Institutional Aspirations Sample Clauses

Institutional Aspirations. The University of Ottawa drives creativity, innovation, knowledge, skills development and community engagement. It has created high-impact knowledge and research through its solid foundation in the broad areas of humanities, natural and social sciences and professional disciplines. As it evolves within the next three years, the University of Ottawa will further support the needs of a highly skilled-workforce and Ontario’s economy by offering creative and relevant programs that cut across traditional faculty lines in: • Health: through university-wide, cross-cutting programs and initiatives, e.g., health economics and health administration • Public and International Affairs: by building upon existing expertise • Science and Technology: by bringing together science and technology, entrepreneurship and non-traditional technology disciplines, such as law. In the fall of 2015, the University of Ottawa was officially designated under the French Language Services Act of Ontario. This designation guarantees that undergraduate programs (with the exception of certain programs in science and engineering) can be completed entirely in French. We aspire to expand our offering so that science and engineering programs can be entirely completed in French, to support Ontario’s francophone population fully in all fields, including science, technology, engineering and math (STEM). The University of Ottawa offers a large number of real-world learning opportunities, including work-integrated learning, to help students gain employer-ready skills. New systems to track these crucial experiential opportunities and to match students and employers will be implemented. Over the next three years, we will create more opportunities for students to further develop their talents, knowledge and skills to help them transition to careers in an evolving economy. The University of Ottawa has also identified its capital needs through development of a Campus Master Plan, as well as the 2015 Major Capital Inventory process. The Master Plan informs and directs campus development as part of Destination 2020, the University of Ottawa’s strategic plan, including renewal requirements to address serious deferred maintenance issues (in facilities and in technology) as well as lack of space to meet our current requirements. The major immediate areas of need are in health, engineering/technology, law, education and training, student activities, heritage building preservation, regulatory, safety and securit...
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Institutional Aspirations. In an ever−changing, dynamic world, where the pace of emerging challenges often outstrips available answers, conventional approaches to higher education, innovation and discovery are no longer enough. Answering the world’s call requires a bold and unconventional approach — one that combines deep knowledge, extraordinary research, broad−based experience, an entrepreneurial spirit and academic excellence. It requires interdisciplinary approaches and a forward−looking focus on advancing knowledge and meeting society’s needs. As Ontario understands the importance and value of talent and knowledge in securing the future of our province and explores new ways to drive creativity, innovation, knowledge and community engagement through differentiation in higher education, the University of Waterloo stands ready to lead the way, drawing on its established excellence in experiential and entrepreneurial approaches to education and research and deep− rooted connections to industry and society. Waterloo is proud to have been recognized as Canada’s most innovative university for 25 years and counting1. It is a distinction Waterloo has earned by looking at problems in a different way, by blazing new trails and continuing to redefine 21st century university education as a fundamental and transformational kind of learning. As home to the world’s largest postsecondary co−operative education program of its kind2, the University of Waterloo differentiates itself from its peers in Ontario and across North America in preparing generations of highly qualified, skilled graduates ready to lead the workforce and act as agents of change, fueling innovation, prosperity and job creation here and around the globe. Waterloo has the experience, the intellectual resources and the proven track record of building success to help lead the development of a new higher education model for this province and the world. The University of Waterloo will continue to enhance its contributions in partnership with the Province of Ontario, building a modern intelligence−age economy and training the leaders of tomorrow’s workforce. 1 Xxxxxxx’x National University Reputational Ranking, xxxx://xxx.xxxxxxxx.xx/education/unirankings/best−20− universities−in−canada−by−reputation−2017−ranking−full−results/ 2 Canadian Association for Co−operative Education (CAFCE), xxxx://xxx.xxxxx.xx/coop−defined.html, and the World Association for Co−operative Education (WACE), xxxx://xxx.xxxxxxx.xxx/ Shared Objectives and Prio...
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Institutional Aspirations. Elevating Canada’s best student experience at a research-intensive university to the next level Canada’s best student experience at a research-intensive university: This statement reflects a transformation that occurred over the past 20 years. For 11 consecutive years in the Globe and Mail’s survey of student satisfaction, thousands of students ranked Western at the top of its class on a wide range of measures: from the high quality of our teaching, to the outstanding facilities and residence experience, to overall campus atmosphere and student satisfaction. What accounts for Western’s edge in this category? We believe the most distinguishing element of Western’s unique identity is our unwavering commitment to outstanding student engagement across the spectrum of the university student experience: from the classroom, to the libraries, to residences, to athletics and recreation, to co-curricular clubs and student involvement in campus leadership. Our unique composition, with three affiliated university colleges, equips Western with an unparalleled range of learning environments for students. The success of this formula is evident from entrance to graduation. Our first-year cohort now arrives at Western with entering grades at an average of 89.6 per cent — well above the Ontario average — and ranks second on entering averages in Ontario (COU Report – Entering Analyses of Registrants, 2015). Once enrolled, our students stay to complete their degrees at Western: their retention and graduation rates consistently rank among the highest in the country (CSRDE Custom Peer Reports, 2017). And they graduate into success: employment rates for Western’s undergraduate class of 2013 six months after graduation averaged 88.9 per cent, rising to 94.9 per cent two years after graduation. The well-rounded education students receive at Western propels our graduates into diverse leadership roles across the public and private sectors. We take pride in the fact that Western alumni fig u re v e ry p ro m in e n t ly among Canada’s “Top 40 Under 40”. The 2014 edition of Western’s Strategic Plan — Achieving Excellence on the World Stage — builds upon the momentum of preceding plans. It revisits and rises to President Xxxxxx Xxxx’x challenge from 1956 and aims for nothing less than transforming Western from being Canada’s best into being a truly global university. By raising our University’s national reputation and international profile, we will: be able to recruit and retain the wo...
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Institutional Aspirations. The University of Windsor has a history tracing back over 150 years. It has been a part of the lives of more than 115,000 alumni around the world, and has contributed to the well-being of the Windsor-Essex region and of Canada. From its roots as Assumption College in 1857, continuing through today in affiliation with Assumption University, Canterbury College and Iona College, it combines tradition with a commitment to the future. Universities must contribute to the betterment of society. They have a responsibility through education and enquiry to encourage minds to be creative and entrepreneurial and to help communities be vibrant and sustainable. The expectations placed on universities are high, the mobility of people and ideas is accelerating in pace and is global in breadth, and greater competition for resources to support public institutions is an economic fact of life. The University of Windsor must preserve an unwavering commitment to academic excellence and to helping people, and it must use the talents of its people to adapt in distinctive ways to the realities it faces. Our University is helping more than 15,000 students a year from nearby and from around the world to achieve personal and professional goals. It is a place with a commitment to learning and discovery, and a commitment to social justice and all of the expectations and opportunities that come with it – access to education, recognition of the importance of community, and a belief in the entrepreneurial spirit that has been vital to the economy in this region of our country. The Mission Statement in the University of Windsor’s Strategic Plan is in reality a statement about the University’s reason for being. The University of Windsor has a long history of seeking ways in which endeavours of the mind reflect the road that we as a society must travel. Aligned with this reality, the University of Windsor is committed to creating learning environments where students can gain experience that will prepare them for life after graduation. We are big enough to have the programs and services that students want and need, and small enough to feel like a community with close ties and common interests and opportunities for students to be engaged. Through education and scholarship in the sciences, human kinetics, arts, humanities, social sciences and performing arts, and in professional programs in law, education, nursing, engineering and business, the University has enriched our region and the world. ...
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Institutional Aspirations. The University has identified additional planned undergraduate enrolment growth as outlined in the following table. This planned growth would require additional capital funding. The first part of this growth would be accommodated in a new science building and the backfill freed up by departments moving out of their current space. Additional Undergraduate Full-Time Headcounts Where Capital Funding is Required to 2016-17 2014-15 2015-16 2016-17 Undergraduate 1,233 2,352 3,542 ENROLMENT GROWTH The strategic enrolment and planning exercise is in the context of a public commitment in the 2011 Budget to increase postsecondary education enrolment by an additional 60,000 students over 2010-11 levels. This government has demonstrated a longstanding commitment to ensuring access to postsecondary education for all qualified students. Baseline Projected Eligible Full-Time Headcounts 2014-15 2015-16 2016-17 Undergraduate 21,575 22,501 22,858 Ryerson University’s planned enrolment forecast as expressed in this baseline eligible enrolment scenario is considered reasonable and in line with Ministry expectations, based on the current and projected demographic and fiscal environments.
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Institutional Aspirations. To continue to improve its contributions to the students and communities it serves, Xxxxx aspires to enhance its academic excellence; its established strengths in experiential education, transdisciplinary programming and research; and its understanding and promotion of healthy communities. Brock is very much embedded in the Niagara Region and intends to deepen and extend its positive role in the region’s economic, social, and cultural development. To do so, it aims to expand its program offerings in areas that contribute to a positive student experience, the economic and social transformation of the region, the health and well‐being of its citizens, and the talent, research and innovation capacity of the region. Niagara currently has one of the lowest household incomes in Canada, one of the lowest university attainments in the province and has been in a prolonged phase of economic transformation. This has generated economic, social and health challenges for individuals and communities. Xxxxx takes its responsibility to contribute to well‐being and post‐secondary educational outcomes in the region and beyond seriously. Current in‐process plans for new programming and ideas that are in the early stages of development are listed in Appendix two of this SMA proposal. In addition to these programs and proposals, and to assist the University as it strives to achieve its goals, the following three initiatives are of particular significance: Expansion of Xxxxx’x differentiation area of strengths We look to partner with the Ontario government to further our focus on areas of differentiation; respond to Building the Workforce of Tomorrow: A Shared Responsibility, the report of the Premier’s Highly Skilled Workforce Expert Panel; and have greater economic, social and cultural impact on Niagara. With enhanced funding from and partnership with the government, Brock could expand its differentiation and support many initiatives including: experiential education; encouraging local students to strive to attain a postsecondary education; and enhancing knowledge mobilizations and innovation partnerships. Inter‐professional health building Building on its identified strength in a broad spectrum of health and well‐being disciplines, Xxxxx is looking to expand its academic, research and community impacts. This would differentiate Xxxxx as a leader in specific areas of health and well‐being education and research across a range of academic disciplines. A new health building, des...
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Institutional Aspirations. The University of Toronto’s SMA 2014-2017 states: “The University of Toronto is a globally recognized, comprehensive, and research-intensive institution with a distinct leadership role in Ontario’s postsecondary education system. The University of Toronto’s broad range of program offerings and research activity have a major economic and social impact, locally and globally.” Through its mission and purpose, the University of Toronto will continue to pursue its differentiated mandate and promote the shared priorities of the Ontario government. Future aspirations include: • Continue to be recognized globally as Canada’s flagship university in the discovery of new knowledge in a broad range of disciplines. • Maintain a leadership position in research and innovation, driving the economy of the city-region and province forward through research, teaching, entrepreneurship and commercialization of scholarly findings and inventions. • Support the long-term prosperity of the city-region, the province and the country through the attraction and development of talent in key economic clusters. • Expand enrolment of international doctoral students to a level comparable to other Canadian peer institutions--in order to xxxxxx cutting-edge research by the world’s best and brightest minds and maintain our reputation as a global destination of higher learning. • Xxxxxxx and deepen international activities including: educational experiences that give our students global competencies and help them engage more effectively with the world; strategic global research partnerships to improve lives in Canada and abroad; and initiatives with distinguished alumni around the world to enhance global opportunities for academic, business and entrepreneurial activities. • Benefit students’ academic and professional outcomes through the expansion of high-quality, pedagogically-sound work-integrated learning and experiential learning (WIL/EL) opportunities across undergraduate, graduate and professional programs. • Maintain U of T’s leadership position in promoting student access and diversity through unparalleled financial support for students from all backgrounds and family income levels, and through a range of structured access and pipeline programs. Shared Objectives and Priorities for Differentiation
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Institutional Aspirations. Xxxxx is a comprehensive university with a wide range of graduate and undergraduate programs, as well as research, and community engagements that contribute to the betterment of the Niagara Region, the province and beyond. To continue to improve its contributions to the students and communities it serves, Brock aspires to enhance its academic excellence; its established strengths in experiential education, transdisciplinarity programming and research; and its understanding and promotion of healthy communities. Brock is very much embedded in the Niagara Region and intends to deepen and extend its positive role in the region’s economic, social, and cultural development. To do so, it aims to expand its program offerings in areas that contribute to a postive student experience, the economic and social transformation of the region and the health and well-being of its citizens. Niagara currently has one of the lowest household incomes in Canada and has been in a prolonged phase of economic transformation. This has generated economic, social and health challenges for individuals and communities. Xxxxx takes its responsibility to contribute to well-being in the region and beyond seriously. Current in-process plans for new programming and ideas that are in the early stages of development are listed in Appendix two of this SMA proposal. In addition to these programs and proposals, and to assist the University as it strives to achieve its goals, the following three initiatives are of particular significance:
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Related to Institutional Aspirations

  • TECHNOLOGY/KNOWLEDGE TRANSFER ACTIVITIES The goal of this task is to develop a plan to make the knowledge gained, experimental results, and lessons learned available to the public and key decision makers. The Recipient shall: • Prepare an Initial Fact Sheet at start of the project that describes the project. Use the format provided by the CAM. • Prepare a Final Project Fact Sheet at the project’s conclusion that discusses results. Use the format provided by the CAM. • Prepare a Technology/Knowledge Transfer Plan that includes: o An explanation of how the knowledge gained from the project will be made available to the public, including the targeted market sector and potential outreach to end users, utilities, regulatory agencies, and others.

  • Adjunct Faculty Adjunct faculty shall be eligible for benefits as follows:

  • Criminal Background Investigations For investigative Vendor Staff, Citizens will accept a copy of a current Class C Private Investigator license as proof that a criminal background check has been conducted for that investigator. For all other Vendor Staff, Vendor must provide Citizens with a copy of a criminal background check performed on such Vendor Staff dated within thirty (30) days of submission of the Vendor Staff to Citizens for qualification and credentialing review. Vendor shall use Exhibit D, Applicant Background Review Guide to as a guideline to determine eligibility of Vendor Staff to perform Services. The criminal background check must be updated every two (2) years thereafter. All background checks will be at Vendor’s expense and, unless otherwise approved in writing by Citizens’ Contract Manager, shall include but not be limited to: (a) state and federal felony convictions or pending adjudications; (b) state and federal misdemeanor convictions or pending adjudications; (c) any crimes in violation of the Violent Crime Control and Law Enforcement Act of 1995 or pending adjudications; and, (d) a seven (7) year minimum timeframe, extending as close as practicable to the date of Assignment to perform Services. Vendor will advise Citizens’ Contract Manager or designee if it knows of any Vendor Staff that has a criminal conviction (misdemeanor or felony), regardless of adjudication (adjudication withheld, a plea of guilty or nolo contendere, or a guilty verdict), within the last ten (10) years in any jurisdiction. Vendor shall not allow that individual to act as a Vendor Staff until Vendor determines whether that individual should be allowed to do so considering (a) the nature and gravity of the offense; (b) the amount of time that lapsed since the offense;

  • Personal Appearance All teachers shall maintain dress, grooming and personal appearance consistent with their area of teaching.

  • Community Based Adult Intensive Service (AIS) and Child and Family Intensive Treatment (CFIT) – AIS/CFIT programs offer services primarily based in the home and community for qualifying adults and children with moderate- to-severe mental health conditions. These programs consist at a minimum of ongoing emergency/crisis evaluations, psychiatric assessment, medication evaluation and management, case management, psychiatric nursing services, and individual, group, and family therapy. In a Provider’s Office/In Your Home This plan covers individual psychotherapy, group psychotherapy, and family therapy when rendered by: • Psychiatrists; • Licensed Clinical Psychologists; • Licensed Independent Clinical Social Workers; • Advance Practice Registered Nurses (Clinical Nurse Specialists/Nurse Practitioners- Behavioral Health); • Licensed Mental Health Counselors; and • Licensed Marriage and Family Therapists. Psychological Testing This plan covers psychological testing as a behavioral health benefit when rendered by: • neuropsychologists; • psychologists; or • pediatric neurodevelopmental specialists. This plan covers neuropsychological testing as described in the Tests, Labs and Imaging section.

  • Background Investigations OSC policy requires that background investigations be conducted on Contractor Staff who will have access to OSC’s IT systems, access to OSC confidential information/data, or routine access to any OSC facility. For purposes of this policy, “routine access” is defined as access to an OSC facility for five consecutive business days or 10 business days over the annual term of the engagement. Accordingly, with the signing of this Agreement, the Contractor certifies that it has or will conduct a background investigation on Staff to whom the policy applies within the 12 months prior to the Staff commencing Services under this Agreement. The Contractor agrees to undertake a background investigation of any new/replacement Staff during the term of the Agreement. At a minimum, background investigations shall include a review/evaluation of the following: • identity verification, including Social Security Number search; • employment eligibility, including verification of U.S. citizenship or legal immigration status where appropriate; • criminal history/court records (Federal, State and local for the past five years); • work experience/history for the past five years; • pertinent skills, qualifications, and education/professional credentials; and • references. The Contractor must obtain the consent of its Staff to allow OSC, upon request: (i) to review the background investigation records, including all supporting documentation, and (ii) to conduct its own background investigation. Only Staff who have passed the background investigation, and provided such consent shall be assigned to provide Services to OSC under this Agreement. During the term of the Agreement, and in accordance with Appendix A (Section 10, Records), the Contractor must maintain records related to the background investigations performed.

  • Trade Secrets, Commercial and Financial Information It is expressly understood that Mississippi law requires that the provisions of this contract which contain the commodities purchased or the personal or professional services provided, the price to be paid, and the term of the contract shall not be deemed to be a trade secret or confidential commercial or financial information and shall be available for examination, copying, or reproduction.

  • Creative Commons Attribution-Non-Commercial-NoDerivs License The Creative Commons Attribution Non-Commercial-NoDerivs License (CC-BY-NC-ND) permits use, distribution and reproduction in any medium, provided the original work is properly cited, is not used for commercial purposes and no modifications or adaptations are made. (see below) Use by commercial "for-profit" organizations Use of Wiley Open Access articles for commercial, promotional, or marketing purposes requires further explicit permission from Wiley and will be subject to a fee. Further details can be found on Wiley Online Library xxxx://xxxxxxx.xxxxx.xxx/WileyCDA/Section/id-410895.html Other Terms and Conditions:

  • Joint Funded Project with the Ohio Department of Transportation In the event that the Recipient does not have contracting authority over project engineering, construction, or right-of- way, the Recipient and the OPWC hereby assign certain responsibilities to the Ohio Department of Transportation, an authorized representative of the State of Ohio. Notwithstanding Sections IV, VI.A., VI.B., VI.C., and VII of the Project Agreement, Recipient hereby acknowledges that upon notification by the Ohio Department of Transportation, all payments for eligible project costs will be disbursed by the Grantor directly to the Ohio Department of Transportation. A Memorandum of Funds issued by the Ohio Department of Transportation shall be used to certify the estimated project costs. Upon receipt of a Memorandum of Funds from the Ohio Department of Transportation, the OPWC shall transfer funds directly to the Ohio Department of Transportation via an Intra-State Transfer Voucher. The amount or amounts transferred shall be determined by applying the Participation Percentages defined in Appendix D to those eligible project costs within the Memorandum of Funds. In the event that the Project Scope is for right-of-way only, notwithstanding Appendix D, the OPWC shall pay for 100% of the right-of-way costs not to exceed the total financial assistance provided in Appendix C. APPENDIX D LOCAL SUBDIVISION CONTRIBUTION, PROJECT FINANCING AND EXPENSES SCHEME AND DISBURSEMENT RATIO

  • Adverse Weather Shall be only weather that satisfies all of the following conditions: (1) unusually severe precipitation, sleet, snow, hail, or extreme temperature or air conditions in excess of the norm for the location and time of year it occurred based on the closest weather station data averaged over the past five years, (2) that is unanticipated and would cause unsafe work conditions and/or is unsuitable for scheduled work that should not be performed during inclement weather (i.e., exterior finishes), and (3) at the Project.

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