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S.09-108

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For Information

2013

Jon Driver, Vice-President, Academic, June 2009

SIMON ERASER UNIVERSITY

TFNKI :

O THE WORLD

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FILE: FINAL Academic Vision, Outcomes

&

VPA Goals -

June

2,

2009 .Docx

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1. Introduction

Simon Fraser University has experienced considerable growth during the last decade. A new

campus in Surrey and new buildings in Burnaby and Vancouver accommodate a larger student

population. New residences and UniverCity have transformed the ambience of Burnaby

Mountain. Hundreds of new faculty and staff positions have been created and hundreds more

new faces have replaced retirees. New programs have been developed and Faculties have been

reorganized. Research funding and output has increased dramatically and dozens of research

chairs have been appointed. Surveys, external reviews and accreditation processes of various

kinds suggest that we have a good reputation nationally and internationally.

As we move into the second decade of the

21

s

'

century the environment is changing. In BC the

population of 18 to 24 year olds is stabilizing at a time when many new universities have been

founded. We can expect a reduced rate of growth in the traditional student population and more

interest in post-secondary education from mid-career students and new immigrants, who may

have diverse educational goals. Confidence in the world economy has declined, as have returns

from investments, and this will affect funding from governments and donors.

This slowdown in growth and funding provides us with an opportunity to think about the future of

the University in two ways. First, we can revitalize SFU by reflecting on our collective purpose.

How can we best meet the educational needs of our students? How does our research benefit

. the communities that support it? What

can

we do to make our work more effective?. Second, we

should consider how the University as an institution can become sustainable, not only financially,

but in other ways, such as environmentally, ethically, and socially. Being distinôtive is an

important component of sustainability - what makes each of our programs outstanding? These

two themes will direct the planning that we undertake over the next few years.

This is not to say that no growth will Occur. We expect undergraduate and graduate student

numbers to grow, and demand from international students will probably increase. There are also

many opportunities to serve non-traditional students. All of these factors may lead to the

development of new programs. We are also committed to completing programs that we have

started, such as Health Sciences, Mechatronics and Environment, to building programs in the

Woodward's building, and to doubling the student numbers in Surrey. Revenue-generating

programs can also be developed.

In a time of funding restraint we will have difficult decisions to make. For many areas of the

University the only opportunity for change will be through re-allocation of resources, and

allocation will have to be based on the alignment of a unit's priorities with those of the University.

For this reason, it is important that planning take place at all levels, and that broad discussion

and consultation occur as priorities are set. Every academic and support unit on campus.should

be preparing to evaluate how it can improve its service to students, where it wishes to take its

research, and the role it plays in the wider community.

Following a variety of consultations, the Vice-President Academic has developed a statement of

vision, outcomes and goals for 2013. This document will guide the planning process in 2009 that

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will result in a strategic academic plan for 2010 to 2013. The document consists of three

sections. The 'Academic Vision" reflects the long-term goals of the University. "Outcomes"

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describes some key characteristics of the University to which we wish to pay particular attention

for the next few years; each academic unit will be expected to define a process for achieving

these outcomes. Finally, the "VPA Goals" are objectives that the Vice-President Academic must

support in order for academic units to implement their own plans.

Every academic and support unit on campus should be preparing to evaluate how it can improve

its service to students, where it wishes to take its research, and the role it plays in the wider

community. The planning process for academic units will be led by Faculty deans. Faculty plans

will be integrated to create an overall plan for the University that will be released towards the end

of the fall semester, 2009.

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2. Academic Vision

The following

activities make

SFU

a top international

choice for

students, staff and

faculty, who

believe

that research

and education are central to a

healthy society:

Commitment to excellence in teaching, learning, research and community service

in a wide spectrum of academic disciplines across our 8 Faculties, with a particular

emphasis on multidiciplinarity and the ability to anticipate or respond to emerging

areas of higher education demand.

• Supports scholarship as the creation, advancement, applièation, transmission and

preservation of knowledge, and the stimulation of critical and independent

thinking.

• Enables students to reach their goals and potential and become ethical,

responsible and informed citizens.

Employs effective, efficient, and innovative approaches to teaching, learning,

research, service and administration.

• Creates an intellectually stimulating and culturally vibrant environment.

• Has a global perspective with a local orientation and is an active and highly valued

partner in the social, cultural and economic life of the community.

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3. Outcomes 2013

o The University will facilitate admission, support and success for students of

all ages.

• We must ensure that people who have the ability to attend SFU have

access, and we must assist and support

all

students including those who are

having difficulty in meeting their full potential. Access to University should be

possible for people at various stages of their lives and careers. All students

should complete in a timely manner with the knowledge and skills expected

of a world class graduate.

o SFU respects and values diversity in scholarship; academic units define

their own research and pedagogical strengths and plan accordingly.

• The University values and supports diverse research strategies. Academic

units will define the research fields for which they wish to be best known.

This may include identification of new priorities as well as current strengths.

Creating a research "identity" will assist in planning and decision-making,

and should be reflected to some extent in the curriculum.

o SFU faculty members will create a culture of critical inquiry and their

transmission of research skills and research results will add valUe to each

student's education.

• Research is a fundamental activity of the University, and students at all

stages of their education should understand the linkage between research

and knowledge. Different kinds of research characterize different disciplines,

and as students become more specialized we would expect their knowledge

of a particular research field to deepen. Sustained contact with active

researchers should be a characteristic of

all

degree programs and start at

the earliest opportunity. Graduate students play a special role as they

contribute to research, learn how to become better researchers, and assist in

undergraduate education.

o Students will know the learning purposes and opportunities for each

program, can find straightforward information on program requirements,

and can plan and complete their programmes in a timely way.

• Academic units should define the outcomes of their programs in terms of

disciplinary knowledge, relevance to the wider community, and broadly

applicable skills. These outcomes should be planned into the curriculum.

Navigation through degree requirements should be as simple as possible,

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and students should have the assurance that required courses will be

available on a defined schedule

o Students will learn through a wide variety of pedagogies that expand the

traditional classroom experience and extend learning into local, national and

international communities. They will participate in a wide variety of

experiences that develop long-term skills in learning, analysis and

communication.

People learn through many different processes, and diverse processes

foster a broader range of abilities. Although the details will vary by program,

all academic units should offer opportunities for different learning methods

and experiences, and these should be planned into the curriculum The

University should support faculty members and graduate students who wish

to develop specific teaching skills or implement new pedagogies.

o

SFU graduates will understand the importance of being ethical, responsible

and informed citizens, through engaging in complex contemporary issues

and examining questions from different perspectives.

• Local, national and global problems of the contemporary world should be

linked to curriculum whenever possible. Knowledge and understanding of

many issues can be approached through a variety of disciplines, and

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academic units will seek opportunities for interdisciplinary and

multidisciplinary teaching and research.

o

Academic units will make their teaching and research relevant to the

broader community.

• Ultimately we must justify what we do as learners, teachers and researchers

by demonstrating its pertinence to the world beyond the University. The

research that SFU faculty members undertake need not necessarily be

'applied research' but it should have value for society in general.

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S

4. VPA Goals ?

4.1

Continual and Innovative Curricular Review

4.1.1 Ensure that all programmes and courses offered are of the highest

quality, remain current, and meet the demand of the students and

4.1.2 Ensure that innovative pedagogy is employed to best suit the

student needs, including the recognition of real world experiential

learning and the appropriate use of technology in delivery.

Objectives to include;

•

Develop high level degree structure -

review credits, prerequisites, mix of

learning experiences, WQB, lifelong learning opportunities.

•

Revise discipline curricula -

learning outcomes, learning methods,

program structure, disciplinary content re global perspective and local

orientation.

•

Review pedagogy -

on-line options, group work, experiential and service

learning, research opportunities

•

Provide adequate infrastructure -

support and processes required to

implement curricula.

•

Initiate new programming -

areas to include health, the environment and

other identified program areas; support opportunities for new and

interdisciplinary program development.

4.2 Student Ex

p erience

&

4.2.1 Provide an outstanding student learning experience and support

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students to realize their full potential and academic objectives.

Objectives to include;

• Support distinctive programs at each campus

•

Improve academic support

(learning spaces, TAs etc)

•

Maintain faculty renewal

•

Improve administrative services

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4.3 Academic Excellence

4.3.1 Recognize excellence in teaching at the graduate and undergraduate

levels, excellence in research, and service contributions to our

community by students, staff and faculty.

Objectives to include;

• Establish an award system to promote the recognition of excellence

• Consider and implement proposed recommendations from the

• Teaching & Learning Task Force

• Establish ?

support ?

mechanisims/structures ?

to ?

promote

4.4.1 Ensure business processes are streamlined, bureaucratic

administrative loads are reduced and serve the users (students,

faculty and staff) efficiently and effectively.

Obiectives to include;

• Review administrative process & procedures

• Improve communication across all areas

• Reduce silo culture

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4.5 Financial Sustainability

4.5.1 Ensure our resource levels are sufficient and well managed.

Objectives to include;

• Integrate, planning, decision making and accountability at all levels

• Resource allocation based on strategic priorities

• Contain costs through effective position control

4.6 Communit

y

& Partnerships

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4.6.1 Enhance and increase partnerships with local, national and

international communities

Objectives to include;

• Engage with the community on important public debates

• Integrate teaching and research with real world community issues

• Increase partnerships with First Nations

• Develop strong relationships with Greater Vancouver

• Increase international partnerships

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5. The Inte

g ration and Ali

g

nment of the Academic Vision, Outcomes

and VPA Goals

The tables below indicate how the Outcomes support the Academic Vision and how the VPA Goals

relate to the Outcomes expected.

.

Success

Facilitate Student

1

V7

1'

Create

Critical Inquiry

a Culture of

1

V7

Clarify

Purposes

Learning

1/

1

1

Recognize a Variety of

0

Learning Experiences

Develop

Ethical Citizens

Informed

&

1

VI

Develop

Priorities

Research

& Strengths

1

1

V..,

BeRelevantto

Vt-

V

1

Community

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a

k

Provide an

Facilitate

Curricular

outstanding

Student

Recognise

Academic

Ensure

Administrative

Ensure

Financial

Enhance

Review

Expenence,&

Excellénàe

Effloency

Stability

Partnerships

Success

Facilitate Student

Vol

1

Success

Create a Culture of

V1

Critical Enquiry

Clarify

Learning

I

I

Learning

Recognize

E,gseiiences

a Variety of

V

Develop

lnfoimed &

1

Develop

Priorities

Research

& Strengths

1

VI

1

v•l_

I,

Community

S

.

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lam

RM

SUTOn

Fraser University

Senate Guidelines for Academic Plans S.06-62

1. Each academic

unit*

shall prepare a three-year academic plan in the

same year. Academic plans are intended to guide the operation and

development of the academic unit and will be considered by the Dean and

Vice President, Academic in making decisions on allocation of resources.

Academic unit plans are to be completed by June 30 of the year in which

three—year planning is undertaken.

* Departments, Schools, Programs. Parallel procedures will be used for

plans of academic service units.

2.

Each Faculty Dean will prepare a three-year academic plan on the

same schedule. (For departmentalized Faculties these plans will utilize the

three-year academic plans of academic units within that Faculty as a basis

for planning). These plans are to be completed by the first Friday in

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October of the same year.

3. The Vice-President, Academic will prepare a three-year academic plan

on the same schedule as the Faculty plans. This plan, which is to be

completed by November 30 of the same year, will utilize the three-year

academic plans of the Faculties and of academic service units. It will be

submitted to SCUP for its review and forwarded to Senate for information.

4.

Academic plans should give consideration to the elements in the

Statement of Purpose for the University approved by Senate and the

Board of Governors in 1998.

5.

Content of Academic Plans

5.1 Academic Unit: Plans should include the following information.

The unit will determine the organization of the plan. The most

recent unit external review should be considered in preparing the

plan:

(a)

An assessment of achievements against the previous plan.

(b)

A statement of objectives for the current planning period.

/07.

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V

(c)

Programmes: A brief overview of the undergraduate and

graduate programs offered by the unit, including program

development and revision activities.

The participation of the unit in other University programs,

including interdisciplinary activities as well as with Continuing

Studies and Co-operative Education.

(d) Students: Recruitment and support issues for

undergraduate and graduate students. Issues regarding

International Students may also need to be addressed.

(e) Research: A summary of the research activities of the

unit's members and how these relate to the SFU Research

Strategic Plan.

(f) Resources: The adequacy of resources available to the unit

in relation to their situation and objectives. This will include

faculty complement, support staff, other instructional,

resources, operating budgets, equipment, and space. The plan

should include a component for the renewal of the unit's faculty

resources;

(g)

Communication: An outline of the communication process

to ensure all unit members are informed of the objectives and

content of the plan.

5.2 Faculties: All faculties, including non departmentalized

faculties, should submit a plan according to the template

agreed between the Deans and the Vice President Academic.

6. Each academic year academic units, Faculty Deans, and the Vice

President, Academic will prepare a brief update to their academic plan.

This will be completed before November 30 of each year to feed into the

formal Budgeting process. The plan update of the Vice President,

Academic will be submitted to SCUP for its review.

7.

The Office of the Vice- President, Academic, will provide statistical

information for use in academic plans and plan updates. This will include

an annual budget outlook.

May 2006

is

'.3.