshaping the world in which we live. The following trends create the impetus for internationalizing curricula:

the emergence of a global political economy and a new international division of labour

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a heightened level of global interdependency in terms of political issues, environmental • and social problems a redefinition of international relations and the concept of global security following the end of the Cold War significant changes in the demographic makeup of many Western industrialized societies

Although Canada is the most dependent of all G-7 countries on external trade, the Canadian Bureau of International Education (1994) notes that a recent OECD study ranks it lower than any other G-7 country in terms of its external orientation. Few Canadian students, relative to those in the United States and other countries, take part in programs of work, study or travel abroad.

goal • promote curricula that are international in nature, and that provide a global and

comparative perspective, which are Cippropriate to particular courses and programs

strategy • encourage departments, where appropriate, to internationalize courses and

programs by: • infusing content and materials from different countries, cultures and perspectives; • including different methodologies and cultural approaches to the subjects being taught

while recognizing the cultural diversity of the students; • • including material that encourages an awareness of global diversity including

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international and Canadian students' experiences from their cultural and national perspectives;

• including and valuing our international partners' academic knowledge and contributions; • investigating the possible implementation of linguacy as a requirement of specific

programs where appropriate. The term linguacy is increasingly being used to characterize an appreciation and respect, borne of experience and reflection, for the richness and variety of the world's languages and cultures, and a set of competencies in dealing with those languages and cultures. Inherent in development of linguacy is the development of four areas of competency: 1) some level of functional competence in a language other than one's own; 2) an understanding of the nature of culture and the social and cognitive aspects of language in culture; 3) effective strategies for learning languages of other culture in the future - those not acquired during school years; 4) knowledge and skills necessary to manage communication and knowledge transfer across languages and cultures.

Student Mobility Programs

(a) International Student Recruitment

goal • Work toward a goal of 10% enrolment for international students, from diverse

countries (3.6% in 2001/2002) and a successful learning experience for those students .

strategy • Increase and augment recruitment activities in selected markets. • Address issues relating to the adaptation of incoming international students to

their new environment. • Address issues of orientation and other necessary support services for

international students. • Address issues of international fee structure and disbursement through the

University College, specifically in high-demand programs and in support of the recruitment initiative.

• Address issues influencing access to the University College, including language requirements and financial support for international students.

• Create a homestay program. • Investigate the provision of residence space for both domestic and

international students. • Explore twinning relationships and off-shore delivery of Kwantlen courses as a

means of attracting international students.

(b) Kwantlen Student Mobility

goal • Achieve a population of 5% of every degree graduating class acquiring some

form of international experience such as student exchanges, or international co-op program placements where appropriate.

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strategy • Develop the necessary study abroad infrastructure. • Implement a small number of comprehensive exchange arrangements with

targeted post secondary institutions, that include student exchanges, co-op exchanges, faculty and staff exchanges, joint project delivery, research collaboration, etc.

• Investigate the possibility of mandated international experience in specific programs where employment is likely to require a significant understanding of other cultures.

• Encourage greater faculty participation in the form of mentorships for incoming (international) and outgoing (Kwantlen) students.

• Enhance promotional efforts through academic departments and schools. • Seek out funding for mobility scholarships and awards.

Faculty and Staff Mobility

goal • Create mobility opportunities for the permanent Kwantlen community through faculty

and staff exchanges and an enhanced visiting scholar program.

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strategy • Implement a small number of comprehensive exchange arrangements with targeted •

post secondary institutions, to complement graduate and undergraduate student exchanges, co-op exchanges, joint project delivery, research collaboration, etc.

• Enhance visiting faculty opportunities through a variety of means including visiting scholar programs offered by the national granting councils and other funding agencies, as well as internal university mechanisms.

• Encourage and support the recognition of international experience and research as part of the career development of faculty and staff.

Development Of ESL Options

goal • Make it possible for international students who have not yet achieved the University

College's English language competency requirement to attend.

strategy • Develop a full time ESL program easily accessible by international learners without

the necessity of out of country testin~J. Virtually every other post secondary· institution in British Columbia has such a program.

• Establish partnerships and articulation with other institutions offering ESL studies to facilitate movement of their ESL graduates into post secondary studies at Kwantlen.

University College Advancement

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goal • Attract increasing levels of support for Kwantlen·and its international programs from

individuals and organizations resident outside Canada and foreign corporations with local subsidiaries or business affiliations.

strategy • Maintain contact and foster relationships with individuals and organizations that

have links with Kwantlen. • Present opportunities to potential donors to support activities or projects of particular

interest to them. • Involve Kwantlen faculty and staff in identifying prospective donors who show

special interest in Kwantlen.

Alumni Relations

goal • Increase the number of registered international alumni and provide them with

opportunities to participate in Kwantlen related activities and to benefit from alumni services and programs.

strategy • Encourage and, where possible, assist alumni in other countries who express

interest in maintaining continuing contact with Kwantlen . • Encourage and assist Kwantlen administrators, faculty and staff in making contact

with Kwantlen alumni when traveling to other countries. • Aggressively pursue opportunities to involve alumni in Kwantlen's international

activities (e.g. invite them to participate in education fairs and student recruitment, seek their advice and assistance when establishing Kwantlen programs and projects in their countries, seek their advice on how best to manage relationships in their countries (including those related to university college advancement).

International Research

(The goal and strategies to be developed in association with the newly established research office at Kwantlen University College.) ·

International Delivery Of Curricula

goal • Take Kwantlen programs to other countries by delivering Kwantlen credit and non­

credit courses to students residing outside Canada.

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strategy • Invite each Department to identify its interest in delivering programs abroad. • • Identify where high demand exists for particular programs, and match this with

Kwantlen's capacity and interest in international delivery of curricula. • Pursue the use of on-line learning, distance education and the formation of

partnerships with high quality institutions abroad as effective means of delivering our programs internationally.

• Ensure that these program are fully funded, that they require no subsidization, and do not impede Kwantlen's capacity to deliver courses and programs to students in Canada.

Development Of Cooperation Projects And Contract Education

goal • Encourage and promote the involvement of all departments in these activities.

strategy • Identify means of allocating the resources necessary to develop new initiatives,

including the allocation of a share of project overheads for this purpose. • Provide sufficient financial incentives to participating departments, through an

increased share of overheads. • Focus proactive marketing efforts on key Pacific Rim countries where the University

College has experience, contacts, and a competitive advantage, while remaining responsive to opportunities elsewhere, as they arise. •

Department Level Internationalization Statements

goal • Develop explicit goals and strategies for each department.

strategy • Have Deans develop, with their faculty and staff, appropriate internationalization

strategies that fit within the agreed University College framework. • Encourage departments, as part of their goal and strategy statements, to consider

and articulate any plans to pursue the delivery abroad of Kwantlen's courses and academic programs.

Developed by drawing on materials from the British Columbia Centre for International Education. the Canadian Bureau For International Education. Ministry of Advanced Education. NAFSA Association of International Educators, Canadian Education Centre Network. Association of Universities and Colleges of Canada, Mount Royal College and Simon Fraser University.

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Kwantlen UNIVERSITY COLLEGE

Education Council

MAILING ADDRESS 12668 - 1-r Avenue Surrey. BC Canada V3W 2M8

TELEPHONE 604-599-2100 WEBSITE www.kwanUen.ca

I Memorandum I

Strategic Services

TO:

c:

FROM:

DATE:

SUBJECT:

Roy Daykin, Roger Elmes, Maxine Mott, Brian Carr

Gordon Lee, Chair, Curricular Grants Committee Q~ June 20, 2005 ,J Final Report of 2005 Committee

Funding for Curricular Grants was set at $28,000 this year due to budget pressures and major curriculum initiatives in the areas of trades education and the Bachelor of Arts program. The Curricular Grants Committee met on June 16, 2005, to evaluate the submissions received.

As Chair of the Committee, I have accepted the Committee's recommendations and the following proposals have been approved for funding:

Proposal Facultv Fundine Dean Development and Major Upgrading of the 4'" Ann Talbot & Martyn $9,333.00 Roger Elmes Year English Language Teacher Education Williams Courses Graduate Nurse English as an Additional Lori Shortridge $9,333.00 Maxine Mott Language (ONEAL) Major Program Revision Physics for Liberal Arts Students Course Alf Wilson $9,333.00 Brian Carr Development

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- - - - -LIBERAL EDUCATION AT KWANTLEN UNIVERSITY COLLEGE

CURRENT STATUS OF LIBERAL EDUCATION AT Kwantlen

Currently, Kwantlen has three approved components related to Liberal Education: I. Learning Outcomes of Liberal Education 2. Meeting Liberal Education Outlines 3. Liberal Education Content Of Degrees

Current Learning Outcomes of Liberal Education (http://plaza.kwantlen.ca/)

I. That students become culturally literate in at least two senses: a) that they gain an understanding of diverse cultural traditions b) that they understand how and why members of these cultures find value in their culture's world views, traditions, practices, and artistic expressions and artifacts

2. That students be prepared to make better infonned and more carefully considered decisions in their future lives through exposure to and critical examination of a number of ways of interpreting facts and observations: a) these perspectives should come from a multitude of academic disciplines b) they should also come from exposure to a variety of religious, cultural, philosophical, and scientific world views

3. That students acquire the ability to see things in context a) ecologically (understanding the inter-relatedness of things using a systems approach) and b) geologically (understanding the historical forces that have shaped the present)

- - - - --"Learning Outcomes of Liberal Education" may be confusing because the word "outcomes" tends to be associated with course outlines, not entire progr'!l1!S, This secti~n is esstm!ially a sta_teme11t of "goals '.' ~t the progri!m level,

------ --- -- ~-- --'t hE}_uristic ill naturE}, an~ therefore inherently difficult to a~_sess ''algorithmically."

- -- - - - - -Was used asa "crit_eria" checklist by the LibEd committee to assess individu_!!I courses.

E.g,, g9als~!Jh_e_pr(Jgri!m _l_evel were l!_Sed as criteria at th_e course level.

Current Meeting Liberal Education Outlines-(http://plaza.kwantlen.ca/) 1. The learning outcomes can be met by:

• individual course(s) • packages of course • packages of modules from a variety of courses

2. The mix of ways to meet the learning outcomes can vary from degree to degree. 3. Degree developers wi II be asked to demonstrate to the Liberal ed11eatieH Cemmittee _____ how the degree as a whole meets the goals of learning outcomes of liberal education .

<Preparea for'Ellucation Council ~treat, June 20, 2005 .. ..... .!Panteli 'Tritcliew

CURRENT "MEETING LIBERAL EDUCATION OUTCOMES" The current (approved) Meeting Liberal Education Outcomes module is problematic. Its seems to be an ad hoc policy on how degrees or programs can meet Liberal Education Content of Degree Requirements. Simply put, the current language is not precise enough to advise approval bodies how to assess whether or not degrees/programs meet Liberal Education requirements.

CURRENT Meeting Liberal Education Outlines (Sic) (Plaza, June, 2005)

1. The learning outcomes can be met by: • individual course(s) • packages of course • packages of modules from a variety of courses

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It's unclear whether all or some of the Outcor es need to be "met" by a I ,degree. Also, if only some of the outcomes nc d to be met, it's still ·unclear how many of them need to be met. 'RECOMMENDATION: Eliminate this item entirely. It's better handl~ in the Liberal Education! Content of degrees section, where the required number of Liberal educaticm cre~its i~ clearly_s_!i_t:mlated. _ J _

1. The mix of ways to meet the learning outcomes can vary from degree to degree.

-~~~~~~M;:~ st~teme~~of the-obvious. ~~:!C:,, is too-ge-neral a - --1

term to be of value for degree developers or a troval committees. · RECOMMENDATION: I Eli111inate this item entirely_. ___ ____ __J

2. Degree developers will be asked to demonstrate to the Liberal Education Committee how the degree as a whole meets the goals of learning outcomes of liberal education.

:~1::M~~i~~~~c p~li:~~t~tement. --[ ·---~ -- ---:

A more comprehensive version of this item she Id be imbeddcd in Policy C.13 C11rricu/11m Approval or in a to-be !di' eveloped ·policy on Dewee Content.

!Prepared for 'Etfucation Council <RJtreat, June 20, 2005 ... ..... <PanteCi 'Tritcliew

PROPOSED

Meeting Liberal Education Outcomes

%.is Section ifntentiona[[y L. e.?ft ~~l ,- -

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• LIBERAL EDUCATION CONTENT OF DEGREES

Within the context of the approved liberal education outcomes, all degrees shall have at least 18 credits in liberal education. These 18 credits shall include:

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• 3 credits of first year English • 6 credits of liberal education from courses or parts of courses from within the core discipline, three credits of which must be 3rd or 4th year liberal education courses • 9 credits of liberal education from outside of the core discipline(s) of the degree NOTES: 1. All credits shown are minimums and can be exceeded. 2. 3 credits of first year English Kwantlen's ENGL 1100 or 1110 is strongly recommended over any of the Literature courses. This requirement should be met within the first two years of a four-year program or, if a student is transferring from a program area which does not include a suitable course, at the first possible opportunity within the third year. 3._3 credits of 3rd or 4th year liberal education courses By this we mean to imply some competence in the tools and methods appropriate to the 3rd or 4th year level, but not a wealth of specific content such as would be required by a set of strong prerequisite and corequisite courses. A possible prerequisite for such courses is completion of at least 60 credits including the English requirement. 4. 9 credits of liberal education from outside the core dlscipline(s) It is essential that a large proportion of the liberal education credits exposes students to other disciplines, other ways of looking at the world. These courses should deal with the central issues, thought processes, and methodologies of the area of study. 5. May include up to 6 credits of liberal education from courses or parts of courses from within the core discipline(s) of the degree Some core courses or parts of courses will meet the approved liberal education outcomes. Examples might include a human geography course within a more technical geography (GIS) degree. Or a fashion design course that has a strong component on cross cultural influences might rate as 1 credit of liberal education. 6. Except as noted, these requirements may be met at any point in the four-year program. A student entering third year with an associate degree would already have met many of these requirements. A student entering with a diploma might have met fewer requirements but probably would have met more of the core-program requirements, so would have some time to trade off for the new requirements. 7. The criteria may be overlapping. For example, the third-year course might also meet the outside-of­core requirement, though credits earned for such a course do not count twice. There is still a requirement for 18 liberal education credits, and liberal education credits for existing courses would not reduce the total number of credits needed for the degree. 8. Existing courses/programs will be grandfathered for a reasonable transition period to allow for any necessary phase-in of these requirements.

[rhL~ ~ecti()_n _inerg~~~rocess" with "cont~nt."1 ,_ --- -- - ----------- - -------·----------, Kwantlen's Policy Review Committee should determine the appropriate policy/structure to "house" the approved Liberal Education Content of be-grees) ~swell as other frameworks, e.g. the General Arts Degree Framework. Currently, the:Liberal Education section is housed under Plaza/Governance/Education: ~o_1,111_c!l{!-ibe!_CIL~du_~ation)

<Prepamf for'EifucatiDn Counci£ </(/treat, Ju~ 20, 2005 .. ...... <Panteli 'Tritcliew 3

LIBERAL EDUCATION CONTENT OF DEGREES

Background and Purpose

The Liberal Education requirements approved by Education Council are designated as the liberal Education Content of Degrees. These approved requirements have been used by • DPAC to approve F_ull-Program Proposals • Liberal Ecjucati()I} ~orn111i_ttee to approve degree/program-speci fie liberal education

electives ------ - -------- -- -------,

• (Educatio_I} Ad\'ising to guide students in their course selection for graduation purposes • ,Students to select courses for graduation requirement purposes • Deans who need to sign course replacement waivers for students intending to graduate • Gr~duatTQn-Re~cs)!~~ office to audit student graduation requirements.

LIBERAL EDUCATION REQUIREMENTS AND BREADTH While the requirements approved for Liberal Education by Educational Council are relatively specific, the idea of Liberal Education has become, at times, interchangeable with the idea of breadth, especially because the term "breadth" is used in Kwantlen's BA Framework.

In February, 2004, the Liberal education sub-committee felt that

The aims of liberal education, particularly the principle of examining things from multiple perspectives, overlap with the idea of breadth to some extent; however, for purposes of clarity, the goal of breadth in the General Arts Degree framework should be distinguished from the goals of liberal education as approved by Educational Council.

Lack of Explicit Breadth Requirements

Because the original Kwantlen degrees were "applied" degrees, the Liberal Education requirements became de facto breadth requirements as well, since students who fulfilled their Liberal Education requirements necessarily took courses from outside the School of Business.

;Does Kwantlen's l.Jiieral education requlrelTlent need to iie harmonfzecf with th-e -·BA "breadth" framework.? Appendix A. tr example, most "applied" degrees at :Kwantlen meet/have a "quantitative" co onent, although the Lib Ed Content :dQ_es _n_oJ require a"guantitative" comJ>on nt. ______________ _

<Pl?paretf for 'FAucation Council '%treat, Juu 20, 2005 ........ !J'anteli 'Tritcliew 4

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LIBERAL EDUCATION AT KWANTLEN UNIVERSITY COLLEGE

The terms LEED course and LibEd course have been used interchangeably-here's the distinction:

• All "LBED" courses are third or fourth year courses and were developed with a general, 60-credit prerequisite. These courses were developed specifically to serve as Liberal Education courses.

• All other "Liberal Education" courses can be from any year and have discipline-specific prerequisites. Typically, these courses were originally developed for the discipline, and then proposed as Liberal education courses.

LIBERAL EDUCATION COMMITIEE'S COURSE APPROVAL MODELS The LibEd committee had two different approval models:

. . -I. lnclividual depart111ents bring forward individual courses (or clusters) of courses that are

vetted and approved as "generic" Liberal Education courses, theoretically open to students of any degree to fulfill their Liberal Education requirements, e.g "institutional" Liberal Education courses

- . 2. frqg_r;im_~ (d~an~ can bring forward blocks or clusters of courses that can be approved as

Liberal Education electives specifically for their degree programs.

• implications for the Office of the Registrar in terms of the timely communication of liberal education electives to students via calendar or web,

• implications for audit of student records for graduation requirement purposes .

The Registrar's office is faced with the communication challenge of listing generic and degree­specific liberal education courses in a consistent manner .

<Preparea for'EtfucatU:m Councif '%treat, June 20, 2005 .. ...... <Panteli 'Tritcliew 5

APPROVAL PROCESS • Kwantlen's Full-Program Proposal guidelines do not require full course outlines at the DPAC

level, but some program developers may wish to designate proposed, new courses as Liberal Education courses in their Full Program Proposal.

DPAC ensures that degree programs fulfill Kwantlen's Liberal Education Degree Requirements; the Liberal Education Committee used to ensure~ that degree program courses meet the criteria for Liberal Education Outcomes. Currently, that role is somewhat ad hoc.

,Kwantleri needs to determine how new~rses can be approved asliberal - --

.Edmtion cou~• ......... Content Cr''" APPENDIX A_-GENERAL ARTS DEGREE FRAMEWOR'L_ _ ----~--- ____ _

The following requirements are to be completed during the first 60 credits of study:

• a 6-credit writing requirement taken from 1000 and 2000 level courses offered by the English department.

• a 6-credit quantitative requirement. (Acceptable courses to be determined).

• a 6-credit science or formal reasoning requirement. At least 3 of these credits must be taken from courses offered by the science division. (Acceptable courses to be determined).

• a 24-credit breadth requirement, consisting of a minimum of one I 000-2000 level course in at least four separate social science or humanities disciplines outside of the major program area (music, fine arts, science and capstone courses also may be credited toward this requirement).

• a second language to grade 12 or 6-credits in post secondary language courses requirement (Students who can demonstrate competency in a second language may have this requirement waived).

In addition students must complete

• a minimum of 120 credits, with a minimum of 45 credits at the 3000 or 4000 levels.

• at least 60 credits at Kwantlen University College.

• a minimum cumulative GP A of 2.0 requirement for graduation, plus a minimum grade of C in all required courses

Students choosing to-mafor in a specific dlsclpiirlb must complete at ieaSt30 upperlevefcredit hours (3000 or 4000 level) inthat discipline. II . .

<Preparetf Jar 'F.tfucation Councif ~treat, June 20, 2005 . ....... <Panteli 'Tritcliew 6

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