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THINKING

OF

THo WORlD

---

2010

to 2013

Jon Driver,

Vic

e~

Presid

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Academic

,

F

e

bruary 2010

S

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THE WORLO

vpa 3yr academic

plan 10 feb

20102/11/2010

9

:

15

AM1

---

1. Introduction and Context

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 have 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

int~mationally.

1/

;~:)r::,;·);.r:~'"

As we move into the second decade of the 21

st

century

mEi::~'ri~l~onment

is changing. In BC the

population

of

18

to 24 year olds is stabilizing at a time

,wh~h

'milOY

new universities have been

founded.

We can expect a reduced rate of growth iD

,the;traditionars~udent

population and more

interest

in post-secondary education from

mid-car~E!r~tudents

ancfoew immigrants, who may

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

from investments, and this will affect funding fi'9.m,:governments and donQ(S., At the same time,

there is increased recognition that

Canada

must~~~Y!3

a

well-~~"ucated po'pl.JI~~ipn

in order to

meet many future challenges to our society and

eri"ir.O,LJmerJ.~/:i:;::>

,,<::: .• '

.:",>, ,

"'«":<'>-""'.'::? :,: ..

":,>,'i

"',', './

This slowdown in growth and

funding/prqv!q~s

us with 'an)9Pportunity to think

ab~ut

the future of

the University in two ways. First, w.e

Ct~rt;~t&VJ~~Ji,~~

SFU

bY~(~f~~cting

on our collective purpose.

How can

we best meet the educatlonal'needs"ofour.students?How does our research benefit

the communities that

Supp,9rU~?

Second;

~~ shoUjttp:9n~!der

tlOW,:"I1.e University as an institution

can

be~ome sustaina~l

..

nmht~}Vl.~st includ~~,~~. sol~~~gn;J~t;:9pr"..financ.I~1

problems. However, being

distinc~lve i~

an

imp9rt~~t::con"r:;-qp~rt

of

sust~"R~.9l\!W;F~hat,m~~es

each of our

progr~ms ~.nd

the University as a wliole, outstandl.,g? What

Is,()~.trole

In the 'post-secondary system In British

Columbia?

These

twoco.n$"jderation~lwill perme@~the

planning that we undertake over the next

few

years.

:,':f'

"

.

'

','

':

'

.,

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":i:?::\i;;}i;:::f:::p'{i,?JYOHht:::::,.,:,

:'.,"

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The

UnJ.y'~~,itY relles:,qn:~o prhl1~rY source$,qf.:1!v~nues:

government grants tied to student

numbe~i:~nd

tuition fees';A::pr plahr'iiog purposes;we must assume that the provincial government

does

nofibj~~nd

to raise

th((gr~nt per\$,t~~ent

and that our enrollment targets will not change

significantlY:(although we willJobby for'changes in both of these). We must also assume that

tuition fees will;ile,., regulated,

a~dJhat

their, rate of increase will be below the overall inflation rate

of the

University'~e~penses. In;:Q~her

words, our operating expenses will rise faster than our

revenues, and we

f.ee,a significant cut to the academic budget every year unless we get

expenses under

control

• "

'and/or

;:::.,

I

~

.-:

find

••..•• ,

new revenues .

In a time of funding

restraintw~'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 this re-

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.

The Academic Plan for

2010-2013 provides a set of priorities for the University, developed from a

vision and a set of preferred outcomes that resulted from consultations across the University.

The

2

---

Plan respects the expert knowledge and autonomy of Faculties and avoids as far as possible

being prescriptive

at the disciplinary level.

2. Planning Process

The Academic Plan results from a number of processes and influences.

First, there have been two important task force reports that have resulted from extensive

consultation with the University community. "Removing Barriers: a Design for the Future of

SFU"

was completed in late 2007 and some of its recommendation,$,r.egarding University structure

were approved by

Senate in 2008 and implemented in

200~,:.wijen

new Faculties were created

and some existing Faculties were reorganized.

However~<4tb~f:',r~commendations

have yet to be

implemented. Second, the Task Force on Teaching anctLearniijtrhas generated widespread

discussion and the implementation of its

recommer-dations will

ha~efar-reaching

effects.

Second, this Academic Plan has also been in{.9f.m$d by a range of su'iv,e.Y$ that indicate that we

could improve the student experience at

SFU."'VV!:W~

one may dispute the methods used in some

surveys, there is considerable congruence in

their(re;,sults, and an indication'that students

currently studying at

SFU are

dissatis.~ed

with

some,~sp~G~~Qttheir

experience.'These surveys

have been reinforced recently by

th~,::.t~~~lts

of our

firsf~~~pfie'nce

of participatiorfln NSSE - the

National

Survey of Student

Engagem~hf+::tha~indicates'::$:FUfalling

below average in some

measures that are widely accepted

as:'::t{esfpqi¢tiG.~

in undei-Q'rat:fuate education. Although I do

not want to lessen the importance of

thes~:surV$Y~;J:mink

it

is-:V!t~1

not to see these results as

indicative of failure.

SUIV',~y§:,qtalumni

deni9pstrate'th@t$f.U

grad,,,,.~t~s

report levels of overall

satisfaction that are

q~i.~~:\ljlgh:::~h~tthat are'::~§nsist~nt~wit~{r~~y,lts

ai-'other BC universities. We

also know that our students achieveconsiderable{suCeess whfle:at SFU. Some surveys, such as

NSSE. will indicate

ah!~s.where W~}b,puld impr8.V~::Bur practice~rother

surveys may show that

we have failed to

commuOi~te

to

~4dents whaf("~;~xpected

in a university education .

• N

.:: :.::;":::::',:;:;':, :;.: ',',',

"':":~:;?i,:'::~:~':;::~·,",

,.,,~:(~\)\:}~:E;r~:~~~~t}:,:·,·.,:,

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:',

Third,

th~}.eI~tr:ha~:~~~.n. influe~p~d'by"'t{CQn~y!tatic)Ij;~process

that took place early in 2009. and

resulted::ln:l:fdocumenf~Sf.U Acad~Jnic

Vision/,C)Qtcomes and VPA Goals for 2013" that was

desigrie~

tQ influence

ttie,~ev~lopm~,nt.of

three-year plans for departments. schools, Faculties

and

support,4ritS.

. .... " .-'.:

":~:~;;;:.:,

",;?::: "

.' :\

.-

Fourth. usingltleabove docum.ht,

each'~r~a

of the VP Academic portfolio developed a three-

year plan and submitted it to the

\lice-President. Academic in October 2009. These plans were

discussed at a

retreat, of. Deans{W,I'lere a number of common themes emerged.

Fifth, the

Plan is

influe~~ij:'~Y:(~~~~lIment

and budget projections for the next three years. and

the issues described briefly in the

Introduction and Context (above).

The implementation of this plan will

be influenced by any other SFU strategic planning that may

emerge

as well as the priorities of the new President.

This plan should be seen as a living document that may be altered from time to time to suit

SFU's

dynamic environment. The plan will be reviewed at least annually as progress in achieving these

goals and objectives is assessed and reported to the university community. Each Faculty will be

asked to report annually on progress being made

in the implementation of their plans and

indicate how their plans are achieving the goals and objectives of this three year academic plan.

Where possible, metrics will be used to reflect performance.

3

---

3. The Academic Vision

As noted above, the "SFU Academic Vision, Outcomes and VPA Goals for 2013" set the context

for

departmental and Faculty planning. The Vision and Outcomes were discussed and debated at

an open meeting and during Senate,

evaluated by Deans, and discussed at meetings between

the senior administration and

employee groups. In this section I provide an academic vision for

SFU that describes the

general characteristics of academic life at the University.

SFU's Academic Vision

To

be the University

of

choice which

integrates,t,a~~llJg

and learning, research, and

engagement

with the community and achieves../illlh

st~nclards

in both the

fundamental and applied disciplines.

It

is an;irjtellectually:.timulating and culturally

vibrant environment that:

n.'.;....

~.

:'.;:.; .::,>

,,",

,',"

• Defines scholarship

as

the

creation;a.~~ncement,

applicatlon,ftansmisSion and

preservation

of

knowledge, and the stlit,j.".tion

0fr;r~tical

and independent

thinking.

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• Commits

to

excellence in

tea*h.1ngn,~rning,

res"."ch and community

engagement

in

a

wide spectrum

of

acadenii~,t!ist:lpi!tff!§.

across,p'qr

8

Faculties, with

a

particular

emphasis

on

m~/'!rJ/~~iplinarit}/iihcl

the.sb"I,Yt. .. (o

antj~'pj~te

or respond

to

emerging

f

h

.

h

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areas

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• Provides

a

glo~liIl.perspe~tiye

with

a

19.f#J1 orientation and is

an

active and highly

valued.~artner

iit

((J!:lso£!"';J~iYlt.ural

aiiCf.:!~onomic

life

of

our communities .

.

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:.I#if~bles studeij:~

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~o reil~tt!heir goill$,l~q~potential

and become ethical,

'::'f~ponsible

and I"f",rmedcitizens.

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•

EmploYs.\~ffective,

effl.,cle,nt, and!nnovative approaches

to

teaching, learning,

research~$ervice

'i

".,< ,

and administration.

:, :",'

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4. The Academic Mission and Themes 2010-2013

The academic mission provides a more specific set of goals for the next three to four years. Five

themes are identified, based on the

"Outcomes" developed through earlier consultation, and each

theme has a number of

goals and objectives. Because some themes overlap, some objectives

may be

relevant to more than one theme.

4

---

SFU's Academic Mission (2010- 2013)

We

will provide high quality learning opportunities for our students across our 8

Faculties. During this

period we will improve the quality of the student experience,

maximize

our current strengths and develop new directions In teaching and

research,

as

well

as

make the University more relevant to all the communities that we

serve.

Five themes have been identified to structure our activities

to')~nsure

we achieve our mission.

Each

of the themes contains a set of more detailed goals

l~o4.,Objectives,

described below, and

indicators or measures of achievement and expected O.IJtC9mes are included in Appendix A. A

summary

of the contributions to be made by the

Fa~It.E!s

and .. support units to this plan have

been included

in Appendix B.

'

,:: :"

The themes are:

.':.t,:;;

....

:~:·\

1. High Quality Student Experience

'(\~;,:::.

,>

2. Teaching and Learning in a

Research~~lyer~itY

.. :;::

3. Research Intensity ,,'::"" :>' .,

4.

The University's Role

h~::i6':¢.qmmunity

'n,,!."::'"

0",'""",'1.'

'''''',

"'<::)1::.,.,

\'~':""""";'

5. Financial SustainablUty

ahS;lristtt~~i.qrwal

Streng'b,

\::.

",;;>-::;: .... ::".,._,

.

The objectives under

~,~gh:L9h!b..e

Goals

'~.r~,:,

not

rrl~~,Qlil~;:.;,limit·(lB.RPrtunities.

a~d initi~tiv~s

and

Deans and others

a~~i~~~c6ur~,~~:~

to

undett~.ke.,:,~,oy/ae~!,9n;:Jr.at

Would assist In achieVing the

Goal.

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Theme: '1!" . High

.Quality, Student

Experience

The UnIV,r.-,i.ty will

facilltat!.::~dmi~s.,Jf:~.~,

support and success for students from diverse

backgroun~s;.,

Students will:',ktlow theJsti,rning purposes and opportunities for each

program,

canJind straightforwa,rd information on program requirements, and can plan and

complete their

pr.qgrams in a timely way. SFU graduates will understand the Importance of

being ethical, resPQnslble

and.i~formed

citizens, through engaging In complex

contemporary

Issues,a,n,~ e~amlning

questions from different perspectives.

The goals and

supportin~:;:g6j~di;'~es

for this theme include;

Goal 1.1 - Create multiple admission routes to attract a diverse student body.

Supporting objectives and actions:

./ Increase current numbers of First Nations Students by 10% by 2013

./ Increase number and diversity of students enrolled in bridge and university preparation

programmes including

FIC, the Aboriginal Bridge Program, the English Language and

Culture Programme and the English Bridge Programme.

5

---

./ Increase current SFU NOW enrollment by 10% by 2013 .

./ Find opportunities to facilitate admission for qualified students from partner institutions

./ Encourage greater diversity in graduate student admissions

Goal 1.2 - Increase the retention rates of all students.

Supporting objectives and actions

./ Improve the retention rates of students in all years by:

o

Expand the scope of the Student Success

e~Qgrammes

and Student Learning

Commons programmes.

,.:::"'<.1

(:?(t:?:::.:/.

o Encouraging all Faculties to offer ment9ri.ngA9.J,mdergraduate

'j

::.: ...

;.:.,~.~,,:....

':;":-:,:)

.:'>.

students.

o

Ensuring that best practices in

graduat.Si.!5tude·t)~K~!.:lpervision

are followed

o

Improve financial support for

und~r9t~d'uate

and:..gf.guate students.

!.

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:."

.:':::::::.l??: ... "

Goal 1.3 - Develop a more navigable curriculum and improve course access.

\':~;~:::;:);.::.,

... ::{?'??':;.

Supporting

objectives

and

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.

;.:./..~.;.:~.::r

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./ Streamline our

undergraduate··:q4rric.~!H.m:.·:';:·:;:':~"

o

Reduce the

·course-tum~awaY'ra.te$..

.v:;:: .

o

Review al)cj; ..

~*!1plify

rout~~;-tQ, cr~d~h~I.~I~,.

"

t::.'L: ...

o

Review::;~h~(Hif#9.ving

unn~&ii~saryJ;~~fftij~49

.. ,pro.grainme completion

o

Revie\Vi.t1d

'~'~~':'~:::'~'::>\

,

staiM@tdize

~

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honaUts(p.f6§rams:'/~i~t%:?h:i

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o

Publish:;multi-term timetables .:.:p::::;)Y.

o

Create

dit~;9~:i~ntry;::~li9.:.99.,hort

opt{9n:~

,(~:::::;q.X;E§.XPJ9f~

thefe:~~;'~Il!ty'·bf;!.Q.p~Q,.admi~tpn'

for mature students.

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···;:(\:M;~];::.:\:.

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Goal 1.4 - Diversify our pedagogy.

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Suppbij!t]g

objectives

'ijl;itt

actionS:<:'

····;:;{{;M>i~.)%ll}:·

./ Review arid)?implement{:::the recommendations of the Task Force on Teaching and

Learning..:

iQ

61i:,':,;.tA2}i.JJ

./ Define learning .dUt.99tr\es for each course and programme

./ Increase the profegsional development opportunities for Instructors and Teaching

Assistants

./ Increase the Semester in Dialogue type courses in all Faculties

./ Provide and recognize for credit more experiential learning opportunities .

./ Develop multidisciplinary opportunities for graduate study.

6

---

Goal1.S • Increase our International, First Nations and interdisciplinary exposure.

Supporting objectives and actions:

./ Increase the number of field schools and international internship opportunities

./ Begin implementation of the First Nations Strategic Plan

./ Increase the number of courses concerning the study of First Nations .

./ Increase the number of 'team teaching' courses

./ Make Joint Faculty/Department appointments where fea.,sible

./ Review all policies that seem to block

interdisciplinary/~~~ivity

./ Develop new interdisciplinary graduate

program~~s'

'::"

Theme 2: Teaching and Learning in a Research university

SFU respects and values diversity in

scholar~i'lip;,acad~rn.lq.'units

define,their own

research and pedagogical

streng~h!S

and plan accQrdir.-QIY>SFU faculty members will

create a culture

of critical

inqulryandth~ir

transmisSlQriof research skills and research

results will add value to each

stude",t~s:,.~y~ation.

sitJd'.nts will learn through a wide

variety

of pedagogles that expand

thEftraditiQIl~1

classroqm"experlence and extend

learning into local, national and

interriatlonalcofnmunities:

,TI\~y

will participate in a wide

variety

of

experlences"J~',J.~~V,elop

long~~~rm ski.U~af'U,~arning,~nalysls

and

comm u n icatlo

n.

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Goal 2.1 • Support new program development in select areas •

. ;: ,

~~pport;ng objectivesanq~ctions:

-:"','"

",',"

./Cqr:t'lplete the develppment

ofpl~nned

Health Sciences programmes .

./ Complete the development of piann,ed Environment programmes .

./ Evaluate all new programme proposals against student demand, synergy with strengths

and

existing,programm~s~,.as

well as budget.

./ Examine opportunitiesforpartnerships with other institutions.

Goal 2.2 - Review curriculum for learning outcomes and linkages to faculty research.

Supporting objectives and actions:

./ Learning outcomes to be defined for each course/programme - see also Goal 1.4

./ Build research experiences into undergraduate curriculum

./ Link Faculty research strengths to undergraduate curriculum .

./ Build new graduate programmes that complement research strengths

7

---

Goal 2.3 - Increase student exposure to research and researchers.

Supporting objectives and actions:

./ Rebalance course delivery by increasing the number of courses taught by tenure track

faculty and reducing

reliance on other teaching appointments

./ Encourage all Departments to offer more courses where research opportunities are part

of the curricula

./ Encourage all Departments to increase the number

J)f':~pstone

undergraduate courses

they offer

o<:~:;:Jl):::J::::-

./ Encourage all Departments to develop

infornu~hi:t¥~'~~rch

opportunities, e.g. colloquia,

journal clubs

./.,.

4i

lDW

V"

y<:~{C~».:\

.

./ Make honours programmes more

accessib.!~

. .(see Goal 1

:3)~:;:,:

t';;';';';

~'I':':'!:"

'.,";::':::,.::\

./ Create more opportunities for

undergr~dQate

students to learrlJrom graduate students

q?::r;1i~',i,·.~::<.,:.".:.:,~",

....

"

..

:,:.".

...:'W::)l't:;><::<,

..

,

. '

.... <:'<.:

.~"

::.

-

-

Theme

:3~:

_ .Reseatch hltehsitv

Goal 3.1 - Support the SFU Strategic Research Plan 2010-2015

'';'''::'::\i::\:,:::,.

·'\t.:~r\

'·\·~~.':~iJ\~>c

The major objectives\(jontaine,d:::In .. Strategic 'Research Plan are:

,/.~:::::{::;:gA?~ii,;::::;:~,:::,..

·'·«i:@:):~'::4iMJMW'iEggi.h::?::,.

'«tEL: .

./

I;,,'

M.~.,·tmlze'::QP'P9aunitieSJf9t.'

.....

<,,·.~.fv

·,.':"_:'i~"''',''''~'

';:~

'1,';/"

discover.y<~D~:t

"~"~""~('::":"'"

inhpvation;

./(j\Rt'6mote

interiiat,:p,q~lIy CQm.p~titive n3$e~:tbh

and scholarship;

./ <:Cultivate excelierie.$)through::selective investment in emerging areas of research;

./

F~riii!!~l~ cOllab~raiigQ~?~c~0~~:::~I~8}Plinary

and institutional boundaries;

./ Recn:ntand retain outstanding students, research fellows, and faculty;

./

Encour~:g~::~ffective co~B\unication

and dissemination of research results;

./ Optimize

u·~~;;,p:f;.(~ur re/~;~~fCh

and scholarship resources;

./

Recognize

the:'fiiUl;v;alUe}of

'I.'l/.~·,'I··'::·'··-'·"·:·::i"

intellectual

property;

./ Achieve

thematic'::c9h~rence

in the expression of SFU's research interests;

./ Engage all our com'munities for the benefit of society.

8

---

Academic units will make their teaching and research relevant to the broader community.

Goal 4.1 - Develop closer ties with First Nations and immigrant communities.

Supporting

objectives

and

actions:

,,:giwj11,,::::'

./ Increase ties/partnerships with First

Nation~,,~orijrnunities,:,>.,

./ Increase ties/partnerships with immigran,l::¢pi,rimunities.: ' :"

i~et::~J!;::}P'"

"'(::#~~:i}h\,:;.,.

Goal 4.2 - Ensure that non-credit programs reflect the University's strategic priorities .

.

~,

,:.' ""

I

.:.;

I:.,'.

':';,,:.'

.

~'>::.:>:;::::'::

..

Supporting objectives and

'1.~+,;""

'''!'41i~l~?

"'4;1;

./ Review non-credit programs

fotr~lati~.q~wp

to

SFU;:~1r~:~egic

strengths

./ Create collaborations

betwee~:::.~ontiii4IQ9", Studie~::>o::~nd

Faculties for non-credit

instruction

dev~J9pm~nt,:

\':',::j:;::\,

"':':Ab):?;:::<"i:~i'~:""

"':qVi\.:

./ Explore

oPPQrtUhitie's!fotJntegratiori~:pf;;po,r1IQds/ofbr$d.itand'

non-credit programmes.

I,::?::?W'

"~;:'::~:~>:\

·t:·:ji,;i~,,;:,:,~.:.:.·,t.a,,:r:;>"

":t:';:::;;}S:;:;'

~\1}\

'

.

\';',">:'::':',',

:;./<::

\:

.

.;:

....

::'::

..

Goal 4.3 - Provide opportunities for students to learn and apply knowledge in local and

global communities.

~:

.. , .... , ,',

":"''i:~''

." ",' '.",

'I,

";::';':;:/:::"

•.

:::~~::::::~~/)

...

~'

•

,.::1::':;:1',"':

',:, .

"',;.,::';';:~:'~\~

:':,\:~~pporting ObjEi'ct!Y!J:~

and~9y?ns:

':·':~::~::{t:;::~::.,

,·<::~t~:~:}~::,..

\~,:::::{;~,?}.:,~:

./

Incf~~~;~,

learning

o~p:gopni~iesW!:m.ln ~ocal commu~~ties

./

Increa$~:::Q\Jmber

of

ln~m~tlonallE!arning

opportunities .

./

Encourag~,9,~~duate st4#~nt

research in local and international communities

··';::(i(tl;h>~i:;"

.1d::(jt;jl

Goal 4.4 - Work more closely with alumni.

Supporting objectives and actions:

./ Involve alumni in the student experience by:

o Using alumni as advisors/mentors where possible

o

Supporting more alumni events.

9

---

Goal 4.5 - Link each of our three campuses closely to their communities.

Supporting objectives and actions:

./ Increase integration of campuses in communities by:

o

Involving community members as advisors to Academic Units

o

Conducting community relevant research projects

o

Collaborate with communities to develop research partnerships

o

Increasing communication with local communities.

o

Provide student learning and research opportunities in local communities

o

Support distinctive non-credit programmes i,n

I~~al

communities

Theme

5: Financial

Sustalnabilitv and Institutional Strength

We will work towards a financial system'With increased revenue flows and no structural

deficit We will attract, retain, develop andr_ward

.'.X:

. ",

the

b~,st

",'

faculty&,staff.

, "

Goal 5.1 - Create a comprehensive Strategic Enrollment Management Plan.

'(.\::.::;',::'{,

"

Goal 5.2 - Centralize support activities to reduce costs.

"".;"

"

~

, " .

"'/$~pporting

"

:....

obje~ti~~~

".::'"

",

anda~tio.:ns:

','

.,

./ Review support activities in thevpA portfolio to identify where savings can be achieved

and

dLiplication minimized.

"

Goal 5.3 - Support credit and non-credit revenue-generating activities.

,' .. ;

...

'

Supporting

ObjeCti~~~'

and actions:

./ Encourage Faculties to create revenue generating credit and non-credit programmes in

areas that complement their existing strengths

./ Review and restructure revenue generating programmes in Continuing Studies

./ Review revenue sharing plans/opportunities with Faculties

./ Review other revenue generating operations e.g. MECS, Summer Camps

./ Review the cost/benefits of increasing numbers of international students.

10

---

Goal 5.4 - Encourage greater financial efficiency.

Supporting objectives and actions:

./ Develop processes and incentives to encourage mergers of academic units or support

service units

./ Develop incentives to reward implementation of efficiencies

./ Ensure all recouped funding is reallocated on widely communicated principles that are

based on the achievement of the Goals included in this plan .

./ Continue to seek ways and means of aligning budget al.locations with our Goals.

'/§?J:j:tiJ/t:.

.

Goal 5.5 - Intensify Fund Raising efforts.

Goal

5.6 - Review graduate tuition: and support.

Goal

5.7 - Recruit, retain, develop and reward the best faculty and staff.

{"?~'

/

~?":"

···-~:~>·'\t/t::,::,::,."

'\'.

::?\~:}\.:,.,

.

·~.'<~~:':X:;·.lt·>

SupP9/1i(Jg

objectives~'

4gt4:iactlon€/;;;;

..

·,·\;t%ji~x~,:.

·;;ltg\h;~.

'''«:'~~i;.{.):~:~.:

.. ,

./

Recru~:h!~h

caliber

faQ9J~Y

to me'efthe approved Faculty Renewal Plan/s .

./

Encourag~:::tt1e mentori~g":'pf

new and mid-career faculty in the full range of professional

"<', 'X;':'-"

,'''''' ',:: ...

responsibilitl$$ ....

includil1g~!administrative

roles such as chairs and directors .

./ Provide high

"4l~~I..i!YA~~x~f~pment

opportunities for faculty to enhance their teaching and

•

·~~,;,i,:.;·:M·:·:·.·:·,,';':.;:·::r'

research skills.

..\:;~:~:::~;

.. :;;;y

./ Support the

retentidg:·~nd

enhancement of support staff.

Goal 5.8 - Communicate plans and achievements internally and externally.

Supporting objectives and actions:

./ Develop a communications strategy and plan to address internal and external

stakeholders

11

---

5.

Implications for Financial Planning

Financial sustainability is extremely important to everyone at SFU. We are determined to

ensure we continue to provide high

quality teaching and learning but must manage inflation of

between 3 and

4%

without any associated revenue increase.

As provincially funded student enrollment has now reached

,~[I

almost steady state with only

minor increases

in enrollment being expected in this planniO'g!,horizon, any growth in tuition

revenue will come from the enrollment of international

stuCiehts or the over enrollment of

domestic students (where only the tuition fees will

a~iY~i/This

limitation together with the

ceiling placed on tuition fee increases has

resulted:J.ri;:~~larg~{p.I~rt

of this plan focusing on

developing capacity to generate revenue,

incr'~i~~:~

bur

opercmqQ,~:t

efficiency and to contain

costs.

,:<Jf~'(1;:;'W/"

":(:::~n:i:'::;):;i.::,:,

Under the current economic climate the

plsHn!;J~

activities in this

threeS~~~r

plan are going to

be strongly

alig~ed

to

th~

VPt:-

bud~et allocatl&p:;~:ach ye,~rk:.!herefore·'ah¥i:(9J1anges

to the ..

SFU revenue drivers which

dlrec~'Y,lmpact

the

VF.'{~~Jl~rtt:9'J9:budget

couldll:mH.rnce our ability

to achieve these objectives.

<tl~ll;)~::t,t.::;S;::8;'::'"

'\~:{<i!f:Jfl:;~i';::"

"~'IX::,'

As little or no new funding will

bec6rne,'av~n~b,I,~

in this

''PI~oning

horizon it is expected that all

units will

realign their current base budget

anoc~ljo.ns

to SlJ'pp<ut the Goals of this plan.

I

:::dD!:?MhWh:':)?I"

'

\:;;:(~t:::",

'::?;;::::I~jtfi.I>~;~~,,,'~:~:q;t;::>'

6.

Implications(8tlfor Fa'8Ulty

Reriiitva'I';JJ!)' "::::;:iWnj'f!:?>

"".:~::/;::::;:;.:\

'::~,:,':;,,:;:~.

\;;:i';::::,:~:::;-"

We need to ensure

thatf~,~Ulty/i~§',9H~CeS

are;:{r:f;place and supported to enable SFU to meet

its

tea9:~!n@i.ln~4J.;e~~,earcRZ~emQjitRi&~tgM!:t},~

ap'~t,piated

how difficult this

i~ ~nder

the current

fi~~P&l:~j)COnaiti5h~t~¥.twe~y.:~t::,~ontJnl1e:~t,g~~91~~el.the

very best search deCISions to ensure

hlgfi!¥S9,ompetent

and:~'7V~ctlve<f~pH'ty

remaln'a"strength of SFU.

"\":::;?:'.':'~:.""

',''',:/:'~/<:,

'.',:: .','

'~',

Plann~cf~,tp¥f.lh

in the

fa6Gt~:;,~om~i~Qj~nt

will only take place in the Faculty of Health

Sciences

a'hd,~;~he

'I.,.,

..

t!ltl~..

Faculty

of<Shvironme'nt.

\"""yhl

Any

other

additional

appOintments

will

depend

heavily on

exiEk~~J}unding ~~ngements,

revenue generation or savings made from

efficiencies that

haVe,:been{fealized.

"'t;:![)::,}<i:;;"\TYj?'

As faculty pOSitions become vacant the positions will be returned to the Vice President,

Academic and a decision will be made to either fill the position in its original Faculty or

Department, transfer the position to another Faculty or Department based onstrategic

requirements or eliminate the position entirely. The decision-making process will be based on

principles and will be communicated widely (see 5.4).

12

---

7. Conclusion

Although we can expect relatively little growth over the next few years, we should be planning

for change. We have to change some of our practices in order to cope with the financial

situation, but also to deal with issues that students have identified, such as improving course

accessibility and the learning experience. Within British Columbia and Canada, we must

maintain our reputation as a research-intensive university, and we should explore ways

of

making our research more accessible and relevant to students and our local communities.

In an institution where faculty members and staff members are already working very hard, we

must ensure that change involves the replacement

of

some.:.~tivities

with others, and not the

imposition

of new work on top of old. That will involve

c~~at!YJty

and participation, and a

willingness to imagine news ways

of fulfilling our

resP96.~l~i'lties

as educators and

researchers.

<ll~f>··''i'lJj4~llli'

:',::'{:":...':'

:'"

Gt~t~ji€;,*jl*flil!'

...

Appendices;

.... ,....:;".:::........, .<;:,: .. , ' '.

Appendix A -

Acad~Mig1:~;f~hf20,1

0 -

20;~;~;:~:.I ndI6~~f:::;J;;;&9):ri:(;:,

...

Appendix B -

Fa6t~W~tContribut!Qh Summg~~~~:::;y;:/

""::~::.(::?

'\;;J~"~;~~liflit%il~,1;~j41::~'\

..\(!j¥@J

e

\\.

',;-.

'to,

13

---

I

<

i

1

f I

•

i

,

j

"

"

.

.

,

,

"

.

"

.

"

/4

---

1.3

I Develop a more navlgoble

IStf"omliM our

und6rrJraduQt~

curricu(um

:

Icurrh:ulum

and

Improve

course

,.cee ..

1.3.1

"Reduce the 'course-turn.away' rates.

'V'

they

IRP

63%

75%

Iwanted

Faculties

illl!!!!l!a

:%

students

Bot

courses

the

th.y

IRP

79%

85%

IreQulred

L3.2

'Review~

Foculties

IP"",",,, Report

faculties

..

11.3.3

' .... 11_ and

rem<M!

unMUSsary _ .. ;e ••

.....

Foeullios

Progress Report

Faculties

l.3.4

Iprosre .. Report

--

,

I .... R •• ,.w and standard lie honour. programs

Faculties/vpA/Reglsrar

.r

1.3.5

! multi-term timetables

Fo<ultle./vpA/Reglsr.r Iprosre .. Report

or

--

11.3.1

I ....

q.,.ting direct entry and cobert olllions

11.3.6

I ....

Consider the possibility of 'open admlsslon' for mature

~

Student

Iprosress Report

Student

i

our pedalOSY.

1A.1

I~::::~~ I~::~:~t:::rning

Task

VPA

:prosress Report

VPA

1.4.2 IDeftned learning outcomes for each course/prosromme

VPA/Facultios

.....

• ,,, .II.

IRP

II

IIA3

linero ....

~

Te.thinR Assistonts

opportunities

for

VPA

IProgre .. Report

Faculties

1.4.4

Semester In Di.logue type courses In all Faculties

VPAlFaculties

IAudit. tags in SIMS

IRP

II

11•

4•5

IProvide

and

,It"

recosnile

for

credit

more

e><perientialleaming

VPA/Facullies

IAudit. tags In SIMS

IRP

II

11A.6

:DewIDp

• for graduate study.

Iprogress Report

Faculties

Faculties

I

•

First

,1.5.1

I'ncre.se the number Of

HV.d

schools and other international

SFU

INumber

of

participants In

IRP

II

INltlons

interdisciplinary

Internship

opportunities

Intematlon.I/Facultles

Field Schools

leJ<posure

11.5.2

Begin Implementation of the First Notions

-v'

OffIce for

FN

Progre .. Report

OffIce

fOI FN

11.5.3

I"~"--"

number of courses concerning the study

of

First

F.culties

I'""u"

I ........

...

u,

"¥":(;;r~'

u.s

IRP

"

1.5.4

I' ...........

~

numbel of

r.

teaching' courses

INumber

of

Team Taught

II

Faculties

Icourses

IRP

I(Plimary Coursesl

11.S.5

iMlke loint foculty/Department appointments where feasible

Faculties

INumbel

of

joint

IRP

II

l1li

1.S.1 IReviewall poliCies that .. em 10 block

activity

VPA

Iprogre .. Report

VPA

tllraduote

faculties

IProgress

Report

Facu!ties

11.5.1

IDevelopnew

y\

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Unit

Faculty of Applied Sciences

1. High Quality Student Experience

•

Review of curricula in the School of Engineering Science and School of Computing Science

•

Develop pathways from FIC to Engineering and Software Systems

•

Develop opportunities for students to gain entrepreneurial and professional skills

•

Pursue funding under the NSERC-CREATE program to Increase interdisciplinary training

•

•

•

•

•

•

•

•

2. Teaching and Learning in a Research University

Complete the development

of the Mechatronics and Software Systems programs in Surrey

Increase opportunities for undergra,dl.:!ate students to partiCipate in research

"

,

Develop the graduate dual

degre~r~~,~:Vith

Zhejiang University, China and research exchange

with TU Darmstadt, Germany

\ \'Z.

';--~~,

Introduce capstone courses in all

prog·~rl.$

\

~2""""

\

,," <-

\

,\,

•

\

.

/,/

"

ji'V

..... <:::'

\ \\./'

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3. Research Intensity

__

'1."'/

... ,,' .... /

\

/

\.'-

Develop a research strategy to increase funditlB'from granting agencies and industry

Develop an

Inter-faculty graduate program in

Bl'~"edical

Engineering

Increase the graduate enrollment by

20%

Pursue funding for research chairs and an interdisciplinary research centre In Intelligent Systems

4. The University's

Role in the Community

•

Develop professional graduate programs to cater to the needs of new immigrants and industry

•

Appoint an External Advisory Council to the Faculty

•

Strengthen relationship with alumni

•

Develop collaborations with the City of Surrey, Fraser Health Authority, Powertech and other

organizations in the Fraser Valley region

5. Financial Sustainability and Institutional Strength

•

Review budget management in the Faculty

---

•

Review support staff structure and job descriptions to streamline duties and achieve better

efficiency

•

Introduce awards to recognize excellent performance in teaching, research and service

•

Increase the advancement efforts in collaboration with the VP Advancement

•

Develop revenue generation opportunities through international and professional programs

Faculty of Arts

&

Social Sciences

1. High Quality Student Experience

1.1

Create multiple admission routes to attract a diverse student body

• Establish First Nations as a department, develop a First Nations major

• Streamline operations in EBP, PAS, and AES, increase number of students in these programs

• Cooperate with SFU Now program to increase enrolment

• Partnership with Douglas college; investigate other such partnerships

1.2

Increase retention rates

• Continue developing Arts Central as one-stop support unit for FASS students

•

Continue

specific

op)

n integrated model

of staff within Arts Central; bringing in FASS-

I retention units (Advising, Career, Recruitment/Admissions, Co-

• Re-examine

at Surrey campus and link to Burnaby programming

•

• Work with Student

create a sustainable advising model

• Improve student-re

• Develop communications

• Create peer mentorship prog

students in

collaboration with Student Services

1.3 More navigable curriculum and improved course access

• Work to streamline curricula; plan to deal with course availability, including reserves and

waitlists; evaluate certificates

1.4 Internationalization

• Through programs such as International Studies, World Literature, field schools, and

exchange programs; develop a retention and program enhancement strategy

for

international students

2.l

---

1.5 Interdisciplinary

• Through programs such as Public Policy, Urban Studies, Liberal Studies, Gerontology,

International Studies, Applied Legal Studies

2. Teaching and Learning in a Research University

2.1 Strategic areas of teaching

• Participate in health, environment, and internationalization through programs such as

Psychology, Gerontology, Sociology and Anthropology, Archaeology, Urban Studies, History,

International Studies, and World Literature

• First Nations, Partner with Business where possible

2.2 Integrate research into learning

• Especially through joint grad programs in health (economics, policy, ethics) , environment

(economics, policy, ethics)

"

,:,''',,,-

. '.

3.

Research

Intensitv

\

"

\>,,>''o~

\

....

,~

~

.......

,

• Strong success in SSHRC,

NSERd·:en~R~,?:,researCh

diversified from areas in the arts,

humanities an.d literatures,

thrO~!~.th~~~\~~~~iS

of.human behavior, to forensics,

human

evol~tlon

a.nd

a~~ha~OIOgICal~~r'yGoafi~t~~~aln

among the top of

comprehensive Universities

10

grants

a~~ed

\

\,

4. The Universitv's Role in the Communitv

\, \\

\)

4.1 Closer Ties with First Nations and immigrant communities

•

Establish a Centre for First Nations Languages at Burnaby

• Examine the possibility of EAL programs for immigrant communities possibly targeted to

particular career opportunities; fundraising for this

4.2 Ensure non-credit programs reflect the University's strategic priorities

• Rationalize EBP, PAS and AES so that international students are attracted -to SFU and

supported with at least a revenue neutral suite of programs

4.3 Increase learning opportunities within local & global communities

• Examine all arts co-op, internships, field schools and community-based learning opportunities

---

5. Financial Sustainability and Institutional Strength

5.1 Create Strategic Enrollment Management (SEM)

• Contribution to university-wide process through representation on SEMPCj working through

recommendations of SEMPC at Faculty level

• Pushing for changes in how central SEM units interact with FASS and other Facultiesj

• Refinement of enrolment planning within Faculty

5.2 Centralize support activities

• Faculty budgets continue to be centralized in the Dean's office for maximum efficiency

5.3 Support credit and non-credit revenue-generating activities

• Streamline EBP, PAS, AES, and IElTS to its optimal level, provides support to students,

explores revenue possibility to the University

5.4 Encourage greater

financial-e~iency

• Evaluate administrative

Sy~~~~~tter

efficiency

\

\ "-.

'~''''-

5.5 Recruit, retain best faculty &

s~~> ~

'>'f>i:h-

• Teaching awards, Dean's medal,

~~in~~~,~~~brating

success.

5.6 Communicate plans &

achievemen~~, ~iJf;/'

"

"'\>~)

• Celebrate success, following SFU

ViSi~;

creating an intellectually stimulating and

culturally vibrant environment"

\ \

• Continue with Town Hall meetings

\ \

• New website

\j

• New online promotional materials for students

Faculty

of

Business

Administration

Theme 1: High Quality Student Experience

• Objective

#4:

Recruit faculty to meet new programs needs who augment our research themes.

Replace non-research instructors with research faculty to enhance research in courses and to

meet AACSB accreditation requirements for academically qualified (ie. active researchers) as

teaching faculty.

• Objective #3: launch an Executive MBA for First Nations students.

• Objective: Implement broad-based admission for undergraduate program.

• Objective #6: Introduction of Assurance of Learning program, including learning goals, objectives

and measures to assess program learning outcomes following AACSB accreditation guidelines.

---

• Objective #12: launch an undergraduate Certificate in Corporate Social Responsibility that

includes an experiential requirement as well as relevant courses outside the Faculty of Business

to enhance interdisciplinary knowledge.

• Objective #5: Creation of new category of FBA members, Professors of Management Practice,

who will bring relevant professional expertise to students in business and meet AACSB

accreditation criteria.

• Objective #14: Create incubators to develop student products/ business ventures.

• Objective #11: Revise the Minor in Business to be more accessible to all 5FU students, including

new, integrative capstone courses that involve an experiential, client-based component.

•

Objective #8: Work with the Faculties of the Environment, Applied Science and Health Sciences

to make jOint faculty appointments to increase our multidisciplinary research in our four

research themes and to offer new programs.

•

Objective #10: Create an undergraduate/graduate program that is compliant with the Bologna

Accord to expand the international options available to our students.

Theme 2: Teaching and learning in a Research University

•

Objective #2: Grow our graduate programs in areas where there is demand while continuing to

adapt and update these programs to meet our communities' needs. In particular, add a second

cohort to the MBA and re-design the FRM.

• Objective #6: Introduction of Assurance of learning program including learning goals, objectives

•

•

Replace

meet AACSB

teaching faculty.

four research themes.

centres and academic nrnor:llim

learning outcomes following AACSB accreditation guidelines.

meet new programs needs who augment our research themes.

with research faculty to enhance research in courses and to

nts for academically qualified (ie. active researchers) as

research by our faculty members under our

re all linked to the community through research

Theme 3: Research Intensity

The FBA is committed to excellence in research that is at the same time relevant to our community and

informs our teaching. In 2009, the Faculty of Business adopted a mission, core values and strategic focus

that identified 4 themes: Globalization and emerging markets, Knowledge, innovation and technology,

Society, environment and governance, and Capital and risk management. These themes were selected

because of their relevance to our students and our local community. These themes also lend themselves

to interdisciplinary research.

•

Objective #1: Maintain and encourage excellent research by our faculty members under our

four research themes. These research themes are all linked to the community through research

centres and academic programs.

•

Objective #4: Recruit faculty to meet programs needs who augment our research themes.

---

•

Objective

#9:

Create and fund new research centres in innovation and technology, and global

mining management consistent with our research themes.

Theme

4:

University's Role in the Community

The FBA is committed to excellence in research that is at the same time relevant to our community and

informs our teaching. In

2009,

the Faculty of Business adopted 4 research themes, Innovation and

technologYi Globalization and emerging marketsi Society, environment and governance, and Risk and

asset management, that were chosen because of their relevance in the

21

st

Century and to the growth

of the metropolitan Vancouver area. We have carefully linked the FBA to both our local and

international communities. The research themes also lend themselves to collaborative research and

programs with other faculties.

•

Objective

#3:

Launch an Executive MBA for First Nations students.

•

Objective

#3:

Expand our activities in executive and custom education that enhance our

linkages with the external business community both locally and internationally.

•

Objective

#10:

Create an undergraduate/graduate program that is compliant with the Bologna

Accord to expand the international options available

to our students. A new masters program to

be developed in global

manag~~t

would involve students in projects in several countries.

•

Objective

#12:

Launch an

u~~r:c.,~ate

Certificate in Corporate Social Responsibility that

includes

an experiential

reqUire~,~t.~~"

Among the faculty's core activities are

eXis~\cOU J·S:~~;~rogram

requirements involving community-

based projects and assignments. In addition, _dent cl

J'!~"Wfetitions,

career management center all

activity

eng~ge.

students with members of

th~~i:rl}!~'m""l~~

including both business and non-

profit orgamzatlons.

\:t!Y?

"-'"

• Objective

#16:

Increase alumni

engagemen,~:wmni

engagement is a core activity of the Faculty

that will receive greater attention.

The

positl~:Rf

alumni coordinator that was cut previously

will

be replaced. Alumni are currently actively"irWolved with student clubs and other activities

as well as classroom guest speakers. However, much more needs to be done to enhance the

ongoing relationship.

The Faculty of Business has had a Dean's External Advisory Committee for over

20

years. Our existing

research centers all have non-academic community advisors.

• Objective

#9:

Create and fund new research centres in innovation and technology, and global

mining management consistent with our research themes and relevant

to our local communities

and their global interests.

Theme

5:

Financial Sustainability and Institutional Strength

• Objective

#13:

Underlying all Faculty of Business objectives is the need to renegotiate the

division

of premium fee revenues to fund continuing faculty positions and program initiatives in

order

to meet research, teaching enhancement and community goals.

•

Objective

#7:

Move to limit domestic and international undergraduate enrollments (both

admissions and internal transfers)

to match the University's targets and funding for the Faculty

of Business.

---

•

Objective #2: Grow our premium fee graduate programs in areas where there is demand while

continuing to adapt and update these programs to meet our communities' needs.

•

Objective #3: Expand our activities in executive and custom education.

The Faculty of Business, as a non-departmentalized faculty with among the highest average class sizes

and course capacity utilization rates and the need to provide levels of service appropriate to a

professional faculty, uses strong internal information systems and dedicated staff to find additional

efficiencies.

•

Objective: A proposal that will allow us to maintain and enhance our undergraduate career

management! professional development that will be funded by course fees or tuition is forth

coming.

The Faculty will continue its advancements efforts by engaging alumni in activities and communications

beyond fundraising, and by direct fundraising efforts to support research centers and faculty priorities.

•

Objective

#15:

Create a research magazine to disseminate research conducted by members of

the Faculty of Business to the community.

collaboration across its

faculty renewal over

The plans FCAT

itV~W4!:aJ:e

on the edge of a period of intense

dtiiroatiffalllY;iresl~a'tJe~ttle

faculty.

1l!'JiiroID05,e to improve student access to

!'1bllBD()~to

expand teaching capacity and recruitment,

area of Public Sculpture. In Interactive Arts and

Technology, we plan to redress the

imh:n~fti~

of computational sophistication among our

undergraduates through program revision

shift in recruitment strategies.

Teaching and Learning in a Research University: At the faculty level, we propose to improve teaching

and learning through the expansion of a first-year cohort program, the development of open access labs

across our campuses, and the development of programs in undergraduate research and in internships.

We propose also to explore the use of distance technologies for a mUlti-campus studio pilot.

Research Intensity: To create the networking infrastructure that will knit together the new faculty and

take research to the next level, we plan to create new networked meeting space, to provide awards to

incentivize cross-generational faculty mentoring, to hold retreats to develop faculty renewal plans, and

to establish a common meeting time to facilitate cross-school interactions.

---

The University's Role in the Community: To strengthen our ties to the Community, we expect to develop

and refine

all of our ideas through a newly established FCAT Advisory Board.

Financial Sustainability and Institutional Strength:

In addition to exercising normal fiscal responsibility,

we intend

to pursue a number of options for premium fee programs in the Masters of Digital Media, in a

Masters

of Creative Economy Administration, and in Visual Analytics.

Faculty

of

Education

Theme 1: High Quality Student Experience

Several of the Faculty's objectives, in fact, most of our objectives are designed directly or indirectly, to

enhance our students' experiences. With respect to pedagogy, we recognize the pedagogical expertise

of the Master Teachers (Faculty Associates) in the Faculty and will foster partnerships among them and

professors. We

also wish to contribute to and exploit the resources of the University with respect to

pedagogical improvement. Specifically, we are investigating alternate modes of course delivery,

consolidation

and rationalization of our curricula and investigating ways to collaborate with other

University units to increase the interdisciplinarity

of our teaching. We will continue to offer: our

Foundations of

Ar:ul""mil~

Faculty members directly

oorltril)ut4

course to all SFU students and engage in on-going research to

for a variety of communities, as well as graduate and in-

practice. The active research careers

of our

nd faculty members are encouraged

to develop

coursework in their research areas.

continue

to offer: a lunchtime seminar series on faculty

research; a graduate student-organized

co

nce and a graduate student-operated peer-review online

journal; opportunities

for graduates and some undergraduates to participate in faculty research. In

addition, we wish to explore opportunities for interdisciplinary research to enhance initial teacher

preparation.

Theme

3: Research Intensity

We have a long and proud tradition of research excellence within the Faculty. Objective 1 of the

Faculty's

Three-Year Plan is to "support, promote and celebrate academic and scholarly diversity in the

Faculty."

We believe that we will stimulate research intensity by showcasing the diverse scholarly work

in the Faculty,

and demonstrating the impact that such work has. We also plan to "[support]

groundbreaking scholarship in

our well-established areas of strength and establish this pOSition in

emerging

areas" (Objective 2). We are actively engaged in promoting the scholarship of faculty

members who are

at earlier career stages, and looking to influence capacity in strategic areas such as

---

learning in the 21st century (see Objective 5: "reconceptualize ... the Centre for Educational Technology

to become a "hub" for scholarship, pedagogy and engagement in education and technology." Finally, we

are directly targeting improvements in our capacity for attracting scholarly support for research, both

through providing additional supports to the grant preparation process, as well as expanding our reach

into non-traditional (e.g., contract and developmental) research programs (please refer to Objective 4).

Theme 4: The University's Role in the Community

The Faculty is heavily involved in relationships with a variety of individuals, groups and institutions, both

locally and globally. Over the 2010-13 period we intend to strengthen those relationships and continue

to assess the rigour and relevance of our contributions to the life of those communities we serve. In

particular, we would like to continue our responsiveness (through scholarship, pedagogy and

engagement) to the expressed needs of indigenous communities.

Theme 5: Financial Sustainability and Institutional Strength

The Faculty has experienced considerable growth over the last 10 years, and the environment in the

province for teacher education has significantly changed over this time. We need to review our curricula

to consider possibilities for cross-program offerings, and to streamline offerings. Curriculum review has

already begun in Graduate Programs,

~6dl,::w~"intend

to examine the other program areas in subsequent

years. We are also investigating

POSSibii,,~f@ir~~~ucturing

our five Program Areas, as recommended

in

ou~

most recent External Review, to

pr6~~~fa:a~if!~~~ive

efficiencies. We will continue to

off~r

premium-fee programs and may extend

oUl""dff~rin~f~bl~~~'

We have an elected Budget AnalYSIS

Committee that Is considering alternatives

fO\~:/~~'::~>

\

\,

\

'.

Faculty of Environment

\. \

\

...

/'

Faculty of Environment will establish several mechanisms that will support and promote multiple VPA

themes including:

• Pilot a variety of cross-aPPointment, team teaching and secondment models, partnerships and

jOint programming -- #2, 3, 5.

• Establish new curriculum:

-Bachelor of Environment (BENV) -- #1, 2, 3, 5.

-Environmental Literacy Minor -- #1, 2,4, 5.

• Establish and promote FENV identity through a communications and marketing plan - #1, 4, 5.

• An external advisory group will be established and will support #4 and #5.

• Defining the role of Centres and Institutes -- #1, 2, 3, 4, 5.

---

1. High Quality Student Experience

•

Continue to define and expand programming options and themes, taking into consideration

scheduling concerns, and opportunities for streamlining potential overlapping areas and

interests into joint, team, and

cross-listed courses.

•

Actively profiling FENV to provide better informed students.

•

Obtain common physical space for all of FENV, including student common areas.

•

Student-centred learning opportunities and experiential learning will be encouraged where

possible

and become an accepted part of the Faculty's pedagogy.

•

Students need to be better informed regarding the advantages of accreditation and

certification options.

•

Greater co-operation at the graduate level will also be promoted.

2. Teaching and Learning in a Research University

• FENV will serve as and take the lead as the natural focal point for the co-ordination and

promotion

of environmental research and teaching at SFU. Research will continue to address

the big questions relating to the long-term sustainablllty

of society's current actions.

• Interdisciplinarity and collaboration will become accepted elements of FENV's modus operandi.

FENV will capitalize and reconcile the strong complementarities that exist in teaching and

research within

• Additional research

challenge is to properly

positive and effective e\JnAral

facilitating these synergisms.

• FENV will explore opportunities

the University but outside the Faculty itself,

so the

within and between Faculties in order

to create

has a very important leadership role to play in

programming in the area

of green technologies and

design; and, to promote sustainable communities.

4.

The University's Role in the Community

•

Engagement with First Nations and other communities should become an accepted practice of

our mandate.

• Community service learning and the application of scientific knowledge to the resolution of

environmental problems should become an accepted part of knowledge dissemination and

outreach.

---

5. Financial Sustainability and Institutional Strength

• Active profiling of FENV identity will support institutional strength, student recruitment and

retention, and sustained enrolments.

• Given very scarce resources, complementarities and compromises must be identified to support

real choices, the implication of those choices and the very specific strategies for implementation.

There must be support and resources for new initiatives, such as new and creative approaches in

collaboration and interdisciplinarity.

Faculty of Health Sciences Contribution

Theme 1: High Quality Student Experience

1. Encourage and support value of teaching in academic career development for all faculty members

consistent with the recommendations in the Task Force on Teaching and Learning.

2. Strengthen and support a comprehensive strategy to encourage student enrollment

3. Strengthen the continued development of a unique comprehensive, relevant, and interdisciplinary

learning environment for undergraduate and graduate students

4. Increase transparency of student expectations.

5. Develop external partnerships with the health and human service sector that ensure students have

meaningful opportu

ing and research.

1. Undertake enrollment

capacity to fully support

growth

2. Ensure adequate training

3. Continue to improve the Practicum

ning exercises to ensure that we have resources and

cipated stability after several years of rapid

4. Complete the development of the MPH

ns in Global Health, Environmental and

Occupational Health and Social Inequities and Health

5. Review coherence .of undergraduate and graduate curriculum in the context of internal and external

resources at SFU.

Theme 3: Research Intensity

FHS has achieved remarkable success in conducting research that spans applied community and health

services to fundamental research carried out at the bench. 80% of our faculty have already received at

least one external, peer-reviewed grant as principal investigator since arriving at SFU, and 20% of FHS

faculty are recipients of external salary awards. Research programs in infectious diseases, children's

health, mental health and addictions, population health, global health, environmental and occupational

health, and prevention of chronic and infectious disease have been established. Additionally, its

30

---

mandate to engage in population and public health research has enabled FHS to increase SFU's success

in non-Tri-Council funding, in the form of research contracts with both provincial and federal

governmental agencies such

as Health Canada and the Mental Health Commission of Canada. To

maintain this we will:

1. Encourage and support interdisciplinary research

2. Encourage collaborative development of research Centres and Institutes involving researchers from

across all Faculties

at SFU and in the BC region.

3. Provide additional administrative and grant-application support to assist faculty and graduates

seeking research funding

Theme 4: The University's

Role in the Community

1. Sponsor forums, conferences and talks on topical

issues on health-related research and

programming, including representatives from key stakeholders' groups (government, public health

organizations, community organizations, aboriginal representatives, addiction

and mental health

specialists) and publicizing these initiatives.

2. Strengthen the Global Health progr,I'll",

-

Identify potential

partners'1fjJ((i,~~eloping

nations and focus collaboration interests on

capacity-building through

th~~~~~~~.

3.

Build partnerships with

compa~I,~ Factfl(1~:~oOIS

and Departments in universities in

key developing nations.

\

\

)':;";i::):,,,,

Develop structured opportunities

fo~J~Qg~~;.tl~~~raduate

students to undertake

.;}.~).f.'.

f(,

4. ,f/

-....;.

~;~

..'1

supervised learning in key developing

~s.

'<Or

SSt},

De~onstrate im~ortance

.of health-related

~~rCh

and education for current and emerging

population and pubhc health

Issues

\ \,

- Support and facilitate FHS graduates to

wor~~

members of interdisciplinary health

research teams operating on the local, provincial, national and international stage.

Theme

5: Financial Sustainabilitv and Institutional Strength

1. Complete the faculty recruitment plan to ensure achievement of broad goals and objectives.

2.

Develop areas of continued innovation and collaboration across SFU

Develop joint educational and research initiatives in health sciences with other Faculties at

SFU.

Explore opportunities for cross appointments for faculty and interdisciplinary degrees for

graduate students.

Explore opportunities

for innovative health-related programming in collaboration with

community partners and all SFU campuses.

3. Strengthen a supportive internal culture that encourages participation, respects diverSity, and

acknowledges

limitations

4. Develop a strategy to make strategic use of the proximity to Vancouver and our position on the

Pacific

Rim

---

5. Continue to develop an Advancement strategy that supports areas of research excellence and

support for faculty and student development.

6. Develop a public relations and communication strategy aimed to increase the FHS's provincial,

national and international reputation.

7. Develop innovative health professional education programming through the Surrey campus in

partnership with regional health authorities.

Faculty

of

Science

Contribution

Theme 1: High Quality Student Experience

Science has concentrated its efforts on student retention and success by (i) participation in the Student

Success Semester managed by Student Services,

(ii)

instituting "early intervention" programs in our first

year Calculus and Physics courses,

(iii)

offering cohort options to students entering from grade 12 (Fall

2010). Science allows direct admission to programs and students who select this option are directed to

departmental advisors well in advance of registration for help in selecting their courses. We have also

tried universal mentorship programs for first year students and are continuing to refine these.

Theme 2: Teaching and Learning in a Research University

The vast majority of tenure track faculty in Science offer research opportunities to undergraduate

students either on a pa

option worth betwee

the research

CTr~.na1rn

teaching. Finally, ,rl,,,nt'"

B.Sc. program in Genom

Molecular BfologyandBioche

Theme 3: Research Intensity

nteer basis. Most departments also have an undergraduate thesis

credit hours. The streams in the various B.Sc. programs reflect

departments, so research quite naturally informs the Faculty's

of cross-disciplinary programs, the latest being an innovative

Sciences, Biomedical Physiology and Kinesiology,

Health Sciences.

Heart and Stroke salary income were counted, the

Faculty of Science would have well over 50% of the University's external research income. Even without

this, the ratio of research dollars to tenure track faculty members in Science is more than a factor of two

higher than that of our closest competitor. The success rate of Science faculty in NSERC and CIHR grant

competitions is well above the national average.

Theme 4: The University's Role in the Community

Science has a number of outreach and public education programs.

Science in Action

targets K-12

students throughout the Province.

Starry Nights

brings primarily grade school students and their parents

to campus for Astronomy evenings; over 1000 students visited during 2009. The series of public lectures

Darwin and You

was a Science initiative. The series of workshops and public information sessions on the

missing Fraser River salmon, organized by the Center for Coastal Studies, has always had significant

32

---

Science participation. One of our faculty members was recently named to the national panel to assess

the health of Canada's oceans.

Theme 5: Financial Sustainability and Institutional Strength

Science has been fiscally responsible without negatively impacting its ability to offer services to

students. Even in a time of shrinking budgets, we have increased course offerings and TA budgets. We

have increased our efforts in Advancement and prioritized fund raising that would reduce pressures on

the Operating budget, such as an endowment for the "early intervention" programs in Calculus and

Physics that are highly TA-Iaden.

Continuing

Studies

1.

High Quality Student Experience

We will foster the university's provision of adult and lifelong learning opportunities and enhance

support for adult learners by:

a) Ensuring that the range of CS programs and activities are responsive to changing demographic trends

and attract learners from a variety of under-represented groups.

b) Seeking to develop "quick admit" and "university prep" systems for prospective adult and other "non-

traditional" students.

c) Exploring how va

basis and how

We will coordinate and extend the

plan, develop and deploy courses and

emerging technologies by:

programs and courses might also be offered on a non-credit

and programs might be more closely integrated with credit

of online and distance education and identify,

for delivery using online, mixed-mode, and/or new and

a) Developing online and/or mixed mode non-credit courses and program offerings.

b) Developing a model (or models) for the expansion of online graduate programs at SFU.

c) Exploring opportunities for the use of mobile devices for course and program delivery.

3. Research Intensity

Not applicable

4.

The University's role in the Communitv

We will foster and extend the university's community outreach and engagement activities locally,

nationally and internationally by:

a) Seeking to develop a "Centre for University/Community Engagement" that would connect community

organizations and university resources and personnel to promote and deliver applied research,

learning and knowledge exchange to address community-relevant issues.

33

---

b) Seeking to develop a strategic plan, programs and services to address the needs of immigrant and

trans-national communities.

c) Developing community-driven language and cultural bridging programs for youth in ethnic

communities.

s.

Financial Stability and Institutional Strength

We will

streamline administrative and programming systems and structures in order to maximize

efficiency, effectiveness and flexibility and strengthen

CS'

financial position by:

a) Enhancing financial and budget planning, assessment, management and measurement strategies in

order to better determine performance.

b) Developing an enhanced and integrated marketing strategy and augment

our abilities to

communicate with adult learners.

c) Developing a flexible, Internet-based, student-centered, administrative information system that is

responsive to our diverse and complex programming goals.

Graduate

Studies

r.

(--:;~j&:~

\

l\,Ti:\<~

«:~~

\

\

"'~\K;-

\

.

~V0

High

?ualit~

Student

Experie~ce:

One of

~h~~¥S

to

2.~;

_~\~~~nd e~hanCing

t.he graduate

stud~nt

experience IS to develop an Integrated

vlsion~fcI~'

jl

e Pliqltclqtmlng and align graduate studies

services and resources with this vision. A

nu~¥';r""

issues inCtuihng a lack of community, limited

~esources t~ suppo~

the needs

o~ int~rnation

..

a~5."duat:

studen~s,

graduate supervisory

i.ss~es,

Inaccurate information and the timeliness of

I~'

atlon provided to students, and limited

opportunities for professional skills training, are impact» the quality of the educational experience of

graduate students. To address these concerns we intend to: 1) develop new graduate student space on

campus; 2) develop/promote professional skills programs for graduate students; 3) address supervisory

issues; 4) improve

our web presence and communications; and 5) follow-up on the recommendations of

the graduate studies educational experience working group.

Teaching and Learning

In a Research University: Graduate programming must ensure that research

training remains

an essential element of a graduate education at SFU while addressing the needs of

smaller graduate programs, the career goals of our graduate students, academic engagement, our

Significant international student population, and interdisciplinary programming. We intend to: 1)

increase the use of technology to further scholarly activity between programs across institutions and

within programs;

2) develop a graduate studies international/globalization strategy that includes a

recruitment

plan tied to financial support programs, plans to meet international student needs on

campus in terms

of language and cultural training; 3) develop joint and/or dual degrees; and 4) act as

the administrative unit for all graduate interdisciplinary programming leading to credentials that do

not naturally fit within any existing Faculty.

3L/

---

Research Intensity: Graduate students are central to the research agenda of this university. As such,

we intend to direct substantial resources to attract students to our research intensive graduate

programs thereby increasing the

relative percentage of graduate students pursuing research-intensive

degrees, and

to increase the number and quality of doctoral students in some research-intensive

programs. We

also intend to develop a mechanism whereby graduates students can gain access to

legal advice in regards to IP and NDA agreements related to their research.

University's

Role in the Community: Our institution has a rich history of its community engagement and

our three campuses plus many of our graduate programs are intimately linked to local, provincial or

global communities. We intend to foster this by promoting action-oriented and applied research

programs, fostering

global initiatives including environmental, sustainability and development programs,

and the development

of graduate First Nations (Aboriginal) programs.

Financial Sustainability and Institutional Strength: Expansion of graduate student enrolment, graduate

programming, and both the amount and complexity

of external funding to support graduate students

have reached a

level where the ability of the Graduate Studies to meet these demands is severely

stressed as noted in the external review of graduate studies and a review of our own business practices.

We intend to:

1) to reorganize the Office of Graduate Studies and its reporting structure to better fulfill

its mandate and provide administrative service to the academic units; 2) improve staff complement and

training in order

to

records through an

funds and to develop

income for

tuition fee structure; and 8)

Student

Services

of graduate studies; 3) improve the management of graduate

agement system

linked to SIMS; 4) improve the use of available

decrease the number of internal award cycles; 5) increase the

the

DGS and the VPR; 6) integrate all financial sources of

. 7) decrease the complexity of the graduate student

enrolment management.

Student

Services will contribute as described below to the indicated Academic Plan Themes. In several

instances Student Services and.related programs overlap several of the Academic Plan themes:

Theme

1.

High Quality Student Experience (defined as:

The overall feelings

a

student has regarding their time

at the institution. It relates

to

both classroom and non-classroom based experiences, the sense of value they have,

and the connectedness they feel to the institution. It has clear implications for student recruitment and retention,

institutional

reputation,

and

alumn;

support.)

Student Services will contribute to Theme 1 in four broad ways:

---

a.

Academic Advising and Support. The provision of academic advising and support directly to all

non-declared undergraduate students (roughly 11,000 unique headcount students) and through

coordination

of the following programs: Blueprints (academic advising for prospective students)

Student

Success (advising and learning skills development for students that have been formally

required to withdraw from the university), Back on Track (academic adviSing and learning skills

development

for students on academic probation) and Highroads (a pilot designed to improve

the student experience

for high achieving students will be continued depending on the

outcomes

of the pilot which are still under review).

b.

Experiential Learning. The provision of supporting services and implementation arrangements

for experiential learning including Work Integrated Learning and international learning

experiences (field schools, international student exchanges, international co-operative

education, and international volunteer opportunities) are provided by Student Services.

c.

Student Engagement and Support. Student Services engages and supports students

academically and socially beginning with student recruitment, new student orientation and

associated transition programs and the development and delivery

of an increased range of

opportunities for community social interaction.

d.

Campus Community Development. The creation of a supportive campus community from a

student perspective

is approached by Student Services in several disparate ways, including:

i. Enriched programming in Residence and Housing;

Ii. Student Learning Communities in Residence and Housing;

iii. Leadership development programs; and

iv. Recreation and Athletics.

Many areas

of

Indirectly, important fu

advising, withdrawals under

nces, and retention intervention programs such as

SSP to name a few, significantly

success.

More directly, programs such

as co-operative education, field

excha

. peer education, and LEAD provide unique

experiential learning opportunities for

academic support is also provided to

irt~I"Itif\

of students each year. Specialized advising and

, risk" groups including students with disabilities,

international, and

first nation students. The importance of these programs to the community goes

beyond learning opportunities

for students. The SFU Co-op Program and our Field School initiatives in

particular have been lauded

nationally and internationally as innovative, quality programs that

significantly contribute to SFU's reputation as a leader and innovator.

Theme 4: The University Role in the Community:

Student Services programs contribute significantly to SFU's profile in the community locally, nationally

and internationally.

SFU Athletics provides the greatest single source of institutional recognition in the

traditional media through coverage

of its hundreds of games, events and contests both in the Canadian

and

US leagues of play. Several teams in particular (football, wrestling and women's basketball) have

garnered much attention in

the print and TV media in the past few years, and the recent announcement

that SFU is to join the NCAA has only added to this interest (see Globe and Mail top 50 most influential

---

in Canadian sport 2010 where SFU's move to NCAA is cited at

#49).

Student athletes also regularly

contribute to community causes such as working at soup kitchens and raising money for charities (e.g.

the recent women's basketball breast cancer research fund raising). Recreation at the Burnaby

Mountain campus continues to grow and serve the community that has also grown up on the mountain

top, and in particular the SFU Summer Camps/Mini University programs bring hundreds of students

from the local communities to our campus each year.

Each year between 2,000 and 3,000 SFU co-op students spend

4,

8 or 12 months working full time in

workplaces around the province, country and world. These students personally extend the University

into its communities on a daily basis through authentic contributions to initiatives in the business,

industry and not for profit sectors. Additionally the Career Services unit interfaces with thousands of

employers, bringing them to our campuses for special events and bringing our campuses to them

through outreach, marketing and promotions. Similarly volunteer experiences in the community are

also co-ordinated and promoted through Student Services and these students join hundreds of other

SFU students on practica through service learning and programs such as LEAD, all representing SFU in

the community. Student Services delivers many campus tours to individuals and groups from the

community as well as offers many programs for targeted groups to come to campus e.g. What Youth

Can Do symposium, Super Tours for

gi~~~~dents

etc. Several hundred SFU students may also be

found in countries around the world

as\tv~C>~q!~

in field school and student exchange experiences

administered through SFU International.

\''f~"

Finally multiple events related to student

r~~4~'

.• ,.

en~~artnershIP

agreement with Douglas

College, special initiatives {e.g. Counsellor's

Da~j:,

d

,,~A ia~~~~

to high schools have SFU actively

engaged in local, national and international

educ~ ~i

communitle'r. Whether this is through student

to student interactions, staff visits, staff mobility

ex~,\~es,

or agents and partners of the University,

Student Services recruitment and professional

develop~~t

related programs ensure substantial

outreach to the educational community at large......,'