Table of Contents - University of Windsor€¦ · This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and University of Windsor outlines

TableofContentsSection1:IntroductionPreambleInstitutionalVision,Mission,MandateAspirationsSection2:SharedObjectivesandPrioritiesforDifferentiation1.0 StudentExperience2.0 InnovationinTeachingandLearningExcellence3.0 AccessandEquity4.0 AppliedResearchandExcellenceImpact5.0 Innovation,EconomicDevelopmentandCommunityEngagementSection3:Strategy,SustainabilityandPartnerships6.0EnrolmentStrategy&ProgramDirection

• InternationalStrategy• StrategicAreasofProgramStrengthandExpansion• FinancialSustainability

7.0InstitutionalCollaborationsandPartnershipsSection4:MinistryCommitments

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PreambleThisStrategicMandateAgreementbetweentheMinistryofAdvancedEducationandSkillsDevelopmentandUniversityofWindsoroutlinestheroletheUniversitycurrentlyperformsinOntario’spostsecondaryeducationsystemandhowitwillbuildonitscurrentstrengthstoachieveitsvisionandhelpdrivesystem-wideobjectivesandgovernmentpriorities.

TheStrategicMandateAgreement(SMA):

• IdentifiesandexplainsthesharedobjectivesandprioritiesbetweentheOntariogovernmentandtheUniversity;

• Outlinescurrentandfutureareasofprogramstrength;• Supportsthecurrentvision,mission,andmandateoftheUniversityandestablishedareasofstrength

withinthecontextoftheUniversity’sgoverninglegislation;• Describestheagreed-uponelementsofthenewuniversityfundingmodel,including:

o aUniversity’senrolmentplansaswellastheirprojectionsoftheirenrolmentsrelativetotheircorridormidpointandanydesiredchangestotheircorridorduringtheperiodofthisSMA;and

o differentiationareasoffocusincludingmetricsandtargets.• Providesinformationonthefinancialsustainabilityoftheinstitution;and• InformsMinistrydecision-makingandenablestheMinistrytoalignitspoliciesandprocessestofurther

supporttheUniversity’sareasofstrength.

ThetermoftheSMAisfromApril1,2017toMarch31,2020.

TheagreementmaybeamendedintheeventofsubstantivepolicyorprogramchangesthatwouldsignificantlyaffectjointcommitmentsmadeintheSMA(e.g.MajorCapacityExpansion,HighlySkilledWorkforce,etc.).Anysuchamendmentwouldbemutuallyagreedtoinwriting,dated,andsignedbybothsignatories.

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Ontario’sVisionforPostsecondaryEducationOntario’scollegesanduniversitieswilldrivecreativity,innovation,knowledge,skillsdevelopmentandcommunityengagementthroughteachingandlearning,research,andservice.

Ontario’scollegesanduniversitieswillputstudentsfirstbyprovidingthebestpossiblelearningexperienceforallqualifiedlearnersinanaffordableandfinanciallysustainableway,ensuringhighqualityandgloballycompetitiveoutcomesforstudentsandOntario’seconomy.

UniversityofWindsorVision,MissionandMandateTheUniversity ofWindsor’sMission andVision statements are embeddedwithinour Strategic Plan,ThinkingForward…TakingAction,andreflectthecommitmentoftheUniversitytostudentsandtoourcommunity,andthedesirethatwhatwedowillpreparepeopletocontributemeaningfullytosociety. TheyalsoaligndirectlywiththefutureaspirationsforourUniversity,andinbroadmeasuretheycapturetheprioritiesoftheProvinceofOntario.

MissionStatementEnablingpeopletomakeabetterworldthrougheducation,scholarship,research,andengagementVisionStatementTheUniversityofWindsor isaprogressive, student-centereduniversity,where thechallengesofcommunitiesandofaworldintransitioninformtheeducationweprovide,theresearchwedo,andthecreativeendeavourswepursue

AspirationsTheMinistryrecognizestheimportanceofsupportinginstitutionstoevolveandacknowledgesthestrategicaspirationsofitspostsecondaryeducationinstitutions.TheSMAisnotintendedtocapturealldecisionsandissuesinthepostsecondaryeducationsystem,asmanywillbeaddressedthroughtheMinistry’spoliciesandstandardprocesses.TheMinistrywillnotbeapprovinganyrequestsforcapitalfundingornewprogramapprovals,forexample,throughtheSMAprocess.

InstitutionalAspirations

TheUniversityofWindsorhasahistorytracingbackover150years.Ithasbeenapartofthelivesofmorethan115,000 alumni around theworld, andhas contributed to thewell-being of theWindsor-Essex region andof

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Canada.FromitsrootsasAssumptionCollegein1857,continuingthroughtodayinaffiliationwithAssumptionUniversity,CanterburyCollegeandIonaCollege,itcombinestraditionwithacommitmenttothefuture.

Universitiesmustcontributetothebettermentofsociety.Theyhavearesponsibilitythrougheducationandenquirytoencouragemindstobecreativeandentrepreneurialandtohelpcommunitiesbevibrantandsustainable.Theexpectationsplacedonuniversitiesarehigh,themobilityofpeopleandideasisacceleratinginpaceandisglobalinbreadth,andgreatercompetitionforresourcestosupportpublicinstitutionsisaneconomicfactoflife.TheUniversityofWindsormustpreserveanunwaveringcommitmenttoacademicexcellenceandtohelpingpeople,anditmustusethetalentsofitspeopletoadaptindistinctivewaystotherealitiesitfaces.

OurUniversityishelpingmorethan15,000studentsayearfromnearbyandfromaroundtheworldtoachievepersonalandprofessionalgoals.Itisaplacewithacommitmenttolearninganddiscovery,andacommitmentto social justice and all of the expectations and opportunities that come with it – access to education,recognitionoftheimportanceofcommunity,andabeliefintheentrepreneurialspiritthathasbeenvitaltotheeconomyinthisregionofourcountry.TheMissionStatementintheUniversityofWindsor’sStrategicPlanisinrealityastatementabouttheUniversity’sreasonforbeing.

TheUniversityofWindsorhasalonghistoryofseekingwaysinwhichendeavoursofthemindreflecttheroadthatweasa societymust travel.Alignedwith this reality, theUniversityofWindsor is committed tocreatinglearningenvironmentswherestudentscangainexperiencethatwillpreparethemforlifeaftergraduation.Wearebigenoughtohavetheprogramsandservicesthatstudentswantandneed,andsmallenoughtofeellikeacommunitywithclosetiesandcommoninterestsandopportunitiesforstudentstobeengaged.

Through education and scholarship in the sciences, human kinetics, arts, humanities, social sciences andperforming arts, and in professional programs in law, education, nursing, engineering and business, theUniversity has enriched our region and theworld. It has helped to create a stronger community around us,added to our knowledge of the environment, helped industries succeed, strengthened the arts, helped usunderstand thecomplexitiesofaworld that is rapidlychanging,anddonemuchmore. And in tying themalltogether,ourUniversity’sStrategicPlanmakesacommitmentthatwewillbeaplacethatencouragespursuitofthe personal best, whether in a laboratory, library, classroom, athletic stadium, or other place of highendeavour.TheUniversityofWindsoraspirestoseeeveryonefulfillthepromisewithinthemselves.

The University sits at the edge of Canada, in the heart of North America. By being on the edge, it offers adistinct vantage point fromwhich to engage in global transitions that affect people’s lives. By encouraginginternational participation and community engagement, and through a commitment to equity, diversity andhuman rights, the University captures the energy of societal changes and a spirit of social activism that thisbreadthofhumancapacitycreates. OurcampusandourcommunityofWindsor-Essexhavea longhistoryofwelcomingpeoplefromaroundtheworld,makingusoneofthemostculturallydiverselocationsinthecountry.

The University of Windsor is a fully comprehensive university that offers a broad range of academic andprofessional programs that are needed for the economic and cultural vibrancy of Windsor-Essex, which isOntario’s unique geographic peninsulawithin the United States. It is a region that has enormous economicimportanceinmanufacturing,agriculture,thearts,tourism,healthcare,andmore.Becauseofourlocation,wearealsoauniversitythatisdedicatingitselftoissuesofgreatimportance-takingcareofourGreatLakes,doingworkthatinformshowtobettermovepeopleandgoodsacrossinternationalborders,contributingknowledgeand innovationtowhat isstill themanufacturingheartlandofNorthAmerica,anddemonstrating incountlessways how the knowledge and creativity of a university can help deepen the appreciation of culture andaestheticsinacommunity.

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ThisiswhattheUniversityofWindsorisaboutandthatiswhatwewanttobe.Weknowthatauniversityislesslikelytoberelevantintheworldifitisnotrelevantintheneighbourhood,andthatitislesslikelytoberelevantintheneighbourhoodifitdoesnotbringaperspectivethatisgloballyinformed.ThereisnotanotheruniversityinOntariolikeours.TheUniversityofWindsor’scomprehensivenatureinauniquelocationisnotaluxurythatcomesatacost.Rather,itisanecessitythatcomeswithaprize…thatprizebeinganacademicinstitutionthatisdedicated to ensuring that this region of Ontario has a university that is doing everything a university issupposedtodofora21stcenturygloballyconnectedOntario.

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SharedObjectivesandPrioritiesforDifferentiation

1.0 StudentExperienceThissectioncapturesinstitutionalstrengthsinimprovingstudentexperience,outcomesandsuccess.Thissectionrecognizesinstitutionsformeasuringthebroaderlearningenvironment,suchascontinuityoflearningpathways;retention;studentsatisfaction;co-curricularactivitiesandrecords;careerpreparedness;andstudentservicesandsupports.

InstitutionalApproachtoImprovingStudentExperienceTheUniversityofWindsoriscommittedtoprovidinganexcellenteducationthatpreparesstudentsforlifeaftergraduation. We know that we must do several things if we are to fulfill this commitment. First, throughcontinual academic program innovation we seek to integrate into the learning process a workplace orcommunity-basedopportunitythatprovidesexperience,mentorship,andmaximumvaluetothedegreeearnedasastudentseekstosuccessfullyentertheworkplace. Second,wearecommittedtohavingcampus learningandsocialspacesthatsupportinnovationinteachingandlearning,collaboration,partnerships,andcommunityengagement.Third,weareplacingastrongemphasisonstudentservicesthatpromotehealthandwellness.The University of Windsor is distinctive in its location, its comprehensive program offerings, its researchstrengths that serve the needs of the community and the province, and its attraction as a destination forinternationalstudentslookingtostudyinOntarioandpossiblymakeittheirhome.Wecanfurtherstrengthenthisdistinctivenessbyensuringthatwepayattentiontoourprograms,ourspaces,andourservices.

ExamplesofInstitutionalInitiatives

AcademicProgramInnovationTheUniversityofWindsorisuniqueintermsofitsgeographiclocationontheUSborderandthewidespectrumofprofessionalandacademicprogramsthathaveservedtheregionfordecades.Almost50percentofourfull-time undergraduates are in accredited professional programs with direct workplace training, such as Law,Business,Education,SocialWork,ClinicalPsychology,andNursing. Withtheserealities,therehasbeenalonghistoryofprograminnovation,includingwork-integratedlearning.InallFaculties–professionalandacademic–thereisacommitmenttogivingstudentsanopportunitytoseewheretheireducationcantakethem.Thereis

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an increasing number of programs and services at the institutional level to complement what is happeningwithintheFaculties,andtheycombinetocreatemultipleopportunitiesandsupportsforstudents:

• Careerpreparationopportunitiesexist inmostotherdisciplinesacrosscampus, includingsuchopportunitiesasthehands-onpublishingpractica inEnglishLanguage,LiteratureandCreativeWriting; internships infineartsandpublichistory;andtheFacultyofScienceCareerWeekfocusingonsoftskills,goalsetting,andself-promotionstrategies.

• The Enactus program run through the Odette School of Business has students working with communitypartnerstohelpnewbusinessesstartandthrive.

• Two anti-poverty law clinics and two cross-border clinics for Windsor’s Faculty of Law provide hands-onopportunitiestodeveloplegalskills.

• Numerous graduate programs, including Kinesiology, Political Science, Education, Computer Science,Engineering,SocialWork,andPsychology,incorporatework-integratedlearninginternshipsorpractica.

• In2015-16,UWindsorcreatedanewserviceunitthatbroughttogetherintoanewhighlyvisiblecentralizedlocationallof thestaffandprograms focusedonenhancingcareerpreparation,mentorship, reflectionanddocumentation. Named the Co-op, Career and Employment Services unit, this re-designed organizationemphasizescollaborationwithacademicunitstoprovideexperientialandcareerdevelopmenteducationforeverystudent,andhasresultedinthefollowing:

o 46percentincreaseinstudentutilizationofservices

o 126percentincreaseininternshipengagement

o 28percentincreaseinco-openrolment

o beginning the development of “experience maps” for most major academic programs, and anenvironmentalscanofexperientiallearningopportunitiesattheUniversity.

o placementofnearly1,000studentswithmorethan650employersannually.

• TheEntrepreneurshipPracticeandInnovationCentre(EPICentre)providesstudentsandrecentgraduateswithopportunitiestolearnaboutentrepreneurship,andtheresourcestoturntheirideasintosuccessfulventures.SixEPICentre facilitiesacrosscampusprovidededicatedspace fordiscipline-specific innovationandventuredevelopment.TheCentreoffers integratedcross-campus leadership,mentorship,entrepreneurialeducation,and technology-transfer. Students in upper-year business consulting courses act asmentors to communitymembersandpeersestablishingnewbusinesses.Communitymentorsdedicatetheirtimetohelpingstudentstart-ups succeed. The EPICentre works with a wide range of business and community organizations inWindsorandDetroit,includingtheRoyalBankofCanada,whichunderwrotetheRBCEpicFoundersprogramandtheRBCBusinessModelCompetitionthroughan$800,000donation.

CampusTransformationIn 2011, the University embarked on a campus transformation plan in support of its strategic objectives toenhancethestudentexperience,supportthecommunityandregion,andrecruitandretainthebestfacultyandstaff. Financial support for what has been a major renewal of campus facilities has come from the City ofWindsorandfrombothprovincialandfederallevelsofgovernment,aswellastheUniversity,studentathleticslevies,andprivatedonors.Oneof thecentralgoalsof thisplanhasbeentocreatespacesthatbestsupportastudentexperiencethat isrelevanttotheeducationpathwaybeingpursued.Wearedevelopingacampusintheheartofthecityforourprograms in Social Work, Executive Education, and the Creative Arts because that is where many of the

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organizationsandcommunitiesof interestare located. OurSocialWorkstudentssupportcommunityhousingprojects in the city centre, andwe have nowentered into a formal partnershipwith theWindsor SymphonyOrchestrawhichishousedadjacenttoournewlocationdowntown.Thedowntowncampusalsoisprovidingamajor economic development boost for the city. On the main campus, our new Ed Lumley Centre forEngineering Innovation was designed to include within it an industrial courtyard where companies can beengagedwithourstudents.Weclosedamajortrafficthoroughfarethatranthroughthecampus,creatinganewpedestrianizedpathwaythatwehavenamedTurtleIslandWalkinrecognitionofFirstNations.TheseandotherprojectsarereinforcingthecommitmentoftheUniversityofWindsortoourstudentsandtheirfuture:

Otherprojectscompletedorinprogress• NewwingofOdetteSchoolofBusiness,providingclassroomsandspaceforcommunityengagementevents

• CompletionofnewfloorofMedicalEducationBuilding,providingclinicaltrainingspacewhereUniversityofWindsornursingstudentsandSchulichmedicalstudentscantrainalongsideeachother

• DavidA.WilsonCommonswithoutdoorgatheringspacesandbasketballcourt

• Parkinggaragewhichhasenabledtheclosingandgreeningofsurfacelots• Joyce Entrepreneurship Centrewhich houses the Career and Employment Services Centre, the Cross-BorderInstituteandEPICentre,ournewcentreforstudententrepreneurs

• Stephen and Vicki Adams Welcome Centre, providing a new and highly visible location for StudentRecruitmentandAlumniAffairsoffices

• ScienceResearchandInnovationFacilityopeningSpring,2018

Projectsinplanningstages• LancerSportandRecreationCentre,amajorupgradingofathleticsfacilities

• Consolidatedstudentserviceshubforallregistrarialandfinancialservices

Projectsproposedbutyettobefinalized• Possible relocation of the Law School to the downtown campus, and with it the consolidation of legaleducation,legalaidclinics,intellectualpropertyclinic,andotherlegalservicestheLawSchoolprovidestothecommunityintoonehubincloseproximitytothecourtsandtheWindsor-Detroittunnel.Thislocationwouldprovide ready access to the University of Detroit Mercy Law School which is the University of Windsor’spartnerinNorthAmerica’sonlythreeyearDualJurisDoctorProgram,thatenablesgraduatestopracticeinCanadaortheUS

StudentServicesUnderanewlyestablishedAssociateVice-President,StudentExperience,UWindsorhasfurtherstrengtheneditsstudent services programs and increased access to counselling services. Many of the programs engagecommunity partners, including theMulticultural Council ofWindsor and Essex County, the CanadianMentalHealthAssociation,theSexualAssaultCrisisCentre,sportsandrecreationorganizations,andothers.Amongthemanyprogramsandinitiativesunderwayarethefollowing:

• In2014,theUniversityapprovedaBehaviouralInterventionPlanoperationalizedbytheAssessmentandCareTeam(ACT)toassiststudentsincrisis.Trainedinthreatassessmentandbehaviouralinterventionstrategies,theACTprovidessupportandproblemresolutionforat-riskstudents.

• The recently launched online Well Track program enables students to develop coping skills for anxiety,depression,phobiasandstress.

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• Anewtrainingprogramhasenhancedfacultyandstaffcapacityandexpertiseinrespondingtostudentswhohaveexperiencedsexualviolence.

• A new Steering Committee for UWindsor Student Mental Health, with broad campus representation, isdevelopingacomprehensiveStudentMentalHealthstrategy.

• The University of Windsor is recognized nationally and internationally as a leader in establishing sexualviolencepreventionprograms(Sennetal.,NewEnglandJournalofMedicine372(24),2326-2335;GlobeandMail, October 31, 2014). Since 2010, students at the University have been engaged as participants andfacilitators in the University ofWindsor Bystander initiative, which seeks to lower the incidence of sexualassault throughsystematic studentengagement in culturechange.Twoundergraduatecourses teachmaleandfemalestudentsfromallfacultiesaboutsexualassaultandthesocialpsychologyofbystanderbehavior(Course1),andpreparestudentstodelivertheBringing intheBystander®workshops,undersupervision,toother students (Course 2). The workshop program reaches approximately 1,500 students as well as allresidencestaffandorientationvolunteersannually.Inthefallof2018,trainingundertheBystanderInitiativewillbeavailabletoeveryincomingfirst-yearstudent.

• Theseinitiativesareintegratedwithinanoverallstrategyforcampussexualsecurity,coordinatedthroughtheefforts of the newly created position of SexualMisconduct Response and PreventionOfficer. TheOfficer ishelpingtoimplementtheUniversityofWindsor’snewPolicyonSexualMisconduct,andactsasacentralpointofcontactforallUWindsorcommunitymemberswhohaveconcernsrelatedtosexualmisconduct.

• TheUniversity fundedamulti-year initiative toencourage international studentparticipation in fitnessandsports activities such as cricket tournaments and gender-separate fitness classes, geared towards theinterestsandneedsofinternationalstudents.

• The University also supports a range of sustainability initiatives that contribute to healthy lifestyles oncampus, including a curriculum-integrated community organic garden, a bicycle-sharing program, and aweekly farmers’market, providing student access to locally grown and organic products. Reduction of cartrafficoncampushassignificantlyenhancedsafety.

MetricsandTargets

System-WideMetrics 2019-20Target

ProportionoffourthyearstudentswithtwoormoreHigh-ImpactPractices(HIPs)(fromtheNationalSurveyofStudentEngagement)

Strivetoensurethataminimumof55%ofourfourthyearstudentshaveapproximatelytwoHIPs

Year1toYear2retention(fromtheConsortiumforStudentRetentionDataExchange)

Atorabove85%

Proportionofoperatingexpendituresonstudentservices,netofstudentassistance(asreportedintheCouncilofUniversityFinanceOfficersdata)

Maintainacommitmentthatbetween4.75%and5.0%ofouroperatingexpendituresareforstudentservices

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InstitutionalMetrics 2019-20Target

Studentplacementswithemployersaspartoftheiracademicprogram

Minimumof1,000studentsperyear

Numberofstudentswhoreceivetraininginsexualassaultprevention By2018strivetohaveinplacetheabilitytooffertrainingundertheBystanderInitiativetoeveryincomingfirstyearstudent

2.0 InnovationinTeachingandLearningExcellence

Thissectionfocusesoninnovativeeffortsincludingpedagogicalapproaches,programdeliveryandstudentservicesthatcontributetoahighlyskilledworkforceandensurepositivestudentoutcomes.

Thissectioncapturesinstitutionalstrengthsindeliveringhigh-qualitylearningexperiences,suchasexperiential,entrepreneurial,personalizedanddigitallearning,topreparestudentsforrewardingcareers.Itincludesrecognitionofstudentcompetenciesthatimproveemployability.

Itbeginstoidentifyindicatorsofqualitythatarecurrentlyavailableandwithinaninstitution’scontrol.

InstitutionalApproachtoInnovationinTeachingandLearningExcellenceOneoftheUniversityofWindsor’sdefiningfeaturesisthebreadthofprofessionalandacademicprogramsthatitoffersfortheregion.Withthatbreadthcomesapaletteofapproachesforteachingandforexposingstudentstowork-relatedexperiences.TheUniversityofWindsorstronglysupportsteachinginnovationandpedagogicalimprovementacrossalldisciplinesandprograms.Withoutquestion,thereisincreasinginstitutionalmomentumfor excellence, innovation, and leadership in teaching and learning, including experiential learning and high-impactpractices.

TheUniversityofWindsorusesadiversityof teachingapproaches in response toevolving studentandpublicexpectationsandtechnologicalchange.ThecampusisoneofthemostdiverseinOntario,asisthecommunityandregion.Weunderstandthatinnovationinteachingandlearningmustoperatewithindiverseculturesandamongadiverseandhighlyinternationalizedstudentbody.TheUniversityisdistinctiveinhowitcombinesitsgreat regional importance with an international perspective that derives from the community and from theclose to 20 percent of the student body that is international. Teaching and learning, and how they fostercommunityintegration,areveryimportanttotheUniversity.

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ExperientialLearningandHigh-ImpactPracticesExperiential learningandhigh-impactpracticesareavailableacrossalldisciplinesattheUniversityofWindsor.Themost recentNationalSurveyofStudentEngagement (NSSE)data indicates that52percentofour fourth-yearstudentstookpartinorplannedtotakepartinacourseinvolvingservicelearning,comparedto45percentat other Ontario institutions. These include community- and industry-based projects, entrepreneurialmentorship programs, course-embedded and co-curricular peer mentorship, and health and social policyeducationalinitiatives.Amongtheopportunitiesweofferarethefollowing:

• In the Odette School of Business, students in Management and Organizational Life (MOL) work withcommunityorganizations todevelopprojects that respond to challenges facing theorganization,and raisefunds through a variety of activities for those organizations. Since its inception, MOL students havecontributedthousandsofvolunteerhourstoover85agencies,raisingmorethan$1millionintheprocess.

• For over a decade, the School of Social Work’s Community-University Partnership for CommunityDevelopment,TrainingandResearchhaspartneredwiththeWindsor-EssexCommunityHousingCorporation,the City of Windsor, and numerous community agencies to enable residents of many inner-city and low-incomehousingcommunitiestoaccessskilldevelopmentopportunitiesandservicesastheyseektoimprovetheirlivesandneighbourhoods.StudentsfromSocialWork,Nursing,Business,andLawworkwithcommunitymembers toadaptand createnewapproaches toa rangeof challenges. Thisprogram,which received theExcellence in Sustainable Education Award from the Canada Mortgage and Housing Corporation and theCampus Community Partnership for Health Annual Award, has had a significant impact on communityengagement,health,andwellnessinthecommunitiesinvolved.

• Inadditiontotheir regularpractica,students in theFacultyofEducationmustundertakeaservice learningcourse. There are a wide variety, from the urban educationMILE program, to Beginning Times Teaching,which focuses on Indigenous communities and cultures, to international placements through the Faculty’sGlobalLearningprogram.ManyoftheseprogramspromotesustainabilityandthesocialjusticefocusoftheFacultyofEducation.

• StudentsintheUniversityofWindsor’sVolunteerInternshipProgram,acommunity-servicelearningprogram,providedover9,000hoursofvolunteerserviceinmorethan300placements.

• Approximately one fifth of undergraduate students are engaged in a research project, and in 2014-15 theUniversityofWindsorlaunchedaninstitution-wideUndergraduateResearchConference.

• The institutionally fundedUndergraduateResearchExperienceGrantsprogramenables instructors toapplyforfundstolaunchprogramsthatinvolvestudentsinpursuingtheirownresearch.

• Science,technology,engineeringandmath(STEM)studentsenhancetheiremployabilitythroughcommunity-based initiatives that integrate organizational, leadership, communication and interpersonal skillswith thepursuit and transfer of scientific knowledge. Researchers help students connect their pursuit of scientificknowledgewiththesocietalneedforthisknowledge:studentspursueresearchinmentoredsettings,butarealsodeeplyengagedwithcommunity-basedfundraisingandoutreach.Suchprojectsbringtogetherteamsoflocalresearchers,professionals,communitypartnersandstudents.

• StudentsareengagedwithpublicationthroughstudentresearchjournalssuchastheWindsorReviewofLegalandSocialIssues,Generation,WindsorSalt,andtheGreatLakesJournalofUndergraduateHistory,aswellasthroughanumberofdigitalinitiativessupportedbytheCentreforDigitalScholarship.

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• The School of Dramatic Art provides experiential learning to close to 300 students a year,with training inperformance,production,designandtheatreadministration.

• InternationalexchangeopportunitiesarebothlocalandglobalattheUniversityofWindsor:

o Locally,theFacultyofLaw’sDualJDprogramandtheSchoolofCreativeArts’VisualArtsandtheBuiltEnvironment program, in collaboration with the University of Detroit Mercy Law and Architectureprograms, respectively, offer unique professionally accredited educational opportunities across thelocalborderandbroadencareeroptions.

o Globally,the“GlobalLearning:CulturalEngagement”courseoptionintheFacultyofEducation,opento all teacher candidates, extends opportunities for community engagement and service learningplacementsorpracticainChina,TanzaniaandtheUnitedKingdom.

o TherecentlylaunchedGlobalPerspectivesofSciencecourseishometostudy-abroadprogramsintheFacultyofScience,whichsaw15studentsundertakingundergraduateresearchinCostaRicainMay2017.

o Programs such as the International Master’s in Automotive Engineering enable students to earndegrees in both Canada and Italy, and a unique Windsor exchange program enables Canadian,SwedishandAustraliannursingstudentstostudyhealthcareinternationally.

Innovative,Technology-EnabledLearningattheUniversityofWindsorThe University of Windsor has a significant mandate to serve the needs of southwest Ontario, and it iscommittedtomakingitsofferingsasaccessibleaspossibletomeetthewiderangeoflearningneedsofyoungpeople,andofmaturelearnerswhomightalreadybeintheworkforce.TheOfficeofOpenLearning(OOL)wasestablished in 2013. In collaboration with both the Centre for Teaching and Learning and InformationTechnology Services, it provides inspiration, expertise, and technical andpedagogical support for technology-enabledlearninginitiatives.

Teachingand learning innovationarehard-wired into theUniversityofWindsor. They representanessentialpartofhowtheUniversityisfulfillingitsstrategicmandatetocreateeducationpathwaysthatpreparestudentsfor futureemploymentandcivicengagement. Therearemultiplework-integrated learningopportunitiesandmultipleopportunities forawiderangeof learningopportunitiesoutsideof theclassroom.Notonlydoesthismakeforabetterstudentexperience,butitalsomakesasignificantcontributiontotheeconomicandculturallifeofWindsor-Essex.Someoftheinnovativepracticesunderwayinclude:

• Over 100 courses andnine complete programshave beendevelopedor are being developed for on-line orhybrid course delivery, and $4.4million in external funding has been acquired, placingWindsor in the topthreefundingrecipientsthrougheCampusOntariosince2014.

• New educational development programs now offer instructors multiple avenues for engagement witheducational development, including intensive Online Course Design Institutes for faculty developing onlineand hybrid courses; situated training and support at the departmental and faculty levels; individualconsultations;andaCommunityofPracticeforOnlineCourseDevelopment.

• TheOOLhasdevelopedanincreasinglypopularon-demandhybriddeliverymodelthatcombineson-campusinstructionandliveonlineinstruction,allowingstudentsatadistancetointeractinrealtimewithon-campusclassmatesandinstructorsthroughmostweb-enableddevices.Studentschoosethelevelofhybridizationtheyneed,offeringmaximumflexibilityforstudentsandinstructors.

• Therearenow11,000registrationsforcoursesine-learningformats.

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• Technologically enabled innovations supported include Blackboard Learn Learning Management System,Blackboard Collaborate and CollaborateUltra virtual classroom, Echo360 student engagement and lecturecapturing platform, WordPress ePortfolios, BVirtual Online Proctoring Service, Blackboard Outcomes andLearningAnalyticspackages,EpsonBrightlinksmartprojectors,lightboard,andvirtual/augmentedReality.

• Simulationtechnologiesthatcreatereal-worldsituationsplaykeyroles inanumberofprofessionalschools.The Faculty of Nursing is a leader in the adoption and expansion of case-based education employingmechanicalsimulatedpatients.Nursesgraduatefromthisprogramfamiliarwithabroadrangeoflife-savingequipment,reducinghealthcarecostsforbridgingtraining,andalsoallowingforexposuretoclinicaltraininginareasotherwiseunavailableowingtolimitedclinicalplacementsettings.Theirfullyequipped“SimLab”isinconstantusebybothmedicalandnursingstudents.Similarly, theOdetteFinancialMarketsLab’smarketsimulationsandliveBloombergdatafeedsenablestudentstobridgethegapbetweenthetheorytheylearnintheclassroomandthepracticesoftherealbusinessworld.TheUniversity’sForensicsprogramistheonlyoneinCanadausingtheForensicsVirtualLabforteaching, internshipandresearchpurposes.Thevendorofthissoftware recognizes theUniversityofWindsoras theonlyuniversity inCanada thathas integrated into itsteachingprogramthis industry-level toolusedbypolicedepartmentsandforensicprofessionals tosimulateforensiccrimescenes.

As a flagship demonstration of the University of Windsor’s commitment to teaching and learning, we havecreatedfiftynewfull-timefacultypositionstobefilledovertheperiodof2015-18.Thenewfacultyarebeingrecruited into areas identified as being institutional strengths that build on the University of Windsor’sdistinctiveroleintheprovinceasdefinedinourfirstStrategicMandateAgreement(SMA1).Thiscommitmentto the next generation of innovative faculty reinforces our commitment to conduct teaching, research andcreativeactivitythataddressessociety’sneedsandthatalignswiththeprovince’saspirationstoseesouthwestOntarioflourish.ItwillalsohelptheUniversityofWindsorattractbrightmindsfromaroundtheworldtocometothisprovincetostudy,andpossiblyeventuallywork.

TheUniversityofWindsor’sCentreforTeachingandLearninghasbeenattheforefrontofteachinginnovationinOntario. Overtheyearsithasworkedwithfacultyandstaffacrossthecampustofosterhigh-qualityteachingand learning that is informedby extensive researchonbest practices. TheUniversity strives for pedagogicalinnovation through effective knowledge management and exchange, support for faculty innovation andlearning,recognitionofeffectiveand innovativeteaching, improvedaccesstodataforteaching improvement,andsustained,multi-levelleadershipinsupportofteachingandlearning.

• In 2015-16, nearly half of all facultymembers participated in workshops and courses offered through theCentreforTeachingandLearning.

• TheUniversityestablisheda teaching leadership chairprogram, inwhichprofessors focus their serviceandresearch, for a three-year period, on leading and supporting teaching and curricular initiatives in theirfaculties and across campus. Their collective and collaborative efforts significantly influence facultyengagementwithinnovation.

• ThePromotionofExperientialandActive,Research-BasedLearning(PEARL)speakerseriesfocusesonSTEMpedagogiesandiscreatingamorevisiblecohortofteachingleadersintheSciencefaculty.

• TheUniversityestablishedaCenteredonLearningInnovationFund,agrantsprogrampromotingpedagogicalresearchandinnovationsynchronizedwithidentifiedinstitutionalpriorities,andoverthepastsevenyearstheUniversity’sStrategicPriorityFundhasinvestedmorethan$8.5millioninfaculty-ledpedagogical,curricular,andco-curricularinnovation.

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• Weofferan inter-institutional forumoneffective teachingevaluation co-ledbyadministrators, facultyandstaff,andensurethatteachingevaluationisakeypartofevaluationforpromotionandtenure.

• TheUniversitypromoteseffectiveteachingthrougharangeofteachingawards,whichsince2010expandedsignificantly at the faculty and institutional levels.Anannual celebrationof teaching excellence, now in its11thyear,drawshundredsofparticipants.Facultyinstructionalexcellenceisalsorecognizedthroughahighlyactive and successful mentorship program supporting external teaching award submissions. For example,since2007, theUniversityofWindsor is secondonly to theUniversityof Toronto in thenumberofOntarioConfederationofUniversityFacultyAssociationsteachingawardsreceived,andUniversityofWindsorfacultymembershavebeenrecipientsofnumerousnationalandinternationalteachingawards.

• Over the past two years, the University established working groups to explore the future of universitycurricula and review the state of learning outcomes-based approaches on campus. The institution alsoundertookaseriesofcommunityconsultationswithemployersandcommunitymembersregardingthefutureofWindsor-EssexandtheUniversity’sroleintheregion.

MetricsandTargets


CompositescoreonNationalSurveyofStudentEngagementquestionsrelatedtostudents’perceivedgainsinhigherorderlearningoutcomes

27outof40(67%)

Proportionofprogramswithexplicitcurriculummapsandarticulationoflearningoutcomes

Establishabaselineandstrivetohave50%completedby2020

Graduationrate(fromtheConsortiumforStudentRetentionDataExchange)

Maintainaminimumgraduationrateof67%andstrivefor70%orgreater


Participationine-courseswithe-learningformats,includingon-linecourses

Minimumof11,000registrantsine-learningcourseformatsperyear

Prioritizeeffortsthatencouragehighqualityteachingpractices,eg.throughprogramsofferedbyCentreforTeachingandLearning,andtheUWindsor-OaklandUniversityannualconferenceonteaching

Ensurethatallnewfacultymembersreceiveinstructiononbestteachingpractices

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3.0 AccessandEquityThissectionrecognizesinstitutionsfortheireffortsinimprovingpostsecondaryeducationequityandaccess.Institutionsplayanimportantroleinprovidingequitableandinclusiveenvironmentsthatmakeitpossibleforstudentsfromdiversecommunitiestothriveandsucceed.

Institutionswillalsoberecognizedforcreatingequitableaccessopportunitiesthatcanincludemultipleentrancepathwaysandflexiblepoliciesandprogramming,withthefocusonstudentswho,withoutinterventionsandsupport,wouldnototherwiseparticipateinpostsecondaryeducation.Examplesincludeoutreachtomarginalizedyouth,transition,bridgingandaccessprogramsforadultswithatypicaleducationhistoriesandwhodonotmeetadmissionrequirements.

InstitutionalApproachtoImprovingAccessandEquity

TheUniversityofWindsor’sstudentpopulationisamongthemostdiverseinOntario,reflectingthecity’sownstatusasthefourthmostdiversecityintheProvince(www.ontarioimmigration.ca).Approximately27percentofthe city’s population are newcomers. Historically, the city and region experience economic cycles, andopportunity, affordability, and student debt are acutely important to families in the region. For many, theUniversityofWindsoroffersthefirstandbestopportunitytoobtainahigh-qualityuniversityeducation,whilereducingcostsby livingathome. Closeto70percentof incoming firstyearstudentsare fromWindsor-Essexandsurroundingregions,andthereisnootheruniversityinthispartoftheprovince.NotonlyistheUniversityofWindsorcriticaltocontributingthenecessaryregionalbaseofskillsandexpertise,itisimportanttoretainingandattractingyoungpeopletotheregion.

TheUniversityofWindsorhasembracededucationalaccessandequityascorevalues. Closeto80percentofstudents cite financial pressures as an obstacle to success. Just over two-thirds of Windsor’s studentsparticipate in the Ontario Student Assistance Plan (OSAP). In 2014, 57 percent of our fourth-year studentsindicated theyweremanagingpart-timeemploymenton topof their course load,which is significantlymorethan the Ontario rate of 47 percent. We use early intervention review processes to identify and supportstudentsexperiencingfinancialhardshipsothatbursaryandOSAPreviewscanbeinitiatedearlyintheacademicyearasrequired.

Over 18 percent of our student population – 10 percent at the undergraduate level and 57 percent at thegraduate level- is international,andapproximately20percentofourstudentsself-declareasfirstgeneration.Over the years, we have developed significant expertise in supporting students who speak English as anadditional language,and inassisting those fromfirst-generationandunder-representedpopulations. Aswell,internationalstudentsandstudentsofdiversebackgroundsbenefitgreatlyfromthemanyculturalorganizationsinthecityandregion.TheMulticulturalCouncilofWindsor-Essexrepresentsabroaddiversityofpopulationsinthecity,andnomatterwhereintheworldyoucomefromthereisacommunitytowelcomeyou.

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IncreasingOpportunitiesforAccessTheUniversityofWindsorsupportsanumberofprogramsaimedatencouragingyoungpeoplefromallwalksoflife to consideruniversity, and at assisting them to succeed in their academicprograms. Outreachprogramsdesignedtopromoteaccessibilitytouniversityeducationspanmanyareasofthecampus,andaregrowing.

TheUniversityofWindsoralsorecognizesthatembarkinguponuniversitylifecanbeparticularlychallengingforfirst-generationlearnersandotherswhowanttoearnadegreebutwhomayfindpost-secondaryeducationtobesomewhatdaunting.Inresponsetothatwehavedesignedmanyprogramsthathelpstudentstransitiontouniversitylife,andhelpstudentssucceed.ManyoftheseprogramsbuildupontheUniversity’scommitmenttoacademicadvisingandmentoringasbeingkeytocreatingbetteroutcomesforstudents.Theseprogramstrytobuildupon theuniquenessof theprofessional or academicdisciplinebeingpursued, and indoing so also layimportant groundwork for making new students more aware of what their career options are. Examplesinclude:

• TheDiasporaConference,establishedin2004,bringsAfricanCanadiansecondaryschoolstudentsoncampusfor a weekend to learn about the university experience. Each year hundreds of students from Toronto,Windsor,andnowDetroit,attendtoparticipateindiscussionsoftheircommonAfricanheritage,andtheirlifeandcareeraspirations.

• The Odette High School Leadership Initiative is a five-day program run by graduate and undergraduatestudentsfromtheOdetteSchoolofBusiness.Sinceitsinceptioninwinter2013,ithasexpandedtosevenlocalschools,threeDetroitschools,andoneHaltonRegionschool.TheprogramissupportedthroughapartnershipwithKPMG,andengaged500studentsinitsfirstyearofoperation.

• Youthrive is a 10-week program implemented in high schools, offering students one-on-onementorship toinstillbusiness,entrepreneurshipandleadershipskillsasthestudentsdeveloprealmicro-businesses.

• TheUniversityofWindsorhasanactive Let’sTalkScienceprogramthroughwhichundergraduate studentspresent science, technology, engineering andmathematics (STEM) learning experiences in both school andcommunity settings. The Faculty of Science has a range of community programs aimed at inspiring youthinterestinscience,includingtheScienceRendezvousFestivalandScienceattheMall.TheSchoolofComputerSciencealsorunsaSecondarySchoolProgrammingCompetition.

• IntheLEADprogram,aservicelearningcourseintheFacultyofEducationinpartnershipwithtwolocalschoolboards, B.Ed. students focusonmentoringandcreating service learningprojectswith teachersandat-riskstudentstoenhancethestudentexperienceandinspirestudentstosetlifegoals.

• Through the newPresident’s Indigenous Peoples Scholars Program, theUniversity ofWindsorwill allocatefive tenure-track facultypositions for theappointmentofAboriginal scholarsacrossa rangeofdisciplines,withthegoalofincreasingthestrengthanddiversityofIndigenousvoicesandofdialogueaboutindigeneityontheUniversityofWindsorcampus.

• A number of initiatives are currently underway to promote access to university education for Indigenousstudents.The4WindsSTEAM(Science,Technology,Engineering,Arts,andMathematics)andBeginningTimeTeaching Project is geared towards First Nations, Métis, and Inuit (FNMI) youth in grades 5 and 6.

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Workshops, which involve online support, in-classroom presentations, and Saturday workshops, addressOntariocurriculumexpectations,whilemakingstrongconnectionstoFNMIculture.ThroughtheTurtleIslandSummerArtsCamp,elementarystudentstakepartinvariousAboriginalartactivities.

• In collaboration with other Ontario universities, the University of Windsor is implementing the Walls toBridges (W2B) program. W2B reaches a segment of the community that otherwise might be lost in theeducationalprocess:thosewhoareorhavebeenincarcerated.Coursesaretaughtinprisonsandcommunitycorrectionalsettings,allowingforaccesstohighereducationaswellasmoreflexiblelearningopportunities.

Mentoring within the context of the academic program being pursued is one of themost effective ways ofhelpingnewstudentssucceed.Itconnectsstudentsacademicallyaswellassociallytotheirpeers,andhelpstoreinforce how success at anything ismade easierwhenpeoplework together. Many of ourmost successfulprogramsarealsogreatlyassistedbystudentswhovolunteertohelpothers.ThereisatrulyremarkablespiritofvolunteerismandhelpingothersamongthestudentbodyattheUniversityofWindsor.

• Therearemanypeermentorshipprograms,includingtheConnecting4SuccessMentorshipProgramofferingone-on-onesupporttofirst-generationstudentsthroughworkshops,wellnesssessions,academichelp,andsocialevents;theKin-OneExperienceinwhichmentorshelpfirst-yearHumanKineticsstudentstransitiontouniversity,connectwithotherstudents,andgenerally“becomeamemberoftheHKfamily”;theOdetteHOUSEprogramintheOdetteSchoolofBusinessplacesallfirst-yearmajorswitha“house”orcohortandatrainedupper-yearmentorwhosupportstheirskilldevelopmentandinvolvementwiththeacademic,socialandcareerelementsoftheirprogramming;theFacultyofLawPeerMentorshipprogramhelpstoeasethetransitionforfirst-yearLawstudentswhosharesimilaracademicandsocialinterests;theNursingPeerMentorProgramofferspeer-mentorfacilitatedlabskillpractice.

• TheWindsorchapterofStudentsOfferingSupport(SOS)provideshundredsofhoursofvoluntarytutorialandExam-AIDreviewsessions,combiningfunwithseriouslearning.

• The Faculty of Arts, Humanities and Social Sciences’ Academic Advising Initiative involves proactivedevelopmental and soon-to-be established online advising in collaborationwith Student Disability Servicesand the Office of Open Learning, focusing on the needs of first-year students, students on academicprobation,andstudentswithdisabilities.

• TheFreshStartProgramoffersanalternativepathtostudentswhohavecompletedtheirfirstyearandwhoareatriskofbeingaskedtowithdrawbecauseofpooracademicachievement.FreshStartstudentscommittoarestrictedcourseload,controlledcoursechoice,andongoingacademicadvising.

• The Faculty of Arts, Humanities and Social Sciences’ Discovery Program helps students who have not yetdeclaredamajortoconnect,developtheskillsforsuccess,andidentifyanareaofstudythatmatchestheirskills,interests,andgoals.

• TheFacultyof SciencePASSprogram (Preparation forAcademic Success in Science) is a retentionprogramintended toprepare students tobe successful in Science, offeredbefore they start classesduringWelcomeWeek.

• The Bounce Back programmatches first-year studentswith trained upper-year studentmentorswhoworkone-on-onewithstudentstohelpthemaddresswhatledtoacademichardshipinfirstsemester.

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MetricsandExpectedValues

System-WideMetrics 2019-20ExpectedValue

Number and proportion of the following groups at an institution:

Indigenousstudents

140(approximately1%)

Firstgenerationstudents

2,650(approximately20%)

Studentswithdisabilities


Francophonestudents


ShareofOSAPrecipientsataninstitutionrelativetoitstotalnumberofeligiblestudents

65%

Numberoftransferapplicantsandregistrations,ascapturedbytheOntarioUniversityApplicationCentre

575transferapplicantsand75transferregistrations

InstitutionalMetrics 2019-20Expectedvalue

Committoensuringthatservicesinsupportofstudentachievementareinclusiveofallstudents

PeermentorshipprogramswillbeavailableinallFaculties,andby2020allincomingstudentswillhaveaccesstomentorship

4.0 ResearchExcellenceandImpactThissectioncapturesinstitutionalstrengthsinproducinghigh-qualityresearchonthecontinuumoffundamentalandappliedresearchthroughactivitythatfurtherraisesOntario’sprofileasagloballyrecognizedresearchandinnovationhub.Italsoacknowledgesthatresearchcapacityisstronglylinkedwithgraduateeducation.

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InstitutionalApproachtoResearchExcellenceandImpactWhen the University of Windsor set out to develop a strategic research plan, it took an approach that isconsistent with its historical importance to and deep connections to the region, and consistent with itscommitment to contribute to a betterworld. Rather than the starting point for our research plan being anitemizationofthemanyareasofresearchandcreativeexpertiseandtheworkunderway,wedevelopedaplanthatcommitsustoaddressingbigchallengesthatfaceourregion.Inaddressingthosechallengeswearedoingworkthathasalocalandprovincialimpact,butwhichalsohasafarwiderreachintheworldbecauseprogressonthosechallengescanhavefar-reachingimplicationsandapplicationselsewhere.The University ofWindsor’s strategic research plan identifies four challenges. They are 1) the health of theGreatLakes;2)thechallengesofbordersandhowpeopleandgoodsmoveacrossthem;3)sustainableindustry,includingautomanufacturing;and4) creatingviable,healthyand safe communities. Thesechallengesareallhighlyrelevanttotheregion,givenitsuniquegeographiclocationinamanufacturingclusterontheGreatLakesandatthebusiestandeconomicallymost importantbordercrossing inNorthAmerica. Thesefourchallengesarealsorelevanttothefutureofourprovinceandcountry.Thereisnotanotheruniversitythatcansodistinctlybeidentifiedwiththesefourchallenges.TheUniversityofWindsor is committed to thecross-transferofknowledge, technology,andexpertiseamongacademia,industry,andthecommunity.Itseekstocultivatesolid,lasting,andfruitfulcollaborativerelationshipswith strategic institutional, government, and industry stakeholders, including international and federalgovernment organizations; provincial agencies, ministries, and organizations; and government and non-government organizations at the municipal and regional levels. We have also established a significant trackrecordofsuccessinbuildingandmaintainingongoingcollaborativepartnershipswithprivateindustry,aswellaswith not-for-profit organizations that make a big difference to the fabric of our community. CollaborativepartnershipsandworkingwithstakeholdersarekeytotheUniversity’ssuccess.The range of organizations that support the research and creative activity at the University of Windsor isextensive. Government funding bodies include the Natural Sciences and Engineering Research Council ofCanada (NSERC), Social Sciences and Humanities Research Council of Canada (SSHRC), Canadian Institutes ofHealthResearch(CIHR),CanadaFoundationforInnovation(CFI),CanadianCancerSociety,Mitacs,NetworksofCentresofExcellence,CanadaCouncilfortheArts,EnvironmentandClimateChangeCanada,OntarioCentresofExcellence,OntarioMinistryofResearchandInnovation,OntarioMinistryofNaturalResources,OntarioMinistryofEnvironmentandClimateChange,LawFoundationofOntarioandtheGreatLakesFisheryCommission.KeyindustrialfundingpartnersincludeFCA(FiatChryslerAutomobiles),FordandGeneralMotors.TheAutomotiveResearchandDevelopmentCentre(ARDC) inWindsor isapartnershipbetweentheUniversityofWindsorandFCA,and is the largestcollaborativelyownedautomotiveresearchcentre inCanada. MorethanfivehundredUniversityofWindsorco-opstudentshaveworkedatARDCsinceitopenedin1996.Otherkeyfundingpartnersinclude a wide range of local organizations, including the Windsor Detroit Bridge Authority which hasresponsibilityforoverseeingconstructionofthenewGordieHoweinternationalcrossing,andthecancercharitySeeds4Hope.


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SafeguardingHealthyGreatLakesThe Laurentian Great Lakes hold nearly 85 percent of North America’s surface freshwater. The dynamicecosystemthatreliesonthemsupportsmorethan3,500speciesofplantsandanimals,over35millionpeople,andamulti-billiondollareconomy.Thecontinuedviabilityofthiscriticalnaturalresourceisbeingthreatenedbyincreasingagriculturalintensification,climatechange,invasivespecies,andpopulationgrowth.SituatedontheDetroitRiverbetweenLakeErieandLakeHuron,theUniversityofWindsor’scloseproximitytothesevastbodiesoffreshwaterhasuniquelypositionedtheUniversityofWindsortotaketheleadinsafeguardingthehealthoftheGreat Lakes through research that provides science-based solutions to themost pressing socio-ecologicalchallengesfacingtheGreatLakestoday.

• The University of Windsor is home to the Great Lakes Institute for Environmental Research (GLIER), aninternationally recognized research centre focused on providing real-world solutions to acute and seriouspressuresfacedbytheGreatLakes.AtGLIER,agrowingbodyofcore,cross-appointed,andmultidisciplinaryresearchers from diverse University of Windsor departments, including Biology, Civil and EnvironmentalEngineering,ComputerScience,ChemistryandBiochemistry,Sociology,andEarthandEnvironmentalScience,dedicate themselves to advancing and communicating fundamental knowledge of Great Lakes science;understanding and helping to develop policies and regulations to safeguard the Great Lakes; developingtechnologiestoimprovewaterqualityandbiotahealth;mitigatingandadaptingtotheeffectsofnaturalandsocietal impacts on the Great Lakes; and developing remediation efforts in the Great Lakes region andbeyond.

• At GLIER, with its researchers and advanced instrumentation, students are provided with a uniqueopportunitytodevelopresearchmethodsandprocessesneededtoprotect,conserve,andmanagetheGreatLakes. GLIER is training highly qualified personnel who will become next-generation scholars and policymakers capableof engaging inproductivedialogueand consultationon the scienceof ecosystem function,conservation,management,andprotectionoftheGreatLakesenvironmentalresources.

• University of Windsor research in safeguarding healthy Great Lakes is further bolstered by collaborativeresearch partnerships within academia and with the community, with government and non-governmentorganizations, and with industry stakeholders at the local, regional, provincial, national and internationallevels. These collaborative relationships have led to a number of highly successful, large-scale scientificresearchinitiativesthathavecontributeddirectlytotheadvancementofGreatLakesscienceandinnovationand the implementation of much-needed solutions to pivotal challenges to the sustained environmentalefficacyofouraquaticfreshwaterresources.

FosteringSustainableIndustryThe University of Windsor is located within a 100-kilometer radius of one of the highest concentrations ofmanufacturing inNorthAmerica, including theauto industriesoriginalequipmentmanufacturersand tier-onesuppliersinNorthAmerica.Givenitsgeographicproximitytotopautomotivemanufacturersandsuppliers,theUniversity of Windsor established itself early on as a leader in automotive research and has long beenrecognized for its significant contributions to innovation in the automotive industry. Many industries havefacilities on both sides of the border,makingWindsor a true border city. At the same time, because of theborderandtherelianceoncross-borderrelations,Windsor-Essexalsositsattheepicenterofglobaleconomicforces,whethertheybeheadwindsortailwinds.Whentheglobaleconomysuffers,Windsorsuffersmorethanmany places in Canada because of its sensitivity to swings in manufacturing and trade. When the globaleconomy is strong,Windsor responds positively. TheUniversity’s role in education and research has always

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been to help buffer those swings, and for that reason it has had a long-standing commitment to helpingmanufacturersandotherindustriesinthisregion:

• Since its inception, the University of Windsor has worked to develop and maintain strong collaborativerelationshipswithour region’s automotive stakeholders, including FCA, Ford,GeneralMotors, andabroadrangeofautomotivepartsmanufacturers.

• University of Windsor research has resulted in important innovations in automotive materials, casting,controls,powertrains,acoustic,electricvehicle,andcleancombustionengineering.

• The Institute forDiagnostic ImagingResearch (IDIR) has developed ultrasonicmonitoring technologies andadvancedmaterialdepositionprocessesforsustainableenergy-efficientmanufacturing.

• ResearchattheUniversityofWindsorreachesfarbeyondtheautomotivesectortofostersustainableindustryin a broad range of fields including environmental, civil, industrial, and electrical engineering. Ourmultidisciplinary researchers are providing technical, legal, and business advice to industries on acollaborative basis andworkingwith industry partners, both in-house and off-site, on the development ofnext-generationideasandproducts.

• TheUniversityofWindsor is trainingthehighlyqualifiedpersonnelwhowillbecometomorrow’ssocialandtechnologicalscholars,leadersandentrepreneurs.AttheUniversityofWindsor,studentsengageinhands-ontraining and research in the state-of-the-art facilities at the Ed Lumley Centre for Engineering Innovation,whichhaswithinitanindustrialcourtyardwherecompaniescansetupandwork.

• ThroughtheEntrepreneurship,Practice,InnovationCentre(EPICentre),theUniversityofWindsorisfosteringsustainableindustrybyprovidingaforumandavenueforstudentsandgraduatestotransitionfromresearchto innovation to entrepreneurship. EPICentre hosts more than 60 programs annually, and providescollaborative incubationand innovation space, including three incubators, andmentorship that has helpedlaunchmanynewandinnovativebusinesses.

UnderstandingBordersThe University ofWindsor is situated on the Detroit River, steps away from the border between Ontario inCanada andMichigan in the United States. TheWindsor-Detroit border, the most heavily travelled point ofcrossingbetweenCanadaandtheUnitedStates,providesauniqueperspective fromwhichtoobserve,study,andunderstandlogistical,economic,societal,human,cultural,political, legal,andtradeissuesassociatedwithborders andborder-crossing. Through collaborationwithpublic andprivate sector stakeholders,UniversityofWindsorresearchstrivestounderstandandsupportthedevelopmentofpolicies,regulations,andbestpracticesfacilitatingborder-crossingand thebi-national coordinationofenvironmentalandemergencymanagement inborder regions. Our researchers are advancing critical knowledge on goods, certifications, regulations, andpeople,andareactivelyengagedinthedevelopmentofscience,technology,andengineeringthatwillfacilitatesafeandsecureborder-crossings.In addition to these economic and legal matters related to borders, there are also many activities at theUniversityofWindsorthatarelookingatcross-borderopportunitiesfromthestandpointofhumanmovementand the movement of academic and creative ideas. The University of Windsor’s Law School offers NorthAmerica’sonly threeyearDual JurisDoctorprogram, inpartnershipwith theUniversityofDetroitMercyLawSchool. Graduates can practice law in either Canada or the US. Our Visual Arts and the Built Environmentprogram in our School of Creative Arts is also in partnership with the University of DetroitMercy School ofArchitecture,andstudentscanpursueeitheraBFAoranArchitectureprogram. ThereareanumberofotheracademiclinkagesonbothsidesoftheborderthatservetomaketheUniversityofWindsoradistinctiveportalforOntariototheUS:

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• TheUniversityofWindsorishometotheCross-BorderInstitute(CBI),acentreofexcellenceinthestudyandscholarship of borders and border-crossing. At CBI, a growing body of multidisciplinary researchers andstudents from University of Windsor departments and disciplines, including Political Science, Physics,Computer Science, Computer and Electrical and Civil and Environmental Engineering, Business, Economics,and Law, are engaged in research, instruction, and outreach activities. These are associated with bordertraffic,delaysandcongestion,trafficsimulationmodelling,trafficoperationandcontrol,andtravelbehaviourand demand modelling; sustainable transportation, intelligent transportation systems, transportation andland use interactions, urban transportation planning, and transportation policy; supply chain and tradeanalysismodelling,freighttransportationanalysis,andlocation-allocationmodelling;big-dataanalysis,real-timedataacquisitionsystems,andGISandspatialanalysis;economicimpactanalysis;cross-bordermunicipalandhealthcareservicesandfacilitationofcross-bordermedicalresearch;andborderpolicy.CBIisfrequentlyconsulted by local, provincial and federal bodies dealing with transportation and border issues, and isincreasinglyrecognizedinternationally,withcollaborationsinEuropean,MiddleEastern,andAsiancountries.

• CBI’s uniqueTraffic Labmaintains sophisticated software, data, andhardware, including sensing resourcesthat facilitate research that is improving traffic performance between Canada and the United States. KeyprojectscurrentlyunderwayinCBI’sTrafficLabincludeanalysisoftheRt.Hon.HerbGrayParkwayandGordieHowe International Bridge infrastructure and performance of the Windsor-Essex road network; assessingvulnerability,criticality,andresilienceinSouthernOntariofreightnetworks;collectionandanalysisofnation-wide micro-level business establishment commercial vehicle movement data; real-time analysis andsimulationandshort-termpredictionofcommercialbordercrossingtimes;bigdataanalysisofover1.5billionrecordsfromGPStranspondersintrucks;assessingthepotentialbenefitsofincreaseduseofradiofrequencyidentification technologies at border inspection plazas; and development of a Computable GeneralEquilibrium(CGE)modeltoassessthefulleconomicimpactsofbordercrossingpolicies.

• Faculty in the Department of Sociology, Anthropology and Criminology have conducted SSHRC- and CIHR-fundedresearchwithCanadiannewcomers,includingresearchonmigrantagriculturalworkerscomingacrosstheUSborder. Theyarealso lookingat the social and economic integrationof immigrants, the impact ofagency-facilitatedsettlement,andsexualhealthissuesaffectingtheAfrican-diasporicpopulationinWindsor.

BuildingViable,Healthy,VibrantandSafeCommunitiesAcross University of Windsor departments and disciplines, research and creative activity of our faculty andstudents,bothundergraduateandgraduate,contributestoviable,healthy,vibrant,andsafecommunitiesrighthereinWindsor-Essex,andacrossourcountryandbeyond.Healthycommunitiesareonesinwhicheverythingfromhealth to social services to the arts is valuedand supported. Nearly every facetof ourdiverse campuscommunityisinsomewayengagedinresearchanddiscoverythathelpsaddressthechallengesofcommunitiesinanever-changingworld.TherearemanydistinctivestrengthsthattheUniversitybuildsuponintermsofcommunity,butoneofthemostsignificant is thediversityofpeoplebothat theUniversityofWindsorandacrossWindsor-Essex,withpeoplefrom all walks of life and all corners of theworld. This diversity is a powerful attribute to the challenge ofimprovingcommunities.Youcannothaveavibrantcommunityin21stcenturyOntarioifyouarenotengagingpeopleofallracesandethnicities,FirstNations,diversesexualorientations,thedisabled,immigrantsandnewCanadians,andpeopleofallculturalandsocioeconomicstrata.TheUniversityofWindsorisapplyingresearch

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and creative activity across all disciplines to contribute tomaking a stronger community. With our diversitycomesthespectrumofperspectivesthatarenecessary.Whilethetopicofviable,healthy,vibrantandsafecommunitiesisonethatisidentifiedinourstrategicresearchplan, it isalsoone inwhichawide rangeofouracademicprogramsplayasignificant role. OurcreationofacampusindowntownWindsorforSocialWorkandCreativeArtsishavinganenormouscommunityimpact,andthe large number of classes that involve work-integrated learning or community engagement are alsocontributingsignificantlytotheabilityoftheUniversitytomakeadifferencetotheWindsor-Essexcommunity.TheWindsor-Essexregion isalsoonethat increasingly isattractingseniors to livehere,becauseof themilderclimateandaccesstothebenefitsofalargeurbancentreinthegreaterDetroitarea.TherearemanyUniversityresearchers and collaborations that are playing an important role in seniors’ physical and mental health,whetherthroughworkinlocalhospitalsontreatmentandtherapyoptions,orthroughprogramsoncampusforrehabilitationthroughsportsandphysicalactivity.AddressingtheneedsoftheagingpopulationinourregionisanareainwhichtheUniversitywillbeplayinganincreasingrole.

• Researchers ledbyfaculty inPsychologyandWomen’sandGenderStudiesareresearchingwaystopreventsexual assault and mitigate its consequences on university campuses. The Bystander Initiative is workingtoward a campus that rejects sexually aggressive behavior and empowers students by embedding sexualassaultpreventioneducationincoursework.

• The University ofWindsor is a national leader on research on sexual and other forms of violence againstwomen. TheHealthResearchCentrefortheStudyofViolenceAgainstWomenwasestablishedthroughanOntarioWomen’s Health award, bringing together faculty and graduate students with an interest in thisimportanttopic.CIHRandSSHRCsupportedresearchprogramsarehelpingusunderstandtheprevalenceofandpreventiveoptionsforviolenceagainstwomen.TheEnhancedAssess,Acknowledge,Act(EAAA)programdevelopedbyUWindsorresearchersdemonstrateda1-year50percentreductioninrapeandattemptedrapewithasimultaneousreduction inwoman-blaming– impactsnotreportedforanyother intervention. Therearenowrequests from institutions in severalworld locationswhoareusing, testing,andadaptingEAAA indifferentculturalandinstitutionalcontexts.

• TheWorldHealthInnovationNetwork(WIN)ledbyresearchersintheOdetteSchoolofBusinessispartneringwith health system stakeholders to source innovation in procurement and medical supply chains, createevidence for value, and develop models for scalability to embed innovative technologies, products, andmodelsofcareintohealthsystems.

• ResearchersfromtheSchoolofCreativeArtsareemergingasleadersinexcitingnewfieldsofexpressionsuchas BioArt,which employs livemedia in the creation of artisticworks and provokes thought and importantdialogueonhuman-environmentinteractions,andthecontinuedhealthofournaturalworld.

• Researchers fromEducation,History,andPolitical ScienceareusingamajorSSHRCPartnershipgrant foralarge-scaleinitiativethatiscomparingCanadianandChineseeducationalculturalnarratives.Thisworkwillleadtoabetterunderstandingofcross-culturalsimilaritiesanddifferences.

• ResearchersfromBiology,Nursing,andChemistryandBiochemistryhavebuiltonsynergywithcliniciansandoncologists from theWindsor Regional Hospital to form theWindsor Cancer ResearchGroup (WCRG). TheWCRGisengagedinanumberofimportantresearchinitiativesthatareadvancingcancerscreening,canceridentification and treatment technologies and patient care. Many of these initiatives are supported bySeeds4Hope, a local philanthropic charity that funds high-risk, innovative projects. The WCRG is also acatalystfordiscussionaboutnewcommercializationopportunities.

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• The Institute for Diagnostic Imaging Research (IDIR) in collaboration with the leading Ontario Hospitalsdevelops break-through portable, diagnostic imaging technologies for brain and lung traumas, facilitatingtimelyemergencymedicalservices,especiallyinremotecommunities.

• The Sport-Related Concussion Centre (SRCC) performs a dual role as research centre and providing clinicalservicestoUWindsorVarsityAthletes.TheSRCChasformedapartnershiplocallywiththeSunParlourFemaleHockeyAssociation,andisindiscussionwithotherminorhockeyassociations.

• TheCentre forNeurobehavioural Science (CNS) is a researchpartnershipwithHotelDieuGraceHealthcare(HDGH) in which UWindsor has a research facility within HDGH shared by Clinical Neuropsychology andKinesiologyfaculty.ResearchcentresoninterventionsforADHD,cognitiveeffectsofdiabetes,socioemotionalconsequencesofbraininjury,andergonomicsofpatienttransfersbynursingstaff.

• Research on animal and interpersonal abuse is leading to discussions with Women’s Shelters and thedevelopment of policies that allow women to bring their pets into shelters, thereby helping them leaveabusive relationships. Work is also underway on how police respond to calls to intervene in domesticviolence,andhowcommunitycharacteristicsandsocialdeterminantsaffecttheincidenceofpartnerviolence.Bothoftheseprojectsplacedinthetop25entriesinthe2017SSHRCStorytellercompetition.

• In/Terminusisamultidisciplinarygroupoffacultyandstudentsexploringtheboundariesbetweenmedia,art,musicandthebuiltenvironment.TheNoiseborderEnsemblecreatesandperformsmultimediaworksacrossthecommunityandinternationally,featuringacombinationofacousticandelectronicinstrumentsaswellaslive processing and mixing of sound and video. Both are recognized as leading avant-garde catalysts fordialogue and creativity in the community,with participants receiving funding from SSHRCand the CanadaCouncilfortheArts.

• TheHumanitiesResearchGroup(HRG)fostersresearchacrossthehumanitiesdisciplinesthroughfellowships,seminars,andspeakers.TheHRGissupportedbymanyintheWindsor-Essexcommunitywhovaluetheroleitplays in stimulating public discourse on a wide range of topics. Similarly, the Centre for Research inReasoning,Argumentation,andRhetoricbringstogetherscholarsfromdiversedisciplinesinregularseminarsandbypublishingtheirworkinitsjournalInformalLogic.

• TheUniversityofWindsor’sDigitalHistoryResearchGroup(DHRG)bringstogetherhistorians,librarians,andscientistsworkingonsharinghistoricalresearchwithboththescholarlycommunityandthepublicat large.Many of the projects provide the public with opportunities to see and exploreWindsor and SouthwesternOntario’srichlydiversehistorythroughtheuseofnewdigitaltools.

MetricsandTargets


Tri-councilfunding(totalandsharebycouncil)

AsapercentageofOntariototal,strivefor

• NSERC–2.67%• SSHRC–2.11%• CIHR–0.24%• Total–1.47%

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Numberofpapers(totalandperfull-timefaculty)

1.16papersperfull-timefacultymemberperyear

Numberofcitations(totalandperpaper)

Maintainexistinglevel


InstitutionalcommitmentstosuccessofCanadaResearchChairs,IndustrialResearchChairs,otherResearchChairs,institutionalResearchCentresandInstitutes,andemergingstrategicresearchopportunities.

ProvideaResearchStimulusFundof$500Kperannumtobeusedtosupportstrategicresearchopportunities

Eachacademicunitwillhaveastatementabouthowitassessesitscollectiveresearchandcreativeactivityandwillestablishamechanismformaintainingawayofmeasuringresearchintensityandimpactwithinitsowndepartment

Allstatementsandmechanismstobeestablishedby2020

5.0 Innovation,EconomicDevelopmentandCommunityEngagement

Thissectionrecognizestheuniqueroleinstitutionsplayincontributingtotheircommunitiesandtoeconomicdevelopment,aswellastobuildingdynamicpartnershipswithbusiness,industry,communitymembersandothercollegesanduniversities.Itfocusesonregionalclusters,customizedtraining,entrepreneurialactivities,jobs,communityrevitalizationefforts,internationalcollaborations,students,partnershipswithAboriginalInstitutesandaprogrammixthatmeetsneedslocally,regionallyandbeyond.

InstitutionalApproachtoInnovation,EconomicDevelopmentandCommunityEngagementInallthingsthattheUniversityofWindsordoes,ittakestheneedsofthecommunityveryseriously.ThroughoutallfiveprioritiesoftheStrategicMandateAgreementthereareexamplesofourcommitmenttothecommunityandtotheneedsandinterestsofthosewholivehere.Withrespecttoengagementinthecontextofinnovationandeconomicdevelopment,therearesomesignaturestepstheUniversityhastaken. Foremostamongthosehasbeenthecommitmenttoestablishacampuspresenceinthecitycentre.TherelocationofourprogramsinSocialWork and Creative Arts not only positions our students closer to organizations that partner with andbenefit fromwhat thoseprogramshave tooffer; it isalsoprovidingamajoreconomicboost to thecitycore,somethingthathasbeenneededforalongtime.

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AsecondinherentdistinctivefeatureoftheUniversityofWindsorthat isrelevanttoitsrolein innovationandeconomicdevelopmentisthewiderangeofprofessionalandacademicprogramsthatweoffer. Withvirtuallyall of the professional programs available at the University, including now theWindsor campus of WesternUniversity’s Schulich School of Medicine and Dentistry, plus a broad spectrum of academic disciplines, theUniversity of Windsor makes an enormous contribution to the highly skilled workforce of the region. Thebreadth of programs at the University of Windsor is needed byWindsor-Essex. We have a long history ofcreatinginnovativeprogramsneededbytheregion–westartedCanada’sfirstautomotiveengineeringprogram,andournewaerospaceengineeringprogramisuniquelytargetedtosupportmanufacturing,repairandoverhaulratherthansimplynewaerospacevehicledesign.Third, we have begun to create significant capacity to foster new innovation through capacity building andpartnerships. The University of Windsor campus now hosts the Windsor-Essex Economic DevelopmentCorporation in a dedicated office complex within our new Ed Lumley Centre for Engineering Innovation.WETechAlliance,oneoftheprovincialRegionalInnovationNetworks,isnowalsolocatedoncampus,withinourEPICentre,anew facility that supports studentsand recentalumnias theydevelopnewcompanies. Throughthese kinds of partnerships, the University is increasingly hard-wired into the community organizationsdedicatedtoeconomicdevelopmentandinnovation.WehavealsonowpartneredwithSt.ClairCollegetohaveEPICentreexpandedtotheircampus,insupportofentrepreneurialdevelopmentsattheCollege.Fourth,theUniversityofWindsorisinauniqueregionofOntario,whereeconomicchangesplayoutdynamicallybecauseoftheregion’sproximitytotheborderanditshighlyintegratedtransnationaleconomy,industrialbase,andculture.Thediversitythat ishere,andthe largenumberof internationalstudentsoncampus(closeto20percentofthestudentbody)givesabroadspectrumofunderstandingoftheglobalcontextwhenchangeoccursandopportunitiesarise.Wearecommittedtothetranslationofacademicresearchintovalueforsociety,howeverthatisbestdone.Itisnotsimplytheeducationofyouth,thegenerationofnewstart-upsorthecreationandlicensingofintellectualproperty, all ofwhichwe do. Equally, if notmore, important is the broadweb of connectivity between theuniversitycommunityanditsstakeholdersthatalsoiscriticaltoknowledgemobilization.Whetheritbeadvisingonanenvironmentalproject,discussingaproblemwithalocalmanufacturer,offeringcoursesandseminarstocompanieswantingtogetbetteratnavigatingtheborder,orofferinglegaladviceonintellectualproperty,thereisawidearrayofcollaborationsthatarenotquantitative,butprofoundlyqualitative.


CommunityRevitalizationintheCityCentreA universitymust see its relationshipwith its community as a collaboration driven by shared interests. TheUniversityofWindsorsawagreatopportunityforstudentsincertainprogramstobelocatedinthecitycentrewhere there is greater access to community partners, and the City of Windsor recognized the long termeconomicimpacttherewouldbeiftheUniversitywastoestablishapresenceinthedowntown.Withthislevelofcommitment,theUniversityofWindsorembarkedonamajorstepinitshistory,andundertooka$75millioninvestment-$10MplusthehistoricArmouriesbuildingweredonatedbytheCityofWindsorasevidenceofitsimportance to the community – to create a downtown campus cluster, housing SocialWork, the Centre forExecutiveandProfessionalEducation,andtheSchoolofCreativeArts.

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• TheUniversityofWindsordowntowncampusisakeyelementintherevitalizationofthedowntowncore.Twoofthethreebuildingprojectsinvolvedramaticreconceptualizationsofheritagebuildings.

• Forallacademicareasinvolved,thedowntowncampusisseenasanimportantopportunitytocreategreatersynergieswiththecommunity.Asoneexample,aformalpartnershipwiththeWindsorSymphonyOrchestra,locatedadjacenttothenewhomeforourSchoolofCreativeArts,hasbeenestablished,whichwillcreateopportunitiesforourmusicstudentstoperformandrehearsewithaprofessionalorchestra,andallowourfacilitiestobesharedwiththeSymphonyOrchestra.

• The downtown campus will eventually see a thousand students, faculty, and staff learning, working, andincreasinglylivinginthedowntowncore.

SupportforEntrepreneursEstablishedin2014,theUniversityofWindsor’sEntrepreneurship,Practice,andInnovationCentre(EPICentre)providesembeddedexperientialentrepreneuriallearningacrossalldisciplines.Itcreatesopportunitiesforinnovativeyouthventuresthroughmentor-supportedincubationandmaker-spacesoncampus,andengageswiththebroadercommunitythroughintegrationwithregionalstakeholders,alumni,andindustry.ThecreationofEPICentrearosefromtheUniversityofWindsor’sdeterminationtoaddresskeysocioeconomicchallengesidentifiedwithintheregion,includingcyclicalhighlocalunemploymentandthelackofresourcesthatmakeitchallengingforyounginnovatorstopursuetheirideasinthispartoftheprovince,eventhoughthisregionhasmanyidealattributesforbusinessincludingdirectproximalaccesstotheUS.

• EPICentre employs a unique multidisciplinary approach in stimulating and supporting campus-basedentrepreneurshipandeducation.Experiential,multidisciplinarytrainingofferedthroughprogramssuchastheEntrepreneurial Concentration for Business Majors and Entrepreneurial Minor for Non-Business Studentsprovidestudentswiththeopportunitytogaincriticalreal-worldskillsandknowledgethroughaselectionoftailored,boutiquecourses thatare teamtaughtby faculty fromnumerousdepartmentsanddisciplines. In2015, EpiCentre presented to approximately 5,000 students, hosted more than 4,000 students atentrepreneurial competitions and events, supported 66 community ventures through consultation, andprovidedcomprehensivesupportandmentorshipfor22newstartups.TheCentresupportedtheintegrationofentrepreneurialisminto36courses.EPICentreactivitiescreated234jobs inourregioninthelastyearaloneandhaveresultedinmorethan20start-upcompanies(http://epicentreuwindsor.ca/pdf/EPIC-Annual-Report-Summer-2016.pdf).

• Through EPICentre, students gain hands-on experience with consulting opportunities made possible byinternational collaborations. The level of faculty involvement in EPICentre sets it apart from similarentrepreneurship programs elsewhere. At EPICentre, faculty researchers from numerous departments anddisciplines, including Business, Law, Engineering, the School of Creative Arts, Nursing, Chemistry andBiochemistry, and Computer Science, carry out entrepreneurial activities involving students and providementorship to budding entrepreneurs. EPICentre is widely recognized for the scope and success of itsnumerous community collaborations. EPICentre contributes significantly and collaboratively to a regionalinnovationcluster that includesWETechAlliance’sRegional InnovationCentre, theWindsor-EssexEconomicDevelopmentCorporation’sEconomicDevelopmentandSmallBusinessCentre,andSt.ClairCollege’sGenesisCentre, which is now a part of EPICentre. In addition to working closely with St. Clair College tomanagesuccessful youth entrepreneurship outreach programs at both institutions, EPICentre is also developingcollaborative innovation outreach initiatives with local high schools and is engaged in a number ofinternationalcollaborationswithincubationandacceleratorentitiesintheUnitedStatesandEngland.

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• EPICentre’s impactonoureconomyand inourcommunity is significant. Itbuildsonsynergiesandexpandsservicesofferedbytheentitiesofourregionalinnovationclustertostimulateandsupporteconomicgrowth.AlthoughearlyintheCentre’sdevelopment,thereisampleevidenceofitsimpactinthegrowthofstudent-ledentrepreneurialclubsandactivitiesoncampusandinthecommunity.

Community Collaborations and Engagement that Drive Life Improvement andEconomicActivityThereareagreatnumberofactivitiesthatarehavinganimpactonWindsor-Essex.Theyareactivitiesthataredrivenbyon-goingcampusdevelopments,work-integrated learning, facultyandstudent research,and formalpartnerships,andmanyof themhavebeenreferredto inothersectionsof thisSMA. TheytouchonvirtuallyeveryfacetoflifeinWindsor-Essex.Thefollowinglistisasnapshotofafewofthecollaborationsthatresonatedeeplyinthecommunity.

• TheUniversity’songoing campus transformationplanhas injected$300millionofdirect construction costsintothelocaleconomy,andafargreaterresultingeconomicstimulus.

• TheUniversity’sCross-BorderInstituteisplayingamajorroleinassessingmanyaspectsoftheplannednewWindsor-Detroit Gordie Howe Bridge, and the University has now partnered with the City of Windsor toestablish the Institute forBorderLogisticsandSecurity (IBLS). The IBLSwillbeapartof theWindsor-EssexEconomic Development Corporation, which is also now located on our campus, and will provide logisticalsupport for companies dependent on the cross-border movement of goods and people for their businesssuccess.

• StudentsinSocialWork,ClinicalPsychology,andotherdisciplinescontribute288,500hoursofunpaidserviceintheWindsor-Essexregionannually,aneconomicequivalentofcloseto$20millionofservice.

• TheWindsorInternationalFilmFestivalthatattractscloseto20,000filmgoerstothedowntownreliesheavilyuponstudentvolunteersduringtheFestivalweek,comingfromourbusiness,filmandotherprograms. Thestudentsalsogainvaluableexperienceinthebusinesssideofthearts.

• Students in the Publishing Practicum in our English and CreativeWriting Programassist Canadian authorswiththeediting,publishingandmarketingoftheirbooks. Eachyearthere isabooklaunchintheCitythatattractsalargecommunityaudience.ThisPracticumisoneofthereasonswhyWindsor-Essexisrecognizedasagreatplaceforcreativewriters,whethertheybenovelistsorpoets.

• TheSchoolofDramaticArtdirectlyengagestheWindsorandEssexCountycommunitythroughitsproductionarm,UniversityPlayers.UniversityPlayershasbeenapillarofthecommunityfornearlysixtyyears,bringpre-professionaltheatretotheregion,andhostingspecialeventsinthecommunitysuchasLet’sTalkTheatre.

• The School of Dramatic Art engages in community youth programming through Changing the Odds:CommunityTransformationthroughtheArts(CTO),aprogramconceivedbyagroupofinvestedcommunitystakeholders. Dramatic Art has created a collaborative, transformative program that employs the arts toeffect positive outcomes for youth livingwith challenging circumstances,while at the same timeprovidingnewmodelsofengagementamongstallinvestedpartieswhoserveouryouth.CTOprovidesmentorshipandcommunity connection through Guest Artists and local youth centres. It also strives to nurture leadershippotential and creative thinking among youth. Four years of program evaluation has demonstrated thatdramaand theatre are solid vehicles to best showcase the stories of youngpeople. This programemploysstudents from theDrama in Education and Community programas leaders tomentor and guide youth byusing performance to investigate important current issues, such as: cyber addictions, bullying, racial

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discrimination,homelifestruggles,fostercare,sexualorientation,socialpressures,andgoalsetting,tonameafew.

MetricsandTargets


Graduateemploymentrates

Employmentrateof85%sixmonthsaftergraduationand92%twoyearsaftergraduation

Numberofgraduatesemployedfulltimeinarelatedjob

Atorabove90%


Engagementofstudentsincommunityworkandpartnershipsthatcontributetothesocial,culturalandeconomicwell-beingofpeopleinWindsor-Essex

Universitystudentswillcontribute300,000hoursofserviceannuallyforthebettermentofthecommunity

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6.0EnrolmentStrategyandProgramDirection

EnrolmentPlanandCorridorMidpoints

Thissectionalsoestablishestheagreed-uponcorridormidpointthatwillformthebasisofenrolment-relatedfundingoverthecourseoftheSMAperiod.

CorridorMidpointForfundingpurposes26,337.32WeightedGrantUnits(WGU)willbethecorridormidpointvaluefortheUniversityofWindsor.Thisvaluewasdeterminedusingtheinstitution’sactualenrolment(expressedasWGUs)fromthe2016-17academicyear.TheUniversityofWindsorwillreceivefundingconsistentwiththislevelofenrolmentandsubjecttothepoliciescontainedwithintheOntarioUniversityFundingModelTechnicalManual,May2017,Version1.0.

ProjectedFunding-EligibleUndergraduateEnrolmentsBelowistheinstitutionsprojectedenrolmentoffunding-eligibleundergraduateenrolmentsfortheUniversityofWindsor

Note–forthistable,Full-timeHeadcountshouldbereportedforFalltermonly.

GraduateAllocation–SMA2017-2020BelowaretheallocationoffundingeligiblegraduateandPhDspacesfortheUniversityofWindsor

Note–allocationsareshowninFTEs

Projected

2017-18

Projected

2018-19

Projected

2019-20

UndergraduateFull-timeHeadcounts 8,717 8,476 8,434

Target2017-18

Target2018-19

Target2019-20

Masters 975 980 975

PhD 202 202 202

Total 1,177 1,182 1,177

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ProjectedInternationalEnrolmentBelowistheinstitutionsprojectedenrolmentoffunding-eligibleundergraduateenrolmentsfortheUniversityofWindsor

Note:Internationalenrolmentsincludeallfundingineligibleinternationalstudents.

InternationalEnrolmentStrategyandCollaborationThe pursuit of an international strategy has been a focus at the University of Windsor for decades. Thiscommitment to internationalization was reaffirmed as one of the five institutional goals in the University’scurrent Strategic Plan, Thinking Forward…Taking Action. Specifically, this goal states that the University will‘Promote international engagement through student recruitment, student and faculty exchanges, andpartnerships thatcomplementour teachingand researchstrengths”. Fiveactionsare identified in supportofthisgoal:1. Encouragetheengagementofeveryacademicprogramin international initiativesastheyareappropriate

tothediscipline2. Compete effectively at a global level to attract and retain the best international students and manage

international student enrolment opportunities sustainably in the context of institutional and programcapacityandpriorities

3. Encourage faculty, student and staff exchanges and placements, as well as co-op and internshipopportunities,thatofferaninternationalexperience

4. Provideencouragementandsupport toUniversityofWindsorcentresorgroups thathave thecapacity tosignificantlyengageininternationalresearchandgraduatetrainingopportunities

5. Provide clear and consistent messages to potential international students and researchers about thebenefitsofstudyingorworkingattheUniversityofWindsor,andprovidesupportiveservicesforthemwhentheyarehere

This commitment to internationalization was endorsed by the University of Windsor Senate, and formallyapprovedbytheUniversityofWindsor’sBoardofGovernors.Allacademicprogramsthataredesignedtomeet

Projected

2017-18

Projected

2018-19

Projected

2019-20

UndergraduateFull-timeHeadcounts

834 815 815

MastersFull-timeHeadcounts

1,774 1,774 1,774

DoctoralFull-timeHeadcounts

106 106 106

TotalEnrolmentFull-timeHeadcounts

2,952 2,933 2,933

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theneedsof international studentsgo through the standardapprovalprocessesof theUniversityofWindsorSenateandtheQualityCouncil.More than fifteen years ago the University recognized that it had an opportunity to develop executive andprofessionalprograms inareas thatbuildupon the institution’s strengths inEngineering,Business, andSocialWork. TheCentre for Executive andProfessional Education (CEPE)was established,with amandate toworkwith Faculties to facilitate the development of Master’s level graduate programs in those areas. CEPE alsoundertooktoreachouttointernationalstudentsseekingacourse-basedprofessionalgraduateprogram.CEPEhasbeenverysuccessful,andovertheyearstheMastersofManagementandMastersofEngineeringprogramsinparticularattracted increasingnumbersofstudents,particularly fromChinaand India. Over thepast threeyears,otherFacultieshavebeguntodevelopsimilarprofessionalMaster’sprogramsthathaveahighappealtointernational students. They include Master’s programs in Education, Medical Biotechnology, AppliedComputing,ActuarialScience,andAppliedEconomicsandPolicy.The strategy of focusing our international efforts on graduate and professional programs in areaswherewehavestrengthsisonethathascontributedsignificantlytotheUniversity.Since2012,enrolmentincourse-basedprofessionalprogramshasmorethandoubledfrom756studentsin2012/13to1,743studentsin2016/17. Inaddition to these efforts in professional graduate programs, recruitment of undergraduate internationalstudents is a priority, and is facilitated through a network of agents in a number of keymarkets around theglobe.Aswell,wecontinuetoattractasignificantnumberofinternationalstudentstoresearch-basedgraduateprograms,particularlyat thedoctoral level inareas likeEngineering. International studentsnowcomprise57percent of the graduate student body of just over three thousand students. At the institutional level, thisgrowthininternationalstudentsinprofessionalprogramshasshiftedthebalancebetweenundergraduateandgraduatestudentsover thepast fiveyears,with thegraduatepopulationnowrepresenting22percentof thestudentbody.TheUniversityprovidesinstitutionalsupporttointernationalstudentsthroughanewlyrenovatedInternationalStudents Centre. In addition to being a place for social gatherings and study, it provides services to assiststudentsfrombeforetheyarriveinCanadathroughtograduation,includingtopicssuchasvisas,workpermits,academicsupport,healthcare,andothermattersimportanttostudentscomingfromabroad.TheUniversityofWindsor’sinternationalstrategyisfurthersupportedbyalargenumberofformalpartnershipagreements that provide academic pathways for international students and student exchanges, and fosterresearch collaborations. Wehaveagreementswithover30universities inChinaalone,which represents thelargestcountryfromwhichstudentscometostudy,butinadditionwehaveagreementswithinstitutionsacrossEurope,India,theMiddleEast,AfricaandCentralandSouthAmerica.OneoftheUniversity’smoreprominentinternational programs is the Master’s Degree in Automotive Engineering in partnership with Politecnico diTorinoinItaly,thehomeofFiat.StudentscompleteoneyearinWindsorworkingwithChrysler,andoneyearinTurinworkingwithFiat,andgraduatewithaMaster’sdegreefromeachinstitution.The success of the University of Windsor in recruiting international students is consistent with the FederalGovernment’simmigrationpoliciesthatfavourskilledworkersandisdesignedtomakeitattractivefortrainedgraduatestoremain inCanada,eventually leadingtocitizenship. In fact, theFederalGovernmentannouncedlast year a rise in immigration levels designed to offset demographic decline and to maintain and increaseeconomicgrowthinCanada.TheUniversityofWindsorprovidesasuccessfulpathwayforinternationalstudentstorealizetheirdreamaswellasassistinginensuringCanada’sfutureprosperity.Thegrowth in internationalstudentnumbers isbeingwatchedverycarefully.AnEnterpriseRiskManagementframeworkwas developed for the Board of Governors, and it identifies enrolment as a priority area for theuniversity.TheUniversityhastakenstepstobufferitselfasmuchaspossibleagainsttheriskthatinternationalenrolment coulddrop. Ithasdone thisbydevelopingabroader suiteofprofessional graduateprograms thatappealtoawidersegmentofprospectivestudents,andcontinueswitheffortstoattractstudentsfromdifferent

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geographic regions. Closer to home, the University of Windsor has implemented a special tuition fee forinternationalundergraduatestudentsfromtheUS,recognizingthatourlocationrightonthebordercreatesanopportunity totap intothehighpopulationregion inMichiganandaroundtheGreatLakes. This fee is lowerthan the normal international fee, and is pegged to be close to parwith in-state tuition fees that Americanstudentswouldpay.As part of the risk mitigation, this past year the University completed its first comprehensive enrolmentmanagementplan.Itidentifiesafullsetofstepsthatarebeingimplementedtoensurewearedoingallwecantomaximizeourenrolmentpotential.Thesestepsincluderecruitment,marketingcommunications,admissionspolicies, student transition and retention and success programs, program innovation and development, andchangingorganizationalstructuresandsystemsandpractices.Weareensuringthatallofthesestepsarebeingaddressed.In summary, internationalization is deeply embeddedwithin all that the University ofWindsor does. It is astrategy that has enabled our university to become one of themost diverse in Canada, it is a strategy thatreflectsourlocationonaninternationalborder,anditisastrategythatreflectstherealitythatWindsor-Essexisadestinationofchoiceforpeoplefromallaroundtheworld.

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StrategicAreasofProgramStrengthandExpansion

ProgramAreasofStrength1. Business2. CreativeArtsandMedia3. EducationinaGlobalContext4. Engineering5. EnvironmentandEcosystemAdaptationandRecovery6. HealthandWellness7. Humanities8. InternationalBorders9. Law10. PhysicalandChemicalSciences

Theproposedareasofprogramstrengthareintendedtoinformprogramapprovalprocesses.

ProgramAreasofExpansion1. HealthandWellness2. Law,Education,andProfessionalStudies3. Engineering,scienceandcomputing4. CreativeArtsandDigitalMedia5. Business,CulturesandGovernance

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FinancialSustainabilityTheMinistryandtheUniversityrecognizethatfinancialsustainabilityandaccountabilityarecriticaltoachievinginstitutionalmandatesandrealizingOntario’svisionforthepostsecondaryeducationsystem.Tothisend,itisagreedthat:

ItistheresponsibilityofthegoverningboardandsenioradministratorsoftheUniversitytoidentify,track,andaddressfinancialpressuresandsustainabilityissues.Atthesametime,theMinistryhasafinancialstewardshiprole.TheMinistryandtheUniversityagreetoworkcollaborativelytoachievethecommongoaloffinancialsustainabilityandtoensurethatOntarianshaveaccesstoafullrangeofaffordable,high-qualitypostsecondaryeducationoptions,nowandinthefuture.

TheUniversityremainsaccountabletotheMinistrywithrespecttoeffectiveandefficientuseofprovincialgovernmentresourcesandstudentresourcescoveredbypolicydirectivesoftheMinistry,ordecisionsimpactinguponthese,tomaximizethevalueandimpactofinvestmentsmadeinthepostsecondaryeducationsystem.

System-wideMetrics* 2015-16Actuals• NetIncome/(Loss)Ratio

-0.79%

• NetOperatingRevenuesRatio

4.97%

• PrimaryReserveRatio

41days

• InterestBurdenRatio

2.59%

• ViabilityRatio

0.25

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7.0InstitutionalCollaborationsandPartnershipsThe University of Windsor continues to forge interinstitutional partnerships in support of student access tolearningopportunitiesandexcellenceandinnovationinresearch.The University of Windsor’s partnerships and collaborations reflect the dual local-global emphasis at thefoundation ofmuch of ourwork. Our ties to other institutions reflect theindustrial, professional, social andculturalprioritiesofourregion,butalsothecommoninterestsandconcernsofourinternationalpartners.Ourunique border location allows students to take distinctly designed cross-border degree programs with sisteruniversitiesinDetroit.WeareperhapstheonlyuniversityinCanadathatallowsstudentstoliterallytakeclassesin two different countries on the same day. Joint degrees with Italian universities enable students in bothcountries to gain amuch greater understanding of automotive technologies and industries that benefit localeconomies in all the regions involved. Joint research and pedagogical exchange programs with Chineseuniversitiesdrawoncoreresearchchallenges inboth local regions, fromcleanwaterand lakeecology, tothechallengesofdiversityandculturaldifferenceinteachingandlearning.Thesecollaborationsenableustofocusonlocalconcerns,buttobringglobalexpertisetothetable.WebringtheworldtoWindsor,andtakeWindsortotheworld.Thisisacriticalroleintheregion’stransitionaleconomy,asindustries, institutions,andinhabitantsexplorenewwaystodefinethemselves,newtechnologies,andnewopportunities.These partnerships are also critical in expanding the reach, impact, and stability of resource-intensiveprogrammingand initiatives throughcostandexpertise sharing.Jointdegrees, learningpathways,and sharedcourseandprogramdesign initiativesenabletheprovisionof learningopportunitiesthatwouldotherwisenotbe available, both in our community and in our partner communities.These collaborations are not just cost-effective,however: the richnessofperspectivesanddiversityofparticipants involved in theseprogramsofferconsiderable scope for new experiences and growth.As a locally focused but outward-looking university,wecontinuetoseekopportunitiestodevelopthesepartnerships.

PartnershipswithCollegesTheUniversity has taken significant steps to enhance its course equivalency and transitional student supportover the last twoyears,andhasbeguntoseegains instudentengagementand incollege-universitypathwaydevelopment.Wehave standardarticulationagreements forCollegeofAppliedArts andTechnologydiplomagraduates from ten fields, and approximately 40 transfer and degree completion agreements with Ontariocolleges, including St. Clair, Lambton, Fanshawe, Georgian, Mohawk, Seneca, Sheridan, and Fleming. TheUniversity iscurrentlybeginningaprojecttorefineordeveloppathwaysfromallOntarioCAAThumanserviceprogramsintheUniversityofWindsorBAandBSWprograms.Ourmost extensive college-university partnership iswith St. Clair College (Windsor).Of particular note are anumberofcurricularcollaborations inprofessionalprograms, including theCollaborativeHonoursBachelorofScience in Nursing, the Honours Social Work degree for graduates of the Ontario College Child and YouthProgram, theBachelorofEngineeringTechnology forgraduatesof theCivil EngineeringTechnologyadvanceddiploma,andtheConcurrentBachelorofArts (Psychology)/BachelorofEducation/DiplomainEarlyChildhoodEducation.Inarecentaddition,theBachelorofArtsinPsychology(Hons.)withAutismandBehaviouralSciencePost-GraduateCertificateProgramwithSt.Clair,Fanshawe,andLambtonCollege,Universitystudentscomplete

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30semestercoursestowardstheirHonoursBachelorofArtsinPsychologybeforeapplyingtothePost-GraduateCertificateprogramatthecollegeoftheirchoice.Theyareabletocompletebothcredentialsinfouryears.Thismodel is unique in the province. Similarly, the Engineering Technology Advanced Diploma to DegreeEngineeringBridgingProgramwillbethefirstof itskind inCanada.WearealsoactivelypromotingexpandingpathwaysfromStClairtotheUniversity’sSchoolofComputerScience:oneprogram,currentlyindevelopment,willenableSt.Clairstudentstoreceiveco-opexperiencethroughtheUniversity,somethingnotavailableatSt.Clair College. A $600,000 e-Campus grant is funding this project, which takes account of prior learning andprovidesafullyonlinemodularpathwaytocompletionofadegreeinComputerScience.In a unique arrangement, the University and St. Clair College have signed an agreement that will see theUniversityofWindsor’sEntrepreneurship,PracticeandInnovationCentre(EPICentre)extenditsentrepreneurialoutreach to St. Clair College’s Genesis Centre.The St. Clair team will merge with EPICentre, creating a newEPICentre locationat St.Clair calledEPICGenesis.This collaborationwill reduceduplicationof services,whileextendingthebreadthandvarietyofentrepreneurialeducationforcollegeanduniversitystudentsinWindsor-Essex.It will create opportunities to connect and integrate the varying skill sets of these post-secondarystudentsandgraduates,andenablehighlyinnovativeventureteams.TheUniversity’sCentreforTeachingandLearningandOfficeofOpenLearningare collaboratingwithSt.Clair’s curriculumandacademicdevelopmentstaffontheprovisionofpedagogicaltrainingandcurriculumdevelopmentsupport.

PartnershipswithUniversities

KeyDomesticPartnershipsOurpartnershipwithWesternUniversitytoofferSchulich’smedicalprogramattheUniversityofWindsor isacriticalcontributiontothestabilityofdistributedmedicaleducationintheprovinceandtomedicalleadershipinthelocalarea.TheMDprogramrunssimultaneouslyatboththeLondonandWindsorcampuses,andWindsorCampus students are officiallyWestern students, while also holding 'affiliate' University ofWindsor studentstatus. The program combines live interactive videoconference pedagogies, sim lab case studies, experientiallearning,andface-to-facelecture,lab,andsmallgrouplearning.

In partnershipwith BrockUniversity and LakeheadUniversity,we offer the Joint PhD in Educational Studies,whichenablesstudentstopursuedoctoralstudiesincognitionandlearning,educational leadershipandpolicystudies,and toexperience thesocial/political/cultural contextsofeducationatWindsor, LakeheadandBrock.Combining face-to-face summer programs that rotate among institutions with online and tutorial-basedlearning, the program enables students to pursue their education from a wide range of locations. Theinterinstitutional collaboration also expands the breadth and depth of disciplinary and supervisory expertiseavailabletostudents.TheUniversity has become increasingly engaged in sharedonline course andprogramdevelopment, andhasbeen highly successful in securing eCampusOntario funding for program development, often in partnershipwithotheruniversities.Akeyexample is theredevelopmentofWindsor’scourse-basedMastersofPhysics, inpartnershipwithTrentandYorkUniversities,focusingonimprovingstudentaccesstocoursesandsustainabilityoftheprogram.EachoftheseinstitutionshashistoricallylowenrolmentintheirrespectiveMastersofPhysics,makingitdifficulttooffercoursesregularly.Thisnewprojectwillprovidealargerpoolofstudentstoimprovesustainability and allow for greater diversity and frequency of offerings, which is expected to enhanceenrolment,retention,andcompletioninthesedegrees.

KeyInternationalPartnerships

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TheUniversity ofWindsor has always sought andwelcomed international collaboration.Wemaintain awidearray of institutional agreements with international partner colleges and universities located throughout theworld. Someof these include exchange agreements that enhance student, staff and facultymobility.Othersprovide for dual or joint degree programs, transfer articulation, and research collaboration. Many establishpathways for general collaboration between institutions. The University has international partnerships withuniversitiesin35countries,includingover30institutionalpartnershipswithuniversitiesinChinaalone.Cross-border institutional collaborations are a distinguishing feature of the University: students in programssuchasVisualArtsandtheBuiltEnvironmentandtheDualJDprograminLawdividetheirtime,overthecourseoftheirprograms,onbothsideoftheborder.Manyotherprogramsincorporatecross-borderexperiencesintothecurriculum,suchasEPICentre’scross-bordercollaborationswithDetroitentrepreneurialhubs,andtheLawSchool’s International Intellectual Property Law Clinic. Other joint international programs include the dualdegreeMaster’sofEngineeringprograminautomotiveengineering,withthePolitecnicodiTorinoinItaly.The University’s strong partnership with Southwest University in Chongqing, China is a key example ofinternational partnership involving both research and teaching. The partnership led to creation of the China-CanadaThreeGorgesWaterScienceCentre(CCTW)in2008,whichhasreceivedsignificantbilateralfundingandresearchsupport.CCTWhasrecentlybeendesignatedbytheChineseMinistryofScienceandTechnologyasanInternationalScienceandTechnologycollaborationbase.CCTWconsistsofmajorChineseuniversitiesandhigh-level government organizations, including the China Institute ofWater Resources and Hydropower Research(IWHR)andthePostConstructionCommitteefortheThreeGorgesDam.BasedonCCTW’ssuccess,researchisnow expanding into the Plateau Lakes in a collaboration in which the lead Chinese institution is YunnanUniversity.Thecollaborations involvefaculty,graduatestudentsandpostdoctoral fellowsfrombothcountriesworkingoncommonprojects,aswellasvisitsandexchanges.The University of Windsor leads the Reciprocal Education Project, which is funded by the largest SSHRCPartnership Grant given in education. The project involves a number of other institutions, including theUniversity of Toronto and East China Normal University in Shanghai, as well as participation by schools inOntario,ChongqingandShanghai. TheresearchcentresoncomparativepedagogiesineducationalphilosophyandpracticeinCanadaandChina.Therearereciprocalvisitsbystudentteachersandexperientiallearningandtrainingopportunitiesintheguestcountryandschools.

ProgramInitiativesthatcreateeconomicefficienciesForCanadatoimproveitscapacityforresearchoutput,innovativestrategiesthatworkacrossjurisdictionsarecritical.Aprimaryexample iswith theparticipationof theUniversityofWindsor’s LeddyLibrary inprovincialandnationalconsortiatoprovidescholarlyresources,shareddigitalinfrastructure,expertiseanddigitalservices:• The Canadian Research Knowledge Network (CRKN)is a partnership of Canadian universities dedicated toexpanding digital content for the academic research and teachingenterprise in Canada. Leddy Librarycurrentlyparticipatesin46ofthe54consortiallicensesinCRKNformajorscholarlyjournals,databasesandfull-text.

• The Ontario Council of University Libraries (OCUL) Scholars Portal provides additionalprovincial sharedelectronic resource consortial licensing for resources that are not available through CRKN. ScholarsPortalalsoprovidesadigitalpreservationandaccesshostingplatformforover600,000electronicbooks,nearly50million articles in over 20,000 scholarly journals, plus geospatial data, shared digital map collections, andresearch datamanagement services to Ontario's 21 university libraries and the students and faculty theysupport.

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• Leddy Library collaborates internationally with colleagues in libraries and information industries inorganizations such as the National Information Standards Organization (NISO), Coalition for NetworkedInformation (CNI), and SPARC, advancing open data, open access and open education through advocacy,leadershipandeducation.

Throughtheabovepartnerships,LeddyLibraryextendsgreateraccesstoacademicresources,atalowercost,andcollaborativelysharescostsandexpertiseinleadingdigitalservicesthatfewconsortialarrangementsinNorthAmericacanmatch.

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8.0 Ministry/GovernmentCommitments• TheSMA2processhasfocusedonimplementingthefirststagesofthenewfundingmodeland

demonstratingtheongoingcommitmentbyallcollegesanduniversitiestostudentsuccess.Futuregrowthwillonlybefundedthroughnegotiatedchangestoaninstitution’sfundedenrolmentcorridor.ThroughtheSMA2cycle,theministrywillcontinuetoworkcloselywithinstitutionstoensurealldimensionsofthefundingmodelareimplemented.

• InamemotocollegesanduniversitiesdatedMarch7,2017,theministrycommittedtousingtheSMA2

(2017-20)processasatransitionalphasetocommencethecollaborativeandjointdevelopmentofperformancemetricsandtargets,tiedtofunding,forSMA3(2020-23).TheministryreiteratesthiscommitmentandreaffirmsthatmetricsandtargetsincludedinSMA2arenottiedtofundingatthistimeandareabeginningpointforfurtherdiscussionswiththesectorpriortotheirapplicationinSMA3.CollegesanduniversitieswillhavetheopportunitytoresetandrealignmetricspriortotheapplicationofmetricsinSMA3.Theministrywillalsoengageotherstakeholdersaspartofdiscussionsonabroadmetricsstrategy.

o Theministrycommitstoestablishingajointworkinggroupwitheachofthesectorsandtobegindetaileddiscussionsinfall2017onmetrics/targetsandtoseekinputontheperformancemeasurementmethodologyforSMA3.

• Colleges,universitiesandtheministryallbenefitfromprocessesthataretransparentandnon-

duplicative.Theministrycommitstoworkwithcollegesanduniversitiestocontinuetostreamlineprocessesandseekopportunitiestofurtherreduceredtape(inpartthroughincreasedaccesstoothertools),includingreducingoreliminatingduplicatedreportingrequirements.

• ThroughSMA2discussions,theministryhasheardconcernsaboutthechallengesofdeliveringbreadthinprogrammingforFrancophoneandFrancophilestudents,includingthecostandfundingofsuchdelivery.Startinginfall2017,theministrycommitstoconsultinginstitutionswhohaveaformalmandateforbilingualand/orFrench-languagedeliverytoreviewthedeliveryofFrench-Languageprogrammingandconsidertheseconcerns.

• In2016,anextensionoftheexistingtuitionpolicyframeworkwasannouncedtosupportamajorreforminOSAP.Theministrywillengagewithboththecollegeanduniversitysectorsaroundthenexttuitionpolicyframework,includingexaminingtheissueoftuitionanomaliesincertainprofessionalprogramsasaresultofpastchangestotuitionpolicy,and,forcolleges,examiningtuitionlevelsrelativetocompetitivecollegetuitionframeworksinCanada.

• InrecentyearsandduringtheSMAprocess,therehasbeenanincreasedinterestinthecreationofanewpolytechnicdesignationintheOntariopostsecondaryeducationsystem.Startinginfall2017,theministrycommitstoundertakeareviewthatexamineswhetherimprovedbenefitsforstudentsandemployersaresufficienttomakesuchachange.Theministrycommitstoworkingcollaborativelywithinstitutionsacrossthesectorsonthisreview.

• Theministrycommitstocontinuetoworkcollaborativelywithuniversitiestoassesstheanticipatedneedforadditionalgraduatespacesrelatedtoprogramsthatarecurrentlyunderdevelopment.

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• Startinginfall2017,theministrycommitstoundertakeareviewoftheuniversityNorthernGrant

workingcollaborativelywithuniversitiestoexaminewhetherthecriteriaforaccessandallocationsoftheNorthernGrantrepresentanequitableapproach.

Documents

Table of Contents - University of Windsor€¦ · This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and University of Windsor outlines