S.06-129

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SIMON FRASER UNIVERSITY

Senate Committee on University Priorities

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Memorandum

TO:

Senate

FROM:

John Waterhou

Vice President,

Chair, SCUP

RE: Integrated Studies Program

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DATE: November 10,

External Review

I have received the External Review Report on the Integrated Studies Program,

together with a response from the Academic Steering Committee, the Dean of

Continuing Studies, the Dean of the Faculty of Arts and Social Sciences, and

input from the Associate Vice-President, Academic. The Dean of the Faculty of

Business Administration did not submit a separate response to this review report.

The report of the External Review Committee for the Integrated Studies Program

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was submitted in August, 2005 following the review team's site visit, which took

place July 15-16, 2005. The response of the Academic Steering Committee was

received in April, 2006, followed by that of the Dean of Continuing Studies, Dr. J.

LaBrie on March 28, 2006, and the Dean of the Faculty of Arts and Social

Sciences, Dr. J. Pierce on June 5, 2006. There was general agreement on the

recommendations in the External Review from the Academic Steering Committee

and the Deans responding, and action has been taken on many of the

recommendations.

Motion

SCUP recommends to Senate that the Integrated Studies Program and the

Deans of Continuing Studies, the Faculty of Arts and Social Sciences, and the

Faculty of Business Administration be advised to continue to pursue the following

as priority items:

1. It has been agreed that the Integrated Studies Program will benefit from

a permanent Academic Director with a clearly delineated position

description. Funding for this position has been agreed upon between the

Deans and the Vice President Academic, and a limited term, two-year

appointment has been made in the Faculty of Arts and Social Sciences.

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2.

The Director of the Integrated Studies Program will report to the Dean of

the Faculty of Arts and Social Sciences on academic matters, and to the

Dean of Continuing Studies regarding other operational issues.

3.

The membership of the Academic Steering Committee (ASC) should be

reviewed by the Dean of the Faculty of Arts and Social Sciences, the Dean

of Continuing Studies, and the Vice President Academic. Representation

on the ASC from FASS, Continuing Studies, and Business Administration

should continue. Following any changes to the composition of the ASC,

the committee should determine the necessity for revisions to the mandate

of the committee. Any recommendations should be provided for

consideration to the Deans of FASS and CS, and the Vice President

Academic.

4.

The ASC, in conjunction with the Deans of FASS and CS, should review

the administration and oversight of ISP offerings at remote sites, and

establish clear guidelines to ensure the effective delivery, quality, and

academic integrity of these offerings.

5.

Taking into consideration emerging needs and interests of adult

learners, the ASC and the Deans should develop a marketing and

enrollment plan for the ISP, in consultation with the office of the Vice

President Academic. ?

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6.

In conjunction with the Associate Vice President Academic, the Deans

of FASS and CS should explore the possibilities for resolving the ongoing

space challenges for the ISP.

cc. J. Pierce, J. LaBrie, C. Smart

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SIMON FRASER UNIVERSITY

Office of the Dean, Faculty of Arts and Social Sciences

MEMORANDUM

To: ?

Bill Krane

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From:

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John T. Pierce

Associate VP Academic ?

Dean, FASS

RECEIVED

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JUN 0

200

7

Vice President

CADEMJC,

Subject: Dean's Response to ISP Review

Date:

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June 5, 2006

FASS Response to the Integrated Studies External Review

Thank you for sending FASS the External Review Report of the Integrated

Studies Program. We have also received the Academic Steering Committee's

response to the External Review and the Dean of Continuing Studies' response to

both the External Review Report and the Academic Steering Committee's report.

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Let me begin by noting that I was pleased to see the generally positive review of

the Integrated Studies Program. This is a program that offers a unique

educational opportunity for mature students and is deserving of continued,

strong support. While most of the Reviewers' recommendations are best dealt

with by the Academic Steering Committee or by the Dean of Continuing Studies,

I do wish to comment on a few points made by the reviewers.

I agree that the position of Academic Director is crucial to the ongoing

success of the ISP. I further agree that the University should provide

FASS with a NET NEW position for the AD. Given the timelines involved

in approving this position and for conducting a search - and in light of the

need to replace the Acting Academic Director, Evan Alderson, before the

expiration of his post retirement contract at the end of August - I think

that it is best to staff this position initially with a limited term faculty

member. The cost of this limited term position ought to be borne by the

University, in line with the Reviewers' recommendations for funding of a

permanent AD position.

2. 1 concur with both the ASC and the Dean of Continuing Studies' views

_._thatapnsition for an Associate Academic Director is not warranted at this

time.

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3. I agree that the Academic Steering Committee should continue to report

directly to the Dean of FASS. This is an academic steering committee and

thus it should report to the Dean of the academic unit that is responsible

for approving ISP curriculum and for the conferring of degrees earned by

students in the program. Currently, Associate Deans for Continuing

Studies, Business and FASS are members of the ASC, thus the Deans of

Business and Continuing Studies have representatives who will relay

concerns to and from the committee to them. I therefore do not agree with

the Dean of Continuing Studies' suggestion that the committee have a

dual reporting structure - to FASS and CS.

In conclusion, my office will work with the members of the ASC and the Dean of

Continuing Studies on the implementation of the other recommendations made

by the reviewers.

JTP/rt

Cc: ?

J .

LaBrie, Dean, Continuing Studies

M.A. Gillies, Associate Dean, FASS

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SIMON FRASER

UNIVERSITY

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John G. LaBrie

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Continuing Studies

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Dean

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8888 University Drive?

Burnaby, British Columbia

Canada V5A 1S6

Tel: (604)291-5138

Fax: (604)291-5098

Dean's Office Response to the External Review Report on the Integrated Studies

Program

Thank you for allowing me the opportunity to add my comments to the response of the

Academic Steering Committee to the External Review Report on the Integrated Study

Program.

As the Integrated Studies Program represents one of the flagship programs in Continuing

Studies, I am delighted to learn that the External Review Committee found that the

program "attracts quality students, provides quality learning experiences, and meets vital

needs in the workforce." Continuing Studies is proud to have played a significant role in

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the program's incubation and development.

In general, I accept and endorse the comments and broad recommendations made by the

Academic Steering Committee (ASC). However, there are several issues that I think

worthy of further clarification and comment:

1.

It is disappointing that the review team were not able to visit any of the "external"

sites in which the IS program is offered. In recent years, the program has successfully

developed cohorts in various areas of British Columbia—several quite distant from

SFU's "home" campuses. This initiative has provided adult learners in some of the more

remoter parts of the province with the opportunity to study at one of Canada's premier

universities. Such an initiative has clear benefits for SFU's provincial image and supports

the university's outreach and community engagement goals. It has also provided the

opportunity to partner with several provincial post-secondary institutions—a

development that has been of mutual institutional and programmatic benefit. I would

support the reviewers' recommendations that the ASC examine the issues of academic

and administrative oversight of programs at remote sites and that the university re-

examine its current outreach models and infrastructure and marketing procedures to

support expansion of credit program to adult learners. To that end, Continuing Studies is

already initiating a plan to develop such programs based on a "Weekend University"

model and a thorough revision of its program marketing approaches.

2.

The External Review Report refers to the physical resources available to the program

at SFU's Harbour Centre campus and expresses concern over the different locations of

the program staff and director and the lack of a visible presence of the Academic

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Director. I strongly support the comments in the ASC response that these issues become a

priority. In the past few years, several attempts have been made to secure enhanced and

contiguous program staff space at Harbour Centre but without much success. In my

opinion, the program's successful development relies upon this issue being resolved in a

prompt fashion.

3. The External Review Report recommends that the respective roles and

responsibilities of various administrative positions associated with the program be

reviewed and clarified and that a position of Associate Academic Director be created. As

a new Academic Director must be sought to commence in September 2006, I concur with

the response of the ASC that the establishment of an Associate Academic Director is not

warranted at this time. However, I do support the recommendation that the duties of the

Academic Director position be clearly identified before any posting is made. Because this

will be a base-funded faculty appointment, all duties and responsibilities are rightly a

matter for the relevant academic unit—in this case the Faculty of Arts and Social

Sciences. Similarly, the duties of administrative staff are the responsibility of Continuing

Studies. The ASC is correct in stating that the roles of the Director of Centre for

Integrated & Credit Studies and the Integrated Studies program director have changed in

recent years—reflecting the changing nature of Continuing Studies involvement in

various aspects of credit and non-credit programming. Because I intend to be review the

organisational structure of Continuing Studies as part of our 3-year planning process, I

will review the functions, descriptions and roles of these positions at the appropriate time.

4. Finally, the External Review Report recommends, and the ASC concurs, that the ASC

report to the Dean of Arts and Social Sciences. This strikes at the heart of such a jointly-

governed activity as the IS program. Because the program has been successfully

developed and managed jointly, I think that it warrants a dual reporting structure—in

essence, to both the Deans of Arts and Social Sciences and Continuing Studies. The

separation of responsibilities is clear: FASS deals with all academic matters; CS with all

administrative details. The ASC brings together those units together with others

involved—the Faculties of Business Administration and Science and the program's staff

and faculty and student representatives.

John G. LaBrie, EdD

Dean, Continuing Studies

28 March 2006

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Response of the Academic Steering Committee?

to the?

External Review Report on the Integrated Studies Program

We are pleased to have received the External Review Report for comment and for action.

We were gratified by the careful attention given to the program by the reviewers both

during their visit and in this report, and we believe that they provided thoughtful and

generally sound guidance for the program's future. We are pleased that they so strongly

endorsed the program's objectives and accomplishments and so clearly validated its place

among SFU' s academic offerings. Because of the unique nature of the program and its

joint management arrangements, the reviewers may not have understood all the relevant

issues in full detail, but on the whole we believe that this report provides a good

. basis for

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solidify this already highly successful program.

We have chosen to respond to the Report by addressing its recommendations

seriatim.

Recommendation 1.

Our committee fully agrees that a careful re-examination of its own operations and of the

governance procedures of the program is in order. In its Report, the External Review

Committee quotes approvingly a section of the self-report on the responsibilities of the

ASC, but observes that it has not adequately fulfilled its governance mandate in recent

years. We agree, both about the mandate and our responsibility to live up to it.

Specifically, the Report recommends that this Committee undertake a careful self-

examination of its own operations. We have two responses here: one, a report on what

we have already put in place; and two, our commitment to continue to examine and

resolve some of the morecomplex issues. With regard to recent changes: the ASC has

increased its presumed meeting schedule from three to five per year, and has agreed that

additional meetings may occasionally be necessary; the Academic Director has assumed

a much more active role in setting the agenda and chairing its meetings; the committee

has recently considered and provided carefully crafted policy guidance on the important

area of aboriginal programming, and has asserted its rightful place in approving a new

program offering in this area.

Both in response to this report and more generally, the ASC has also committed to

examine some of the longer-term issues. It has, for example, agreed to discuss and

monitor grading issues within the program. There are some quite complex governance

issues that require further thought. For example, the report states: "The ASC should play

a central role in determining which remote locations will be selected for the ISP.. .

This statement is fine as far as it goes, but it overlooks the fact that the ISP is very largely

a market-driven program; it must seek out and respond to financially viable opportunities

and cannot simply select desirable locations. Marketing of the program has not been, and

in the Committee's view should not be, within the ASC's purview. It can and should set

criteria for the academic viability of program offerings in remote locations, should be

regularly informed regarding planned and existing programs, and should carefully

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consider and approve any program offering that is to go forward. But here and

elsewhere, the duality of the program's management requires recognition and

accommodation. It may be that the sense of some committee members, as cited in the

Report, that they have been brought in only after the fact has something to do with the

necessity for the program administration to be entrepreneurial. This is not an atypical

dilemma in the field of continuing education, but it requires ongoing work in any specific

instance so that academic authority is appropriately maintained while programmers have

their necessary developmental freedom. Our preferred approach is to provide carefully

considered guidelines for various program types, to receive timely updates regarding new

developments and opportunities as these arise, and to approve only program offering that

can clearly sustain appropriate academic standards. The ASC will continue to work on

such issues in close collaboration with the ISP administration.

Recommendation 2

The Report recommends a review of the ASC membership. We concur, and will be

working on developing formal recommendations and initiating changes. At one time, it

was contemplated that each program type within Integrated Studies would have its own

Academic Steering Committee. It is now clear that there needs to be a single academic

governance body for all the programs. Appropriate membership for the ASC needs to be

established, but this issue needs to be resolved in consideration of how expert advice

regarding various program types should be secured, how students (particularly those at

remote locations) should be represented, and how other stakeholders can have appropriate

input. We propose to consider these issues as a committee and to make formal

recommendations to both the Faculty of Arts and Social Sciences and to Continuing

Studies in due course.

Recommendation 3

We concur that the ASC should report to the Dean of the Faculty of Arts and Social

Sciences. The ASC is the program's academic face and FASS has always been its

academic home. Clearly, Continuing Studies should also be kept fully informed. We will

initiate the procedure of an annual report, directed to the Dean of FASS and copied to the

Dean of Continuing Studies and to the Chair of the FASS Curriculum Committee. We

would welcome either Dean to any meeting of the Committee.

Recommendations 4 and

5.

The Report recommends that the Academic Director should be responsible for teaching

only one course per year and that within the ISP, and that a new Associate Academic

Director should teach one course within the program and have a single course release.

We agree that the program requires steady and caring attention from its Academic

Director, and that he or she should be familiar with the program and feel a part of it. It is

of course desirable that the Academic Director have adequate time to undertake these

responsibilities fully, while maintaining any other expected academic duties.

We are not sure, however, that the course release formula suggested by the reviewers is

necessarily the best option. For example we think it would be a good idea for the

Academic Director to be involved in some regular academic program as well as in the

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ISP, but the Report implies that the entire Academic duties of the Director might lie

within Integrated Studies. The Report uses the analogy of the Graduate Liberal Studies

program in making it recommendations, but in some regards these programs are not

exactly parallel. As we understand it the Associate Director of Graduate Liberal Studies

has very specific duties regarding the guidance Of graduating projects; it is not clear what

specific duties within ISP would require a separate administrative position. More

generally, much of the program administration of ISPs now takes place quite smoothly

without continuing academic oversight. While we strongly agree that active academic

interest and guidance is essential for the health of the program, we do not want to create a

situation which is inefficiently over-administered.

We therefore propose that the normal expectation for the Academic Director should be a

two-course teaching release for administrative duties, with a preference that at least one

course should be taught annually within Integrated Studies. We do not recommend the

appointment of an Associate Academic Director at this time.

Recommendation 6

We agree that a base-funded faculty position to provide academic direction for the

program is a good idea, an appropriate recognition of the program's academic nature and

needs, and a good way to acknowledge the government funding that student enrollments

in the program attract. The program has established itself as a continuing and successful

part of the University's offerings and makes a major contribution to an important aspect

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of the University's mission. Furthermore, stable and consistent academic direction for

the program should not be contingent upon the vicissitudes of a cost-recovery budget;

assertion of academic authority over the program should be accompanied by an academic

investment.

Recommendation 7

The Report recommends a careful review of the roles played by the Academic Director

and the proposed Associate Academic Director. We agree that engaged and consistent

academic direction is essential for the program's continued viability. We further agree

that setting clear expectations is a crucial aspect of achieving this objective. Perhaps

most importantly, it is the interaction among roles that is key to long-term success. The

Academic Director should be interested in all aspects of the program, thoroughly engaged

in many of them, and should exercise consistent authority in a few. The role should be

defined in careful consideration of what is already provided by a very effective

administrative staff, who are performing functions that are appropriately within the

competencies and professional expertise of Continuing Studies. The pendulum of

infringement on proper roles can swing both ways.

The Report does not specify what party should be responsible for the review, only that

consultation with the ASC should occur. The ASC recommends that the Acting

Academic Director should draft a description of the role following consultations with the

Program Director and others as appropriate, and should forward this document to the

ACS for further consideration. The ASC will then comment on these recommendations

and forward them to the Deans of Continuing Studies and FASS.

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Recommendation 8

The Report recommends that ways be found to engage more full-time Burnaby

instructional staff in teaching within the program. We agree that this is desirable, within

the constraints that the Report notes and within the program's need to secure faculty who

are especially skilled in adult education. We believe that one proper role for the

Academic Director is frequent contact with relevant departments and department chairs

to scout for possible instructors. In the past, departments have often been quite interested

in referring their own regularly employed and highly effective sessional instructors, and

some of the programs best teaching staff have been discovered in this way. If the program

expands to the extent that it can guarantee more steady work in some disciplines, it is

possible that a few shared lectureships could be an effective way to sustain academic

relationships with

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the _Burnaby campus. ?

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Recommendation 9

The Report recommends that efforts be made to provide opportunities for instructional

workshops. We have every reason to believe that LIDC would be entirely cooperative in

this matter. As recommended the Academic Director and Program Director will consult

with ISP instructors to determine their interest.

Recommendation 10

The Report recommends that roles be clarified and position descriptions be written for

the Program Director and Director of CICS as well as for the Academic Director and

Associate Academic Director. As noted, we do not recommend the establishment of an

Associate Academic Director position at this time. Because a new Academic Director

must be sought out for September 2006, it will be essential to clarify the expectations of

this position in writing. The degree of participation in the program by the Director of

CICS has shifted somewhat in recent years, and the ASC agrees that it is timely that clear

expectations be set. In our view it will be appropriate for the Dean of Continuing

Studies, in consultation with the Acting Academic Director, to review the job description

of the Program Director in the light of these other considerations. The ASC will gladly

contribute to these reviews as requested by the appropriate administrators.

Recommendations 11 and 12

The Report recommends that office space at Harbour Centre should be provided for the

Academic Director, that teaching space should be expanded and that office space should

be made more coherent. The ASC concurs with these recommendations and understands

that a request to-this effect has been entered into the current space planning initiatives at

SFU Vancouver. Because the Acting Academic Director has office space in the Segal

Building assigned through another program, the need for a dedicated office for this

position will become imperative only in September of 2006.

Equally important, it is highly desirable to create a coherent group of offices for ISP staff.

Having the staff together and together with the Academic Director and shared instructor

offices in a suite of offices could make a significant difference to the program's

esprit

and sense of identity. Here, an analogy with the excellent space arrangements for the

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Graduate Liberal Studies Program is well placed. We understand that this need has been

conveyed to space planners by the Director of CICS. We hope that it will be endorsed

with some force by the Deans of Continuing Studies and FASS.

The third space-related recommendation of the reviewers pertains to teaching space. The

program has been fortunate to secure regular use of some policy rooms at Harbour

Centre, an ideal teaching space for most of its courses. Nevertheless, courses have too

often been forced to move from session to session, sometimes into quite cramped and

undesirable rooms. Anything that can be done to regularize access appropriate rooms

will be welcomed. Because our off-campus programs are usually prized by their hosts,

we are often better and more consistently housed at remote locations than we are at

Harbour Centre!

Recommendation 13

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The Report recommends a review of existing evaluation approaches and any changes

flowing from this review. This recommendation requires a three part response:

First, the ASC is extremely pleased that the reviewers themselves evaluated the program

so highly based on the evidence before them. Their conclusion that the program serves it

intended audience extremely well and their endorsement of its unique version of prior

learning assessment are very gratifying, and should give confidence to the University

regarding the nature and direction of the program.

Second, the Report's comments on the levels of evaluation that have been applied to the

program are somewhat misinformed. Cathie Dunlop, Director of the Research and

Evaluation Unit, has prepared a rejoinder to some of the reviewers' comments. She points

out that some of the ambiguities in the evaluation data can be read in a much more

positive light than the reviewers suggest. She also points out that the Report's strong

suggestion that employers and supervisors of the students should regularly be surveyed

actually was

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the case earlier in the program's history, and that it produced largely

supportive information. Extracts from Cathie Dunlop's comments are included as an

appendix to this Response.

Third, whatever interpretation may be placed on the available facts, we agree with the

recommendation that the ASC should initiate a review of current evaluative procedures

with a view to improving them in cost-effective ways. That will be an item of business

for us in the coming months. Nevertheless, we should point out that this is surely one of

the most systematically evaluated academic programs at SFU, and with very positive

overall results.

Recommendation 14

The Report recommends that the ASC review the timetabling arrangements at remote

sites and determine any necessary changes. It is true that there have been some variations

at remote locations from the normal ISP patterns of instruction. Some of these have

resulted from travel cost considerations, some from faculty preferences, and others from

student suggestions. In all programs there has been a degree of experimentation that aims

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to find the most satisfactory arrangements overall. We are aware that there are different

views regarding the effectiveness of compressed modes of instruction. In reviewing this

matter, as we will, the ASC's aim will not be to regulate uniformity. We will make sure

that reasonable instructional hours are maintained in all courses, that they are taught in

ways that respect academic standards, and that the academic viability of deviations from

usual patterns is carefully evaluated.

Recommendation 15 (mislabeled in the Report as #16)

The Report recommends that the ACS review the oversight of remote programs and

establish clear guidelines regarding their administration. We agree that there are a variety

of special issues that arise with programs in remote locations. Some of these are the

result of local circumstances and need to be approached as individual problems requiring

creative administrative solutions. Others, however, are predictable complications of

programs at a distance and should be approached with forethought and with academic

principles clearly in mind. We agree that the ASC should carefully consider such issues

in advance of new program approvals. The ASC will consider establishing guidelines for

programs at remote locations, just as it has for aboriginal programs. At the same time, it

will be important to bear in mind that these are market-driven programs that will continue

to require adaptability and resilience; too many advance restrictions could have the effect

of eliminating such programs altogether. The ASC will also examine the appropriate

roles to be played in academic oversight of such programs and will set out its

expectations in time for them to be relevant to the search for a new Academic Director.

Recommendation 16 (mislabeled in the Report as

#15)

The Report recommends that market studies into the future academic needs of adult

workers be undertaken and that the ASC consider new types of ISP programs to serve

these markets. This recommendation appears to follow from the reviewers' doubts about

the long-term viability of the ISP along its current cost-recovery funding model. The

ASC agrees that both growth and program innovation should be continuing concerns of

Integrated Studies. We have no clear way of judging about the continuing demand for

the ISP as currently structured, although the program's reputation and the interest in it

appear to us to be on the upswing. Certainly, the adult education market continues to

change and it is very important to keep abreast of it. The ACS believes that the

Academic Director should share in this responsibility, and should be involved in

responding to expressions of interest in new programs. The ASC also believes that

measured growth of the ISP program is desirable, both to provide greater financial

security for the program and. to make the program's benefits more widely available.

On the other hand, the ASC takes as its primary roles the academic oversight and

guidance of the existing ISP programs, and academic consideration of new programs or

program types that may be proposed. It is not directly involved in marketing efforts or

new program design. The Report seems to be suggesting in this and the subsequent

recommendations that the University should engage in a broad rethinking of its services

to adult learners. We are not at all averse to such an initiative, but believe that the ASC

should focus primarily on stabilizing and improving the range of ISP offerings as its

contribution to this aspect of the University's mission.

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Recommendation 17

The Report recommends that the University review its for-credit services to lifelong

learners with a view to expanding them. We concur.

Recommendation 18

The Report recommends a review of the University's web marketing efforts to recruit

adult students We concur.

February 22, 2006

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Report of the External Review Committee?

for the Simon Fraser University?

Integrated Studies Program

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July 15-16, 2005

Program Review Team:

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Dr. Carol Kasworni, Professor and Department Head, North Carolina State University

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Dr. Gordon Thompson, Professor and Program Director, University of Saskatchewan

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Dr. Sam Black, Associate Professor, Simon Fraser University

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Overview ?

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Founded in 1995, the Integrated Studies Program is academically based in the Faculty

of Arts and Social Studies through the Bachelor of General Studies academic program and

administratively directed by the Centre for Integrated and Credit Studies, Continuing Studies.

The impetus for the external review was characterized by the Associate Vice President,

Academic as based in the belief that this program was at a crossroad in its development. Due

to the Three Year Plan for Simon Fraser University, there was also a desire for thoughtful

examination of the program's current status and projected future at SFU.

The external review is based upon several sources of information. Background

information sources included a self-study of the program, as well as accompanying position

descriptions of the academic director and program director, program faculty vita and related

course syllabi, listing of current student worksites, an ISP instructor's handbook, and

brochures and marketing literature of the programs. On July 15-16, 2005, the external review

team conducted interviews, and informal discussions with key university academic and

continuing education administrators, faculty, select students, the Integrated Studies staff, and

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attended select class sessions. These efforts enhanced understandings of key strengths and

quality indicators, program and instructional concerns, and projected future engagements of

the program.

Under the directive of the Acting Vice President Academic and the Director of

Academic Planning and Budgeting, this report will address the overall academic quality of the

program, its administration and resource support, as well as specific discussions of six key

issues outlined in the Terms of Reference, July, 2005, as noted below:

Evaluation of the administrative and academic future of Integrated Studies and the University's

role in its development.

Evaluation of the success of the Program in meeting its mandate to provide academic courses and

credentials that serve the needs of adult student who primarily work full time.

Evaluation of instructional, staff and physical resources available for academic program delivery,

relative to the standards for traditional academic programs and other lifelong Learning programs.

Reviewers are asked to pay particular attention to the absence of continuing faculty in the

program

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Evaluation of how the Program can best address the need for degree completion programs for

working adults, how well the current academic disciplines and credentials offered meet the needs

of adults, and whether there is a need for new disciplines and programs.

Evaluation of the program's capacity to support the goals of the Three Year Plan of the VP

Academic's Office and other relevant academic units, bearing in mind the university objectives

and the shifting demands of adult learners.

Evaluation of oversight by and degree of coordination with the Faculty of Arts and Social

Sciences.

Quality of the Program and its instructional

efforts:

The Integrated Studies Program is a unique undergraduate academic program,

featuring a strong conceptual base in the Employability Skills Profile by the Conference

Board of Canada; key innovative formats, delivery, and instructional elements to maximize

access and support for adult students who are full-time workers; and quality instructional and

support staff who have a commitment to facilitating adult learners with complex work and

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family lives beyond the classroom.

As a highly innovative adult credit program, this program features a number of key

quality indicators. There is a dedicated program director and support staff with a strong

commitment to serve the unique needs and requirements of adult students. We noted capable

and creative part-time instructional staff, who represent both academic faculty and working

practitioners with appropriate credentials, strong instructional skills, and important

understandings of adult learning principles. The program courses appear to represent

appropriate upper-division academic knowledge and skills configured to meet the complex

knowledge demands and skills of current workforce needs of the students. It is apparent that

the program has made ongoing efforts to modify course offerings, based upon changing

student profiles, changing employer contexts of the students, and changing workforce

knowledge requirements. It is particularly commendable to have a strong engagement in

critical thinking and analysis, teamwork, and written engagements with critique in the

coursework. Further, the program completion capstone experience is a particularly significant

quality indicator that engages student and faculty in an integrated understanding and

application between the academic program and the adult work life. The review team's

observations of student presentations and discussions in classes, as well as individual

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conversations suggest a capable cadre of adult learners who bring rich work and life

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understandings and engagements with key concepts and skills in the classroom. From the

student retention levels and student feedback evaluations, the ISP program appears to have an

effective relationship between the adult learners in the program and their ongoing

engagement in the workplace We also note that the ISP program has a number of evaluative

components to assess instructor performance and program performance. Key indicators for

the ISP program are represented in the number and quality of admissions applications,

retention rates, student comments, and degree program congruence with workforce

knowledge and skills demands. These evaluative components are particularly important

because adult programs are highly sensitive and responsive to adult learner needs and actions

for relevant and quality learning experiences. Based on the findings from the self-study, this

program, on the whole, attracts quality students, provides quality learning experiences, and

meets vital needs in the workforce.

Key Issues facing the Future of ISP:

?

.

I.) Academic Governance of the Integrated Studies Program (ISP)

One of the issues identified in the terms of reference provided to the External Review

Committee concerned an

"Evaluation of oversight by and degree of coordination with the

Faculty of Arts and Social Sciences."

We have chosen to address this issue first because we

believe it to be the most significant in terms of the future of the program. It has become clear

to us that the issue of academic governance, including the extent to which the Faculty of Arts

and Social Sciences claims real ownership of the ISP, is fundamental to finding a path toward

a promising future for the ISP. We believe that there are two governance issues that require

careful scrutiny. The first is the role of the Academic Steering Committee for the ISP and the

second is the role of the Academic Director of the program.

A. Role of the Academic Steering Committee

The role of the Academic Steering Committee (ASC) is briefly described in the Self-Study

Report.. It states that the ASC:

?

C

---

S

".

. . oversees the academic objectives of the program, ensuring that the

planned curriculum and quality of teaching, examinations, and other forms of

evaluation meet those objectives. It is also responsible for monitoring present

and future needs of the program stakeholders and guiding the development of

curricula, new systems of course delivery, and new programs as required. The

Committee usually meets at least three times each year. . ." (p.

7).

While this statement is unusually concise, it nonetheless confirms that the role of this

Committee is critical to the effective operation of the ISP and the planning of its development.

It is not surprising that it is expected to meet a minimum of three times a year to fulfill such a

broad mandate. Unfortunately, our understanding is that it does not fulfill this mandate. At

least some members of the Committee feel that the ASC meets too, infrequently, and that too

often, it is expected to "rubber-stamp" decisions that have already been taken. Moreover, it

appears to spend little, if any, time engaged in a meaningful role of planning for future needs

and directions. For example, the ASC should play a central role in determining which remote

locations will be selected for the ISP and for planning potential curricular variations on the

• ?

ISP that might attract new audiences. It is not desirable, nor feasible, for the ASC to become

involved in the day-to-day administration of the ISP, but it should be closely involved in

shaping the future directions of the ISP. More fundamentally, it must be actively involved in

ways that ensure that members of the ASC, and other members of the University community,

are satisfied that the academic credibility of the ISP is maintained. Accordingly, we propose

no change in the existing terms of reference for the ASC. But

we recommend that the

Academic Steering Committee undertake a careful self-examination of its operation to assess

the extent to which it is fulfilling its mandate, and identify steps needed to remedy any

shortcomings.

We also noted the membership of the ASC which is listed in the Self-Study Report (

pp.

7-8).

It lists a total of 13 members, only

5

of which are academic appointments. This strikes us as

an unusual membership for a committee charged primarily with academic matters. For

example, there are no chairs of academic departments but there are six student representatives.

Further, these student members only represent the current Harbour Centre program, while the

outreach of ISP and its programs have expanded beyond this campus. It appears to us that the

composition of this committee is more appropriate to a program advisory committee than an

---

academic steering committee. Accordingly,

we recommend that a review of the composition

of the Academic Steering Committee be undertaken to ensure that its membership is

appropriate to its mandate.

We understand that in the first few years of operation of the ISP there was a program advisory

committee that included industry representatives (employers). We also understand that this

committee was discontinued as the nature of the program marketing changed from targeting

corporations to recruiting individual participants (p. 4 of the Self-Study Report). It may be

appropriate to reconsider the role of a program advisory committee that could include

employer representatives and participants in the program (as well as the ISP Program Director

and others), especially if the membership of the ASC changes in such a way as to reduce the

presence of program participants. We will make further observations regarding the

involvement of employers of ISP participants, when we discuss the issue of evaluation

practices relating to the program.

Finally, we are not altogether clear on the issue of the reporting structure for the ASC. Does it

report to the Academic Director or the Dean of Arts and Social Sciences? If it does not

already do so,

we recommend that the Academic Steering Committee report to the Dean of

Arts and Social Sciences. We further recommend that the ASC submit an annual written

report to that Dean, and that the Dean meet at least once a year with the ASC.

B. Role of the Academic Director

It is clear to us that the role of the Academic Director is critical to the success of the ISP. We

note that the position description for the Academic Director (dated February 2003) states that

this individual is" . . . responsible for the academic administration of all Integrated Studies

Programs and will be accountable for the maintenance of academic standards in all

programs." We have concluded that a careful review of the role of this position is essential.

We have several concerns:

1. The first concern arises from the modest workload assignment associated with this position.

The incumbent receives a two-course reduction in teaching load. This does not appear to be

(q.

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7

appropriate to the scope of the task. It may be instructive to compare the role of the Academic

Director of the ISP with that of the Director of the Graduate Liberal Studies (GLS) program.

As we understand it, both receive the same reduction in teaching load in recognition of their

roles as directors of their programs. But the ISP has multiple cohorts and multiple locations.

The ISP has many more students and instructors than the GLS program and, in light of the

large number of sessional instructors, it can be expected to place greater responsibilities upon

the Academic Director than does the GLS program. Moreover, due to its non-traditional

design, the academic credibility of the ISP is more likely to be questioned than that of the

GLS program, and this places additional pressures and expectations upon the role of the

Academic Director of the ISP. In short, the Academic Director cannot be expected to fulfill

the expectations of the role with such a modest assignment of workload. Accordingly,

we

recommend that the teaching release for the Academic Director of the ISP be increased

beyond the current assignment. Specifically, we recommend that the Academic Director be

responsible for teaching no more than one course per year and that teaching should be part

of the ISP course offerings.

We also note that the GLS program provides for the appointment of an Associate Academic

Director who receives a one course reduction in teaching load each year and teaches one

course in the GLS program. We

recommend a parallel arrangement for the ISP. Specifically,

we recommend that the ISP appoint an Associate Academic Director who receives a one

course reduction in teaching load each year and who teaches (at least) one course in the ISP

each year.

2. The ISP is expected to operate on a "cost-recovery" basis. Insofar as most of the operating

expenses associated with the ISP are concerned, we believe that this is an appropriate

budgetary model for a special access program aimed primarily at working professionals. We

do not think that this arrangement is appropriate insofar as the appointments of an Academic

Director and Associate Academic Director are concerned. As noted previously, we believe

that these positions are vital to maintaining the academic credibility of the ISP. Such

Sappointments should not be funded through revenue recoveries. The University receives credit

for the FTEs it generates in the ISP program and this should be reflected in a base-budget

c20'

---

commitment to fund positions critical to the academic credibility of the program.

Accordingly, we recommend that the University provide the Faculty ofArts and Social

Sciences with base-budget funding adequate to provide for the costs of the Academic Director

and Associate Academic Director.

3. The Academic Director must provide visible and substantial leadership in all aspects of the

program that touch upon its academic integrity. At a minimum, this includes the selection and

evaluation of students, the selection and evaluation of instructors, the identification of

appropriate off-campus sites for the program and the resources needed to support the

program, the planning of new curricular variations of the ISP, and overall academic leadership

for the ISP within the University community including lobbying for its support and playing a

visible role in ensuring its success. In addition, we would suggest that the Academic Director

teach at least one course each year in the ISP. This is a long list of expectations As noted

previously, we are convinced that this array of responsibilities cannot be effectively met under

the present workload arrangements. Regrettably, it seems to us that this has had the inevitable

consequence of limiting the opportunities for the Academic Director to be involved in the

breadth of activities, and to the depth of involvement, that is needed. We are concerned that

the limited workload release at present, may have had the unintended consequence of

redefining the role of the Academic Director from the level of involvement appropriate to that

position, to a level of involvement appropriate to the release time. Accordingly, we think that

more is required than simply providing a greater workload assignment to the role of

Academic Director. We recommend that a careful and thorough review of the roles played by

the Academic Director and the Associate Academic Director be undertaken (in consultation

with the Academic Steering Committee) in order to ensure that the nature of the position is

consistent with the expectations.

Later in this report we recommend that written position

descriptions be prepared for the Academic Director, Associate Academic Director, Director of

the Centre for Integrated and Credit Studies, and the ISP Program Director.

Evaluation of instructional, staff and physical resources

The External Review Committee was asked to provide an".. .

Evaluation of instructional,

staff and physical resources available for academic program delivery, relative to the

cI•

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0 ?

standards for traditional academic programs and other lifelong learning programs." We

were asked to . . . pay

particular attention to the absence of continuing faculty in the

Program."

A. Instructional resources

An issue frequently raised during our visit was the exceptionally high proportion of sessional

instructors who teach in the ISP program.

It is true that not all of the instructors are sessionals. A number of ISP instructors are current

or retired faculty members from Simon Fraser University, and some are instructors or

lecturers who teach courses at the Burnaby campus as well as courses in the ISP. Even

among those instructors who are sessionals, at least two of them are full-time faculty members

at other institutions (Dr. Fiona McQuarrie who is a Professor of Business Administration at

University College of the Fraser Valley, and Dr. Charles Menzies who is an Associate

Professor of Anthropology at UBC). At the same time, we note that sessional instructors are

crucial to the success of the program. They bring a blend of academic training and

professional experience that enriches the ISP classroom and represent best practice in many

adult degree programs targeted to working adults in business and industry. We met with a

number of ISP instructors and had the opportunity to visit several of their classes. We were

impressed with their enthusiasm and commitment to the program. Moreover, they provide an

important measure of flexibility in the selection of courses in the program. Nonetheless, there

appears to be a pervasive sense that the proportion of courses taught by sessional instructors is

too high, and this ratio of sessionals to full-time faculty poses a potential threat to the

academic credibility of the ISP.

We note that there are special advantages to appointing ISP instructors who are also

connected to the Burnaby campus. For example, they can contribute to an increased sense of

awareness of the ISP program within the academic councils of the University, and potentially

increase the degree of collegial support and ownership of the ISP. This possibility is not likely

to be realized with sessional instructors who teach at the Harbour Centre campus but have

little or no on-going contact with colleagues at the Burnaby campus. They also bring a tacit

---

10

understanding of academic expectations of comparable student performance across the ISP

and the on-campus program offerings. Accordingly,

we recommend that the University

explore strategies to increase the proportion of ISP courses taught by full-time instructors

who have some continuing connection with the Burnaby campus.

We want to stress however

that this recommendation should not be seen as reflecting any measure of criticism upon the

excellent corps of sessional instructors currently supporting the program. Rather, it should be

seen as reflecting a need to balance the proportion of full-time and sessional instructors.

As the Self-Study Report observes, it is unlikely that teaching in the ISP will enjoy wide

appeal amongst tenured or tenure-track faculty. Indeed, we understand that in some instances,

such as the Faculty of Business, that there is no possibility of their ISP courses being taught

by such faculty. Accordingly, it may be that a lecturer and or limited term appointments will

prove useful. We are also aware that there may be some special issues arising from the

recruitment of instructors in satellite locations at some distance from Vancouver. We were

advised that at least some department heads felt obliged to confirm the appointment of an

instructor at a distant location when they had only a curriculum vitae to assess, and they were

?

is

uneasy about making the appointment. We believe that this is one of the important areas in

which the Academic Director can and should play a significant role.

We believe that it is important for the Academic Director to teach at least one course in the

ISP each year. This brings the Academic Director into close contact with program participants

and ensures that that individual has a direct experience with the students and the delivery of

the program. It also has symbolic value in terms of the academic leadership associated with

the ISP.

The Self-Study Report suggests that it would be desirable to offer workshops for ISP

instructors to enhance their instructional effectiveness. We support this suggestion, but we

were unable to identify the critical barriers to making it happen. Is it an issue of budgetary

resources? We would expect that the University's Learning and Instructional Development

Center would support the ISP as much as any other undergraduate program. Is it a question of

location and scheduling? We would expect that it would be necessary to offer the workshops

A.

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11

0 ?

at the Harbour Centre campus (leaving aside considerations relating to instructors at remote

sites). Is it a lack of interest on the part of ISP instructors? We would think not in light of the

high level of enthusiasm and commitment of the ISP instructors with whom we met. In short,

this suggestion appears to us to be a worthwhile undertaking. Accordingly,

we recommend

that the Academic Director and the ISP Program Director consult with ISP instructors and

representatives of the University's Learning and Instructional Development Center to

investigate the need and interest for instructional workshops, and the means by which they

can be offered.

B. Staff resources

The ISP staff play a vital role in support of the program. There has been significant growth in

the staffing complement, which has been necessary to cope with the growth in the size of the

program and the number of cohorts. We are satisfied that the complement of administrative

staff is adequate for the needs of the program, and the individuals comprising this group seem

40 ?

capable and enthusiastic about the program. We would especially note the dedication and

competence of Ruth Price, the Program Director. At the same time, we are of the view that the

responsibilities of the Program Director have grown to be burdensome. Ms. Price observed to

us that there were a number of areas, especially ones associated with the identification and

development of future cohorts of participants, which she felt constrained to address. We found

ourselves unclear about the respective roles of the Program Director (Ruth Price) and the

Director of the Centre for Integrated and Credit Studies (Tom Nesbit).

Within the position description for the Academic Director, there is a set of identified

responsibilities for the Director of the Centre for Integrated and Credit Studies (CICS).

It noted that the two incumbents". . . will share responsibility for program planning and

development. . . "and"... are expected to maintain a close consultative relationship on all

aspects of the programs. . ." It was not clear to us that these two positions were centrally

involved in future planning and development of the ISP program and much of this

responsibility appears to have devolved upon the Program Director. Accordingly,

we

recommend that the respective roles of the Academic Director, Associate Academic Director,

the Director of the CICS, and the ISP Program Director be carefully reviewed and clarified

ILI

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12

We also noted that there were brief position descriptions for the roles of the Academic

Director and the Program Director. No such description was available for the Director of the

CICS. Accordingly,

we recommend that written position descriptions be prepared for alifour

positions once their respective roles and responsibilities have been clarified

Given the size and complexity of this current program and the expectations for

additional growth and outreach of this program, we suggest the need for further elaboration in

the ISP staff roles and responsibilities. Adult programs of this size and complexity typically

have differentiated staffing for key responsibilities related to hiring and supervision of

program instructors, recruitment, admissions and ongoing engagement with adult student,

facilities management, and related program support, and other staffing for new outreach,

marketing, and new program development. Unlike academic programs which cater to

traditional students, the adult student higher education market is highly competitive and

continually evolving. Future growth with outreach will require a more extensive and

differentiated set of roles and responsibilities in this program area.

C. Physical resources

The primary location of the ISP program is the Harbour Centre campus. We did have the

opportunity to visit that campus and also spent some time on the SFU campus in Burnaby.

However, we did not visit any of the other ISP site locations. Accordingly, we are unable to

provide any assessment of physical resources at locations other than the Harbour Centre

campus.

We have a concern for the current placement of staff in different sites. The ISP staff are

located at the Harbour Centre campus, but are inconveniently located at some distance from

the Program Director. It would be preferable if they could occupy adjoining space. We are

also convinced that the Academic Director must have a visible presence at the Harbour Centre

campus

and

we recommend that office space for the Academic Director be provided at that

location.

Of greater concern was the restricted access to classroom space. We were advised

that the ISP struggles to secure sufficient classroom space to support the needs of the program

and that this is a serious limitation to potential growth of the ISP. We were also advised that

the ISP does not pay for classroom space and we strongly support this arrangement. At the

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13

5 ?

same time, the Self-Study Report referred to the "revenue agreement established for the

Harbour Centre campus" (p. 66) as contributing to constraints on the availability of classroom

space for the ISP. We appreciate the financial constraints relating to the operation of the

Harbour Centre campus but are concerned that this has serious consequences for the ISP. We

were advised that space currently occupied by the Faculty of Business is expected to become

available within the next year or so when they relocate to another downtown location. This

may provide an opportunity to address the needs of the ISP for additional classroom space.

Accordingly, we recommend that additional classroom space at the Harbour Centre campus

be made available to the ISP at the earliest opportunity and that consideration be given to

achieving a more felicitous and more efficient office arrangement to allow the Program

Director and the Academic Director to work more closely with the ISP staff

III. Evaluation of the Success of the Program

The External Review Committee was asked to consider an

"Evaluation of the success of the

S

Program in meeting its mandate to provide academic courses and credentials that serve

the needs of adult students who primarily work full time"

and an

"Evaluation of how the

Program can best address the need for degree completion programs for working adults,

how well the current academic disciplines and credentials offered meet the needs of

adults, and whether there is a need for new disciplines and programs."

The Review Committee observed that the Self Study Report and our conversations with

academic administrators, instructors and students provided overwhelming support for the

effectiveness and value of the ISP. The program in unique in concept and design. Many

universities in North America provide some form of prior learning assessment and recognition

(PLAR) to recognize the knowledge and skills possessed by adult learners, and to provide

appropriate undergraduate credit for such competencies. But we are not aware of any other

university program that admits adult learners to the

31(1

year of an undergraduate program

without some type of rigorous assessment process that results in the award of credit for the

first two years of study. Indeed, after reading the Self-Study Report, we had expected during

our visit to the University that we might hear some questions raised about the appropriateness

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14

of this arrangement. We did not, and based on what we saw, heard, and read, we are satisfied

that this is a highly successful and innovative program that brings credit to the University.

We did observe some disquiet on the part of some ISP participants regarding the credential

that they receive upon successful completion of the program. Many participants reported that

they would prefer the degree to be a "Bachelor of Liberal and Business Studies" or some

similar designation, rather than a Bachelor of General Studies. We understand the reasons

behind this suggestion, but in light of the nature and structure of the ISP we are satisfied that

the present arrangement is most appropriate.

We are not able to provide informed advice about how well the current academic disciplines

and programs meet the needs of adults. The ISP participants that we met during our brief visit

were very satisfied with the curriculum of the Liberal and Business Studies program. But they

are a self-selected group, and therefore we have no way of assessing whether there are

significant numbers of other adults who would be attracted to an alternate program.

Nonetheless, the program is logically and appropriately designed to respond to the

Employability Skills Profile of the Conference Board of Canada. The strength of the

continuing demand for the program supports the view that the program is responding

effectively to a broadly based need amongst working adults.

We are not able to provide informed advice on whether there is a need for new discipline

programs. As noted previously, efforts by those involved in the ISP to assess demand for new

ISP programs have been constrained due to the limited resources to undertake such studies.

Accordingly, no needs assessment or market research information was available to us.

We do have some supplementary observations we want to offer which relate (at least in part)

to evaluation considerations. We were pleased to learn that Continuing Studies has a Research

and Evaluation unit and that the ISP budget provides resources for an on-going systematic

process of evaluation. The Self-Study Report provided considerable information on the nature

of the evaluation work done for the ISP to date and the conclusions appropriate to that work.

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15

It is clear that the impressions and opinions of participants are systematically collected on a

regular basis. This type of evaluation is identified by Kirkpatrick (1994) as Level 1 -

evaluating reaction. It is a useful but basic type of evaluation. In a program such as the ISP

where participants are self-selected, we would normally expect participant reactions to be

generally positive. Often, the most meaningful reactions are negative ones since they are not

usually expected and they signal a need to consider making changes in the way the program is

being conducted. The Self-Study Report also provided information on the grades earned by

participants. This type of evaluation is identified by Kirkpatrick (1994) as Level 2 -

evaluating learning. The Self-Study Report observes that" . . . The overall academic

performance of ISP students has been impressive"

(p.

43). Once again, this result would be

expected in light of the careful selection process for applicants to the program.

The Self-Study Report provided very little information on what Kirkpatrick (1994) identified

as Level 3 - evaluating behavior. This type of evaluation assesses the extent to which changes

in job behavior have changed as a result of participating in an educational or training

program. Many academic accreditation groups are now requiring academic programs to

define key learning outcomes and impacts of their programs. This Level 3 evaluation is

vitally important to validate the impact of this program for both its adult students and the

employer stakeholders. The Self-Study Report indicates that participants in the ISP report an

expectation that the program will be of long-term benefit to their job and career

(p.

44) but it

also reports that alumni of the ISP program from cohort 7 indicated that 42% of them felt

there was no change in their work performance (on the job behavior) as a result of

participating in the ISP. This is a surprising result and one which warrants further

examination. It is important to note that this was a small sample (only 12 respondents).

Accordingly, it may not be widely representative. Nonetheless, we raise this for two reasons.

We believe that this type of evaluation (level 3 - evaluating behavior) is at least as important

to the program as

?

reactions and evaluating their learning Moreover, it

is not sufficient to canvas' Only the ISP graduates themselves. The views of their supervisors

and co-workers should also be examined. The ISP is heavily dependent upon employer

support, and upon participants and employers being satisfied that the program leads to

important improvements in work-related competence, and the application of that competence

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16

in the workplace. Accordingly, this type of evaluation should be undertaken frequently and

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0

systematically.

Secondly, it is important to recognize that the results reported for cohort 7 would not assist the

ISP in its marketing efforts. If these results were found to be broadly representative of ISP

graduates, it would suggest that further study was warranted to determine why the program

was not leading to enhanced work performance. On the other hand, if it were found that ISP

graduates, their supervisors, and co-workers reported significant workplace performance

improvement for ISP graduates, this would be a powerful tool to assist ISP marketing efforts.

We were also surprised to find virtually no evaluation efforts have been made to assess the

views of the employers of ISP participants when the Self-Study Report identified employers

as one of the four stakeholder groups. Further, the Report stated that one of the purposes of

evaluation of the ISP was to". . . determine whether . . . employers. . . are sufficiently

satisfied

In short,

with

we believe

the value

that

of

on-going

the program.

and systematic

. . "(p. 40).evaluation

?

of the ISP is critical to its success

.

and credibility. We are not satisfied that existing evaluation approaches are sufficient.

Accordingly, we recommend that those responsible for the ISP, including the Academic

Steering Committee, undertake a thorough review of existing evaluation approaches and

methodologies for the ISP, and make whatever changes are needed to meet the needs of the

program.

Finally, we are disappointed that we are unable to provide more observations and reflections

on the delivery of ISP programs at remote locations. One of the resource people we were

scheduled to meet with, Verna Billy, Dean of the Nicola Valley Institute of Technology was

unable to meet with us. We were especially interested in her experiences associated with

institutional partnerships to deliver the ISP. As noted previously, we had no opportunity to

visit remote locations at which the ISP is delivered. Accordingly, we regret that we can

provide little in the way of observations and suggestions related to this important aspect of the

ISP and its future development. We did receive varying views regarding timetabling

;q.

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17

S

arrangements related to instruction in the ISP at remote sites, especially Kitimat. Courses

offered at that location are offered in a very compressed period of time (usually Thursday

night/ all day Friday! Saturday morning) with visits widely spaced apart. Some of the people

with whom we met were quite satisfied with that arrangement and felt that it worked

effectively as an instructional format. Others were quite critical of the approach and felt that

the instructional visits needed to be more frequent and of longer duration. At least some of

these latter individuals suggested that pedagogic considerations were being subordinated to

financial ones. We were unable to assess whether this was a serious limitation of delivering

the ISP at remote locations. Accordingly,

we recommend that the Academic Steering

Committee explore this matter and determine what, ifany, changes should be made to

timetabling arrangements for ISP course delivery at remote locations.

Finally, we recognize that there are special challenges associated with the identification,

selection, and academic oversight for ISP offerings at remote locations. We are not satisfied

S

that adequate mechanisms are in place to ensure the academic integrity of these programs. For

example, what specific roles and responsibilities do the Program Director, the Academic

Director (and potentially others) have in regard to offerings at remote locations? Accordingly,

we recommend that the Academic Steering Committee examine the issues of administrative

and academic oversight of ISP offerings at remote sites and establish clear guidelines and

assigned responsibilities to ensure the academic integrity of these programs.

IV. Future of the ISP

The External Review Committee was asked to consider an

"Evaluation of the

administrative and academic future of Integrated Studies and the university's role in its

development"

and an

"Evaluation of the program's capacity to support the goals of the

Three Year Plan of the VP Academic's Office and other relevant academic units,

bearing in mind the university objectives and the shifting demands of adult learners."

S

30.

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18

A. Future of Integrated Studies Program and the University's Future

Although the ISP program has demonstrated its importance to the lifelong learning market in

Vancouver and British Columbia, we also believe that this program is at a crossroads of future

possibilities and potential turbulence. This team questions the full viability of this program in

its current ambiguous leadership status, as well as its limited program focus and staff support.

Given the suggested growth needs to serve the adult learner as a credit student, we trust that

the previous recommendations will be seriously considered, if not fully implemented.

This program brings together the academic' expertise and leadership of the Faculty of Arts and

Social Sciences with the significant continuing education expertise of the Center for

Integrated and Credit Programs. This partnership can be an asset in determining future

growth and expansion to serve adult learners. However, there are several clear warning signs

suggesting a re-examination of key assumptions and current strategies for future growth and

outreach to adult students.

1) Historically, the ISP program was designed to serve an intact workforce of one or a

?

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few employers, e.g. Canadian Pacific Railway. These past brokered relationships between

university academic programs and employers have become an increasing rarity. Because of

the current economic restructuring and the churn of workforce needs, fewer employers are

able and willing to make this significant a commitment. Thus, the ISP is now serving

individual adult learners who work in a wide variety of for-profit and not-for-profit worksites.

Further, it appears from our initial data that up to 50% of the students are paying their own

way (although many have employer support through work release time to attend part of those

class sessions held on work time.) Thus, we suspect there will be increasing difficulties to

attract students based upon a full-cost recovery model and an assumption of employer full-

tuition reimbursement.

We recommend that the University and the ISP program conduct

market studies related to future academic program needs for adult workers and related

pricing

of

these program options.

Although requested as part of this review, the program

review team was unable to determine specific directions for program expansion. We

recommend

supportive demographic

that the University

data studies,

give thoughtful

employer surveys,

consideration

and related

of expansion

adult learner

based

market

in

?

5

3'.

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19

Ssurveys. One observation from our visit suggested that there may not be sufficient interest in

Surrey for the ISP program or for a program requiring employer tuition reimbursement

support. Thus, future efforts at outreach to the Surrey area should include an initial marketing

survey prior to future attempts to recruit new cohorts in the ISP.

2)

The current face-to-face, Friday and Saturday instructional delivery format with an

adult learner cohort group model offers an effective model for access, support, and quality

instruction to adult learners. However, this model can only serve one segment of the adult

population. For outreach to future adult learner markets, we recommend that the Academic

Steering Committee explore other types offormats, other degree emphases, and other types of

infrastructures which may serve other adult learner markets.

There are numerous examples

of these diverse options, including one major effort at the University of Oklahoma, College of

20

formats are more often a dedicated curriculum delivered in an evening, weekend, or distance

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0

education format. Because the web is often the more viable source of information for

prospective adult students,

we recommend that the University and Continuing Studies review

its

current media, particularly its web marketing for effective and efficient recruitment of

undergraduate adult students.

(For example, an individual may have difficulty locating adult-

oriented degree program information if they did not know about Harbour Centre, Integrated

Studies program, or Continuing Studies. The Google search identified the MLS program, but

not the ISP.)

B. Program's capacity to support the Three-year Goals of the University

Given the previous discussions and program review team recommendations, we believe that

the ISP and other adult learner programs could effectively support Goal 6. "Extend the

university more fully into its communities and reach out more effectively to our diverse

community of learners." However, we have some doubt that program growth could be based

solely on full-cost recovery program outreach. As noted, marketing surveys and other forms

of investigation would support development and recruitment for specific programs and

delineate the current adult market to support cost recovery programs.

Goal 6 suggests future outreach to the First Nations. Because of the lack of discussion

with Dean Verna Billy, Nicola Valley Institute of Technology, the program review team

cannot comment on the future growth options available for outreach to the First Nations

beyond the current ISP offering.

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V.

Summary of Recommendations

1.

We recommend that the Academic Steering Committee undertake a careful

self-examination of its operation to assess the extent to which it is fulfilling its

mandate, and identify steps needed to remedy any shortcomings.

2.

We recommend that a review of the composition of the Academic Steering

Committee be undertaken to ensure that its membership is appropriate to its

mandate.

3.

We recommend that the Academic Steering Committee report to the Dean of

Arts and Social Sciences. We further recommend that the ASC submit an

annual written report to that Dean, and that the Dean meet at least once a year

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with the ASC.

4.

We recommend that the teaching release for the Academic Director of the ISP

be increased beyond the current assignment. Specifically, we recommend that

the Academic Director be responsible for teaching no more than one course per

year and that teaching should be part of the ISP course offerings.

5.

We recommend that the ISP appoint an Associate Academic Director who

receives a one course reduction in teaching load each year and who teaches (at

least) one course in the ISP each year.

6.

We recommend that the University provide the Faculty of Arts and Social

Sciences with base-budget funding adequate to provide for the costs of the

Academic Director and Associate Academic Director.

0 ?

7. We recommend that a careful and thorough review of the roles played by the

Academic Director and Associate Academic Director be undertaken (in

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consultation with the Academic Steering Committee) in order to ensure that the

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nature of the position is consistent with the expectations.

8.

We recommend that the University explore strategies to increase the

proportion of ISP courses taught by full-time instructors who have some

continuing connection with the Burnaby campus.

9.

We recommend that the Academic Director and the ISP Program Director

consult with ISP instructors and representatives of the University's Learning

and Instructional Development Center to investigate the need and interest for

instructional workshops, and the means by which they can be offered.

10.

We recommend that the respective roles of the Academic Director, Associate

Academic Director, the Director of the CICS, and the ISP Program Director be

carefully reviewed and clarified. We recommend that written position

descriptions be prepared for all four positions once their respective roles and

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responsibilities have been clarified.

11.

We recommend that office space for the Academic Director be provided at the

Harbour Centre campus.

12.

We recommend that additional classroom space at the Harbour Centre campus

be made available to the ISP at the earliest opportunity and that consideration

be given to achieving a more felicitous and more efficient office arrangement

to allow the Program Director and the Academic Director to work more closely

with the ISP staff.

13.

We recommend that those responsible for the ISP, including the Academic

Steering Committee, undertake a thorough review of existing evaluation

approaches and methodologies for the ISP, and make whatever changes are

needed to meet the needs of the program.

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14.

We recommend that the Academic Steering Committee determine what, if

any, changes should be made to timetabling arrangements for ISP course

delivery at remote locations.

15. We recommend that the University and the ISP program conduct market

studies related to future academic program needs for adult workers and also

examine related pricing of these program options for its viability with

prospective adult students. We further recommend that the Academic Steering

Committee explore other types of instructional formats, other degree

emphases, and other types of infrastructures, which may serve other adult

learner markets.

16.

We recommend that the Academic Steering Committee examine the issues of

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administrative and academic oversight of ISP offerings at remote sites and

establish clear guidelines and assigned responsibilities to ensure the academic

integrity of these programs.

17.

We recommend that the University reexamine its current outreach models and

infrastructure to support significant expansion of credit programs targeted to

lifelong learners.

18.

We recommend that the University and Continuing Studies review its current

media, particularly its web marketing for effective and efficient recruitment of

undergraduate adult students.

References

Kirkpatrick, D. L. (1994). Evaluating training programs the four levels. San Francisco

Berrett-Koehler.

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