Quality of the Learning Environment. Academic Programming: program development and quality review processes, and improved program policies and quality audits. Student Engagement & Satisfaction: activities to increase student engagement through effective educational practices (interaction, cooperation amongst students, active learning, prompt feedback and time on task). Also includes overall assessments of student satisfaction and engagement through designated tools (KPI and other surveys). Student Services & Supports: academic supports such as tutoring, academic advising and foundational skills (English and Math). Teaching / Classroom Enhancements: overall enhancements to students' experience inside the classroom through targets for student-faculty ratio, student assessment of teaching and physical classroom upgrades (technology, seating). Operations: activities to support effective operations, including faculty / staff development, infrastructure / capital and library and technology enhancements. APPENDIX B: Example of extended / consolidated programs and strategies Multi-Year Action Plan for 2006-07 to 2008-09 Quality Strategy / Program Indicator Results Academic Writing Centre % of 1st year students using centre % in 2006-07 % in 2007-08 % in 2008-09 Peer Tutoring Program # of clients served # in 2006-07 # in 2007-08 # in 2008-09 Entering Student Retention Strategy 1st to 2nd year retention rate % in 2006-07 % in 2007-08 % in 2008-09 Transition Year 2009-10 Consolidated or extended Quality Strategy / Program Brief Description
Quality of the Learning Environment. Please provide information in the space provided below of what Fanshawe College did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. In response to student demand for alternative learning opportunities the College examined the feasibility of offering at least one three-hour course at each program-level that utilizes online, hybrid or other non-traditional delivery pedagogy. Implementation has begun with two Schools using the Elluminate software platform to support online synchronous and asynchronous delivery of courses. The move towards increased learning through asynchronous learning may alleviate some of the current academic space constraints while increasing pressure on computer labs and the IT network infrastructure. To ensure that programs remain current and relevant with changing technology, equipment upgrades are required every year. The demand always exceeds available resources and in the current economic environment, this situation has been exacerbated. Nevertheless, a number of major equipment upgrades were completed in 2009/10 such as: • X-ray unit for the Medical Radiation Therapy program • New upgrades to the servers in the Broadcast Centre control system • Equipment upgrades to classroom video display projectors (VDPs) • A variety of equipment acquisitions/upgrades for specialized labs such as the kitchen facilities, a new e-delivery teaching studio and remote classroom equipment, new refrigeration and welding equipment, digital cameras, and replacement motorcycles for driver education courses • Upgrades to computer labs to meet industry standards and software capabilities The Centre for Applied Research and Innovation & University Partnerships continued to support the development of the applied research and innovation culture at Fanshawe College. The long- term goal is to further integrate applied research and innovation into all programs and activities, to enrich the student experience and the quality of graduates, to keep faculty current and engaged, to enhance the reputation of the College, and to contribute to the economic well being of our community.
Quality of the Learning Environment. Please provide information in the space provided below of what Toronto did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. The University of Toronto is committed to being an internationally significant research university, with undergraduate, graduate, and professional programs of excellent quality. In 2009-10, the University welcomed the opportunity provided by the Ontario Council of Academic Vice-Presidents’ Quality Assurance Framework (QAF) assigning the responsibility for academic standards, quality assurance and program improvement, in the first instance, to universities themselves. The University of Toronto’s approach is built on two primary indicators of academic excellence: (1) the quality of the scholarship and research of faculty and (2) the success with which that scholarship and research is brought to bear on the achievement of Degree Level Expectations. These indicators are assessed by determining how our scholarship, research and programs compare to those of our international peer institutions and how well our programs meet their Degree Level Expectations. Reviews provide the opportunity to celebrate successes, identify areas where we can do better, and vigorously pursue improvements. The University of Toronto’s responsibilities for quality assurance extend to new and continuing undergraduate and graduate degree and diploma programs whether offered in full or in part by the U of T, or conjointly with any institutions federated or affiliated with the University. These responsibilities also extend to programs offered in partnership, collaboration or other such arrangement with other postsecondary institutions including colleges, universities, and institutes. The Policy for Approval and Review of Academic Programs and Units, governs the approval of proposed new programs and the review of existing programs at the University of Toronto. The University of Toronto Quality Assurance Process (UTQAP) outlines the protocols for the assessment and approval of new programs, review of existing programs, modifications to existing programs, and closures of programs. The Policy for Approval and Review of Academic Programs and Units and UTQAP were approved by the Governing Council of the U of T on June 24, 2010. The UTQAP was subsequently submitted for ratification by the Ontario Universities Council on Quality Assurance (the Quality Council). Over the course of the 2010-11 academi...
Quality of the Learning Environment. Please provide information in the space provided below of what Sheridan College did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. Our reorientation of Applied Research around our Academic programs has led to the development of a research stream in the School of Applied and Computing Sciences. This allows real life applied research issues to come into the curriculum and takes students out into industry. The future extension of this reorientation will see further curricular developments, changes to programs, courses and assignments to support applied research as a part our instruction and our classroom environment. This enhancement will produce students with greater job readiness. Sheridan undertook a major planning initiative that will position Sheridan to meet the needs of students and employers for the next generation of jobs and educational needs. The Academic Innovation Strategy, now known as Sheridan: The Creative Campus, engaged the entire college community to articulate areas of focus and identify implementation strategies. More than 200 academic, support and administrative staff participated in the initiative. The result is a five year academic plan that leverages Xxxxxxxx’x reputation for creativity in education. Student Success is at the centre of the plan and more than 500 students, faculty, support and administrative staff contributed to the definition. Other key areas include: the digital learning environment, applied research, international education, experiential learning, interdisciplinary/interprofessional, and sustainability. Sheridan will begin implementation of the strategy’s recommendation in 2010-11.
Quality of the Learning Environment. Please provide information in the space provided below of what Durham did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. The quality of the learning environment is a top priority for Durham College. Durham College has a well‐established new faculty orientation for full‐time and part‐time faculty to assist in the transition to the learning environment. Among the key objectives of orientation are creating an understanding of learning outcomes and how the faculty’s courses contributes to the overall program. Regular faculty performance evaluations are conducted in all schools. These include in‐class observations by the xxxx and written student feedback, with a written report provided to the faculty. The Innovation Centre is a significant resource to support teaching and learning and the quality of the learning environment. One area of importance is supporting faculty to develop authentic assessments of student work. Workshops are offered to all faculty on the use of instructional technology. In addition, the Innovation Centre offers one‐to‐one consulting to faculty to address a wide variety of needs. All schools are presently moving toward more project‐based learning and student teamwork. The Innovation Centre offers many resources to support quality teaching and learning. Durham College is presently refurbishing a number of classrooms. Audio‐visual equipment is on a continuous three‐year refresh cycle. Many classrooms are thirty‐five years old or more, making refurbishment a large task that will require investment.
Quality of the Learning Environment. Please provide information in the space provided below of what Trent University did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality.
Quality of the Learning Environment. Please provide information in the space provided below of what Xxxxxx did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. The Student Recruitment and Success Project was initiated in December 2009. Extensive information was gathered via: • Seneca students and employees • GTA colleges and universities • External stakeholders • Literature review • Seneca Reference Group (students, support staff, faculty, administrators) Recommendations were formulated by the Seneca Reference Group, and brought to the Seneca Senior Executive Committee. These recommendations are now being turned into follow-up activities being undertaken by various areas of the College. The College moved immediately to strengthen student orientation activities, as well as improve facilities and processes for the skills assessment. Construction started on the expansion of Xxxxxx’s Newnham Campus in order to create additional teaching and learning space for students. The 160,000-square-foot building will create space for an additional 1,100 students and ease pressure on the rest of the campus. Learning spaces for the student population will be further expanded through the addition of increased common-use computers and public learning spaces.
Quality of the Learning Environment. Please provide information in the space provided below of what University of Ontario Institute of Technology did in 2009- 10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. Some of the quality initiatives that UOIT introduced or continued in 2009-2010 included: - A Faculty Mentorship Program - A new Teaching and Learning website - xxx.xxxx.xx. A website created as a resource for students to enhance their university study skills - Implemented a tool called ‘Syllabizer’ to gather all course syllabi for student and academic support. - Introduced a variety of new technologies in the classroom, including: o Camtasia – screen capture software o Virtual clickers o Synchronous tools
Quality of the Learning Environment. Please provide information in the space provided below of what University of Ottawa did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. The University closely monitors student engagement and satisfaction via many surveys such as the National Survey of Students Engagenent (NSSE), The Canadian University Survey Consortium (CUSC), the Graduate and Professional Student Survey (CGPSS). Quality initiatives are identified through the work of the committees on the Quality of the Student Experience, Program Evaluation and the Academic Planning committees and within Faculties. The University web site lists many initiatives directly related to enriching the university experience (xxxx://xxx.xxxxxxx.xx/vr-etudes-academic/en/ee-initiatives.html).
Quality of the Learning Environment. Please provide information in the space provided below of what Lakehead did in 2009-10 to enhance the quality of the learning environment and what strategies are in place to continue and enhance quality. Lakehead University embarked some time ago on a program to bring state of the art technology into the teaching environment to enhance the learning experience for students by providing modern, ‘smart’ classrooms and laboratories. This commitment has seen numerous upgrading projects in the 2009-10 year. These include:
