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    Self Evaluation Report
    August 2011

    Self Evaluation Report
    Simon Fraser University
    August 2011


    Self Evaluation Report Contents
    Institutional Overview .................................................................................................... 7
    Preface ........................................................................................................................ 9
    Chapter One, Standard 1: Mission, Core Themes and Expectations............................... 11
    Executive Summary of Eligibility Requirements 2 and .......................................3
    Standard 1.A: Mission..........................................................................................
    . 14
    Mission Statement..........................................................................................14
    Mission Fulfllment.........................................................................................16
    Articulation of Extent of Mission Fulfllment.................................................. 16
    Standard 1.B: Core Themes.................................................................................. 17
    Core Theme, Teaching and Learning.............................................................. 18
    Core Theme, Research................................................................................... 23
    Core Theme, Student Experience and Success................................................ 26
    Core Theme, Community and Citizenship..................................................... 30
    An overview of Simon Fraser University’s Burnaby campus........................................... 36
    Chapter Two, Standard 2: Resources and Capacity........................................................ 39
    Executive Summary of Eligibility Requirements 4 through 21............................... 41
    Standard 2.A: Governance..................................................................................... 43
    Standard 2.B: Human Resources .......................................................................... 67
    Standard 2.C: Education Resources ....................................................................... 75
    Standard 2.D: Student Support Resources ............................................................. 86
    Standard 2.E: Library and Information Resources .................................................102
    Standard 2.F: Financial Resources ........................................................................108
    Standard 2.G: Physical and Technological Infrastructur.......................................e
    An overview of Simon Fraser University’s Vancouver campus....................................... 124
    Chapter Three, Standard 3: Institutional Planning.........................................................127
    Standard 3.A: Institutional Planning..................................................................... 129
    An overview of Simon Fraser University’s Surrey campus............................................. 146
    Chapter Four, Standard 4: Core Theme Planning, Assessment and Improvement
    Executive Summary of Eligibility Requirements 22 and 23.................................. 151
    Core Theme, Teaching and Learning:
    Planning, Assessment and Improvement .........................................................155
    Core Theme, Research:
    Planning, Assessment and Improvement .........................................................169
    Core Theme, Student Experience and Success:
    Planning, Assessment and Improvement .........................................................177
    Core Theme, Community and Citizenship:
    Planning, Assessment and Improvement .........................................................191
    An overview of Simon Fraser University’s UniverCity development .............................206

    Self Evaluation Report Contents
    Chapter 5, Standard 5: Mission Fulfllment, Adaptation and Sustainability.................... 209
    Executive Summary of Eligibility Requirement 24....................................................... 211
    Planning and Assessment...................................................................................... 212
    Assessment for the Self Evaluation Report.....................................................213
    Evaluating Mission Fulfllment .............................................................................214
    Other Evidence..........................................................................................
    Adaptation and Sustainability................................................................................ 218
    1) Improve Administrative Systems................................................................ 218
    2) Improve Financial Flexibility..................................................................... 219
    3) Recruit, Retain and Engage the Best People .............................................219
    4) Strengthen and Leverage our Infrastructure ................................................220

    Self Evaluation Report Appendices
    Appendix A:
    Accreditation Standards ................................................................................................225
    Appendix B:
    Academic Unit profles .................................................................................................239
    Faculty of Applied Sciences
    Faculty of Arts and Social Sciences
    Beedie School of Business
    Faculty of Communication, Art and Technology
    Faculty of Education
    Faculty of Environment
    Faculty of Health Sciences
    Faculty of Science
    Appendix C:
    Graduate Studies profle and Lifelong Learning profle ..................................................293
    Appendix D:
    Administrative Unit profles ..........................................................................................305
    President and Vice Chancellor
    Vice President, Academic and Provost
    Vice President, External Relations
    Vice President, Legal Affairs and University Secretary
    Vice President, Finance and Administration
    Vice President, Research
    Vice President, University Advancement and Alumni Engagement
    Appendix E:
    Strategic Research Plan 2010-2015
    Footnotes summary (TO DO)
    Figures summary (TO DO)
    Summaries summary (TO DO)
    Still to come: Chairs’ Survey Results (referenced in footnote, page 77)


    Self Evaluation Report
    Two pages maximum


    Self Evaluation Report
    a) Brief update on institutional changes since the institution’s last report
    b) Response to topics previously requested by the Commission (i.e., Addenda)


    Self Evaluation Report
    Chapter 1
    Mission, Core Themes and Expectations
    The institution articulates its purpose in the form of a mission statement and
    identifes core themes that manifest essential elements of that mission. It defnes
    mission fulfllment in the context of its purpose, characteristics, and expectations.
    Guided by that defnition, it identifes an acceptable threshold or extent of mission

    Chapter 1 Contents
    Executive Summary ...................................................................................................... 13
    Standard 1.A: Mission
    Mission Statement...........................................................................................
    ...... 14
    Mission Fulfllment and Articulation of Extent of Mission Fulfllment................... 17
    Standard 1.B: Core Themes
    Core Theme, Teaching and Learning.................................................................... 18
    Core Theme, Research .........................................................................................23
    Core Theme, Student Experience and Success...................................................... 26
    Core Theme, Community and Citizenship............................................................ 30
    An overview of Simon Fraser University’s Burnaby campus........................................... 36

    Chapter 1 Executive Summary
    Eligibility Requirements 2 and 3
    2, Authority
    Simon Fraser University is authorized to award degrees under British Columbia’s
    University Act. Its mission and core themes are appropriate to a research
    university, are clearly articulated in a mission statement, and are consistent with its
    legislated authority. The University’s resources and capacity are entirely devoted to
    carrying out its identifed mission and core themes.
    3, Mission and Core Themes
    (response pending)
    The institution’s mission and core themes are clearly defned and adopted by its
    governing board(s) consistent with its legal authorization, and are appropriate to
    a degree-granting institution of higher education. The institution’s purpose is to
    serve the educational interests of its students and its principal programs lead to
    recognized degrees. The institution devotes all, or substantially all, of its resources
    to support its educational mission and core themes.

    chapter 1 • section I • mission (DRAFT 3.3)
    Chapter 1, Standard 1.A
    Simon Fraser University Mission Statement (2010)
    SFU’s mission is to advance knowledge through teaching, research, and engagement with the
    Simon Fraser University Values and Commitments (2000)
    We are an open, inclusive university whose foundation is intellectual and academic
    freedom. Our scholarship unites teaching and research: we celebrate discovery, diversity and
    dialogue. Our students and communities can expect teaching that is personal and learning
    opportunities that are lifelong. We champion the liberal arts and sciences and pioneering
    interdisciplinary and professional programs. We are a university where risks can be taken and
    bold initiatives embraced.
    Upon these foundations, we will engage all our communities in building a robust and ethical
    Simon Fraser University’s mission statement began to take form in 1999 with the drafting of SFU’s
    “Statement on Values and Commitments.” As recounted in its minutes,
    the University Senate “was
    advised that, within the context of economic challenges and social/technological changes currently
    facing universities, it was felt that a basic core mission for SFU should be developed.”
    During the subsequent consultation period it was judged that interest in a mission statement was
    low and that, if the University’s unique identity was to be expressed in an overarching statement,
    the community had a greater interest “in creating a very simple, clear statement of fundamental
    values . . . than [in] a traditional statement of mission.” Mission statements, it was felt, tended
    toward “superlatives and hyperbole” and should be deliberately avoided as one was unlikely to speak
    meaningfully to the SFU community’s sense of itself and its shared sense of purpose.
    Extensive consultations resulted in the drafting and approval of the document known over the past
    decade as SFU’s “Statement on Values and Commitments.” Endorsed by the University Senate and
    approved by the Board of Governors in the spring of 2000, the Statement has been embraced as a key
    expression of the University’s culture. It is posted on the President’s website and informs the tone and
    context for most of the University’s major planning documents and other reports on key institutional
    matters by administrative and academic units.
    The subject of a mission statement did not arise again until the fall of 2009, when it was recognized
    that addressing the accreditation standards would require a mission statement focused on SFU’s
    mandate and activities rather than its fundamental values. Because the University was preparing for a
    1 A “preliminary mission statement” was approved by the President and Vice Presidents on January 25, 2010 to provide a
    structure on which to draft the accreditation Self Evaluation Report.
    2 Endorsed by the University Senate on March 6, 2000, and by the Board of Governors on March 23, 2000.
    3 Senate Minutes, January 10, 2000, page 2ff.

    chapter 1 • section I • mission (DRAFT 3.3)
    presidential transition, it was agreed that the outgoing President would not encumber his successor
    with a mission statement he had no part in crafting.
    The need for an accurate and utilitarian, if also generic, mission statement was addressed by
    the President and Vice Presidents on January 25, 2010. The mission statement is described as
    “preliminary” and is intended simply to recognize that SFU’s business as a “comprehensive” university
    centres in teaching, research and community engagement. The institution’s unique characteristics are
    addressed more fully throughout this Self Evaluation Report.
    In spring 2011, SFU’s new President Andrew Petter launched the envision>SFU project to develop
    a strategic vision that reflects SFU’s strengths and that will enhance its reputation as an institution
    that is student-centred, research-driven and community-engaged. A fnal report on the results of
    envision>SFU project is expected before the NWCCU accreditation evaluation visit.
    Mission Core Themes
    SFU’s primary mission is to advance knowledge, and it expresses this mission most fundamentally
    through its core themes: 1) teaching and learning; 2) research; 3); student success and experience; and
    4) community and citizenship. The University Planning Framework (UPF), a document intended to
    unify and align SFU’s major planning documents and activities, identifes a ffth “theme” in fnancial
    sustainability and institutional strength, which are recognized as enabling conditions for fulflling the
    four core themes.
    The term “core themes” as it comes to us through the accreditation standards is new to SFU, but
    SFU’s key planning documents have consistently focused on the elements of its business identifed
    as core themes here. The key planning documents at SFU are: the three-year academic plans; the
    strategic research plans; the President’s agendas, and the University budget. Other plans are ancillary
    to these and support their coherence and effectiveness; these plans are discussed more fully in Chapter
    The most recent versions of these plans include the three-year Academic Plan (2010-2013) and the
    Strategic Research Plan (2010-2015), which build on the strategic priorities in the President’s Agenda
    and provide the mission for their respective areas.
    Research themes in the Strategic Research Plan and the academic themes in the Academic Plan
    embody a number of strategic objectives that provide the initial building blocks for the UPF. The
    UPF highlights the goals from the academic and research areas, merging them with the President’s
    priorities. Its aim is to consolidate and align all major plans and strategic initiatives within a single
    planning schema.

    chapter 1 • section I • mission (DRAFT 3.3)
    Defnition of Fulfllment of Mission and, within that Defnition,
    Interpretation of an Acceptable Threshold or Extent of Mission Fulfllment
    The extent of Mission Fulfllment will be measured by a combination of qualitative and quantitative
    factors. Performance in the Core Themes will be assessed by Core Theme Teams composed of senior
    academic and administrative staff, faculty and students as appropriate to the Core Theme objectives. A
    straightforward tabulation of outcomes will constitute one aspect of the evaluation.
    As with the Core Theme assessments, performance at the institutional level will be categorized into
    one of three cases:
    • Outstanding – performance is excellent
    • Satisfactory – performance is acceptable
    • Needs improvement – performance does not meet expectations
    These assessments will be supplemented by consideration of other available evidence that falls outside
    the formal assessment process, or the qualitative nature of which renders it indicative rather than
    This assessment will be reviewed and approved by the Accreditation Steering Committee (President,
    Vice Presidents and Deans).
    Date and Manner of Most Recent Review of Mission and Core Themes
    Simon Fraser University adopted its frst mission statement in 2010 to provide a keystone for the
    accreditation Self Evaluation Report. Its four core themes have existed under other rubrics for many
    years. Among major planning documents, both the academic and research plans were revised in 2010,
    and Budgets are approved annually.
    The results of President Andrew Petter’s envision>SFU process are expected to be approved and to
    provide additional strategic guidance to the University by fall 2011.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Chapter 1, Standard 1.B
    Core Themes
    The University’s mission expresses its central purpose, its reason for being. Simon Fraser University’s
    mission is to advance knowledge. It carries out this mission through the activities embodied in its
    core themes: teaching and learning; research; student experience and success; and community and
    citizenship. Major objectives for each core themes are articulated in the University’s primary planning
    documents, and are distilled and aligned through the University’s Planning Framework document.
    It should be noted that, to the degree that core themes are well integrated within SFU’s various
    activities, they can—and should—overlap signifcantly. Effective teaching and learning is inextricable
    from student success, research from community service, and citizenship from engagement. Therefore,
    discussions of core theme strategies and objectives will also sometimes overlap.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Core Theme
    Teaching and Learning
    Teaching and learning are central to the mission of Simon Fraser University. In order to provide
    SFU students with challenging opportunities for intellectual growth, and to ensure SFU graduates
    are well prepared to achieve their career goals, the University pursues excellence in research-
    informed undergraduate and graduate teaching and learning across a wide spectrum of academic
    disciplines. SFU’s commitment to excellence in teaching is coupled with an historic commitment to
    interdisciplinary approaches to learning and an obligation to respond to emerging areas of demand in
    higher education.
    Teaching and learning are complex activities, and the paths taken to successful learning outcomes vary
    by discipline. They occur in diverse environments, at and beyond the University’s three campuses.
    At SFU, teaching and learning activities include class-based courses and programs, co-operative
    education and other experiential programs, international feld schools, project-based assignments and
    credit and non-credit contexts, all informed by a wide variety of pedagogies.
    Students have opportunities to gain disciplinary knowledge, to study their areas of interest in depth
    and detail, and to learn from faculty who are active researchers. SFU has committed to provide its
    undergraduate students with the solid foundation of a broad education, encouraging natural learning
    and curiosity, and equipping them with communication skills and the analytical abilities that provide
    the foundations for lifelong learning. The University promotes research-informed learning in top-
    ranking programs at all levels, and mentors its graduate students in an environment that both fosters
    and celebrates advanced research and learning and provides a variety of learning opportunities for
    mid-career professionals.
    Three entwined elements comprise the Teaching and Learning core theme:
    • Students have academic opportunities to become informed and engaged global citizens, well
    prepared for a variety of diverse future careers;
    • Faculty are supported in an environment that promotes teaching excellence; and
    • Programs and Courses are developed with the aim of offering high-quality academic
    training that provides opportunities to interconnect diverse disciplines across Faculties.
    Objective 1
    Students have academic opportunities
    to become informed, engaged global citizens
    SFU strives to create an environment rich in opportunity to engage students. Promoting and
    developing high-quality academic experiences in and out of traditional classroom settings create a
    strong foundation for a compelling university experience.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 1.1
    Students achieve disciplinary program objectives by accruing
    knowledge and building skills through active learning experiences
    Outcome 1.1 Indicators
    • Graduation rates
    • Student opinions of achievement (Baccalaureate Graduate Survey; BGS)
    • Range of teaching modalities and pedagogies, such as tutorial system, writing-intensive
    learning, and distributed learning utilizing enhanced technology
    • Undergraduate involvement in diverse academic program elements, such as directed studies,
    honours courses and Semester in Dialogue
    Outcome 1.1 Rationale
    Measuring graduation rates across academic program options is the most direct measure
    available of student achievement. Students are required to meet University and disciplinary
    course and credit requirements for graduation and in doing so are extensively assessed on
    their learning and skill development at the course level by instructors whose disciplinary
    expertise qualify them to make these assessments.
    In the annual Baccalaureate Graduate Survey students voice their opinions of their learning at
    SFU, supplying an important indirect measure of the knowledge and skills they have gained.
    Surveying the extent of SFU’s pedagogically diverse environment and the proportions
    of students who engage in diverse program elements gives an outline of the extent of
    opportunities for students to engage in active learning experiences.
    Outcome 1.2
    Students participate in credit-bearing interdisciplinary, international
    and experiential learning opportunities as part of their degree programs
    Outcome 1.2 Indicators
    • History and contemporary status of interdisciplinary programs at SFU
    • Number of students participating in experiential education and international opportunities
    Outcome 1.2 Rationale
    SFU has a long history of developing and supporting interdisciplinary courses and programs.
    However, many of the interdisciplinary courses and programs have not been formally labeled
    as such, although they are recognizably interdisciplinary. As a result, “counting” formally
    labeled interdisciplinary programs or enrolments would underestimate the extent to which
    students participate in interdisciplinary learning opportunities. Examining the institutional
    history of interdisciplinary studies and programming and examining contemporary programs
    afford a better understanding of its role at SFU.
    While they do not constitute a complete catalogue of experiential and international
    education available to students, enrolments and student experiences in co-operative
    4 SFU participates in several surveys of graduates and current students. These are identified and explained at the
    beginning of Chapter 4.

    chapter 1 • section II • core themes (DRAFT 3.3)
    education, international study, practicums, internships and feld study courses offer a
    preliminary picture of the extent of student exposure to such education.
    Outcome 1.3
    Students are well prepared for a variety of diverse careers
    Outcome 1.3 Indicators
    • Post-graduation employment reports
    • Perceived relevance of university program to jobs (BGS)
    • Student perceptions of the value of the Writing, Quantitative and Breadth (WQB)
    requirements (Undergraduate Student Survey; UGSS)
    • Student assessments of the contribution of SFU to their knowledge, skills and abilities
    (Canadian University Consortium survey of graduates; CUSC)
    Outcome 1.3 Rationale
    Students and alumni provide important data about their career status. Their perceptions
    regarding whether their studies at SFU were relevant to their current employment offer an
    indirect measure on their preparation for their careers.
    Information on student perceptions of the value of WQB requirements supplies some
    feedback to the institution about the possible effectiveness of these relatively new
    requirements. These perceptions can be balanced by graduates’ ratings of the overall
    contribution of their university experience to abilities in areas such as writing, abstract
    reasoning and logical thinking.
    Objective 2
    Support and promote teaching excellence
    Superlative teaching is a key component of any university mandate, and SFU strives to create an
    environment that produces and supports top-flight teachers, who in turn support excellence in
    scholarship at all levels of study.
    Outcome 2.1
    Faculty provide high-quality undergraduate and graduate teaching
    Outcome 2.1 Indicators
    • Percentage of courses taught by academically and professionally qualifed faculty
    • Services and support provided by the Teaching and Learning Centre to teaching staff for
    improving their teaching and for providing high-quality instruction
    • The rate of use of such services
    • Support for research and innovations related to teaching
    • Percentage of students satisfed with quality of teaching – UGSS and BGS surveys

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 2.1 Rationale
    For students to gain knowledge about a subject area, it is important that their teachers have a
    deep understanding of their disciplines. Tenure track faculty and other academically qualifed
    instructors are most likely to have the required knowledge to share with their students.
    Enumerating the support relevant to teaching and learning that is available for both
    emerging and established professoriate helps to develop an understanding of the institutional
    commitment to the importance of teaching. Attendance at teaching workshops is an indicator
    of the reach of such services, while support for research on teaching and teaching innovation
    can contribute to changing and improving teaching practices.
    Students themselves are provided opportunity to express opinions about quality of instruction
    in the UGSS and BGS surveys. Data from these surveys can suggest whether students’
    experiences of teaching at SFU are consistent with institutional objectives of providing high-
    quality teaching.
    Outcome 2.2
    Faculty are recognized internally and externally for teaching excellence
    Outcome 2.2 Indicators
    • Internal awards for teaching excellence
    • External teaching awards received by SFU faculty
    Outcome 2.2 Rationale
    Examination of the internal awards for teaching can provide an indication of the quality of
    teaching recognized at the University. External awards can help place SFU teaching in a
    national context.
    Outcome 2.3
    Students express a high level of satisfaction with teaching at SFU
    Outcome 2.3 Indicator
    • Percentage of students satisfed with quality of teaching – UGSS and BGS surveys
    Outcome 2.3 Rationale
    Measures of student satisfaction with the quality instruction they have received in their
    academic schooling are relevant, albeit indirect, gauges of teaching excellence. They record
    aspects of students’ personal experiences that are important for the learning process and the
    effectiveness of teaching.
    Objective 3
    Offer high-quality academic programs
    from a diverse set of disciplines across all Faculties
    To remain among the best comprehensive universities in Canada, SFU must strive to keep its
    programming relevant, responsive and academically sound.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 3.1
    SFU attracts well-respected researchers and teachers to its faculty
    Outcome 3.1 Indicators
    • Canada Research Council (CRC) appointments
    • Other awards received by SFU faculty
    • Frequency rate of citations for SFU faculty members in citation index
    Outcome 3.1 Rationale
    Noting awards and prestigious appointments allows a comparable measure of the quality of
    SFU’s research and instructional faculty. The rate of citations is indicative of the impact of
    research by SFU faculty members in a number of disciplines.
    Outcome 3.2
    Programs evolve dynamically, constantly informed by cutting edge research
    Outcome 3.2 Indicators
    • Number and variety of programs offered at each of the undergraduate and graduate levels
    • New courses and programs introduced
    • Process and timeframe for regular, formalized departmental/school external reviews
    • Off-cycle curriculum reviews and course reviews
    Outcome 3.2 Rationale
    The number of programs available is an indicator of the range of choice available to students
    and an indicator of the overall scope of the institution, while elements of and change in the
    overall curriculum – with the elimination and addition of programs – indicate flexibility and
    the capacity to respond to the conditions required for the maintenance of quality programs.
    Outcome 3.3
    SFU attracts diverse and academically well-prepared students,
    who become part of a vibrant community of learners
    Outcome 3.3 Indicators
    • Demand statistics (number of applications to registrants) for admission over previous 3
    • Student assessment of programs – BGS; CUSC
    Outcome 3.3 Rationale
    The attraction of SFU for students is provided by demand statistics. Giving voice to student
    opinions on program offerings provides relevant feedback from the actual consumers of the
    educational experience offered by SFU’s programs.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Core Theme
    SFU is an internationally recognized research-intensive university where the advancement of
    excellence in research is a defning feature. Collaboration and synergy are strongly encouraged and
    supported, and continuing investment in research infrastructure strengthens academic programs and
    enhances the learning experience for undergraduate as well as graduate students. The University
    partners with local, national and international communities of all kinds to foster effective knowledge
    generation and knowledge transfer through research, training and creative learning.
    As articulated in SFU’s Strategic Research Plan (SRP), the University’s research priorities are to:
    increase the level and quality of research; support and sustain leadership through research; increase
    research-centred undergraduate and graduate education; and further the University’s community
    engagement in SFU-conducted research.
    The SRP also identifes distinctiveness and excellence through innovative and multi-disciplinary
    research grouped collectively into several overarching research themes. These themes are intended
    to strengthen the research spectrum at SFU, while also building on collaborations within existing
    programs. The identifed research themes are:
    • Origins
    • Communication, Computation and Technology
    • Culture Society and Human Behaviour
    • Economic Organization, Public Policy, and the Global Community
    • Environment Resources and Conservation
    • Health and Biomedical Sciences
    • Pedagogy
    The Strategic Research Plan (SRP) identifes two broad objectives to strengthen SFU’s research
    performance and effectiveness: to increase the level and quality of research while also promoting
    SFU’s public recognition as a research-intensive university; and to incorporate research into teaching
    and learning.
    Objective 1
    Increase the level and quality of research
    and promote SFU’s profle as a research-intensive university
    This objective targets increases to the volume and quality of research undertaken at SFU, and to the
    dissemination of research results produced by SFU researchers.
    Outcome 1.1
    Establish a strong research infrastructure
    Outcome 1.1 Indicators
    • Total dollars spent to support research infrastructure including Canadian Foundation for
    Innovation (CFI) grants, Natural Science and Engineering Research Council (NSERC)
    equipment grants, and expenditures on animal care and library collections

    chapter 1 • section II • core themes (DRAFT 3.3)
    • Utilization of shared research facilities (specifcally, the Library and Animal Care)
    Outcome 1.1 Rationale
    The dollars spent on research infrastructure are one important aspect of SFU’s research
    capacity, while the money SFU commits from its operating budget to research infrastructure
    reflect its commitment to research activity. Facilities such as the Library are shared by, and
    central to, all University research, while the Animal Care facility receives use by a more
    limited segment of researchers. Together their use reflects the collective level of research
    activity undertaken within University-sponsored research facilities.
    Outcome 1.2
    Develop distinctive research programs
    Outcome 1.2 Indicators
    • Total external research grants
    • Number of publications and citations
    Outcome 1.2 Rationale
    The total external funding received for research is an established input indicator. Publication
    numbers are an output indicator, and citations are an accepted measure of the impact of
    published research.
    Outcome 1.3
    Translate ideas into new and innovative ventures
    Outcome 1.3 Indicators
    • Total strategic and corporate funding from NSERC strategic grants, SSHRC partnership
    grants and industry grants
    • Royalties from active patents, disclosures and spin-off companies
    Outcome 1.3 Rationale
    These indicators are one measure of success in translating SFU’s research fndings into
    practical applications.
    Objective 2
    Incorporate research into teaching and learning
    This objective measures the University’s success in incorporating research activity into its curriculum
    and providing an opportunity for undergraduate and graduate students to learn through participating
    in the performance of research. The desired outcomes include increasing graduate student
    participation in research, and engaging undergraduate understanding of and participation in research.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 2.1
    Strengthen graduate student research
    Outcome 2.1 Indicators
    • Total number of students enroled in research-focused graduate degrees and completing a
    thesis or dissertation
    • Total number of international graduate students, post-doctoral fellows and visiting graduate
    research scholars
    • Total amount of funding to support graduate students
    • Number of undergraduate students hired as research assistants
    Outcome 2.1 Rationale
    The number of students enroled in research degrees and completing theses or dissertations
    indicates the engagement of graduate students in research. International graduate students,
    visiting research scholars and post-doctoral fellows reflect global recognition of the quality of
    graduate research training available at SFU.
    Outcome 2.2
    Engage undergraduate students in research
    Outcome 2.2 Indicators
    • Enrolment of undergraduate students in research-focused undergraduate courses and the
    number of completed honours degrees
    • Funding for undergraduate research activities from NSERC Undergraduate Student
    Research Awards (USRA), and from co-op research placements (Vice President, Research
    funded USRAs)
    Outcome 2.2 Rationale
    The total number of undergraduate students enroled in research-focused courses and
    completing honours programs reflects the engagement of undergraduates in research.
    Funding support for undergraduate research experience indicates the institutional
    commitment to, and belief in the fundamental value of, learning through research.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Core Theme
    Student Experience and Success
    The education of students is the central purpose for any university, and the experience students have
    while attending a university can enhance or inhibit their ability to learn. Improving the experience of
    students while attending SFU is a major institutional goal.
    The term “Student Experience” refers here to the overall feelings students have regarding their
    time at an institution. It relates to their experiences inside and outside physical classrooms, and
    encompasses the degree to which students feel “valued ” by the University and their corresponding
    sense of “connectedness” with it. “Student Experience” affects such key operational outcomes as
    student recruitment and retention, institutional reputation and subsequent alumni support.
    At SFU “Student Success” is a corollary to Student Experience, and is operationally defned as success
    in meeting academic requirements. As the link between experience and success is profound, they
    have emerged as a single core theme: “Student Experience and Success.” The objectives, outcomes
    and indicators associated with this core theme inevitably are interwoven with the achievement of the
    University’s other core themes. Evaluating progress toward core theme goals is subject to ongoing
    Student Experience and Success is built on a foundation of
    • an engaging student experience fostered by
    • a supportive learning and living environment, and contributing to
    • a vibrant campus community.
    Objective 1
    Provide an engaging student experience
    SFU’s heterogeneous student body has diverse goals, from personal enrichment to the completion
    of specifc credentials. SFU strives to provide an academic experience rich with opportunities to
    experience diverse pedagogies and compelling learning experiences inside and out of the classroom.
    Outcome 1.1
    Students develop global perspectives, critical thinking and transferable skills
    Outcome 1.1 Indicators
    • Participation in diverse pedagogies, including service and community-based learning,
    Semester in Dialogue, Study Abroad, and experiential learning-based programs
    • Responses to various student and graduate surveys on the value of experiential education
    Outcome 1.1 Rationale
    The Academic Plan (2010-2013) calls for
    increased diversifcation of pedagogy
    as part of an overall
    strategy involving a high-quality student experience. Measuring the rate at which students
    participate in existing non-classroom based programs highlights existing strengths and can
    identify areas for additional programming. The surveys provide us with students’ opinions
    about their experiences with SFU’s experiential pedagogies.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 1.2
    Students report gaining applied experience
    relevant to their academic study and personal/professional goals
    Outcome 1.2 Indicators
    • Responses to graduate surveys on relevance of university-gained knowledge and abilities
    • The participation rate in work-experience facilitated by SFU
    Outcome 1.2 Rationale
    Evidence on graduates’ assessment of the utility of their SFU-related education is an effective
    indirect measure of the relevance of their experience at SFU. Examining undergraduate
    participation rates in experiential learning programs indicates what experiential programming
    students value as expressed through student choice.
    Outcome 1.3
    Students progress to complete their identifed credential
    Outcome 1.3 Indicators
    • Course availability rates (access to courses needed to meet degree requirements)
    • Navigable curriculum
    • Percentage of students with declared majors
    • Successful transition to second year (frst to second year attrition rates)
    Outcome 1.3 Rationale
    The Academic Plan (2010-2013) identifes as a goal to
    develop a more navigable curriculum and
    improve course access.
    These indicators provide an accurate snapshot of how students proceed
    through their chosen programs, and identify structural impediments to timely degree
    Outcome 1.4
    Students effectively transition to degree-related employment or to further studies
    Outcome 1.4 Indicator
    • Selected questions on employment and further studies (BGS)
    Outcome 1.4 Rationale
    A strong measure of student success is post-degree employment. Upon successful completion
    of selected credentials, however, some students choose to continue their formal education
    through the pursuit of advanced credentials. The Baccalaureate Graduate Survey (BGS)
    provides excellent data on how effectively SFU graduates succeed at their post-degree
    transitions, whether into the paid workforce or on to further education.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Objective 2
    Provide a supportive student learning and living environment
    Student experience stretches far beyond the classroom. A supportive learning and living environment
    provides a strong foundation for the kind of engaging academic experience that is fundamental to
    students’ ultimate success.
    Outcome 2.1
    Students experience a welcoming and diverse campus community
    Outcome 2.1 Indicators
    • International student statistics
    • Access to programs, services and supports of diverse needs
    Outcome 2.1 Rationale
    Admission data for international students indicate the diversity of SFU’s student body.
    Identifying the availability of institutional programs and services and student clubs provides a
    window into the University’s strengths and gaps in the programs and services it offers.
    Outcome 2.2
    Students access transparent and effcient administrative systems
    Outcome 2.2 Indicator
    • CUSC Survey: Agreement with sense of belonging and smooth administrative functioning
    Outcome 2.2 Rationale
    How, when and where students are able to access administrative services highlights an often
    overlooked aspect of student experience. The CUSC survey asks how students perceive their
    treatment within administrative settings at SFU, and seeks feedback on students’ sense of
    belonging in the University community.
    Outcome 2.3
    Students are provided supportive and healthy environments for study and community activities
    Outcome 2.3 Indicators
    • Student satisfaction with food, transportation, health services
    • Study space with power and internet access
    • Participation in living and learning communities
    Outcome 2.3 Rationale
    Students experience university as much outside as inside of classrooms. Access to comfortable
    study and living spaces for residential and commuter students is expected to increase
    participation in learning communities. Measuring levels of student access and overall
    satisfaction with services will help us determine areas that will improve students’ experience
    and increase their success.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Objective 3
    The University creates vibrant campus communities
    SFU is a multi-campus environment, and works to provide the same service levels and diverse
    opportunities at each of its campuses. Active campus communities enhance the University’s reputation
    and contribute to a positive student experience at university and success after graduation.
    Outcome 3.1
    Students participate in multiple opportunities to engage in a vibrant campus life
    Outcome 3.1 Indicator
    • Participation in intramurals, Lead, ftness, clubs, attendance as fans at athletic events
    Outcome 3.1 Rationale
    Participation in on-campus co-curricular activities identifes areas of strength and reveals
    opportunities to improve. The co-curricular record was still in development during the
    assessment process, but remains as an indicator for future assessments.
    Outcome 3.2
    Students and graduates contribute to the social and economic well-being of their communities
    Outcome 3.2 Indicators
    • Outstanding alumni awards
    • BGS: degree-related employment
    Outcome 3.2 Rationale
    SFU annually recognizes outstanding alumni, providing some information on the
    contributions graduates make to their local, national and international communities. The
    BGS data on post-completion employment provide an indication of students’ contribution to
    society once their degrees are completed.
    Outcome 3.3
    Students choose a lifelong relationship with SFU
    Outcome 3.3 Indicator
    • Alumni fnancial support
    Outcome 3.3 Rationale
    Alumni fnancial support is an internationally accepted standard for measuring satisfaction
    with student experience, and provides a glimpse of student economic success.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Core Theme
    Community and Citizenship
    The Carnegie Foundation for the Advancement of Teaching and the current literature on community
    engagement, public engagement, civic engagement and student engagement describe “engagement”
    as being based on a foundation of “mutuality and reciprocity.” Mutuality and reciprocity emphasize a
    qualitative exchange between the institution and relevant community in which all parties beneft from
    the relationship. An institutional focus on community and citizenship involves building sophisticated
    and extensive connections that are able to address shared interests and concerns. These connections
    are developed through a variety of educational, social and cultural programs that serve both the public
    and the University’s interests, and from them weave a shared sense of community. The activities
    being described within community and citizenship theme are placed in two categories: (1) curricular
    engagement, and (2) outreach and partnerships.
    Engagement with the community is an important component of SFU’s mission. Community
    engagement, as an integrated part of teaching and research in SFU’s mission, creates opportunities
    for improving teaching and research. Recognizing the role of community in learning and in the
    production and circulation of knowledge demonstrates the value of the investment in this University
    to government, other funders, and the broader society.
    Objective 1
    Engage and involve SFU’s many communities
    With campuses in three different communities crossing three municipal boundaries, SFU attempts to
    bring to its diverse communities benefts from the learning resources available at a major university.
    These include making available its expertise for formal, informal and non-credit learning experiences
    and extending its programs to diverse audiences and groups. As well as attempting to reflect the
    diversity of its communities in its classrooms, SFU is committed to bringing international experience
    to the University through international student enrolment. Exposure to different cultures, values,
    beliefs and practices can improve mutual understanding, intellectual flexibility and potential for
    problem solving.
    Outcome 1.1:
    Provide learning opportunities to diverse communities
    Outcome 1.1 Indicators
    • Enrolment in Continuing Studies non-credit courses
    • Number of public lectures and academic departments holding speaker series, public lectures,
    colloquia, etc.
    • Number of Philosophers’ Cafés held and attendance
    • Number of First Nations students enroled
    • Number of international students enroled
    • Number of mature students enroled in undergraduate and graduate programs

    chapter 1 • section II • core themes (DRAFT 3.3)
    Outcome 1.1 Rationale
    Non-credit courses, public lectures and Philosophers’ Cafés make the University’s resources
    available to a much wider constituency and often are tailored to specifc community sectors,
    stakeholders and constituencies with a need or interest in expertise or experience not
    otherwise available to them. They also encourage the University to broaden its perspectives
    through expanded contact with the community.
    Such public events also enhance public support for, and interest in the University. Public
    events provide a broad stage for presenting the contributions of University faculty, students
    and staff while also providing a locus for the exchange of ideas between the University and
    the wider community.
    In its commitment to diversity and internationalization, enrolment by the following groups
    is of special importance to SFU: First Nations (a Provincial priority, and addresses social
    responsibility); mature students (for mid-career access to lifelong learning in response to a
    need in the global job market); and international students (globalization requires students to
    interact and collaborate in developing solutions to quickly changing global circumstances).
    Outcome 1.2
    Encourage community service and engagement
    Outcome 1.2 Indicators
    • Qualitative assessment of community relationships, partnerships and activities by
    individuals, departments and faculties
    • Enrolment in community-based and service learning courses, and in internships
    • Fundraising dollars received from different communities
    • Number of alumni events and attendance
    • Number of alumni donors and dollars from alumni donations
    • Number of athletic events for which tickets were sold
    • Summer camps and attendance
    Outcome 1.2 Rationale
    Through deep and enduring partnerships with a wide range of community organizations,
    SFU’s expertise contributes to relevant and important community solutions and enables
    the reciprocal sharing of knowledge and resources. An initial qualitative assessment of the
    involvement of individuals, departments and faculties can provide a picture of the scope of
    community contributions by the University.
    Student enrolment in community-based and service learning courses and internships
    provides an indication of student involvement in the community through the auspices of
    the University. Fundraising dollars from various communities reflect an aspect of reciprocity
    of community engagement and suggests one way in which the community contributes to a
    shared resource by advancing the University and its priorities.
    Alumni are a major part of the University’s communities, and their involvement through
    events and fundraising is a key indicator of its continued relevance to them.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Athletic events and camps provide opportunities to build a sense of community with SFU
    and can encourage future and further involvement (for prospective SFU students and the
    wider area).
    Summer camps invite members of the community and their families to experience direct and
    tangible benefts of SFU’s involvement in community activities. They provide a community
    connection through young people and their parents and help to raise the visibility of SFU in
    the wider community.
    Objective 2
    Provide opportunities for international collaboration and partnerships
    The emergence of a truly global economy requires that universities become active collaborators with
    international partners, and that students have opportunities to explore international perspectives and
    experiences as a part of their advanced education.
    Outcome 2.1
    Students participate in international exchange opportunities and feld schools
    Outcome 2.1 Indicators
    • Enrolment in identifed foreign exchange programs (FEP)
    • Number of international co-op placements
    • Number of international feld school students outbound
    • Number of outbound student semesters for international exchange
    Outcome 2.1 Rationale
    International exchanges are excellent models of reciprocity and contribute to broader
    knowledge and experience among students and hosts via exposure to other cultures, values
    and beliefs. International feld schools offer students an opportunity to live and work in
    an international environment while gaining experience in an area usually related to their
    disciplinary studies.
    Outcome 2.2
    Faculty and staff participate in international partnerships and projects
    Outcome 2.2 Indicator
    • Number of journal articles by SFU authors and international co-author and percentage of
    total SFU-authored articles this represents
    Outcome 2.2 Rationale
    Co-authoring scholarly articles demonstrates the existence of important international
    relationships, the exchange of ideas, and collaborative approaches to shared international
    issues and questions.

    chapter 1 • section II • core themes (DRAFT 3.3)
    Objective 3
    Mobilize resources and expertise that reflect regional, national and global
    interests and address concerns about environmental sustainability
    Through each of its core theme activities, SFU makes substantial contributions to the communities
    who support SFU. Successfully communicating those contributions helps to disseminate important
    information of public utility to a wider audience, and strengthens relationships between SFU and
    those who support it. Addressing environmental, social and economic sustainability at the institutional
    level and encouraging understanding of the implications of climate change represents educational and
    community leadership on a matter of utmost importance.
    Outcome 3.1
    SFU’s research, teaching and service strengths
    and impacts are widely communicated and employed
    Outcome 3.1 Indicators
    • Number of media releases and media tips sent by SFU
    • Number of people following SFU on Twitter
    • Average daily, weekly and monthly users on SFU Facebook page
    • Number of non-SFU media stories about SFU (print media)
    • Number of visitors and unique visitors to SFU’s website and percentage of new visits
    • Number of page views, average number of pages visited, average time spent on the SFU
    • Percentage of visitors from outside of Canada
    Outcome 3.1 Rationale
    Media and public awareness of SFU activities is important in developing a community profle
    for SFU. These activities build, maintain, enhance and measure public recognition of and
    support for the University, can influence decisions favourably about choosing a university, and
    can increase public and political support. The SFU website is often the frst point of contact
    for external communities, and knowledge of website traffic is useful to gauge the level of
    interest in SFU by the local, regional, national and international communities.
    Outcome 3.2
    The importance of sustainability values and achieving sustainability
    goals is communicated to, and understood by, SFU’s communities
    Outcome 3.2 Indicators
    • Number of SFU environment and sustainability stories in the media
    • Number of departments with Sustainability Ambassadors and/or Green Teams
    • Number of students in a Sustainability Educators program
    • Enrolment for courses involving environment, sustainability and citizenship
    Outcome 3.2 Rationale
    As more SFU faculty, staff and students become participants in sustainability activities, media
    coverage of this involvement is helpful both for SFU’s community profle and to encourage

    chapter 1 • section II • core themes (DRAFT 3.3)
    further involvement in sustainability issues. High levels of participation also demonstrate
    that core values of contributory citizenship on an issue of major signifcance are being
    demonstrated by members across the SFU community.
    Curriculum offerings that provide students with opportunities to focus on citizenship and
    sustainability are important for developing an understanding of community engagement
    among students and to support students in becoming active in their social and citizenship


    Innovative beginnings
    In 1965 a new university opened its first campus on top of Burnaby Mountain
    to serve a rapidly expanding Vancouver population. Ever since, Simon Fraser
    University has lived up to its mandate to offer contemporary, relevant, well-
    rounded and innovative degree programs for undergraduate and graduate
    students, from its charter class of 2,500 to the current student population of over
    Across eight Faculties, from among more than 100 programs, students can
    choose just one major area of study, or combine elements of two or more areas.
    More than 50 formal “joint major” degree programs combine study and research
    in more than one subject, and students continue to sample a variety of courses
    for double majors, minor programs, double minor programs, certificates and post
    baccalaureate diplomas.
    Two satellite campuses in Vancouver and Surrey make more accessible the
    University’s offerings of innovative options for learning, with Vancouver providing
    mid-career programs for working professionals and Surrey offering cohort
    programs for first years. Both campuses provide undergraduate and graduate
    burnaby campus
    Learning through experience
    Within a trimester system, students can study all year long, or alternate study
    semesters with semesters of paid employment in their field, through a
    Co-operative Education placement, available in all academic programs.
    Students also have support for their interests in community volunteering,
    leadership training, mentoring other students and becoming an orientation
    leader for new students. All these programs—Co-op, Volunteer and Leadership,
    Career Services—blend academic and real-world experience through graduation,
    and beyond.

    Thinking of the world
    Students are encouraged to “internationalize” their degrees, through
    a Co-operative Education work placement outside Canada; exchange programs
    with universities around the world; mentoring SFU international students
    attending a Canadian university for the first time; or taking a dual degree
    program offered in partnership with universities in China and Australia.
    SFU International works with global partners to bring the world to the
    University and provide international learning and work opportunities to
    students, arranging field schools and exchanges that add real-world experience
    and value to an academic degree.
    Burnaby campus quick facts
    Established 1965
    32,000+ students in 100+ programs
    All 3 campuses include 258,336sf classroom space, 161,459sf
    teaching labs, 355,209sf research labs


    Self Evaluation Report
    Chapter 2
    Resources and Capacity
    By documenting the adequacy of its resources and capacity, the institution exhibits
    the potential to fulfll its mission, accomplish its core theme objectives, and
    achieve the goals or intended outcomes of its programs and services, wherever
    offered and however delivered. Through its governance and decision-making
    structures, the institution establishes, reviews regularly, and revises, as necessary,
    policies and procedures which promote effective management and operation of
    the institution.

    Chapter 2 Contents
    Executive Summary ...................................................................................................... 41
    Standard 2: Resources and Capacity
    Executive Summary of Eligibility Requirements 4 through 21............................... 41
    Standard 2.A: Governance..................................................................................... 43
    The Canadian context.................................................................................... 43
    Governing Board ............................................................................................ 49
    Leadership and Management.......................................................................... 53
    Institutional Integrity......................................................................................56
    University Policies ..........................................................................................58
    Intellectual Property.......................................................................................58
    Academic Honesty.........................................................................................59
    Communications ............................................................................................ 64
    Standard 2.B: Human Resources ........................................................................... 67
    Employee Groups ...........................................................................................68
    Standard 2.C: Education Resources ....................................................................... 75
    Learning Outcomes........................................................................................ 78
    Teaching and Instructional Methods............................................................... 79
    Undergraduate Programs................................................................................80
    Graduate Programs.........................................................................................81
    Lifelong Learning and Continuing Studies Non-Credit Programs................... 83
    Standard 2.D: Student Support Resources ............................................................. 86
    Becoming a Student....................................................................................... 86
    Being a Student...........................................................................................
    ... 91
    Health, Safety and Security ............................................................................. 98
    Standard 2.E: Library and Information Resources .................................................102
    Library Planning..........................................................................................
    Using the SFU Library ..................................................................................104
    Standard 2.F: Financial Resources ........................................................................108
    Budgeting .....................................................................................................108
    Day-to-Day Operations................................................................................. 110
    Financial Reporting.......................................................................................111
    Capital Finances ............................................................................................111
    Ancillary Services..........................................................................................112
    Audits ...........................................................................................................113
    Finance Policies .............................................................................................114
    Standard 2.G: Physical and Technological Infrastructur.......................................e
    Physical Infrastructure ....................................................................................115
    Technological Infrastructure...........................................................................119
    An overview of Simon Fraser University’s Vancouver campus....................................... 124

    Chapter 2 Executive Summary
    Eligibility Requirements 4 through 21
    Simon Fraser University is a public post-secondary institution offering a range of courses
    and programs for credit at the graduate and undergraduate levels as authorized by British
    Columbia’s University Act, which also guarantees the institution’s organizational and
    operational independence and accountability.
    The University establishes policies and procedures directed at ensuring fairness and natural
    justice, addressing real or potential conflicts of interest, and prohibiting discrimination on
    the basis of gender, age, ethnicity or physical ability. It adheres to ethical standards in all of its
    operations and relationships.
    The University has a governing Board comprised of 15 members, the majority of whom have
    no contractual or fnancial interest in the interest in the University. The Board is without
    limitation to its broad and overarching power to manage, administer and control property
    revenue, business and affairs of the University. A Senate of 69 members provides academic
    The President is the University’s chief executive officer. The President is appointed by the
    Board and never serves as its Chair; the President does Chair the academic Senate. Additional
    leadership is provided by a complement of senior academic and other administrators
    appropriate to the University’s size and the scope of its activities. Each of the University’s core
    themes is represented at the Vice Presidential level, and senior officers act collaboratively to
    advance the University’s mission and achievement of those core themes.
    Faculty are appropriately qualifed to carry out their responsibilities as teachers and
    researchers, and are evaluated regularly through the tenure and promotion process, by
    student evaluations, and through granting bodies. Existing academic programs are subject
    to regular external peer review. Proposed new programs are considered extensively for their
    academic rigour, their suitability to the curriculum, and for their appropriateness within the
    provincial system. Program objectives are increasingly demanding as students progress through
    undergraduate requirements, and graduate program content and objectives meet the expected
    standards for each discipline.
    The completion of any frst undergraduate degree at SFU requires the completion of 30
    credits in designated writing, quantitative and breadth courses, and the completion of any
    credential entails fulfllment of program requirements specifc to and appropriate for the
    Library and information resources are extensive, and provide sufficient currency, depth and
    breadth to support the teaching and research programs offered by SFU on its campuses and

    at a distance. The physical and technological infrastructure needed to achieve its mission and
    core themes is provided.
    Academic freedom is a fundamental value at SFU and is enshrined in numerous agreements,
    policies and procedures, beginning with the University’s Statement of Values and
    Admissions decisions are carried out in a transparent manner on the basis of criteria that are
    clearly and widely communicated; admissions standards and processes, including processes
    for appealing adverse admissions decisions, clearly and publicly stated in numerous and
    prominent places.
    The University publishes a Calendar (i.e., a catalogue) for current students and potential
    applicants that provides comprehensive information on all rules, regulations, program
    requirements, grading scales, fee schedules and other basic information concerning becoming
    or being a student at SFU. The Calendar also include a complete list of all approved courses
    and programs current at the time of its publication.
    SFU publishes annual budgets, fnancial plans and other fnancial reports that provide
    extensive and thorough data about current and anticipated fnancial circumstances, and
    that include the fnancial planning principles that are guiding its decisions. An extensive
    “risk register” is maintained, reviewed and updated at regular intervals to reflect changing
    conditions. As a public entity, the University is subject to annual audits by representatives of
    the Province. Audit results, including fndings and the management letter, are received and
    reviewed by the Board of Governors.
    SFU accepts the NWCCU’s Standards and related policies, and agrees to comply with them.
    It accurately discloses to the Commission all information the Commission may require to
    carry out its evaluation and accreditation functions, and agrees that the Commission may
    make known the nature of any action, positive or negative, regarding SFU’s status with the
    Commission to any agency or to members of the public who so request.

    chapter 2 • section I • governance (DRAFT 3.3)
    Chapter 2, Standard 2.A
    A post-secondary institution relies on three principal resources to fulfll its mission: people, space and
    money. Chapter 2 provides a high-level account of SFU’s resources and how they are managed to
    fulfll its mission.
    To assist those unfamiliar with the Canadian post-secondary environment in understanding Simon
    Fraser University’s place in it, this Self Evaluation Report begins with an outline of the national and
    provincial context within which SFU operates.
    The Canadian Context
    In Canada, constitutional authority for education is vested in provincial and territorial governments.
    There is, therefore, no Canadian equivalent to the US Department of Education. Each province and
    territory establishes laws to govern the operation of post-secondary institutions.
    Historically, Canada’s system of higher education has been predominantly a public one, and public
    institutions remain by far the principal providers of university education. Separate legislation and
    mechanisms have been established in some provinces to govern the operations of private and out-of-
    province universities and colleges, leading to provincial differences in the post-secondary education
    Canada’s post-secondary landscape is composed primarily of universities and colleges. Universities
    typically offer four-year undergraduate degrees and, in most cases, master’s and doctoral degrees in
    the arts, sciences and professions. In BC the 1960s saw signifcant growth of colleges and technical
    institutes offering university transfer courses and two-year programs in the technical and trades felds.
    Over the past decade, ongoing demand for increased access to post-secondary education has been met
    by elevating some colleges to degree granting institutions; in some instances, changes have issued in
    a commensurate change in status from college to university. In BC, the former “university colleges”
    have been designated teaching intensive universities (TIU). The traditional universities, now
    designated as “research intensive”, are distinguished from the TIUs by their much greater research
    orientation and a corollary requirement for continuing faculty in most disciplines to hold doctoral
    Quality Assurance in the Absence of Accreditation
    Canada has no national system of institutional accreditation. Instead, Canadian universities derive
    their authority from provincial legislation. Historically, the appropriate provincial charter plus
    membership in the Association of Universities and Colleges of Canada (AUCC) served in lieu of
    institutional accreditation. As a result of their long-standing commitment to work within a common
    framework of standards across provincial jurisdictions, Canadian universities have developed a shared
    understanding of the value of each other’s credentials. The AUCC also provides the mechanism
    for inter-provincial coordination of inter-university transfer credit and advocacy for its member
    institutions with government.

    chapter 2 • section I • governance (DRAFT 3.3)
    Canada’s provincial and territorial governments also use legislation, to varying degrees, to establish,
    govern, recognize and ensure the quality of post-secondary education. Under specifc legislation,
    programs and their standards may either be established by government or require government
    Each Canadian university is autonomous in academic matters, and robust institutional quality
    assurance policies and processes are the foundation of the Canadian quality assurance regime.
    Universities use self-assessment methods, usually involving external academic expertise, to conduct
    reviews of the quality of the programs they offer. In some jurisdictions, the results of institutional
    reviews may be considered in determining eligibility for public funding.
    Despite a common institutional framework, some differences exist among universities, differences
    primarily manifested in the programs they offer, the number of students they serve, and the scope
    and size of their external research grants. In 1990 the Canadian Maclean’s magazine recognized the
    potential market for a Canadian version of the US News and World Report post-secondary rankings
    and created its own system for ranking Canadian institutions.
    Maclean’s groups Canadian institutions into three major categories using a matrix that has since
    become a conventional means to simplify the complex post-secondary marketplace. These are:
    “Medical-Doctoral” (universities with a broad range of PhD programs and research, as well as
    medical schools); “Comprehensive” (universities with a wide range of programs at the graduate and
    undergraduate level, including professional degrees, and signifcant research activity); and “Primarily
    Undergraduate” (undergraduate education at universities that are undergraduate-focused, and have
    relatively few graduate programs).
    Figure 2.1: Maclean’s Comprehensive Universities Rankings, 1992-2010
    First place Second place Third place Fourth place
    X (tie)
    X (tie)
    X (tie)

    chapter 2 • section I • governance (DRAFT 3.3)
    Simon Fraser University is considered one of Canada’s twelve “Comprehensive” universities based
    on its combination of research intensity and its broad offering of undergraduate programs and has
    regularly ranked among the top four such universities in Canada. For the eighth time in 20 years,
    Maclean’s ranked SFU frst among Comprehensive universities in 2010.
    British Columbia
    In British Columbia, the University Act
    and the Degree Authorization Act
    ensure that provincially
    chartered universities and approved degree programs have
    an approved, clearly articulated and published mission statement reflecting goals that are
    appropriate to an academic institution of high standard; and appropriate policies and processes
    concerning academic integrity and standards, including the admission and recruitment of
    students and the evaluation and awarding of academic credit.
    These policies include quality assurance processes such as external review procedures for new and
    existing institutions and programs.
    Programs are monitored provincially to the extent that the Ministry of Advanced Education (AVED)
    approves new programs. In addition to quality assurance and governance, Ministry approvals for
    proposed new programs also consider the adequacy of a public institution’s resources to offer the
    program, anticipated student demand for the program, and the efficiency of program delivery across
    Post-secondary institutions in British Columbia
    British Columbia has 25 publicly funded post-secondary institutions, including 11 universities, 11
    colleges and three institutes, and all receive Provincial funding through AVED.
    The research-intensive universities, of which SFU is one, offer an array of undergraduate degree
    programs and a range of programs at the graduate level. The teaching-intensive universities offer
    a narrower range of undergraduate degree programs, as well as courses and programs in trades,
    vocational and career technical studies leading to certifcates and diplomas, and developmental
    programs that prepare adult learners for post-secondary studies. A few offer largely graduate and
    applied programs.
    Colleges offer developmental programs that prepare adult learners for post-secondary studies, as
    well as courses and programs in trades, vocational, career technical and academic studies leading to
    certifcates, diplomas, associate degrees and applied degrees. Transfer credit for college level work is
    assessed for all BC post-secondary institutions through the BC Council on Admissions and Transfer
    5 Transfer credit is discussed in the Student Resources section.

    chapter 2 • section I • governance (DRAFT 3.3)
    Institutes are organized according to career, vocational and technical specialties, covering a variety of
    occupations. They may offer credentials from certifcates to degrees.
    A number of private colleges, primarily with offerings in English as an Additional Language
    education, operate within BC, and four private universities have been granted approval to award
    degrees by the Province.
    The University Act (RSBC 1996 c468)
    In 1963 British Columbia’s University Act (the “Act”) created SFU and prescribed its governance
    system, which is “composed of a chancellor, a convocation, a board, a senate and faculties.” The
    Board of Governors (the “Board”) and the Senate are the principal governing bodies, with the Act
    defning the scope and limits of each one’s authority, membership and responsibilities. Amendments
    to the Act have not signifcantly altered either the structure or roles of these bodies.
    The respective roles of the Board and Senate are well understood and extensively communicated
    within the University. All policies and procedures relating to their operations are published on the
    University’s website and meetings are held regularly according to schedules published months in
    advance. Senate and Board agendas are published and circulated broadly, and meetings are open to the
    public except where law, regulation or policy requires that matters under consideration be addressed
    in camera
    Representation of the views of faculty, students and staff on SFU’s Board is provided for in The
    In 2010, SFU’s Board is comprised of 15 members: the chancellor; the president; two faculty
    members elected by the faculty members; eight persons appointed by BC’s Lieutenant Governor
    in Council (two of whom are to be appointed from among persons nominated by the alumni
    association); two students elected from students who are members of an undergraduate or a graduate
    student society; and one person elected by and from the employees of the University who are not
    faculty members. With the creation of a new Graduate Student Society at SFU in 2007, student
    representation was formally apportioned to include one elected by each of the undergraduate and
    graduate student societies.
    The Act also provides for the appointment of a President by the Board, requires that the University
    collect student society fees and remit them to the appropriate society, and mandates the appointment
    of an internal auditor with responsibility to report annually to the Board. At SFU, the Internal
    Auditor works directly with the Board’s Audit Committee.
    The Province can exercise signifcant influence on the institutions it funds by increasing, freezing
    or decreasing their operating grants, by regulating tuition and ancillary fees, by directing funding to
    targeted enrolments, and by funding or not funding the capital expansion and maintenance of existing
    university infrastructure. BC’s government has employed each of these strategies in recent years to
    encourage its post-secondary institutions to address government priorities.

    chapter 2 • section I • governance (DRAFT 3.3)
    For many years, the proportion of students who graduated from BC’s high schools and progressed
    to post-secondary institutions was low relative to most other provinces. Funded spaces were limited
    and, consequently, entry to BC’s public universities required an entering GPA averaging B+, with
    admission to some programs even higher
    Recognizing that changing global conditions increasingly demand a population with advanced
    education and skills, government introduced an “access agenda” to increase the number of funded
    spaces in BC’s post-secondary institutions by 25,000 FTEs by 2010 (starting from the base year
    2003/04). The resulting increase in capacity lead to a temporary decrease in the average GPA
    required for admission to a BC university. In 2003/04, for every 100 persons between the ages 18 –
    24 in BC who wanted to attend a BC university, there were approximately 17 funded full-time seats.
    This number grew to approximately 28 funded full-time seats in 2009/10.
    Figure 2.2: Average admission GPA of BC 12 “direct admits”
    Source: Institutional Research and Planning, SFU
    The fnancial beneft suggested by the growing number of funded FTEs has been offset by a decline
    in the “constant-dollar” Provincial funding per student from approximately $9,750 per FTE in
    2003/04 to $9,540 in 2009/10. Ten years earlier (in 1993/04), provincial funding per FTE averaged
    around $11,180 in 2002 constant dollars.
    At the same time as the Province was funding enrolment increases but decreasing per student funding,
    it imposed limits on how much an institution can charge for tuition and ancillary fees. In 2005, the
    provincial government instituted an inflationary cap of 2% on tuition and ancillary fee increases that
    continues today.
    Prior to 1995/96, BC’s average tuition fees for undergraduate programs were slightly higher than in
    Ontario. Starting in 1996/97, tuition fees in Ontario took an upward turn resulting in a dramatic
    divergence in tuition fees between Ontario and BC. This divergence is primarily traceable to different
    provincial responses to a dramatic cut in transfer payments by the federal government. Ontario chose
    to reduce provincial grants to post-secondary education, but to allow tuition fee increases to offset
    the shortfall. BC maintained the level of provincial grants, but froze tuition fees. The tuition freeze
    was abolished in 2002/03 and reinstituted as a 2% cap in 2005/06. In the chart below, this appears
    9 In BC high schools, the equivalence of letter grades to percentage marks is: A (100% to 86%); B (85% to 73%); C+ (72% to
    67%); C (66% to 60%).

    chapter 2 • section I • governance (DRAFT 3.3)
    as a second, smaller divergence from tuition fee levels in Ontario. For illustration, tuition fees for
    residents in Quebec remain the lowest in Canada.
    Figure 2.3: Provincial grant per funded university FTE (2002 CAD dollars)
    Source: Government of BC
    Prepared by: Institutional Research and Planning, SFU
    Figure 2.4: Average tuition fee for undergraduate programs in BC, Ontario and Quebec (2002 CAD dollars)
    Source: Statistics Canada
    Prepared by: Institutional Research and Planning, SFU
    Public sector bargaining
    As SFU is a public sector employer, the Province also prescribes compensation for SFU’s employees
    under its Public Sector Employers Act (“PSEA”).
    Through this mechanism, government establishes
    the bargaining mandate and funds the settlements across the board. Salary increments other than
    across the board settlements (i.e., progress through the ranks) are not funded and impose a signifcant
    inflationary cost on institutions.
    Reporting requirements
    As the principal stakeholder in its public post-secondary education system, the Province mandates
    some reporting requirements. Under the University Act of BC, a university “must provide the

    chapter 2 • section I • governance (DRAFT 3.3)
    minister with reports and any other information that the minister considers necessary to carry out the
    minister’s responsibilities in relation to the university
    These reporting requirements take several forms. SFU submits an externally audited annual FTE
    enrolment report and quarterly fnancial reports to AVED to meet its obligations under the Budget
    Transparency and Accountability Act.
    Reports are used by the government in the preparation of
    government’s key fnancial reports such as the budget and fscal plan, quarterly report and the public
    Every publicly funded post-secondary institution also must submit to government an annual
    Institutional Accountability Plan (IAP) that reports on a broad range of issues of interest to the
    Ministry. Included in the IAP is an Accountability Framework comprised of a set of key performance
    indicators with targets that each institution must meet. Examples of KPIs include FTE enrolments,
    completion rates, and student satisfaction with the quality of teaching. IAPs for all BC universities are
    posted on the AVED website
    Government retains fnal approval of all new degree programs. Post-secondary institutions prepare
    proposals for new degree programs, which are formally reviewed and commented on by other
    institutions with similar programs. Considered are such issues as the institution’s existing ability to
    support the program (e.g., current expertise in related felds); demand within the provincial system
    for such programs (e.g., marketability); whether similar programs already exist within the system (e.g.,
    competitiveness); and so on.
    Proposals submitted for new degree programs from established universities go directly to the Minister
    for approval following a 30-day Notice of Intent period during which the proposal is posted on the
    Ministry’s website. The Degree Quality Assessment Board reviews the proposals of private institutions
    and established universities only if the minister has concerns about it and refers it to the board. A brief
    moratorium on applications for new degree programs ended in March 2011.
    Governing Board
    The principal elements of Simon Fraser University governance are vested in its Board of Governors,
    its Academic Senate, and in its institutional policies. BC’s University Act prescribes that SFU shall
    have a Senate and Board of Governors, defnes their roles and responsibilities and establishes their
    makeup. The governance structures established in legislation are reinforced and refned in University
    policy and procedural documents at all levels of the University.
    Major strategies and signifcant decisions taken by governing bodies and senior officers are informed
    by the views of faculty, students, staff and other members of the community through a variety of
    means. The major structures and processes through which governance takes place are addressed in
    greater length and detail below.

    chapter 2 • section I • governance (DRAFT 3.3)
    Students are represented on both the Board of Governors and the Senate, and on their several
    The Chancellor
    The position of Chancellor is created by the University Act, which specifes that there must be
    a chancellor for each university, who is appointed by the board on nomination by the alumni
    association and after consultation with the Senate
    Chancellor is appointed for a three-year
    term and is eligible for re-appointment, but cannot hold the office for more than six consecutive
    years. The Chancellor is a member of the University’s Senate and Board of Governors and must not
    be an employee of the University. As the ceremonial head of the institution, the Chancellor’s official
    duties include the conferring of degrees at convocation. Although the Chancellor’s position is one
    of influence within each university, under The Act Chancellors do not serve as chief administrative
    officers for their institutions.
    The Board of Governors
    By statute the Board of Governors is the University’s primary governing body. The powers of the
    Board of Governors are “without limitation to its broad and overarching power to manage, administer
    and control property revenue, business and affairs of the university.” Further, The Act states that a
    university’s Board of Governors is authorized “to do and perform all other matters and things that
    may be necessary or advisable for carrying out and advancing . . . the purposes of the university.”
    SFU’s Board of Governors is comprised of 15 members, the majority of whom must have no
    employment, contractual or fnancial relationship with the University. Governance structures,
    including lines of authority, roles and responsibilities for principal governing bodies and their
    members are clearly defned, broadly communicated and well understood.
    The Act also sets terms of office for Board members and provides for their reappointment, re-election
    and removal from office. It identifes who is not eligible to serve on the Board and establishes how
    vacancies will be flled. A minimum number of meetings to be held each year is identifed (4), the
    threshold for quorum is set (51% of members) and the Chair is given equal voting rights with other
    With the approval of the University Senate, the Board establishes such procedures for the selection
    of candidates for the President, Deans, Registrar and other senior academic administrators as the
    Board may designate. The Board also formally appoints these officials, as it does professors and other
    members of the teaching staff. The Board has the power to fx salaries and defne the duties and
    tenure of office for its appointees, but members of the teaching staff may not be appointed, promoted
    or removed except upon the recommendation of the President.
    Conducting an annual evaluation of the President is one of the most important responsibilities of
    the Board, and provides a formal opportunity for the Board and President to have a constructive
    discussion regarding the performance of the institution and the President’s leadership.
    The Board receives from the President and adopts, with or without modifcation, the University’s
    operating and capital budgets; fxes the fees to be paid by students; administers funds, grants, fees,

    chapter 2 • section I • governance (DRAFT 3.3)
    endowments and other assets; and, with the approval of Senate, determines the number of students
    who may be enroled.
    The Board Chair is elected by and from among its members. Although there is no statutory
    requirement that precludes the President or Chancellor from serving as Chair of the Board,
    established practice at SFU is for the Chair to be chosen from among the Order in Council members
    appointed by the Province.
    The Board has created eight standing committees to which it delegates some authority to act on
    its behalf. A list of the Board’s standing committees and their individual terms of reference and
    memberships is published on the University’s Policy Gazette
    as well as on the Board’s website
    Policies and rules for the conduct of the Board are reviewed regularly and revised as needed. All
    policies specifc to the Board have been created or revised since 2004 to maintain their currency and
    Board meetings are typically held bi-monthly, with the vast majority of its business carried out in
    open meetings; under policy a schedule of meetings for the coming year must be published before the
    end of the current year. To ensure transparency in the Board’s operations, few items are addressed in
    camera; clear guidelines are set and published to identify what those may
    New Board members are presented with a comprehensive binder of information to help them
    understand their roles and responsibilities and meet individually with the University Secretary to
    review key information.
    Since 2006 the Board’s Governance Committee has carried out a bi-annual survey of members to
    hear their views on how the Board and its sub-committees are conducting their responsibilities and
    how the University is supporting members in their work. The survey is developed and distributed by
    the Governance Committee to all Board members, with responses submitted to the Board Chair.
    All University policies come to the Board for approval or for information. Policies affecting the
    academic governance of the University are approved by Senate and are reviewed by the Board’s
    Academic Operations Committee to fulfll the requirements of the Act and to ensure Senate is
    maintained as the body with primary responsibility for the University’s academic governance.
    Compensation for the University’s most senior officers, including the President, Vice Presidents
    and Deans, is determined by the Board’s Employee Relations and Compensation Committee.
    Compensation levels are based on the University’s ability to pay, on an assessment of the value of the
    work done, and on the importance of maintaining salaries competitive with the market for similar
    positions. Performance of senior officers is reviewed annually.
    All Board-related University policies can be found in the University’s Policy Gazette

    chapter 2 • section I • governance (DRAFT 3.3)
    The Senate
    Under Part 7, section 37 of the Act, “the academic governance of the university is vested in the
    Senate.” Senate is concerned with all matters that bear on teaching and research in the university,
    including the development of new initiatives, the formation of priorities and the consideration and
    approval of policies.
    Among the many statutory powers of the Senate are: the ability to identify and conduct its business;
    to elect a chair; to establish committees and delegate authority to them; to set the criteria for
    admission to and graduation from the university; to award scholarships, bursaries and academic prizes;
    to recommend to the Board the approval or concluding of academic programs; to set the terms of
    affiliation with other post-secondary (or secondary) institutions; and to establish a standing committee
    of fnal appeal for students in areas of academic discipline.
    The President is Chair of Senate and is empowered and expected to ensure the orderly advancement
    of the legitimate business of the Senate. Each year Senate elects a Vice Chair, who sits on the
    Committee on Agenda and Rules (SCAR). Vice Chairs can serve no more than two consecutive
    terms. An orientation is held annually to introduce new members to Senate. Under the Act, the
    Registrar is the ex officio Secretary to the Senate, a task that includes managing its day-to-day
    operations and its constituent committees, and ensuring that all Senate-related records are maintained
    Membership in the Senate is defned in Section 25 (2) of the Act. As of May 2010, SFU’s Senate
    had 69 members, including elected and appointed members chosen from among faculty, students,
    staff, professors emeriti, convocation founders, faculty founders and the community. Senate members
    without contractual, employment or fnancial interest in the institution are: the Chancellor;
    the student members; the four persons who are not faculty members elected by and from the
    convocation; and any additional members as determined by Senate.
    Senate usually meets on the frst working Monday of each month in open and closed sessions.
    Matters for decision are normally brought to Senate through the Senate Committee on Agenda and
    Rules (SCAR), which also makes a frst determination on whether an item will be considered in
    open or closed session. It remains, however, within the power of Senate to move an item from open
    to closed session or vice versa based on a majority vote. Notices of meeting, agendas and all available
    supporting papers are circulated to members at least seven days before the meeting. Agendas for both
    open and closed sessions are published in advance.
    The frst meeting of the SFU Senate was held November 29, 1965. In 1967, SFU’s Senate
    demonstrated the University’s early and profound commitment to shared governance and full
    transparency by voting to admit three student representatives, making SFU the frst Canadian
    university with formal student representation on its governing academic body. In another precedent-
    setting decision, Senate admitted observers to its open sessions beginning in 1968.
    Student Government
    In addition to participating on Senate, the Board of Governors and numerous ad hoc and other
    committees, students elect the members of governing bodies for their own societies. Undergraduate
    students belong to the Simon Fraser Student Society (SFSS), and graduate students to the Graduate
    Student Society at Simon Fraser University (GSS).

    chapter 2 • section I • governance (DRAFT 3.3)
    Graduate students were represented by the SFSS until 2008, when they voted to separate and form
    their own society. As a result of that separation, the University amended a number of its policies to
    ensure undergraduate and graduate student representation is maintained on relevant governing bodies
    and sub-committees.
    Both the GSS and the SFSS are funded by student fees approved by their members through referenda.
    SFU, acting as mandated by the University Act, collects those fees at the time of registration and
    remits them to the appropriate society. Funding from fees pays to operate student space and society
    businesses, support student clubs, sponsor student-centred events and advocate on behalf of student
    interests. Student fees passed by referendum also pay for extended health and dental plans purchased
    through the societies, and cover the costs of a universal transit pass (U-Pass) for SFU students to use
    the Lower Mainland’s Translink system.
    Additional information on the governance and activities of the two student associations is available on
    the GSS
    and SFSS
    Leadership and Management
    The President
    Leadership at SFU begins with the President. Under the Act, the University must have a President
    who “will generally supervise the academic work of the university.” Presidents are chosen under the
    terms set out in policy
    Searches are carried out by a hiring committee with broad representation
    from all levels of the University. Faculty, students and staff elected by their several constituencies
    must be among the committee members. The recommendation of the search committee is subject to
    approval by the Board.
    The President is Chair of Senate and remains accountable to the Board. The Act grants the President
    the power to: recommend appointments, promotions and removal of members of the teaching and
    administrative staffs and the officers and employees of the university; summon meetings of a faculty
    when the President considers it necessary or advisable to do so, and at his or her discretion to
    convene joint meetings of all or any of the faculties; authorize lectures and instruction in any faculty
    to be given by persons other than the appointed members of the teaching staff; and establish any
    committees she or he may consider necessary or advisable.
    Timely leadership and comprehensive attention to institutional issues is achieved through weekly
    meetings of the President with the Vice and Associate Vice Presidents, and through monthly
    meetings with the Deans.
    Annual performance reviews for the President and other senior executives are required under
    the University’s policy on Executive Compensation,
    which sets the terms and conditions for
    performance reviews and salary advancement. The Board’s Employee Relations and Compensation

    chapter 2 • section I • governance (DRAFT 3.3)
    Committee is responsible for reviewing the President’s performance annually. The annual review of
    the President’s performance by the Board provides a formal opportunity for dialogue between the
    President and the Board around the President’s goals, objectives and competencies, as well as the
    University’s performance under the President’s leadership.
    The President is supported by a complement of senior academic and administrative executive
    officers chosen by search committees with broad representation from the University community
    and appointed by the Board of Governors as required by the Act and under processes set out in
    the University’s policies. Similar representation is guaranteed in the appointments of other senior
    administrative and academic positions by University policies.
    The Vice Presidents
    The number of senior administrative officers has increased over time to match the University’s growth
    and is considered appropriate for the size and complexity of the institution. The makeup of the
    senior administration also reflects the University’s commitment to its core themes, each of which is
    represented at the Vice Presidential level.
    Figure 2.5: Growth of senior administration by year, 1965 to 2011
    Vice President, Academic
    Associate Vice President, Academic
    Vice President, Advancement and Alumni Engagement
    Vice President, Finance and Administration
    Vice President, Research
    Associate Vice President, Finance and Administration
    Vice President, Legal Affairs
    Vice President, External Relations
    Associate Vice President, Students
    Associate Vice President, Research
    Vice Presidents are responsible for exercising leadership by formulating, in consultation with their
    communities, strategic goals appropriate to their areas, and with overseeing their implementation. In
    larger portfolios, the Vice Presidents are supported by Associate Vice Presidents.
    Performance goals for Vice Presidents are set by the President and the Board in consultation with
    individual VPs. Executive compensation reflects a measurement of job worth based on a composite
    of the skill, effort, responsibility and working conditions required to perform the work. Other than
    general salary increases, adjustments to senior administrative compensation are based on clearly
    defned individual and organizational goals that are reviewed annually.
    Academic Leadership
    Academic leadership comes from the Vice President, Academic (VPA), assisted by the AVP,
    Academic, the Vice President, Research (VPR), and the eleven academic Deans (including the Deans
    23 GP29 (Search Committees for Vice Presidents and Associate Vice Presidents) and the A13 series of policies (for Deans,
    Chairs and directors of academic
    units). www.sfu.ca/policies/gazette/general/gp29.html and www.sfu.ca/policies/

    chapter 2 • section I • governance (DRAFT 3.3)
    of the eight Faculties, Graduate Studies, the Library and Lifelong Learning), and by the chairs and
    directors of the academic departments and schools.
    The VPA’s primary objectives are to provide an outstanding education for SFU students and a
    productive research environment for faculty by: attracting and supporting the best students; recruiting
    and retaining as faculty outstanding teachers and researchers; supporting excellence and innovation in
    academic programs; promoting excellence in research, scholarship and teaching; and responding to
    community needs for education and research.
    Faculty Deans chair their faculties and report to the VPA. Powers and duties of the Faculty Deans are
    established by the University Act and include the authority:
    • to make rules governing its proceedings, including the determining of the quorum necessary
    for the transaction of business;
    • to provide for student representation in the meetings and proceedings of the Faculty;
    • subject to this Act and to the approval of the Senate, to make rules for the government,
    direction and management of the Faculty and its affairs and business;
    • to determine, subject to the approval of the Senate, the courses of instruction in the
    • subject to an order of the President to the contrary, to prohibit lecturing and teaching in the
    Faculty by persons other than appointed members of the teaching staff of the Faculty and
    persons authorized by the Faculty, and to prevent lecturing or teaching so prohibited;
    • subject to the approval of the Senate, to appoint for the examinations in each Faculty
    examiners, who, subject to an appeal to the Senate, must conduct examinations and
    determine the results;
    • to deal with and, subject to an appeal to the Senate, to decide on all applications and
    memorials by students and others in connection with their respective Faculties;
    • generally, to deal with all matters assigned to it by the Board or the Senate.
    Consistent with The Act, SFU’s policy on the Responsibilities of Deans of Faculties clarifes how
    decanal roles and responsibilities will be carried out within the University
    At SFU some Faculties are divided into smaller units, referred to as departments (lead by a chair)
    or schools (lead by a director). “School” is generally used to distinguish units that have a more
    professional focus. Departments and schools are considered to be equivalent for administrative
    purposes. Subsequent references to departments and chairs should be understood also to apply to
    schools and directors.
    Chairs of departments are faculty members with the respect and confdence of the members of their
    departments and the skill and the initiative to guide and manage their department. During their
    tenure in office, Chairs must make the interests of the department their paramount concern. Chairs
    are nominated by departmental selection committees and ratifed by a majority vote of the faculty in
    their department.
    They are appointed for their dedication to teaching, research and service; for their
    intellectual, professional and administrative abilities; and for their leadership skills. Chairs are expected

    chapter 2 • section I • governance (DRAFT 3.3)
    to ensure that the decision-making process includes full discussion with interested persons and that
    all reasonable attempts are made to reconcile differing viewpoints. Chairs and directors report to the
    Dean of their Faculty.
    The success of the University’s academic mission can be achieved only with the assistance of its
    administrative and support staff, who carry out the day-to-day management, maintenance and
    conduct of the University’s physical campuses and electronic environments. Leadership is provided at
    all levels of the institution, with the structure of the SFU’s senior administrati
    senior academic
    structures represented in organizational charts posted on the University’s website.
    Institutional Integrity
    SFU defnes and preserves its institutional integrity using a number of institutional policy documents
    and processes. SFU’s overarching Statement on Values and Commitments
    was approved by SFU’s
    Senate and its Board of Governors in spring 2000 and articulates the University’s commitment to
    abide by the highest standards in carrying out its mandates in teaching, research and community
    service, and expresses its determination to contribute to the building of a robust and ethical society.
    These values and commitments profoundly inform SFU’s activities and shape its relationships with its
    stakeholders, including the general public and the members of its internal community. The Statement
    on Values and Commitments is now incorporated into SFU’s mission statement.
    Academic Freedom
    Simon Fraser University is a secular, publicly-assisted institution and imposes no particular social
    or religious philosophy on its constituents. The position of the University is that the practice of
    academic freedom is a fundamental pre-condition for the advancement of knowledge.
    Although the principle of academic freedom is expressed and defned in many of the University’s key
    documents, it is most fully articulated in the University’s Framework Agreement with the Faculty
    and in the Faculty Code of Ethics.
    Under the Framework Agreement:
    Academic freedom is the freedom to examine, question, teach and learn, and it involves the
    right to investigate, speculate and comment without reference to prescribed doctrine, as well
    as the right to criticize the University, Faculty Association and society at large. Specifcally,
    academic freedom ensures:
    (a) freedom in the conduct of teaching;
    (b) freedom in undertaking research and publishing or making public the results thereof;
    (c) freedom from institutional censorship.
    27 Organization charts for SFU’s senior administrative structure and senior academic administrative structure can be found

    chapter 2 • section I • governance (DRAFT 3.3)
    Academic staff shall not be hindered or impeded in any way by the University or the Faculty
    Association from exercising their legal rights as citizens, nor shall they suffer any penalties
    because of the exercise of such rights. The parties agree that they will not infringe or abridge
    the academic freedom of any member of the academic community. Academic freedom carries
    with it the duty to use that freedom in a manner consistent with the scholarly obligation to
    base research and teaching on an honest search for knowledge.
    As part of their teaching activities, teachers are entitled to conduct frank discussion of
    potentially controversial matters which are related to their subjects. This freedom of
    expression shall be based on mutual respect for the opinions of other members of the
    academic community.
    Librarians have a duty to promote and maintain intellectual freedom. They have a
    responsibility to protect academic freedom and are entitled to full protection of their own
    academic freedom. This includes the right to express their academic judgment in the
    development of the Library collection within the context of Article 1.3.2 and to make the
    collection accessible to all users in accordance with the University Library policies, even if the
    materials concerned are considered controversial.
    Many other University policies express the centrality of academic freedom to SFU’s institutional
    culture. Among them are: Renewal, Tenure and Promotion (A 11.05);
    International Activities (GP
    Intellectual Property (R 30.03);
    and Integrity in Research and Misconduct in Research (R
    The Faculty Code of Ethics speaks directly to the complex duties and responsibilities of academic
    staff as teachers, scholars, colleagues, and as members of both the SFU and the larger communities
    In accepting a University appointment, faculty members assume obligations to the University
    in addition to their primary duties as teachers and scholars. They have the responsibility
    to participate in the life of the University, in its governance and administration through
    membership on committees and organizations at Board, Senate, Faculty and Department
    levels, provided that this participation is consistent with the discharge of their primary
    responsibilities and with their own abilities.
    These are a few of the policies that emphasize SFU’s commitment to both the freedom and the
    responsibility to pursue intellectual inquiry and the development of knowledge in all its activities.

    chapter 2 • section I • governance (DRAFT 3.3)
    University Policies
    SFU communicates many of its key institutional decisions in policy. Policies defne how the
    institution’s business will be carried out; they state a decision, establish the context or provide a
    rationale for it, prescribe how it will be implemented, defne roles and responsibilities, specify the
    scope of application and otherwise provide basic guidance to community members on the policy’s
    relevance and application.
    Policies also elaborate or translate legislation and regulation established by external governing bodies
    into the University context. Examples of policies based on government regulation include Human
    Access to Information and Protection of Privacy
    and Radiological Safety
    SFU has over 220 institutional policies that provide a robust framework supporting and guiding
    institutional activities at all levels. All policies are posted on the University’s website, where they
    are grouped both by broad descriptor (e.g., research, information, Board, etc.) and by functional
    categories based on the University’s fle classifcation plan (e.g., committees, administration, facilities,
    etc.). All policies may be viewed online or downloaded as pdf fles.
    When substantive changes are considered to a policy, members of the University community are
    offered an opportunity to comment on drafts prior to their approval. Announcements to faculty,
    staff and students outline the nature of proposed changes or the intention of a new policy, and invite
    comment on the draft, which is posted on the “Draft Policies” website
    are reviewed and
    drafts are amended as useful and appropriate. Final drafts are forwarded to Senate and the Board for
    information and/or approval.
    Some policies are not subject to the same broad consultation processes. For instance, changes to
    policy imposed by changing regulations (e.g., the handling of hazardous materials or the sale of
    alcohol or tobacco) would be widely communicated for educational reasons, but not signifcantly
    affected by public comment. Many policies articulate the formal results of negotiations between the
    University and an employee group; for these, the process of negotiation and approval by the employee
    group constitutes the equivalent of “consultation.” Among these are some of the A policies (Faculty
    Association), AD9s (excluded staff) and AD10s (non-excluded administrative and professional staff).
    Policies governing employment and working conditions at SFU are discussed in the Human
    Resources section.
    Intellectual Property
    Among the primary fruits of academic freedom are the creation and dissemination of intellectual
    property. Until 2004, SFU addressed what is now known as “intellectual property” under separate

    chapter 2 • section I • governance (DRAFT 3.3)
    policies on copyright
    and patents.
    These have since been superseded by a broader policy on
    intellectual property.
    Under its defnition, intellectual property is defned as
    the result of intellectual or artistic activity, created by a University Member in a scholarly,
    professional or student capacity, that can be owned by a person. Specifcally, this includes
    inventions, publications (including scholarly publications), educational materials, computer
    software, works of art, industrial and artistic designs, as well as other intellectual property
    rights (creations) that can be protected under legislation including, but not limited to patent,
    copyright or trade-mark, integrated topography, industrial design laws, and/or through a
    trade secret.
    BC’s University Act gives the University the power to require, as a term of employment or assistance,
    that a person assign to the Board of Governors “an interest in an invention or an interest in a patent,
    copyright, trade mark, trade name or other proprietary right resulting from an invention made by
    that person using the facilities, equipment or fnancial aid provided by the Board, or made by that
    person while acting within the scope of the person’s duties or employment, or resulting from or in
    connection with the person’s duties or employment as an officer or employee of the university
    Canada’s Copyright Act
    provides for the ownership of copyright to be vested in the employer
    when works are created in the course of employment, except where agreement to the contrary
    exists. However, the University’s commitment to the open exchange of ideas and the publication,
    dissemination and communication of the results of scholarly activity is best served by allowing
    University Members who create intellectual property to own the products of their intellectual efforts
    and to be free to publish those products without commercial intent, to pursue commercialization
    with the assistance of the University, or to pursue commercialization of that property in their own
    Because of the University’s unique role in the creation and dissemination of knowledge, products of
    intellectual endeavour should be used for the greatest possible public beneft. Intellectual property
    produced solely in anticipation of proft is incompatible with University scholarly and research
    The University retains a royalty-free perpetual right to use for scholarly, academic and other non-
    commercial purposes all intellectual property created through use of University resources. Any such
    property created through using the University resources and then commercially exploited is subject to
    the University exercising its right to share in the revenue earned.
    Academic Honesty
    All members of the University community share responsibility for the maintenance of academic
    standards and the reputation of the University. Academic honesty is a cornerstone of the development

    chapter 2 • section I • governance (DRAFT 3.3)
    and acquisition of knowledge and a condition of continued membership in the University
    community. SFU prominently addresses its expectations for academic honesty in its Statement on
    Values and Commitments
    and in various policies as they relate to different University constituencies.
    The fundamental importance of carrying out the University’s business with honesty and integrity is
    restated with specifc application to different areas of institutional activity in policies on Integrity in
    Research and Misconduct in Research,
    Fair Use of Information and Communications Technology
    the Code of Faculty Ethics,
    Conflict of Interest,
    Internal Audit,
    and Board
    and in the Code of Student Conduct.
    Student Conduct
    Simon Fraser University is committed to creating a scholarly community characterized by civility,
    diversity, free inquiry, mutual respect and individual safety. The Code of Student Conduct
    students’ basic responsibilities as members of SFU’s academic community, clarifes what constitutes
    inappropriate student behaviour, and sets out procedures and penalties that may be invoked in
    response to unacceptable behavior. The Code is not construed to unreasonably prohibit peaceful
    assemblies, demonstrations or free speech.
    Appeal procedures exist for academic discipline, student misconduct, tuition refunds, withdrawal
    for extenuating circumstances, reconsideration of grades, admissions, the determination of transfer
    credit and administrative errors. These policies are all posted on the University Policies page in the
    University calendar or on the Student Services home page
    appeals are heard before University
    tribunals, boards or committees composed of faculty, staff and/or students as appropriate, and all are
    governed by the principles of natural justice and procedural fairness.
    Human Rights
    The University is committed to providing a working and learning environment that allows for the full
    and free participation of all members of the University community. Discrimination undermines these
    objectives, violates the fundamental rights, personal dignity and integrity of Individuals or groups and
    may require remedial action by the University
    SFU has a director of human rights and equity who offers professional guidance and consultation to
    SFU employees and students on matters covered under human rights policy and law. As a provider of
    public education, SFU falls under the jurisdiction of provincial human rights legislation. The Human
    Rights Office (“HRO”) responds to the University’s obligations under the Human Rights Code of

    chapter 2 • section I • governance (DRAFT 3.3)
    British Columbia
    to prevent discrimination, to provide procedures to handle complaints, to resolve
    problems, to conduct investigations and to provide remedies when a violation of the policy occurs.
    SFU communicates its intentions to comply with these obligations in its own policy on Human
    The HRO’s director is the senior University resource person on human rights and related issues; the
    director provides advice congruent with best legal practice, works with University managers to ensure
    fair and equitable treatment of all members of the community, and maintains effective relationships
    with unions, employee and student groups. The HRO publishes an annual repor
    Because the nature of the HRO is to respond to requests for service, its success is measured in part
    by quantifying the rates at which issues are reported to it and how it responds. The approximate
    population of SFU (students, faculty and staff) is almost 37,000. In 2010, the HRO dealt with 200
    cases of discrimination and harassment; most of these were situations in which members of the
    University community sought advice about human rights and related matters. By any standard, this
    speaks well of the University’s success in maintaining an equitable, open environment in which
    human dignity is valued.
    The director also administers the University’s policies on Employment Equity
    and Disability
    and assesses and approves applications for disability accommodation submitted by
    employees actively involved in the workplace at the time of submission.
    Employment Equity
    The goal of employment equity at Simon Fraser University is to ensure no individual is denied
    access to employment opportunities for reasons unrelated to their ability or qualifcations. The four
    designated groups under the Employment Equity program are women, visible minorities, persons
    with disabilities, and persons of Aboriginal ancestry. Consistent with this principle, the University
    advances the interests of underrepresented members of the workforce, ensures that equal opportunity
    is afforded to all who seek employment at the University, and treats all employees equitably. To this
    end, SFU works to identify and eliminate any discriminatory barriers that interfere with employment
    opportunities in all jobs and at all levels throughout the University. Both current and prospective
    employees receive equitable treatment in hiring, training and promotion.
    Responsibilities under the Employment Equity Policy
    include maintaining an Employment Equity
    program and reporting to the federal government, when required, on the degree to which the four
    designated groups are represented in the University’s workforce. Membership in the designated
    groups must be self-declared, which leads to underreporting in most categor
    Statistics needed

    chapter 2 • section I • governance (DRAFT 3.3)
    SFU is committed to the fair and just treatment of every member of the University community.
    SFU’s frst Ombuds office was established 40 years ago, making it one of the frst Ombudsoffices at
    a Canadian university. In 2008, the University joined with the undergraduate and graduate student
    societies to fund the Ombuds Office. Although the Office is mandated to provide services primarily
    to students, other members of the University community may make use of it.
    The Office provides an independent, impartial and confdential resource for undergraduate and
    graduate students (current, former or prospective) seeking impartial and confdential advice to help
    them understand the University’s sometimes-complex processes. The Office provides information
    and guidance on University regulations, policies and procedures, and on students’ rights and
    responsibilities in navigating them. The Office may, where appropriate, recommend changes to
    University policies and procedures and promote discussion on institution-wide concerns. When
    making recommendations, the role of the Office is to advocate for fairness.
    The Ombudsperson does not act as student advocate in the context of appeal hearings, but may
    help students in need to identify potential advocates. Most often, the Ombudsperson helps students
    become their own advocates by addressing issues constructively. All dealings with the Office are
    deemed to be confdential, and may only be revealed on a “need to know” basis with the written
    consent of the complainant.
    Conflicts of Interest
    As a place of learning, the University encourages its faculty, staff and students to be broadly
    involved in professional interests and activities compatible with the University’s mission, values and
    commitments. Occasionally, the best interests of the University and the personal interests of its
    members may conflict, or may be perceived to conflict.
    To maintain public and professional trust and confdence, the University must deal with real or
    perceived conflicts of interest in a fair, open, consistent and practical way. Rather than taking a rigid
    approach, the University prefers to assess potential conflicts of interest on an individual basis and,
    where appropriate, to manage conflict. To that end, SFU’s primary Conflict of Interest policy
    creates a mechanism by which conflicts of interest, whether real or perceived, may be identifed and
    addressed so in a way that allows the University and its external constituencies can be confdent that
    decisions and actions are not inappropriately influenced by private interests. At the heart of the policy
    is the duty of each member to assess their own activities and to report any real or potential conflicts of
    interest. A conflict will be allowed only when it can be managed in a way that protects and serves the
    interests, integrity and reputation of the University, as well as its legal and contractual obligations, and
    will stand the test of reasonable and independent scrutiny. Non-compliance with the policy and its
    procedures constitutes misconduct.

    chapter 2 • section I • governance (DRAFT 3.3)
    Other SFU policies and agreements address conflicts of interest more narrowly. These include
    conflicts of interest for members of the Board of Governor
    managing requests for
    for managing investments
    and in research.
    Assessing conflict requires the collection, use, disclosure and retention of personal information as
    defned in BC’s Freedom of Information and Protection of Privacy Act. In all such assessments, the
    University will be guided by this Act.
    Contracting of International Recruiting
    Approximately 35–40 students in for-credit programs, and more than 100 non-credit students each
    semester come to SFU from nine international recruiting agencies retained by the University. The
    Agreement between SFU and each Agency
    establishes explicit and detailed criteria regarding the
    task to be performed and the manner in which it must be performed. Agents also provide market
    intelligence about student recruiting in their identifed territories. The foremost requirement of
    these agreements is that agencies must “uphold the high reputation of SFU and of the Canadian
    international education sector.” To do so, marketing must be performed “with integrity and accuracy,
    recruiting students in an honest, ethical and responsible manner . . . in accordance with applicable
    legislation, and the policies, procedures and requirements of SFU.”
    Agents are permitted to undertake only activities expressly authorized by SFU. Ongoing training
    and up-to-date information is provided by SFU to agency staff in relevant areas, and compliance is
    monitored through visits and regular meetings with agencies and the monitoring of feedback from
    agency clients. Agreements are renewed on an annual basis subject to a review process.
    Fraser International College
    SFU has a contractual partnership with a for-proft company, Navitas Education Ltd., to operate
    a small private college, Fraser International College (FIC),
    for international students on SFU’s
    Burnaby campus. FIC is an independent business entity operating at arm’s length from SFU. FIC
    is co-branded with SFU for the purposes of student recruitment, charges the same international
    student tuition rate, and offers a selection of SFU-specifc lower division courses taught by qualifed
    instructors hired by the College. It also offers English language support classes and other supplemental
    Students at FIC who complete a minimum of 30 pre-approved, university-level credits (10 courses)
    at specifed cumulative grade point (CGPA) levels are offered a guarantee of admission to SFU in one
    of the following programs: Arts and Social Sciences, Business, Computing Science or Engineering
    link to copy of International Student Recruitment Agency Agreemen

    chapter 2 • section I • governance (DRAFT 3.3)
    To provide SFU with assurance regarding the quality of teaching at FIC and confdence in the
    transferability of its courses toward SFU degrees, oversight of the curriculum and pedagogy is
    provided through the following mechanisms:
    • SFU faculty provide academic oversight of FIC course offerings and advise on the
    qualifcations appropriate for FIC instructors, many of whom also teach or study at SFU;
    • the SFU/FIC Academic Advisory Committee, whose terms of reference include oversight
    of issues related to the partnership and mechanisms for resolution of outstanding and
    arising issues;
    • annual reports to SFU’s Senate monitor FIC’s academic operations and the academic
    achievement of students transferring from it to SFU; and
    • SFU’s director of university curriculum and institutional liaison in the Vice President,
    Academic’s office works closely with FIC’s director and principal to oversee and facilitate
    SFU’s interests and responsibilities.
    When Senate approved the contractual relationship with FIC in March 2006, it stipulated that the
    Vice President, Academic would report to Senate by June 2010, with a recommendation on whether
    the agreement should be renewed in March 2011.
    In 2009 it was decided that an independent review of the SFU-FIC relationship would be more
    appropriate, and the terms of reference and process for the external review were submitted and
    approved by Senate. A self-study document, a review team’s report, and the Vice President,
    Academic’s response to the recommendations of the external review were prepared and submitted to
    Senate in May 2010. Based on the results of that Review, Senate approved the continuation of the
    relationship between SFU and FIC.
    Although FIC’s programs are structured to match SFU’s curriculum and facilitate the transfer of
    international students to SFU from FIC, FIC students are not required to transfer to SFU and may
    seek admission to any other post-secondary institution.
    Simon Fraser University acts on the principle that transparency and accountability are essential
    qualities for a public post-secondary institution. To that end, SFU publishes extensive information
    about itself. Much information remains available in print form, but SFU increasingly uses the Internet
    to make key information about itself and its operations widely available.
    Transparency begins with governance and SFU publishes all major University planning documents
    widely. Plans include current and recent Three Year Academic Plans,
    Strategic Research Plans,
    President’s Agenda
    and University Budgets.
    Many of these documents are also available at more
    granular levels on various Faculty and departmental websites.

    chapter 2 • section I • governance (DRAFT 3.3)
    SFU also publishes meeting schedules, agendas, minutes and summaries for all open Board and Senate
    meetings; documents are labeled intuitively and in ways that make them easy to identify and access.
    In maintaining transparency and communicating its activities, SFU’s use of the Internet is so extensive
    that it ranked 2nd among Canadian universities, 31st in North America, and 37th in the world in the
    2011 Webometrics Ranking of World Universities.
    For those seeking statistical information about SFU, the University’s Office of Institutional Research
    and Planning (IRP) has a website that provides detailed statistics on SFU’s activities ranging from
    student surveys to the University’s use of physical space
    participates in the College Board’s
    Common Data Set, with SFU’s submission posted for public revie
    For SFU students, SFU’s most important document is its academic Calendar (usually referred to in
    the USA as a “catalogue”).
    The Calendar provides extensive detail for students on their academic
    relationship with the University, including admissions criteria, fee schedules, transfer credit,
    calculation of grade point averages and the other basic elements of the contractual relationship
    between SFU and its students.
    The Calendar also includes listings of all approved degree programs; requirements for degree, diploma
    and certifcate completion; an outline of fnancial aid available through University- and privately-
    funded scholarships, awards and bursaries; and a catalogue of all approved for-credit courses. Non-
    credit courses are offered by Continuing Studies in the Faculty of Lifelong Learning
    and are not
    covered under the terms and conditions set out in the Calendar.
    Students who enter SFU are governed by the terms established in the Calendar under which they
    are admitted. For program requirements, students are governed by program requirements in effect
    at the time they are accepted into the program. Student Services also publishes an award-winning
    for those considering whether to apply for admission to SFU, and maintains a website
    where prospective students can fnd additional information on all aspects of student life. Individual
    programs, departments and Faculties also offer a wealth of additional information in print and via
    their websites.
    Public Affairs and Media Relations
    Public Affairs and Media Relations (PAMR), SFU’s Public Affairs and Media Relations office,
    brokers news and information about the University to media and the general public. It provides a
    central clearing house of University-related information to which external media representatives and
    others can be directed for information about SFU.
    As a major outreach activity, PAMR also maintains SFU’s “directory of experts,” a group of over 400
    academic and administrative staff who provide expert opinion and commentary on subjects of public
    for the Board of
    Governors, www.sfu.ca/senate
    for Senate

    chapter 2 • section I • governance (DRAFT 3.3)
    PAMR also provides training to faculty and staff who have occasion to interact with media
    with workshops on how to do so
    In print, PAMR publishes the bi-weekly SFU News and the twice-annual alumni magazine aq.
    PAMR also manages SFU’s home page, websites for each SFU campus, and several other sites.
    Accreditation Status and Reporting
    Simon Fraser University is currently an Applicant for accreditation, with this Self Evaluation Report
    forming a part of its work toward achieving “Candidate” status. Because only one Canadian university
    (Athabasca) is accredited in the USA, and one other is a Candidate (Capilano University), awareness
    of the accreditation process and its meaning remains limited within SFU and in the Canadian post-
    secondary community.
    The accreditation process now underway at SFU is consistently and clearly framed by the University
    within the context of its status as an Applicant, with Accreditation sought as the desired end-state
    Functional responsibility to carry out the accreditation reporting process now resides within the
    portfolio of the Vice President, Academic (VPA), with oversight from a Steering Committee
    comprised by the University’s President, Vice Presidents and Deans. Major changes involving
    academic areas of the University must be reviewed by the Senate Committee on University Priorities
    (SCUP), chaired by the VPA. The Accreditation Liaison Officer is the director, academic planning,
    who participates in all major academic planning bodies.
    A written annual update of SFU’s progress regarding accreditation is made to the Board of Governors
    and forwarded to the University Senate for information. Regular progress reports are given to the
    Steering Committee and to chairs and directors of academic units.
    The Vice President, Legal Affairs sits on the Steering Committee and monitors compliance with all
    accreditation reporting pertaining to collective bargaining and regulatory requirements.
    Drafts of reports are reviewed by those responsible for the areas covered, by the responsible Vice
    President, and by the Steering Committee before submission to Senate and the Board. Links to the
    NWCCU Standards appear on SFU’s accreditation website
    periodic updates on progress are
    published to the community in SFU News.

    chapter 1 • section II • human resources (DRAFT 3.3)
    Chapter 2, Standard 2.B
    Human Resources
    SFU employs over 6000 academic and non-academic staff who work at its three campuses and are
    represented by seven different employee groups.
    Over 2000 of these are academic staff, whose tasks,
    depending on the nature of their appointments, may include teaching classes, leading or assisting with
    research, performing and creating art, advancing their disciplines and serving the University and its
    various communities.
    Over 3000 non-academic staff provide support and services for SFU’s 35,000 students and other
    members of the SFU community and its external constituencies. Academic staff are the heart of the
    University’s academic mission; administrative and support staff enable SFU to fulfll that mission by
    carrying out the complex and diverse activities that keep SFU’s physical campuses and its “cyber
    presence” working efficiently.
    Academic and support staff are appointed on the basis of qualifcations appropriate to and
    characteristic of each specifc position, and through appointment processes established by University
    policy and the relevant collective agreements. Qualifcations for academic positions are developed
    by departmental search committees with expertise in the feld and are advertised as specifed in
    Advertisements for academic positions are vetted by Academic Relations before posting. Job
    descriptions for non-academic positions are created by their supervisors in consultation with experts
    in Human Resources, and are based on the skills, level of responsibility and experience deemed
    suitable for the position.
    Positions to be flled are posted internally and advertised as widely as considered necessary to reach a
    suitably qualifed pool of applicants; requirements to advertise for faculty appointments are established
    in policy.
    Position postings provide job title, a brief position description, qualifcations, employee
    group, and deadline to apply; for non-academic positions, salary ranges are included in the posting.
    All non-teaching postings and the status of competitions are available on the Human Resources
    Faculty job openings are posted on websites for the Vice President, Academic and
    Academic Relations
    and are advertised nationally and internationally. Positions covered under the
    collective agreement with the TSSU are posted on the TSSU website
    Orientations are held for all new employees of SFU. New faculty are invited to an orientation
    organized annually by the Academic Relations Office. Orientation introduces new faculty to SFU’s
    teaching and research programs, grants and resources, covers the terms of faculty employment at
    SFU, explains existing benefts and how to access them, provides an overview of relevant policy
    requirements for contract renewal, tenure and promotion, information on the University’s culture and
    so on.
    All other new continuing employees, and temporary employees with appointments longer than
    three months, are invited to a comprehensive orientation session as soon as possible following their

    chapter 2 • section II • human resources (DRAFT 3.3)
    appointments; new employee orientations are hosted by Human Resources and held monthly. Topics
    include an overview of salary and benefts, health and safety programs, emergency procedures, and
    other key information on working conditions at SFU.
    Policies and procedures directly related to their terms and conditions of employment with SFU are
    of two types: those that apply universally to all staff regardless of employee group, and those specifc
    to an employee group and that result from a process of negotiation and collective bargaining. When
    serving as employees of the University, students have the same rights as employees who are not also
    The fundamental principles of procedural fairness and natural justice underlie and inform institutional
    practices at all levels, and appeal processes exist and are clearly articulated wherever a decision may
    signifcantly impact the terms and conditions of employment of faculty, staff or students.
    Although the University does not identify fnancial and institutional sustainability as a core theme for
    the purposes of this Self Evaluation, SFU recognizes these as enabling conditions for the successful
    achievement of its mission. To this end, SFU identifes recruiting and retaining the “best staff” as a
    core theme goal within the Academic Plan and the University Planning Framework. Being assessed
    by external parties as an excellent employer is an important indicator of the University’s success in
    achieving this important goal. SFU’s selection as one of Canada’s Top 100 Employers in 2008, 2009,
    2010 and 2011 strongly demonstrates its positive qualities as an employer
    Employee Groups
    All Simon Fraser University employees belong to one of seven employee groups, fve of which
    participate in collective bargaining. Bargaining groups include: the Faculty Association (SFUFA),
    the Teaching and Support Staff Union (TSSU), the Administrative and Professional Staff Association
    (APSA), the Canadian Union of Public Employees (CUPE Local 3338), and Polyparty, which
    collectively bargains on behalf of tradespeople belonging to several unions with small numbers at
    Excluded staff do not bargain individually or as a group; their salaries tend to be based on settlements
    negotiated with APSA, and their terms of work are set out in the AD9 policies, which governed
    APSA members before being superseded by the AD10s.
    The senior administrative staff that includes
    the President, VPs, AVPs and Deans comprise the seventh group.
    SFU faculty are represented by the SFUFA in negotiations on economic benefts and conditions
    of employment. Established in 1965 and formally incorporated in 1969, the Association is a
    registered non-proft society incorporated under the Society Act in British Columbia.
    While it
    acts as a bargaining unit for faculty members, it is not a certifed trade union and is not governed
    by the Labour Relations Code of British Columbia. Academic staff represented by SFUFA include

    chapter 1 • section II • human resources (DRAFT 3.3)
    continuing and limited term faculty, librarians, laboratory instructors, sessional lecturers, visiting
    faculty, University research associates and retired faculty with post-retirement contracts.
    Terms and conditions of employment for members of SFUFA are articulated in the Framework
    and the “academic” (“A”) policies. Because many involve contractual agreements, the
    A policies must be approved by SFU’s Board of Governors. In British Columbia, agreements with
    public sector employees involving remuneration also must be pre-approved by the Public Sector
    Employers’ Council (PSEC) in the Ministry of Public Safety and the Solicitor General.
    Other academic staff not represented by SFUFA belong to TSSU. Certifed as a union in 1978,
    the TSSU represents teaching assistants (TAs), tutor markers (TMs), sessional instructors (SIs) and
    language instructors (LIs) at SFU. Since December 2004, it also represents staff of SFU’s English
    Language and Culture Program (ELC) and its Interpretation and Translation Program (ITP). The
    Union functions as the sole bargaining agent for these employees during contract negotiations and
    represents any and all members in work-related issues. Approximately 1200 to 1600 TSSU members
    carry out academic work each semester, but are not counted among the continuing SFU workforce.
    Simon Fraser employs more than 947 continuing faculty (CFL positions), 25 senior management and
    Deans and a further 140 temporary faculty to achieve its educational objectives, provide oversight
    of its educational policies and ensure the quality and continuity of its academic programs. As of
    January 2011, the continuing complement of faculty was 315 professors, 293 Associate Professors, 206
    Assistant Professors and 133 Instructors, Senior Lecturers, Lab Instructors and Lecturers. Among CFL
    faculty, on September 1, 2010, more than 91% had doctorates, with a further 7% holding a master’s as
    their highest degree.
    Under University policy
    the primary responsibilities of continuing tenure track and limited term
    research faculty include teaching, research and service to the community; the usual annual workload
    will include contributions in all three areas. Faculty are expected to maintain a program of research,
    scholarship or artistic creation, share in the instructional workload of their academic unit, contribute
    to University governance and their profession, and further University relations with the community.
    Research and teaching take precedence.
    For continuing and limited term faculty, teaching and its associated duties are the primary obligation,
    although faculty are expected to stay current in their discipline. A normal annual teaching load for a
    full-time lecturer appointment is twice that of tenure track faculty. Workload provisions are consistent
    with those at other research universities across Canada.
    SFU offers a number of opportunities and services for faculty members to assist them to effectively
    fulfll their roles and responsibilities. New tenure track faculty are eligible for President’s Research
    Start-up Grants and other grants to kick-start their research. Tenured faculty have study leave
    opportunities to increase their facility as scholars and teachers. Study leaves provide an extended
    period to focus on scholarly activity uninterrupted by teaching or service duties. Teaching faculty also
    have study leave opportunities in order to complete a project or a course of study to enhance their

    chapter 2 • section II • human resources (DRAFT 3.3)
    Eligibility criteria for study leave and study leave options (including provisions for salary and length
    of study leave) are clearly set out in University policy
    and require recipients to have satisfactory
    salary reviews and study leave proposals. Opportunities and support for professional growth and
    development in teaching are also available through the Teaching and Learning Centre (TLC).
    TLC’s general and discipline-specifc approaches are designed to: foster a positive community and
    culture around teaching and learning through cross-functional collaboration; support the creation
    and implementation of effective teaching and learning practices; encourage and support scholarly
    approaches to teaching; and provide creative services that enhance teaching and learning experiences.
    Professional development is further encouraged by the generous annual Professional Development
    Reimbursement faculty receive, and through tuition waivers available for University courses and
    Faculty are evaluated when they are up for contract renewal, tenure and/or promotion, and biennially
    for salary review when they can receive career progress and merit salary increases. Evaluations are
    conducted by a department’s Tenure and Promotion Committee (TPC). Composition of TPCs
    is regulated by University policy
    with each composed of faculty members across the ranks and
    members elected by the department/school or program to which the faculty member belongs. A
    Faculty Review Committee drawn from tenured faculty across the University reviews contract
    renewal, promotion and tenure decision wherever a negative decision was reached at the TPC or
    decanal level, or both.
    The general criteria by which faculty are evaluated for contract renewal, tenure and promotion, and
    salary review are specifed in University policy
    and must include teaching effectiveness, scholarly
    activity and service to the University. In addition to the University’s criteria, each academic unit
    has its own departmental criteria, standards and methods of assessment ratifed by the department,
    approved by its Dean and vetted by the Vice President, Academic. Departmental criteria are to be
    renewed and/or revised every three years.
    University and departmental criteria for contract renewal, tenure, promotion and salary review are
    communicated to new faculty when appointed. Faculty are aware of the various methods used in
    the review processes to assess research, teaching and service and have an opportunity to respond
    to each level of assessment. Appeal processes are clearly communicated and widely available on
    websites for the Vice President, Legal Affairs, Academic Relations and through SFUF
    further inform themselves by reviewing the information on these processes posted on the Academic
    Relations website and by attending annual workshops on contract renewal, tenure, promotion and
    salary review presented jointly by Academic Relations and SFUFA.
    Concerns about a member’s contributions in research and teaching can be further addressed after
    two career progress cycles in which their performance has been considered insufficient. Faculty who,
    in the judgment of their TPC, have not sufficiently contributed as scholars or researchers over two
    consecutive cycles of career-progress assessments must undertake a program of remedial action. Such
    programs are developed in consultation among the Dean, Chair and member.

    chapter 1 • section II • human resources (DRAFT 3.3)
    Administrative and Professional Staff (APSA)
    APSA represents over 700 administrative and professional staff at SFU. It was incorporated under
    BC’s Society Act in 1980 to provide representation for SFU employees whose employment was
    not covered by another collective agreement. A Basic Agreement for Collective Bargaining and
    Consultation was achieved between SFU and APSA in 1983.
    Most of the terms and conditions of employment for APSA members are defned in the Basic
    and the University’s AD10 policies.
    Among other things, the Basic Agreement,
    signed in 1991, establishes APSA’s right to represent administrative and professional staff and defnes
    processes by which disputes and grievances may be addressed. The AD10s are the result of ongoing
    negotiation and consultation between APSA and the University.
    A basic feature of salary administration is the salary scale. The salary scale provides the framework
    within which equitable salary decisions can be made and has been developed based on competitive
    market rates. APSA salaries are mapped along a salary “grid” of 17 grades, with each grade having
    eight steps.
    Each salary grade consists of a spread of dollar values in successive steps from a minimum to
    a maximum expressed as a salary range. The salary minimum is the salary normally paid on
    appointment to a position to new employees holding the minimum qualifcations required to
    perform the responsibilities of the position (unless provided otherwise by policy).
    The salary grade
    maximum is the salary attainable by fully qualifed, competent employees. Starting at step one and
    given satisfactory performance in the position, an employee’s salary will normally rise over seven
    years from their salary grade minimum to their salary grade maximum. This process is referred to
    as “progression through the ranks” or “step progression” and recognizes increased experience and
    growth in the position. Employees whose performance does not fully meet expectations may be
    denied an annual step increase.
    Staff who reach step 8 of their grade receive only those adjustments to the salary scale negotiated
    through collective bargaining and funded by the government. These general adjustments apply to
    the entire salary scale and to all employees and are not contingent on performance or service in a
    position. Guidelines and procedures regarding general and/or step progression salary adjustments
    are normally issued from Human Resources to supervisors following the conclusion of negotiations
    between APSA and the University.
    University policy calls for APSA members to receive annual performance reviews to enable them
    to receive regular feedback on job performance, to assist them to become more effective in their
    positions, and to inform supervisors of each employee’s career aspirations. The principal objectives
    of performance evaluation are to evaluate and improve performance, facilitate mutual feedback and
    communication between the employee and the supervisor, develop or modify objectives and the
    means to implement them, plan professional development and training, ensure job descriptions are

    chapter 2 • section II • human resources (DRAFT 3.3)
    accurate, and provide a basis for salary recommendations.
    Excluded staff are covered under a similar
    Members of the senior executive consistently undergo performance evaluations on an annual basis
    as set out in policy
    Among APSA and Excluded staff, performance evaluations occur consistently
    in some units and sporadically in others. Steps are taken intermittently to implement regular and
    universal performance appraisals, but these often falter under the pressure of other demands and what
    may be a collegial disinclination formally to assess the work of colleagues.
    The University has no ongoing merit-based salary component, and the impact of poor performance
    on salary is most likely to manifest in the denial of a scheduled step increase. Negotiated salary
    structures and step increases are posted on the Human Resources website
    APSA works through numerous committees to advance the interests of its members, including a
    number of joint committees with the University. APSA committees include University Affairs, Salary
    and Benefts, Advocacy, Pension Advisory and others. APSA members also are represented on a
    number of other University governance and advisory committees.
    Excluded Staff
    A limited number of administrative and professional staff are identifed by the University to be
    “excluded” from membership in any collective bargaining group. Based on BC’s Labour Relations
    Code, staff are typically excluded for one of two reasons: their duties call for them to be in possession
    of confdential information involving labour relations or personnel that could place them in a conflict
    of interest; and the University requires a core group of staff able to maintain its operations in the
    event of a labour dispute
    Under Article 3 of the University’s agreement with APSA, exclusions are limited to a maximum
    of 10% of those who would otherwise belong to it.
    The current number of Excluded employees
    represents approximately 5% of APSA’s membership.
    Terms and conditions of employment for Excluded staff are covered under the University’s AD-9
    As Excluded staff do not participate in collective bargaining with the University, their
    salaries and benefts are predicated on those achieved in negotiations with APSA for non-excluded
    administrative and professional staff.
    Canadian Union of Public Employees (CUPE), Local 3338
    CUPE Local 3338 represents over 1000 workers at SFU, as well as staff employed in other bargaining
    units associated with SFU but for whom the University is not the employer (e.g., the Simon Fraser

    chapter 1 • section II • human resources (DRAFT 3.3)
    Student Society). Unit 1 is comprised of SFU workers holding clerical, support, library and technical
    positions at SFU.
    CUPE members work under the terms of a collective agreement that establishes and maintains
    mutually satisfactory working conditions, wages and benefts for CUPE staff, maintains collective
    bargaining relations between the University and the Union, and provides a mechanism for the prompt
    and equitable disposition of disputes.
    CUPE salaries are mapped along a grid with 12 grades and six steps.
    As with APSA and Excluded
    staff, salaries are subject to two types of increase: general, across-the-board increases that apply to all
    positions, and incremental increases that apply to those at or below the penultimate (for CUPE, the
    30-month) step for their grade. Staff in grades 3 through 12 are typically hired at the formal “starting”
    salary for their position and advance through it to step six over a period of 36 months. Grades 0
    to 2 are used for basic temporary and/or part-time positions and are subject only to across-the-
    board increases. No formal requirement exists for CUPE staff to participate in regular performance
    CUPE shares in the governance of the University through formal representation on numerous joint
    and advisory committees.
    CUPE members are also eligible to run for office as staff representatives
    on the Board of Governors or as student or “convocation” members of the Senate
    Polyparty bargains collectively on behalf of over 100 tradespeople belonging to eight unions with
    small memberships at SFU
    It represents staff who maintain SFU’s buildings and grounds, carry
    out maintenance and repairs and otherwise do the work needed to keep the Burnaby Mountain
    facilities running efficiently and effectively. All Polyparty members report within Facilities Services,
    the Faculty of Science or Athletics and Recreation; there are no Polyparty positions at either the
    Vancouver or Surrey campus.
    Polyparty wages are specifc to job classifcation (e.g., plumber, electrician, painter) and change only
    as negotiated. Callout and overtime provisions are keyed to regular work hours and apply equally to
    all Polyparty members (i.e., they are not specifc to job classifcation).
    Polyparty members are eligible to run for office as staff representatives on the Board of Governors or
    as student or “convocation” members of the Senate.
    Faculty Pensions
    New faculty are immediately vested in the Academic Pension Plan and eligible for University
    contributions from the frst day of employment provided they are appointed for a term of more than
    one year on a full- or part-time basis as a professor, associate professor, assistant professor, instructor,
    lecturer, limited term faculty member, professional librarian or laboratory instructor.

    chapter 2 • section II • human resources (DRAFT 3.3)
    The faculty Plan is of the “defned contribution” type; members are not required to contribute to
    it. The University contributes ten percent of a member’s basic salary, less a Canada Pension Plan
    offset of $419.40 per year. The University’s contribution is allocated to a Money Purchase Account,
    where funds are invested under the direction of professional money managers and the proft (or loss)
    incurred by the Plan is allocated to the account.
    Faculty may elect to make voluntary contributions to their Plan, in which case their funds are
    credited to an individual Voluntary Contribution Account. These funds are invested with the
    University’s contributions and any accrued proft (or loss) is allocated monthly to individual accounts.
    Although they are eligible for other health-related benefts (e.g., health and extended health
    insurance, dental plan, etc.), TSSU members are not enroled in an SFU-administered pension plan as
    a beneft of employment. TSSU members may be eligible for membership in the Canadian Pension
    Plan as per Government of Canada regulations.
    Pension Plan for Administrative and Union Staff
    Full time continuing employees who are members of APSA, CUPE or Polyparty, as well as Excluded
    staff, participate in the same “defned beneft” pension plan unless they are hired at age 65 or later.
    Part-time continuing employees who are members of these groups become vested in the same plan
    after two years of continuous service if their appointment is at least half time.
    Security of Personal Records
    The security of individual human resources records is carefully protected consistent with the
    requirements of British Columbia’s Protection of Privacy
    legislation and University policy
    Individual paper records are held in locked freproof fling cabinets in Academic Relations (for
    faculty) and in Human Resources (for other staff). Electronic records are securely held in SFU’s
    Peoplesoft Resource Information System. All employees with access to online employee records sign
    a confdentiality agreement. The level of information they may access is strictly controlled by internal
    security settings linked to personal passwords.
    Those seeking access to information held in an employee fle (i.e., APSA, Excluded, CUPE and
    Polyparty members) are required to sign a waiver requesting access, with the fle viewable only within
    the Human Resources office. More sensitive information, such as medical and disciplinary records, is
    held only as “paper” records. Access to personal information online is tracked via audit trails, as are
    instances when any kind of information is added to a record of employment.
    SFU employees can access their own personal information (e.g., salary, paycheques, vacation balances,
    tax statements, benefts enrolments, addresses, and emergency contacts) by logging on using their
    SFU personal password.

    chapter 2 • section III • education resources (DRAFT 3.3)
    Chapter 2, Standard 2.C
    Education Resources
    Simon Fraser University offers face-to-face undergraduate and graduate programs to students at
    its three campuses, and offers a broad range of courses and programs available through online, off-
    campus and distance formats. Courses and programs span a wide range of topics and disciplines, from
    traditional academic and professional felds to contemporary and interdisciplinary subjects, and offer
    students an extensive selection of scholarly activities and experiences.
    SFU offers academic programs in eight Faculties. The founding Faculties in 1965 were Arts (now
    Arts and Social Sciences), Education and Science. Faculties that developed since 1965 are: Business
    (1981); Applied Sciences (1985); Health Sciences (2004); and the new Faculties of Communication,
    Art and Technology, and of Environment (both in 2009).
    The nature and scope of the programs offered by SFU are consistent with its goal to provide programs
    across a wide spectrum of academic disciplines, its commitment to interdisciplinary education, and
    its responsibility to respond to emerging areas of academic inquiry and demand. Options to combine
    programs (joint majors, majors and minors, extended minors and double majors) are extensive and
    suggest the scope of SFU’s commitment to interdisciplinary education.
    Interdisciplinary education has been an important aspect of the University’s programming from
    its earliest years. The belief in teaching, learning and research that bring together a number of
    disciplinary perspectives to focus on a topic or issue was built into SFU through its architecture,
    which was designed to co-mingle disciplines by placing them in close physical proximity rather than
    cloistering them in separate structures.
    SFU also embraced the value of cross-disciplinary influences through the mandates of some original
    departments, and in the early creation (1972) of a Faculty of Interdisciplinary Studies (FIDS) as
    an “incubator” unit whose primary purpose was to encourage the development of multi- and
    interdisciplinary programs. Programs begun in FIDS include Fine and Performing Arts, Kinesiology,
    Communication Studies, African/Middle Eastern Studies, Computing Science, Latin American
    Studies, Criminology, Women’s Studies, Natural Resource Management, Management and Systems
    Science and Gerontology. While FIDS was dissolved in 1985, virtually all programs begun in that
    faculty continue in some form at SFU, with many now among SFU’s “signature” programs.
    A number of other interdisciplinary programs have since been added to SFU’s curriculum. These
    include programs such as Cognitive Science, Geographic Information Science, Management and
    Technology, Mechatronics Systems Engineering, and International Studies. The creation of the
    Faculty of Health Sciences with a mission to integrate social and natural science research relating to
    global and public health around a common core is a vivid example of the University’s support for
    interdisciplinary studies.
    At the undergraduate level, SFU offers honours, majors, extended minors, minors, post-baccalaureate
    and certifcate programs. Undergraduate courses carry a course number between 100 and 499, with
    graduate courses having a designation of 500 or higher. Graduate programs offered by SFU lead to
    doctoral and master’s degrees, with graduate diplomas and certifcates also offered. In all, SFU offers
    over 317 baccalaureate, 18 diploma and 37 certifcate programs at the undergraduate level, and 36

    chapter 2 • section III • education resources (DRAFT 3.3)
    doctoral, 77 Master’s and 10 graduate diploma or certifcate programs at the graduate le
    enrolls more than 32,000 students a year
    and awarded over 4,200 Bachelor’s degrees, 900 Master’s
    degrees and 130 Doctorate degrees in 2009/10.
    SFU also offers undergraduate certifcates and post-baccalaureate diplomas. Certifcate programs
    consist mainly of lower division (i.e., 100- and 200-level) courses and are generally equivalent to
    between one-half and one year of full-time study (18 to 30 credit hours). Certifcate students must,
    however, meet SFU’s admission requirements and, in most cases, must apply to the appropriate
    academic department for program approval.
    Figure 2.6: Credentials ofered by year
    Credentials ofered
    2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
    Graduate diploma
    Graduate certifcate
    Post-baccalaureate programs consist of upper division courses (with perhaps some graduate courses)
    and are the equivalent of one year or more of university study. A frst university degree or the
    equivalent is normally a prerequisite for admission to a post-baccalaureate program, although they are
    considered undergraduate programs.
    SFU operates on a “trimester” system, admitting and enrolling students and offering classes three
    times yearly. This provides great flexibility for students who need to accommodate work schedules
    and other demands that might otherwise affect their ability to enrol at university and take classes.
    Each semester includes 13 teaching weeks and a two-week examination period.
    More than 1,100 courses are offered during each fall and spring semester, and about 700 each
    summer, totaling approximately 2,900 undergraduate and graduate credit courses annually. One
    measure of the trimester system’s success is that FTE enrolments for the summer semester are
    approximately half of those for the conventional fall/spring semesters.
    The number and character of new courses and programs illustrates the University’s efforts to respond
    to new demands and emerging topics. Each year Senate approves from 70 to over 130 new courses
    and an average of approximately eight new programs. A prescribed and effective system for removing
    courses from the course inventory allows the curriculum to grow without becoming diluted or
    exceeding the available resources.
    The University has a robust system of academic quality assurance for its programs and courses. All
    programs offered by SFU are subject to Senate review of their content, coherence and rigour, with
    consideration given to the appropriate breadth, depth and sequencing of courses. Program and course
    118 See IRP “Fingertips Statistics”:

    chapter 2 • section III • education resources (DRAFT 3.3)
    changes, and the introduction of new courses, which mainly originate from faculty members or
    faculty committees, are also subject to review and oversight at the academic unit, where approval is
    required prior to review by a Faculty committee.
    New graduate programs typically originate in departments or schools and are subject to extensive
    review before approval.
    Under British Columbia’s University Act, universities determine the
    appropriate level of credential to be offered in a discipline. However, BC’s Degree Authorization Act
    also allows new graduate programs to be considered by the Ministry of Advanced Education based
    on resource requirements and demand within BC. Proposed programs are offered for review and
    comment by other post-secondary institutions through BC’s Degree Quality Assessment Board.
    Faculty who propose courses or programs, and those responsible to approve or deny them, are
    appropriately credentialed in their disciplines, giving further assurance that they meet a high standard
    of academic quality. As noted, more than 88% of SFU’s tenured or tenure-track faculty have doctoral
    degrees and are hired through a selection process that is both national (and often international) in
    scope and carried out by academic peers qualifed to assess their competence and expertise.
    Academic units review their curriculum on a regular basis.
    Reviews are designed to keep programs
    contemporary in their academic content and to ensure faculty resources and program offerings are
    adequately synchronized. All academic units are regularly reviewed (normally every seven years)
    through a process of external reviews.
    External reviews are carried out by committees comprised
    of senior members in the discipline or subject area, with many from international institutions, and
    with all external to the University. One member appointed from SFU provides the committee with
    contextual advice about SFU. Committees examine programs to ensure their content and teaching
    meet disciplinary standards and to consider whether the unit’s academic environment contributes to
    its teaching and research objectives.
    Figure 2.7: Credentials conferred by year
    2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10
    Program and degree requirements are based on credit counts, a minimum GPA and course
    requirements that must be met for a student to graduate. These include the completion of general
    120 For details:
    See the results from the Chairs’ survey Appendix ??.
    123 See
    for Senate Guidelines on External Reviews of
    Academic Units.

    chapter 2 • section III • education resources (DRAFT 3.3)
    education and course level requirements (i.e., distribution of lower- and upper-division courses), and
    specifc subject-area requirements. Whether a course is classifed lower- or upper-division courses is
    determined by the content, the effort, and the degree of disciplinary knowledge and skill a student
    must demonstrate to succeed. On rare occasions, an exception to a course requirement for graduation
    may be granted to a student based on a rigorous process that involves review by the Faculty Dean and
    the Registrar, followed by the approval of Senate.
    Assessment in courses and programs reflects the norms in academic culture, which allocates primary
    authority for assessing what has been learned in a course to individual teaching faculty. Methods
    of measuring student achievement vary by discipline, program content and level, but reflect the
    standards applied in each discipline and of higher education in Canada. The phenomenon of grade
    inflation that has concerned a number of post-secondary institutions has been less of a problem at
    SFU; a recent report listed SFU among the “sweet sixteen” Canadian and US colleges and universities
    (among 210 assessed) where earning an “A” remains signifcantly more difficult than the norm.
    All credit courses at SFU must have a published course outline and must make it available to
    students prior to registration. By policy, course outlines must describe course requirements and
    specify how course grades will be calculated.
    The allocation of relative grade weights among such
    activities as fnal and other exams, papers and projects, tutorial participation, laboratory work and
    other requirements are noted. Outlines are typically published online and are available through the
    Registrar’s and Student Services’ websites and/or the websites of the department(s) offering the
    On occasion the University eliminates an academic program. The process governing the elimination
    of a program was approved by Senate and requires approvals by the appropriate Senate bodies, among
    which may be: the Senate Committee on Undergraduate Studies (SCUS) or Senate Graduate Studies
    Committee (SGSC) and the Senate Committee on University Priorities (SCUP).
    Winding up a
    program requires approval by more than one the above committees plus the Senate and the Board of
    Governors. The consultation process requires that students be consulted and plans described to ensure
    affected students have the opportunity to complete the program in a timely w
    were concluded by Senate in 2010.
    Learning Outcomes
    The practice of developing explicit and expected student learning outcomes for degrees, programs
    and courses is relatively new in the Canadian context and is not widely practiced in its universities.
    However, the Council of Ministers of Education in Canada has produced a framework that outlines
    what each degree level at post-secondary institutions in Canada “is intended to achieve in general
    learning outcomes”.
    Some course instructors and some SFU programs with external accreditation
    have developed learning outcome protocols. The implementation of SFU’s new online curriculum

    chapter 2 • section III • education resources (DRAFT 3.3)
    management software (Curricunet) will encourage widespread adoption of expected learning
    outcomes for courses, especially as the development of individual course learning outcomes is an
    explicit goal of the current Academic Plan.
    Teaching and Instructional Methods
    Faculty at SFU use a range of instructional methods and forms of course delivery to suit the needs
    of the wide variety of students enroled in its programs and to provide high-quality teaching across
    the institution. A recent Task Force on Teaching and Learning
    found that SFU instructors employ
    different pedagogies based on their beliefs about what creates effective teaching and learning, and that
    support for innovative initiatives by departments, schools and Faculties depends on their perceived
    effect on the quality of teaching and learning.
    Tutorials are a key instructional format used at SFU, especially in frst- and second-year courses.
    Tutorials augment lectures and provide a more intimate learning environment based on smaller
    groups; they are typically taught by graduate students based on the philosophy that there is no better
    way to learn your discipline than to teach it. In academic 2009/10 over 490 frst- and second-year
    lecture sections had tutorials, for a total of 2,876 tutorials. Undergraduate surveys indicate SFU
    students consider tutorials to provide an effective learning environment and to be generally preferable
    to large lectures. Eighty-two percent of students who completed our 2009 undergraduate survey said
    instruction in the tutorial environment was very or somewhat effective, while 66% rated large lectures
    to be similarly effective.
    Experiential education is another important aspect of diverse pedagogy long supported at SFU. Many
    academic courses include experiential elements, and co-operative education (discussed below) has
    been an institutional feature. SFU was the frst Western Canadian post-secondary institution to offer
    an accredited co-op education program and the frst Canadian post-secondary institution to launch a
    comprehensive feld school program. Other highly regarded, experiential-based programs such as the
    Semester in Dialogue have been developed, and a new project designed to explore, document and
    promote credit-bearing experiential education was launched in 2010.
    In the context of their courses, teaching faculty require the use of Library and other information
    sources in their assignments and other course-related activities and requirements. Students are
    expected to assess and use information they acquire to develop their subject-area concepts, analyze
    the issues they encounter and understand the topics they address. New information technologies are
    widely employed in courses and students learn how to access information and to assess the reliability
    of sources.
    Providing high-quality teaching and instruction is central to the mandate of SFU, so the monitoring
    of teaching is an important activity. The most widely-practiced means of teaching evaluation is the
    use of course evaluation forms by students. The extent to which student evaluations are used by
    academic units in the tenure, promotion and appointment processes suggests they are considered a
    131 Jennifer McRae and Deanna Rogers, “A Summary Report: Exploring Experiential Education.” The Report is available at

    chapter 2 • section III • education resources (DRAFT 3.3)
    useful instrument in helping to determine teaching effectiveness. A 2010 Report to the University
    Senate on the teaching evaluation system at SFU found that all of the relevant units responding to
    their survey evaluated “all courses each semester.
    It also recommended the development of a
    modifed evaluation form more sensitive to unit-specifc issues, with a best-practices guide prepared
    to help conduct the evaluations and interpret the information they provide.
    To assist instructors in maximizing student learning and creating an intellectually engaging
    environment for student learning, SFU has developed the Teaching and Learning Centre (TLC). The
    TLC is staffed by educational professionals who assist programs and faculty to develop, design and
    implement educational programs, courses, content and social learning environments; they also provide
    professional development opportunities for teachings staff.
    Undergraduate Programs
    General Education
    Although SFU students have always had both opportunity and encouragement to take courses that
    can cultivate their general communication and thinking skills and broaden their horizons beyond
    their disciplines, too often they did not. To address these concerns this situation raised, and to offer
    students a relevant, effective and coherent education, the Vice President, Academic appointed an ad
    hoc Undergraduate Curriculum Committee (UCC) to review the matter.
    In 2002 Senate approved in principle the UCC’s recommendations designed to enhance the quality of
    undergraduate education at SFU. Included in the recommendations were new requirements to ensure
    that students entering SFU would be adequately prepared to begin university-level course-work
    and, where remediation was necessary, they would obtain it before entering SFU or early in their
    programs. Based on the work of a subsequent task force, Senate approved the adoption of new general
    education requirements beginning in 2006.
    Students who enter a baccalaureate program at SFU must now fulfll University-wide writing,
    quantitative and breadth requirements. These include the completion of six credits in courses that
    foster writing abilities (W courses), including one each at the lower- and the upper-division level,
    preferably within their discipline. All students must also complete two courses that foster quantitative
    abilities (Q courses), and at least 18 credits in breadth courses, including at least two designated
    breadth courses in each of the Sciences (B-Sci), Social Sciences (B-Soc) and Humanities (B-Hum).
    To complete an undergraduate degree, all SFU students must complete their WQB courses with a
    grade of C- or better.
    WQB courses meet specifc criteria.
    Until 2007, courses for which a W, Q or B designation was
    sought were reviewed by their department and Faculty and evaluated by Certifcation Committees
    to confrm they meet the required criteria; Senate approval for a course to carry a W, Q or B
    designation is needed. Courses are now assessed by the University Curriculum Office and the
    132 Senate Committee on University Teaching and Learning Senate paper S.10-162, December 2010: “Evaluating How We
    Evaluate: Examining SFU’s Course and Instructor Evaluations,” page 3, available at
    133 For full details of the Breadth
    requirements: www.sfu.ca/ugcr/for_students/wqb_requirements.html
    134 For criteria and definitions:

    chapter 2 • section III • education resources (DRAFT 3.3)
    department notifed. If approved to carry a W, Q or B designation, the department takes the course
    with proof of its certifcation through the normal curriculum approval process. As of Fall 2010, SFU
    classifed 152 courses as W courses, 315 courses as Q courses and 233 courses as B cour
    Some students arrive at university not quite ready to undertake a W or Q course. For them, SFU
    provides two “foundations” courses: Foundations of Academic Literacy (FAL) and Foundations of
    Analytical and Quantitative Reasoning (FAN). Students are advised at the time of admission whether
    they must enrol in one or both of these courses. Others who wish to take FAL or FAN courses may
    do so when room permits.
    Foundations courses earn “additive” credits; that is, they do not count toward the completion of
    degree requirements. Students enroled in certifcate and post-baccalaureate programs are not required
    to complete the WQB requirements. The Student Learning Commons
    provides additional
    assistance on academic writing, learning and study strategies, and offers one-to-one consultations,
    workshops, peer-facilitated group discussions and extensive online resources for academic success.
    Graduate Programs
    Graduate studies at SFU are an integral component of the institution’s academic life and cultural
    environment. More than 5,600 students in all eight faculties participate in graduate programs and
    engage in the research, creative work and advanced critical thinking characteristic of graduate
    Graduate headcount enrolment increased by almost 22% in the four academic years 2005-06 to
    2009/10 as SFU participated in Provincial plans to create new graduate spaces. Home to a variety
    of world-class research facilities, innovative programs and world-renowned scholars, SFU attracts a
    diverse population of graduate students from over 60 countries.
    Studies at the graduate level demand that students engage in deeper analysis, demonstrate greater
    understanding of more complex materials and a more extensive knowledge of the literature of a
    subject than is expected of undergraduates. To meet these demands, SFU requires applicants for
    graduate admission to have an undergraduate degree with a strong record of academic achievement;
    additional requirements may be set by individual graduate program committees. Admission to SFU’s
    graduate programs is typically very competitive and entry requirements are often considerably higher
    than stated University and program minimums. Programs restrict admission to students whose
    interests are compatible with faculty expertise and who can be supported within available resources.
    135 For a listing of these
    courses: www.sfu.ca/ugcr/for_faculty/certified_wqb_courses.html

    chapter 2 • section III • education resources (DRAFT 3.3)
    Figure 2.8: Unique graduate student headcount
    Graduate program committees assess applicants’ academic records and the quality of the programs
    and institutions from which they will arrive, and review their recommendations to determine the
    applicants’ overall compatibility with their program demands. Committees are assisted in this by
    information on GPA conversions and admissions guides for international students compiled by the
    Dean of Graduate Studies Office.
    SFU’s doctoral programs engage students in ongoing research independently or in collaboration
    with larger research groups. To earn a doctorate students must complete a thesis based on substantial
    original research of a high caliber and pass an oral examination conducted by a committee that
    includes a qualifed examiner from outside SFU. Some programs require that candidates also pass
    comprehensive exams.
    Master’s programs introduce students to the research process or prepare them with critical and
    analytical skills for the professions. Master’s students must successfully complete prescribed coursework
    and a thesis or research project, or pass fnal examinations in their subject area.
    Graduate diploma programs provide specialized combinations of courses for students who wish to
    upgrade their knowledge and skills to an advanced level. Diploma students must successfully complete
    22 units or more of graduate course work, depending upon the diploma. University course, thesis
    and grade requirements for graduate degrees are listed in the Calendar, as are all requirements for
    individual programs.
    Program requirements are also available on departmental websites.
    “Special Arrangements” doctoral students (that is, students whose areas of study lie outside or
    “across” existing graduate programs) are admitted and administered though the Dean of Graduate
    Studies Office. Students admitted to Special Arrangements programs must be exceptionally able, and
    propose a well-developed plan of studies characterized by internal coherence and academic merit. To
    accommodate them, the University must also have faculty with the appropriate expertise and interest
    who are willing to supervise the proposed work. Special Arrangements made for an individual student
    must be reviewed and approved by the Senate Graduate Studies Committee (SGSC).
    While most graduate students take all their graduate courses at SFU, up to one half of the
    University minimum course work or departmental degree requirements for a graduate program
    may be completed elsewhere. Graduate transfer credit is assessed by graduate program committees

    chapter 2 • section III • education resources (DRAFT 3.3)
    and students need prior approval from their program committee before taking a course at another
    Internships and clinical practices may be part of a graduate program. All such graduate learning
    experiences, when assigned course or program credit, are reviewed and monitored by the program
    involved. SFU does not grant graduate credit for prior experiential learning.
    Oversight of graduate studies at SFU is the responsibility of the SGSC
    Committee is
    responsible to Senate for admissions (a function delegated to the Dean), maintaining academic
    standards, changes to existing programs, evaluating new programs and administering graduate general
    regulations. The Committee may act as an appeal body for student progress reviews.
    Lifelong Learning and Continuing Studies Non-Credit Programs
    Continuing education at SFU has been provided by the department of Continuing Studies since
    1971. In 2011, Continuing Studies was subsumed into the new department of Lifelong Learning.
    The new name reflects the changing nature of university education and the increasing demand for
    access to education throughout one’s lifetime. It also reflects changes at SFU over the past few years,
    with the most obvious of these changes being the reorganization of the Learning and Instructional
    Development Centre into the Teaching and Learning Centre, with a new reporting relationship to
    the Dean of Lifelong Learning.
    “Lifelong Learning” also captures the Dean’s responsibility for a number of other initiatives, including
    online and distance education programs; credit programs for mature learners; and education and
    outreach programs for the general public. Lifelong Learning’s mission as articulated in its 2010-2013
    academic plan is to
    provide opportunities for adult learners and groups to achieve their intellectual, professional,
    aspirational and cultural goals through the development and delivery of lifelong learning
    programs and activities that link and build upon the strengths and academic capital of SFU
    and the resources of the various communities it serves.
    Lifelong Learning’s programming is central to SFU’s mission to provide high-quality learning
    experiences. Through its deep involvement in the Burnaby, Vancouver and Surrey communities,
    Lifelong Learning also plays an essential role in achieving SFU’s community and citizenship core
    theme goals. With a signifcant presence on all SFU campuses, Lifelong Learning offers courses
    and programs face-to-face, online and through blended formats, making its credit and non-credit
    certifcate and diploma programs widely available to people locally and across BC.
    With advice from Committee on Continuing Studies (SCCS), SFU’s Senate formally oversees the
    development of all of the University’s continuing education credit and non-credit offerings.
    SCCS reviews existing and proposed non-credit programs and assesses their suitability for SFU. The
    University maintains a record of approved continuing education certifcates and diplomas in several

    chapter 2 • section III • education resources (DRAFT 3.3)
    sites: the minutes of meetings of both the SCCS and the University Senate, the bi-yearly continuing
    education catalogues, and a central web page that provides links to all program areas and offerings.
    Lifelong Learning is organized into 22 distinct program areas. Working closely with faculty and
    external partners from the public and private sectors, each program develops its own courses and
    other educational activities to provide university-level programming able to meet community needs.
    Lifelong Learning carries out its activities through an extensive range of programs and methods. For
    example, since 1975 the Centre for Online and Distance Education (CODE)
    has been helping
    students meet their academic goals by providing undergraduate credit courses through distance and
    online arrangements where circumstances prevent them from attending on-campus courses. The
    English Language and Culture Program (ELC)
    offers English language courses to non-English
    speakers. ELC’s approach assumes that student learning is deeper and more meaningful when
    emphasis is shared between new language skills and understanding the cultural context within which
    the language is used. With unusual aptness to Lifelong Learning’s mandate, SFU’s longstanding and
    highly successful Seniors’ Program offers academically-oriented courses, forums and outreach to
    people 55 and older
    Individual non-credit programs offered through Lifelong Learning’s Continuing Studies unit
    receive academic and community oversight by Program Advisory Committees (PACs). PACs draw
    representatives from the relevant Faculties and departments, and from among students, instructors, and
    community and client groups.
    For example, Community Education Programs work with local communities to support positive
    social change by creating access to education and other resources for socially excluded individuals
    and communities. The Community Education Advisory Committee includes members from a
    neighbourhood housing society, a treatment facility and an Aboriginal organization in addition
    to SFU faculty members who are “tasked with visioning a more comprehensive critical path for
    Community Education Programs at SFU and in the community
    As another example, Management and Professional Programs provide foundational and advanced
    continuing education in business and management. Its steering committee is composed of
    SFU faculty members from business and management-related areas,
    and “helps to guide [its]
    programming priorities.”
    With annual enrolments of over 19,000, non-credit offerings are important staples of Continuing
    Studies programming. They include courses offered over months, lecture series, conferences,
    moderated discussions, hands-on projects and even customized training. Most non-credit programs
    are variously sponsored by SFU’s academic Faculties, departments, schools or advisory committees,
    usually in partnership with community organizations, and are provided on a cost-recovery basis.
    Non-credit courses cannot be applied toward an SFU degree. However, some courses and programs

    chapter 2 • section III • education resources (DRAFT 3.3)
    are accredited by professional groups, qualify as professional development and continuing education
    credits, or can lead to professional designations.
    Credit courses offered by Lifelong Learning are organized through either CODE or the Centre for
    Integrated and Credit Studies (CICS and SFU Now). Courses offered by CODE are delivered via
    online or distance format, while CICS offers in-class courses at the Vancouver campus. SFU Now
    (nights or weekends) provides evening and Saturday courses for students at both the Vancouver and
    Surrey campuses. All courses offered for credit through Lifelong Learning are part of the University’s
    regular curriculum. Academic credit is established by the appropriate department or program, courses
    meet equivalent academic standards, and are approved by Senate. Instructors for these programs are
    hired by the Faculties.
    CODE has established procedures for students to access online or distance course materials and
    submit assignments to course instructors using unique online IDs and passwords. Examinations must
    be written under supervision that enables students’ identities to be verifed.
    Figure 2.9: Continuing Studies non-credit enrolment and public events
    Prepared by Institutional Research and Planning, SFU
    Source: Continuing Studies
    Student records for Continuing Studies non-credit courses are maintained by Continuing Studies and
    are severed from SFU’s records of its for-credit offerings even when the same student partakes of both.
    Although not a part of the Lifelong Learning unit, SFU’s Centre for Dialogue offers credit courses
    and convenes dialogue conferences and events around topics of community, national and international
    interest, and provides consultation services on dialogue-based issues.
    Its steering committee includes
    students, staff, faculty and community members and is charged with promoting “the study and
    practice of dialogue . . . with special reference to learning, research, public events and training in
    connection with the Morris J Wosk Centre for Dialogue
    148 For a list of the organizations and associations that offer continuing education credits to their members for Continuing
    Studies courses:

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Chapter 2, Standard 2.D
    Student Support Resources
    Becoming a Student
    Simon Fraser University makes every effort, consistent with best practices for post-secondary
    education, to admit a diverse group of students who are well qualifed to learn, grow and succeed at
    university. Admissions standards are rigorous and equitable and attempt to ensure that those admitted
    are prepared for the challenges they face in their new educational environment. Admissions criteria
    are clearly stated and easily available
    and applicants are able to contact an admissions advisor
    directly via email to “Ask SFU.
    Inevitably the 5000-plus new students now admitted annually to SFU arrive variously skilled and
    unevenly prepared to meet one or another demand that comes with the transition to university-level
    work and culture. To meet their needs SFU offers numerous programs and services that provide new
    students with ample opportunity to flourish and prosper in their new environment.
    Student Services is SFU’s primary provider of direct services and support programs for students, with
    a core mandate to provide logistical support for the processes that recruit and admit aspiring applicants
    to SFU, to maintain records for students in credit courses, and to facilitate student learning and
    success for those attending SFU. Where students receive services provided by other areas, as in the
    Learning Commons administered by the Library, Student Services is an active partner in facilitating
    awareness of, and access to, the service.
    Student Services at SFU is led by the Associate Vice President, Students (AVPS), who oversees a large
    and comprehensive portfolio of administrative units tasked with providing broad support to current
    and former students, and to aspiring applicants.
    Undergraduate Admissions
    Information on the Admission and Readmission processes, including detailed information on
    admission requirements for all of SFU’s for-credit programs, are clearly articulated in the University
    in the University’s recruiting materials (print and electronic “Viewbooks” for domestic
    and international applicants), and on the Admissions website
    process for appealing admission
    decisions is communicated directly to unsuccessful applicants by the Undergraduate Admissions
    Office and is published on the University website and in the University Calendar.
    Admission to SFU is competitive. The generally high quality of Canadian universities means that
    Canadian students typically attend their local universities, especially for undergraduate education.
    Of the 48 Canadian universities ranked by Maclean’s magazine in 2010, almost two thirds receive
    fewer than 10% of their frst-year undergraduate students from outside the province. Of those with

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    more than 10% extra-provincial students, most are small universities in the Maritimes. Exceptions are
    McGill in Quebec, Queen’s in Ontario and the University of Victoria in BC.
    There are no regulatory barriers to students attending any institution in Canada. Universities and
    colleges generally cooperate to make programs accessible to qualifed students. The BC Council on
    Admissions and Transfers (BCCAT) is a provincially funded entity made up of public and private
    post-secondary institutions across BC and the Yukon and is responsible for facilitating admissions,
    articulation and transfer agreements among them. Specifcally, the Council encourages member
    institutions to develop policies that facilitate transferability of credit courses so credit can be applied
    toward baccalaureate degrees in all degree-granting institutions.
    The BCCAT website offers an
    interesting outline of the history of transfer credit management in BC starting in 1958.
    A separate entity, BC’s Post-Secondary Application Service (PASBC) provides a single application
    process for all BC public post-secondary institutions to those who wish to apply to multiple
    institutions, and manages the articulation or approval of courses for credit transfer among
    Applications for admission may also be submitted directly to SFU.
    The quality of its students, like that of its faculty, determines the quality of a post-secondary
    institution. SFU manages its admissions processes to achieve a successful balance between admitting
    those already well equipped for success and those who can succeed and prosper with some assistance.
    At the same time SFU must meet but not greatly exceed its allocation of government-funded seats
    because tuition alone does not fully cover the cost of educating a student. In times of economic
    instability, when more people turn to advanced education to improve their employability, competition
    for admission can spike and hitting enrolment targets precisely becomes more challenging. The
    unanticipated growth of demand in recent years has also resulted in SFU being signifcantly
    overenroled for international students in academic 2010.
    Undergraduate admissions targets at SFU are set by the Senate Committee on Enrolment
    Management and Planning (SCEMP)
    and reflect institutional priorities (e.g., increasing the number
    of International students) and government mandates. SFU and government share a priority to
    improve access for Aboriginal peoples.
    SCEMP sets broad admissions targets for SFU and each Faculty, with targets also set by Basis of
    Admission (e.g., BC12, college transfer, international).
    Targets are implemented through the
    efforts of the Admissions and Recruitment units of the Registrar’s Office. Successfully meeting
    targets typically involves complex calculations based on extrapolations from previous acceptance rates
    for offers at each grade point, on early self-reported information from applicants about expected
    graduation GPAs, on numbers of possible applicants overall, and on Basis of Admission.
    Domestic undergraduate students admitted to SFU come primarily from two groups: those admitted
    directly upon graduation from BC grade 12 (BC12), and those who transfer from other post-
    160 SCEMP’s role is discussed in greater detail in Chapter 3.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    secondary institutions. Despite demographic changes that have resulted in year-to-year decreases in
    the number of students graduating from BC high schools, from 2005/06 to 2009/10 the ratio of
    students admitted to SFU directly from high school grew from 47.3% to 50.6%, while admissions of
    college and university transfer students declined from 39.9% to 33.7%. Students entering SFU directly
    from high school graduation outside BC represent less than 5% of incoming students, and only one
    in ten of all high school entrants. The remaining entrants are “mature,” “other” or second degree
    Admissions GPAs have fluctuated over the past decade. Recognizing the importance of addressing
    unmet demand for higher education, the Province introduced an “access agenda” in 2004/05 to
    increase the number of funded seats at BC institutions by 25,000 by 2010.
    Funding for new seats
    has since slowed dramatically, but demand varies based on demographic changes, on competition
    among BC institutions for fewer graduating high school students, and on sudden surges in
    applications as people seek improved employability through higher education.
    The trend at SFU and in BC has been to offer admission as early as possible to provide applicants
    with greater predictability and comfort about their futures.
    International Students
    International students bring valuable diversity of experience and perspectives to a university.
    International applicants to SFU must meet the same admissions requirements as other applicants; in
    other respects their access to SFU is limited only by their ability to obtain student visas. Generally
    these are not a problem, although Canadian universities consistently lobby the federal government to
    process applications more expeditiously.
    International students are permitted to obtain work permits to work off campus, including in co-
    op positions (since 2006), and can continue to work in Canada for three years after graduating.
    These legislative changes, as well as increased restrictions in the United States after 9/11, have
    made Canadian schools more attractive to international students. Still, three quarters of Canadian
    universities have fewer than 10% international undergraduate students. In fall 2010, international
    students comprised 14.4% of SFU’s undergraduate students and 22.2% of its graduate students,
    making it a leader among Canadian institutions.
    Students with citizenship other than Canadian,
    but who hold permanent resident status in Canada, are considered to be domestic rather than
    Transfer Credit
    With over 30% of SFU’s admissions coming through institutional transfer
    s, the management of
    transfer credit is a key element of the admissions processes managed by SFU. SFU was the frst BC
    institution to recognize the importance of establishing the provincial process to articulate transfer
    161 “Mature” entrants are 23 years old or older and not eligible for admission under another category. “Other” entrants
    include students from technical programs, non-BC transfer students, visiting students, special entries, ABE provincial
    diploma and concurrent studies students.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    credits now grounded in well-established province-wide articulation committees that meet, discipline
    by discipline, to address transfer credit issues.
    The work of the articulation committees is administered by the British Columbia Council on
    Admissions and Transfer (BCCAT), which operates under a provincial mandate to facilitate
    articulation and transfer arrangements among BC’s post-secondary institutions. SFU also subscribes to
    the 1994 Pan-Canadian Protocol on the Transferability of University Credit,
    which promises SFU
    will consider for credit all coursework satisfactorily completed by students transferring to SFU from
    degree programs at other Canadian universities.
    The Undergraduate Admissions office also maintains an internal database that holds transfer credit
    rules from post-secondary institutions worldwide so courses taken at colleges, technical institutes and
    other universities will be appropriately recognized for transfer credit. SFU initiates and maintains
    dual-partnership agreements and dual-degree programs for which the transfer of credits and
    applicability of coursework are clearly articulated. SFU International
    also maintains a database of
    course-specifc transfer for students interested in completing coursework at international institutions
    with which SFU has exchange or other partnership agreements. SFU has over 290 such partnerships
    in over 64 countries, and offers exchange programs, feld schools, work abroad and other study
    abroad options in over 50 countries.
    Prior Learning Assessment and Recognition (PLA)
    Only one program at SFU has granted credit to incoming students for prior experiential learning:
    the Integrated Studies Program (ISP). ISP was a part-time cohort-based degree completion program
    for mid-career adults, frst launched as a pilot program in 1995. Admission to ISP was determined
    by an Academic Steering Committee (ASC) that assessed applicants based on an intensive application
    process and on recommendations by their employers.
    ISP applicants were measured by weighting their amount or level of work experience (30%), their
    amount or level of post-secondary education/professional experience (30%), a diagnostic test of
    writing and grammatical abilities (20%), and an interview (20%) with the Academic and Program
    Directors. Applicants approved for admission by the ASC were admitted to SFU through a flexible
    admissions process that grants up to 60 “non-transcripted” (i.e., undifferentiated or non-specifc)
    credits towards a Bachelor of General Studies degree. The credits needed to complete the degree were
    earned by completing the approximately 18 courses that comprise the Integrated Studies Program.
    Close supervision of the program by its Academic Director and the ASC maintained clear academic
    standards within the IS Program.
    In November 2010, Senate suspended admissions to the ISP program in response to a motion from
    the Faculty of Arts and Social Sciences (FASS). FASS’ request noted the NWCCU’s limit on PLA
    credits among its reasons for terminating the program. The small cohort admitted in fall 2010 will be
    allowed to complete the program, but no further students will be admitted to it.
    165 “Radical Campus: Making Simon Fraser University”, Douglas & McIntyre, 2005, page 285

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Each semester Student Services offers orientation programs for incoming undergraduate students to
    introduce them to SFU programs and services and to prepare them for the demands of university life.
    Group-specifc orientation programs include those for undergraduate students, mature and transfer
    students, international students, residence students, graduate students, and students at the Surrey
    campus. Departments contributing to orientation programs include Student Development, Residence
    and Housing, and SFU International. Orientation is not mandatory, but approximately 46% of
    incoming undergraduates enroled and participated in fall 2009. Attendance at the orientation specifc
    to SFU’s Surrey campus approached 55%. A mini-orientation is also available for those unable to
    attend the full event.
    General orientation sessions group students with others admitted to the same Faculty and a trained
    student leader. Students participate in campus tours, workshops on the basics of SFU life (academic
    policies and procedures, requirements, programs, etc.), student panels (academic success, getting
    involved, challenges and tips), “icebreakers,” an overview of the Simon Fraser Student Society,
    meetings with representatives from their Faculty and official welcomes. The momentum created
    during Orientation is sustained by SFU’s “Orientation Leaders,” who continue to contact and meet
    with their student groups throughout the frst semester to help with their ongoing transition to life at
    A separate orientation for incoming graduate students is organized jointly by Student Development
    and the Dean of Graduate Studies Office and held each fall. Individual departments also hold
    extensive program-specifc orientations; 2009 participation by graduate students in the University-
    wide orientation was more limited at just under 13%.
    SFU International also offers International, Exchange and Study Abroad orientations for all newly
    admitted students in each of these groups. Orientations cover Immigration Basics (study permits,
    visas, working in Canada, etc.); Understanding Canadian Health Insurance; Academic Culture: Your
    guide to academic success at SFU; Surviving in Vancouver and Canada; and Getting Involved in
    Campus and Community Life. Sessions are intended to provide students with essential information
    for a smooth and successful transition to graduate life at SFU and in Canada while also creating an
    opportunity to make friends.
    Residence and Housing runs three orientations annually in conjunction with University orientations.
    These reach approximately 750 students, who receive vital information about how to live successfully
    in Residence.
    New student orientations are followed by the larger “Week of Welcome” (WoW) events during the
    frst week of classes at Vancouver and Burnaby campuses. WoW is intended to promote awareness
    of campus services, resources and activities for students and to foster a wider sense of community on

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Being a Student
    Academic Advising
    SFU practices a shared model of academic advising, with responsibility for undergraduates distributed
    among the Academic Advising and Student Success units of Student Services and individual academic
    departments. Student Services advises newly admitted and “exploratory” students in their frst and
    second years (i.e., students who have not yet declared a major) and students in academic difficulty.
    Academic departments advise students already accepted into their programs (i.e., “declared” students)
    and undecided students with 70 or more credits accrued.
    Within this shared model academic advice is provided by professional, student and faculty advisors.
    Student Services offers advising at all three campuses through a mix of individual sessions (drop-
    ins, appointments and instant messaging) and group workshops. Departmental advising is typically
    available at each department’s home office.
    Academic advising at SFU is informed by two philosophies: developmental and intrusive. Advisors
    assist students with clarifying their life and career goals and developing educational plans to realize
    them. This approach requires an understanding that academic advising is a responsibility shared by the
    student and the advisor. At times, particularly with “at-risk” students, a more proactive, “intrusive”
    approach is taken that involves initiating contact with a student who otherwise may not seek help
    before difficulties arise.
    As of Spring 2010, a Degree Progress Report has been built into the Student Information
    System (SIMS) to allow students or their advisors to audit degree progress. Exceptions for degree
    requirements are approved at the department level, submitted to the Registrar’s Office and recorded
    on the individual student record.
    It is normal practice at SFU that “declaring” in a program determines a student’s graduation
    requirements, which are those published in the University Calendar for the program at the time
    the declaration is made. Program declaration occurs either at the time of admission, if the student is
    admitted directly into a program, or not later than 60 credits for students not admitted directly to a
    program or a major.
    Simon Fraser University assesses undergraduate tuition fees primarily based on the number of credits
    in which the student enrolls (for undergraduates and some graduates). There is a flat fee for research
    graduate students. An “international premium” is assessed to tuition for international undergraduate
    students; the premium is calculated at a rate of $10,000 based on registration in 30 credits. Various
    special fees may be assessed by the University in certain circumstances or for specifc purposes.
    All fees are subject to change, sometimes to provincial controls, and to approval by SFU’s Board
    of Governors. All fees are published in the University Calendar and on the Fees website
    government mandated cap of 2% on annual tuition increases has been in place in BC since 2005/06.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    International students in graduate programs pay the same fees as domestic students unless otherwise
    noted. Fees per credit for non-degree, exchange and qualifying students are set at the applicable
    undergraduate rate. Fees such as the Universal Transit Pass fee and the Student Extended Health Care
    fee are approved through student referenda and collected by the University on behalf of one or both
    of the student societies.
    Scholarships, Awards, Bursaries and Emergency Loans
    The Financial Aid and Awards office administers SFU’s undergraduate student scholarships and awards
    (i.e., merit-based fnancial aid) as well as undergraduate and graduate bursaries, emergency loans,
    work-study and externally administered government-sponsored student loans (i.e., needs-based aid).
    Merit-based institutional graduate scholarships, awards, and fellowships are administered through
    Dean of Graduate Studies office.
    Athletic awards are administered by the Financial Aid and Awards
    Office in conjunction with the SFU Athletics Department, while Entrance Scholarships are currently
    administered in conjunction with the University Recruitment office.
    The allocation of University funds to student fnancial aid is based on the recommendations of the
    Senate Policy Committee on Scholarships, Awards and Bursaries (SPCSAB),
    which sets terms of
    reference for all University administered award programs and their adjudication; develops budget
    requests; integrates award programs with recruiting goals; and reports annually on its activities to
    Senate. SPCSAB also establishes University policies relative to student funding from non-University
    Based on University priorities, funding may be assigned to designated groups: for example, to
    students going on international co-ops, feld schools or exchanges. Aboriginal students have been
    targeted as a priority by both the University and the provincial government, and are provided
    designated funding through entrance scholarships, awards and bursaries. Accountability for
    institutional fnancial aid and awards funding is reviewed through audits by external, third party
    accounting offices.
    As Canadian government student loan funding is administered externally, institutional accountability
    is verifed through individual program reporting requirements, policies and procedures.
    US citizens
    (and eligible non-citizens) attending SFU may apply for funding through the Direct Lend Program,
    with administrative support provided by SFU’s Financial Aid and Awards Office. Direct Lend
    Program funding is audited annually by an external, third party accounting office
    The Financial Aid and Awards office regularly monitors its student loan programs and default rates.
    It complies with all requirements, policies and procedures for both Canadian and US government
    student loan funding opportunities. SFU’s default rate for British Columbia Students Loans for 2009
    was 4.9%. The average default rate for public institutions in 2009 was 8.4%. For Canada Student
    174 SFU’s Federal School Code is
    G08444: www2.ed.gov/about/offices/list/oig/nonfed/Fgn092402.pdf
    (this is a document of
    80+ pages)

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Loans, it is viewed as a repayment rate. The repayment rate of SFU students for 2008 was 91.2%. For
    the US FY 2008, the current draft cohort default rate is 0%.
    Information on all forms of student fnancial assistance is published in a variety of media, including
    the Financial Aid and Awards website
    in the relevant section of the SFU Calendar
    , through
    advising services (in-person, telephone or email), brochures, workshops and/or information sessions.
    Websites and brochures provided by the Ministry of Advanced Education and the Government of
    also provide relevant fnancial aid information.
    Security of student records
    Student records are administered under the care of the Registrar’s Office. An extensive records
    policy exists that guides decisions around staff access, retention and third party requests for access.
    Primary student records are maintained and stored on the Student Information Management part of
    SFU’s PeopleSoft system. IT staff, like all other staff with access to the system, sign a confdentiality
    agreement. All records are stored and backed up on University servers on site.
    Records are of two distinct types: administrative records and student records. Access to administrative
    records is limited to the Registrar’s staff in Student Services, with the exception of the Senate records,
    which are also available to members of Senate. Access to the student records system is necessarily
    more wide-ranging, as authorized users in departments and Faculties must access student records to
    administer their programs.
    Student records contain personal, educational and fnancial information. Paper documents
    accumulated during a student’s admission or ongoing enrolment are stored in locked “day fles” kept
    for four semesters. By law and consistent with University practice elsewhere, fnancial records are kept
    for seven years. Staff practice within the Registrar’s office is guided by numerous documents, with
    guidelines revised and updated on a regular basis as appropriate.
    Because some units involved with student records take credit card information in payment for services
    provided, the Registrar’s Office follows the University’s best practices around the collection and
    disposal of credit card information (i.e., Payment Card Industry, or “PCI” Compliance).
    Co-curricular activities
    Student speakers at SFU’s convocation ceremonies often reflect that they learned more at University
    outside of classes than in. Recognizing the important truth of this, SFU invests signifcant resources to
    support co-curricular activities and programs that enhance the development of students’ academic, life
    and social skills, personal health and wellness, and community outreach.
    Some activities are closely related to the academic work undertaken by students, as are co-operative
    education programs. Others, like athletics and various leadership programs, touch on academics less
    directly. All are undertaken to increase students’ awareness of their world by introducing them to
    experiences from which they can beneft and that might otherwise remain beyond the boundaries of
    their academic lives.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Co-curricular activities take many forms, with most organized by Student Services. Some
    programs have intentional learning outcomes and are structured to promote student leadership and
    development. Others provide opportunities for involvement, contribute to the student experience
    and build community on campus. Co-curricular programs exist within specifc programs, and the
    strategic plans for those programs roll up to become a part of the three-year Academic Plan.
    Co-curricular activities available to students include a variety of programs in leadership, intercollegiate
    and recreational athletics, peer education and mentoring, and social advocacy and support. Many
    clubs and other programs enrich students’ lives and prepare them for a healthy, active and participatory
    Student clubs (with the exception of recreation clubs) operate under the governance and sponsorship
    of the Simon Fraser Student Society, not Simon Fraser University.
    Work-Integrated Learning—Co-operative Education
    Co-operative Education (Co-op) forms a part of the larger Work-Integrated Learning unit within
    Student Services. Participating in Co-op enhances student academic, personal and professional
    development by alternating periods of academic study with periods of work in felds related to a
    student’s academic discipline.
    Co-op placements allow students to develop skills, acquire new knowledge, explore academic and
    career options, and network with potential employers while completing their degrees. Students
    also accrue the direct economic beneft of paid work to offset the cost of study. In turn, employers
    beneft from access to an enthusiastic and educated temporary workforce who may bring new ideas
    and energy from the academy to the workplace. Finally, the University gains students who return
    to their studies bringing new experience, perspective and information from the world beyond the
    Co-op work terms are related to the student’s feld of study and area of career interest. While co-op
    coursework carries “additive” and not academic credit (i.e., they are not included in the calculation
    of a student’s GPA and do not count toward the completion of graduation requirements), completed
    work terms count towards a “co-op” certifcate or degree designation. Work terms are recorded
    on a student’s transcript as Pass, Fail or Withdrawal. Successful completion of a co-op work term is
    awarded three additive University credits.
    At SFU, a co-op work term generally consists of full-time, paid work experience, typically 35-40
    hours weekly for 13-16 weeks. Because of SFU’s trimester system, academic programs are rarely
    structured around the characteristic progression of a sequenced cohort. As a result, work terms may
    more easily be extended over two consecutive semesters, providing students up to eight months of
    continuous employment and a deeper connection with their workplace and the learning environment
    it offers.
    In most programs the completion of three co-op work terms during an academic program qualifes
    for a Co-op certifcate, with successful completion of four work terms earning a Co-op designation
    on the degree and a minimum of one year’s professional, related work experience prior to graduation.
    Employer evaluations remain part of a student’s confdential records in the Co-operative Education
    Program and are retained for a minimum of one year following graduation. Frequent communication

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    between the Co-op program and the student reinforces learning outcomes and strengthens the
    partnership between the University, the program and the employer.
    SFU also offers an International Co-op option. Students have the opportunity to expand their career
    horizons while gaining international and intercultural work experience, improving foreign language
    skills, and experiencing invaluable personal growth and competitive advantage in a global economy.
    In the past 12 years, SFU students have worked in over 950 international placements.
    SFU’s co-operative education programs are accredited with the Canadian Association for Co-
    operative Education (CAFCE).
    Work-Integrated Learning—Career Services
    Career Services at Simon Fraser University is, with Co-op Education and Volunteer Services, a part
    of SFU’s comprehensive Work Integrated Learning unit. In the past year, close to 2500 students took
    advantage of one-to-one appointments with both professional Career Advisors and volunteer Career
    Peer Educators. For 2010/11, the number of Career Peer Educators trained has increased by almost
    50%, dramatically impacting the service options available to students.
    As research has confrmed a connection between early career education and increased student
    persistence, Career Services also partners with the Faculties and departments to develop targeted
    programming to reach students earlier in their university careers. Career Services programming is
    based on contemporary career development theory, most notably Happenstance Theory and The
    Chaos Theory of Careers.
    SFU’s “Symplicity” job posting system presented over 600 unique (non Co-op) job postings in 2010,
    and over 100 employers, graduate schools and professional schools attended the annual Career Days
    event to meet with thousands of potential student employees. Career Services also hosts numerous
    employer and school information events throughout the year.
    Student employment by SFU
    Being employed and able to earn an income allows many students to attend university, and the
    opportunity to try out options for a future career is a driving concern for most. SFU also offers
    students early opportunities to explore the working world and earn income through participating in
    its temporary labour pool. In the years 2007 – 2010, the proportion of temporary job placements at
    SFU flled by students through Personnel Action Requisitions (PARS) rose from 40% to almost 50%.
    Although many positions require basic skills and knowledge, others engage students’ higher-level skills
    and interests as they assist faculty and administrators, often by carrying out research that otherwise
    would be difficult to undertake. For example, students often collect data on operational practices
    working under the broad supervision of SFU’s Sustainability Advisory Committee.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Figure 2.10: Student temporary employment by Personnel Action Requisitions (PARs) processed
    Total PARs related
    to student jobs
    Total PARs processed Percentage of PARs related
    to student jobs
    2010** 472
    * calculated from March 12, 2000
    **calculated January to October 2010
    Work Study is another major opportunity for placements that provide experience and income to SFU
    students. The Work Study program is intended to supplement funding for Simon Fraser students with
    demonstrated fnancial need and is not restricted to BC residents, or to those receiving funding from
    StudentAid BC.
    In 2009/10:
    Of the $475,280 in salary (includes benefts) paid to SFU undergraduate students in 2008/09,
    $73,351 was awarded to international undergraduate students in fee schedule A (entered SFU
    in Fall 2003 or later) whose work study funding was paid by the international bursary fund
    budget. These international undergraduate students are included in the chart below. As re-
    awareness about the program has grown, there was an increase in graduate students applying
    and accepting work-study placements. Graduate students tend to utilize other sources of
    funding to support their education such as fellowships and TAships which are not available to
    The currently hourly wage is $10.25 (plus approximately 12% in lieu of benefts and
    vacation—totals approximately $11.50 per hour).
    Until August 2002 the Work Study program was part of the BC Student Assistance Program,
    limiting the program to those BC residents who were receiving maximum government
    student assistance. In Fall 2003 the government program was discontinued and Simon Fraser
    University has since funded the Work Study program.
    Figure 2.11: Growth in SFU-funded work study for undergraduate students
    Number of awards Total $ awarded Total $ disbursed
    179 Report to the Senate Policy Committee on Scholarships, Awards and Bursaries
    2008/09: www.sfu.ca/Senate/
    180 A Work-Study student is assigned either 90 or 140 hours per semester; all must be at least 60% research-based.
    Students can be found doing research in faculty labs, preparing research reports for various departments at SFU,
    working for student radio CJSF on a communications-related issue, etc. Numbers include expenditures for the Students
    Aiding Students program until August 2005.

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    Figure 2.11a: Growth in SFU-funded work study for graduate students
    Number of awards Total $ awarded Total $ disbursed
    Residence Life
    For most students, their arrival at SFU corresponds with a time of other major and related life
    transitions, from living at home to living independently, from study in a secondary school atmosphere
    with commensurate expectations to work at the university level. Each of these transitions calls on new
    and greater levels of personal responsibility. Residence Life offers programs and services that support
    a student’s emotional, physical and social development by establishing communities of students
    grounded in a common sense of responsibility, purpose, integrity, respect and openness.
    Athletics and Recreation
    The Athletics and Recreation department provides opportunities for students, alumni and the
    community at large to enrich their intellectual pursuits by participating in social and physical activities
    that challenge them to get active, be active and stay active.
    The department adheres to SFU’s values and commitments and encourages intellectual and academic
    freedom; celebrates discovery, diversity, and dialogue; and strives to produce good citizens for a global
    community. Believing that resourcefulness is a result of balance, learning and service, varsity athletes
    are encouraged to contribute through mandated community service.
    Simon Fraser University is, frst and foremost, an academic institution and strongly encourages its
    athletes to balance their participation in competitive sports with sustained academic performance.
    An Academics First office provides student athletes with access to tutors, academic counseling and
    workshops. As a result, half of SFU’s “Clan” teams have team GPAs above 3.0.
    SFU’s athletes demonstrate conclusively that academic and athletic performance are profoundly
    compatible, with varsity teams earning 72 national championships in 11 sports, most won in US
    leagues in which SFU was the only Canadian competitor. Between 1996 and 2004, when many
    teams moved to the Canadian Interuniversity Sports league, SFU was awarded six Sears cups
    for the

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    best all-around athletic program. Clan athletes and former athletes have won 10 Olympic medals.
    In 2010, SFU teams had over 350 varsity athletes in nine men’s and ten women’s teams.
    SFU students who do not participate in intercollegiate athletics have many other recreational
    opportunities to live an active, healthy lifestyle while at SFU. SFU’s Gym and Fitness Centre is open
    seven days a week and provides access to a full range of recreational facilities and programs that
    promote and enhance lifelong healthy living. These include:
    • exercise machines, free and fxed weights and ftness classes;
    • swimming and diving pools and aquatics programs;
    • recreational and competitive intramural leagues (e.g., badminton, ultimate Frisbee);
    • instructional programs and lessons (e.g., yoga, martial arts, kayaking, dance);
    • recreational and competitive sports clubs (e.g., lacrosse, hockey, rowing); as well as
    • recreational activities at the Surrey and Vancouver campuses.
    Athletics and Recreation now hosts 16 club teams, 24 intramural teams and 45 recreational programs,
    with over 13,000 SFU students, staff, alumni and members of the UniverCity community holding
    active memberships. SFU’s Fitness Centre hosted 132,000 individual visits in 2010. Athletics and
    Recreation also hosts over 5,200 summer camp participants annually, an activity that supports families,
    establishes healthy habits for growing children, and employs a number of SFU students throughout
    the summer months.
    Health, Safety and Security
    Health and Counselling Services
    Health and Counselling Services takes a holistic and innovative approach to health care that
    incorporates mind-body wellness and encompasses emotional, physical, psychological, social and
    environmental aspects of life. A broad range of health-related services are provided, including access
    to physicians and nurses, referrals to external health providers, medical labs, and other health-related
    resources. Travel clinics are available for students planning travel outside Canada for feld schools,
    international exchanges, personal growth, and research semesters. Short-term access to psychiatric
    and psychological support and testing on a clinical basis also is available.
    Campus Security
    Campus Security is responsible for the safety of persons and property on SFU’s three campuses, a task
    it performs by practicing proactive strategies to reduce risk, preparing incident response strategies
    and conducting post-incident investigations. In addition to its patrol activities, Security initiatives
    include the Safe Walk program, campus speed watch and access control operations (mechanical and
    electronic). Security also participates in campus events and works collaboratively with other campus
    departments and off campus agencies. In Fall 2010, Security operations that previously operated semi-
    independently at each SFU campus were integrated into a single administrative body.
    Campus Security operations are continuously supervised by experienced security professionals
    employed by the University. Supervisors oversee certifed contract security officers who conduct

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    campus patrols and other routine duties. Security staff are required to participate in ongoing training
    to ensure all members are knowledgeable, current and professional and that their training exceeds
    the minimum levels required by law. Under BC’s Security Services
    officer engaged in
    a security role must take basic security training and be licensed by the government as a Security
    Worker. In addition to the Security Services Act, Campus Security operates under the authority of
    the University Act and various SFU policies and procedures.
    The Criminal Code of Canada limits the powers of arrest for citizens and defnes who qualifes as
    a “peace officer.” Except for a few institutions where campus security officers are sworn as Special
    Constables under their province’s Police Act, campus security officers operate analogously to
    corporate security and have the powers of citizen’s arrest. They cannot carry batons, pepper spray or
    other “weapons,” and their powers of arrest are limited to instances where they directly observe the
    committing of a crime. Under BC’s Trespass Act,
    Security staff acting as agents of the University
    can issue notices of trespass and evict persons who are conducting unauthorized and unwanted
    activities on SFU property.
    There is no Canadian equivalent to the US Clery Act, and campus security operations carry no
    federal or provincial requirement to report publicly on campus crime statistics. Nonetheless, SFU’s
    Campus Security collects, analyzes and issues regular reports for the Burnaby campus that, although
    self-defned, cover essentially the same kinds of incidents reported under the Clery Act.
    Every incident reported to and acted upon by Security on the Burnaby campus is documented in
    a Security Incident Report. Reporting for the Surrey and Vancouver campuses was brought into
    conformity with Burnaby practice when Security operations at those campuses were integrated with
    Burnaby in November 2010. Crime statistics are discussed with members of the community through
    student orientation sessions, Residence safety sessions, Residence and student staff training sessions
    and new employee orientations.
    Campus Security staff also are the initial responders to campus emergencies and are responsible for the
    initial assessment of all incidents. Campus Security has incident-specifc safe operating procedures, is
    responsible for setting-up the initial incident command, making decisions on the need for additional
    internal and external resources, and coordinating the request of resources. If the Campus Security
    Incident Commander determines that the incident is beyond Campus Security’s ability to manage,
    the Incident Commander has the authority to activate SFU’s Emergency Operations Centre (EOC)
    and begin the EOC staff call-out.
    Campus Security has a role in carrying out the following SFU policies:
    • AD 1-3 Traffic and Parking Regulations
    • AD 1-4 Control of Keys and Access Cards
    • AD 1-12 Selling, Serving and Advertising Liquor
    • GP 4 Unscheduled Cancellations of Classes
    • GP 16 Non-Smoking Policy
    • GP 22 Fire Safety

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    • GP 25 Response to Violence and Threatening Behaviour
    • GP 31 Emergency Management
    • GP 39 Working Alone or in Isolation
    • S10.01 Code of Academic Integrity and Good Conduct
    Environmental Health and Safety
    SFU fosters a safe working, research and study environment by instilling a comprehensive safety
    culture shaped by a coherent body of safety-related policies and programs that support and inform a
    participatory approach to identifying, reporting and addressing safety hazar
    Health and Safety Department (EHS)
    provides programs and services in support of safe work
    practices and regulatory compliance.
    Compliance works best when the reasons behind safety-related rules, regulations and programs are
    well understood. To that end EHS makes a point of being accessible and responsive to departments,
    providing regulatory updates, guiding compliance, facilitating the meeting of regulatory reporting
    requirements, providing general safety training and coordinating collaborative EHS initiatives. EHS
    also reviews regulatory proposals and requirements, manages relationships with regulatory agencies,
    and oversees compliance at SFU.
    The EHS Management System is composed of policies and programs that build legislative and
    regulatory compliance, minimize loss, train employees, coordinate contractor activities, and monitor
    and review program effectiveness. Responsibility is assigned to line management to comply with
    University and legislative requirements, and emphasizes the need to create an environment conducive
    to collaboration in addressing environmental health and safety issues. EHS prepares an annual report
    that documents safety-related activities.
    To assist departments with practicing the Safety Management System, EHS has developed a
    Departmental Safety Program Outline
    that can be customized to the needs of individual
    departments and safety committees.
    Hazardous materials management
    Hazardous waste disposal is regulated federally through Environment Canada, provincially through the
    Ministry of the Environment, and locally through the Greater Vancouver Regional District’s Sewer-
    Use Bylaw. It is SFU’s policy to comply with all legislation to protect the environment.
    By regulation, hazardous materials cannot be disposed of down the drain, must be properly labeled
    and packaged in suitable containers, and those who handle, use or dispose of them must know
    how to do so properly. Federal regulations outline general policies and procedures for safe disposal
    of hazardous or toxic materials, and EHS has developed internal policies to ensure that chemicals,
    biohazardous, radioactive and other toxic materials are safely managed.
    EHS’ Hazardous Materials Management Program sets four objectives directed at ensuring that:

    chapter 2 • section IV • student support resources (DRAFT 3.3)
    • all University faculty, staff and students working with hazardous materials do so safely
    and that their health is protected;
    • applicable legislation is complied with;
    • the University’s requirements for procuring, handling, storing, transporting and disposing of
    hazardous materials are successfully communicated; and
    • faculty, staff and students who must handle hazardous materials on campus receive proper
    training for doing so.
    EHS has a role in carrying out the following policies:
    • GP 13 Ergonomics
    • GP 17 University Occupational Health and Safety
    • GP 21 Disposal of Broken Glass and Sharps
    • GP 22 Fire Procedures
    • GP 25 Response to Violence and Threatening Behaviour
    • GP 31 Emergency Management
    • GP 39 Working Alone or in Isolation
    • R 20.02 Bio-Safety
    • R 20.04 Radiological Safety
    • R 20.05 Non-Ionizing Radiation Safety
    189 Refer to
    for examples of procedures, reports and training manuals relating to the management of
    hazardous materials.

    chapter 2 • section V • library resources (DRAFT 3.3)
    Chapter 2, Standard 2.E
    Library and Information Resources
    SFU’s Library provides access to Library and information resources with an appropriate level of
    currency, depth and breadth to support members of the SFU community in their academic activities,
    wherever offered and however delivered. Performance in these areas is reported annually in the
    Library’s Annual Report. Identifed indicators align with the University’s mission and core themes
    and underscore the Library’s role in SFU’s academic culture.
    The SFU Library is guided by its commitment to equal access. While this commitment has been in
    place for decades, the opening of libraries at the Vancouver (Belzberg Library) and Surrey (Fraser
    Valley Real Estate Board Academic Library) campuses, and the increasing number of distance
    education students, have resulted in the Library adopting specifc policies and practices to carry it out.
    Maintaining this commitment has required ongoing consultation and planning, particularly with
    regard to the resource needs of students and faculty using distance education programs and those
    at the Vancouver and Surrey campuses. Library representatives meet each semester with distance
    education coordinators to review resources and materials and discuss access issues. Staff who work at
    the Vancouver and Surrey campuses are fully integrated with the Library’s administrative and planning
    structure and sit, for example, on internal Library committees such as the Library Council and the
    Library Planning Committee.
    Figure 2.12: Library subscriptions
    2006-2010, 1% change in print subscriptions, 34% change in digital subscriptions
    More importantly, the Library’s commitment to equal access has signifcantly affected how Library
    resources are acquired and access is provided. The SFU Library guides its allocations of resources
    and capacity based on student (and, increasingly, faculty and staff) preference for electronic over
    print resources. Most current undergraduate students were born in the computer age, educated in
    the Internet age, and are most comfortable seeking and fnding material electronically, a preference
    mirrored in changes to how Library collections are used. In the past ten years, SFU’s Library
    has invested more of its collections budget in electronic resources that can be made available to
    students and faculty with Internet access anytime and from anywhere. For example, over the period
    2006 – 2010, the number of print subscriptions grew by only 1%, while the number of electronic
    subscriptions has increased by 34%.

    chapter 2 • section V • library resources (DRAFT 3.3)
    Figure 2.13: Library loaned equipment, individual use
    2006-2010, 41% increase
    To stay ahead of the curve in the rapidly changing information environment, the Library actively
    pursues avenues for staff development. Professional development sessions are regularly held in-house,
    and Library staff are supported to attend professional development conferences, workshops and
    courses. Library staff are also active publishers and presenters. In 2010, 22 staff published articles or
    presented at conferences.
    Library Planning
    The Library’s core planning document is its Three-Year Plan.
    The Plan is developed in the context
    of the University’s vision and is strongly aligned with the University’s core themes: teaching and
    learning, research, student success and experience, and community and citizenship.
    Three-Year Plans are developed in consultation with and through the Senate Library Committee,
    Liaison Librarians, department Library Representatives and Faculty representatives on Library
    committees. Planning includes selected members of the University administration and Library staff
    and is carried out through a series of meetings and workshops. Student input and opinions are
    gathered via an online survey.
    Quantitative data also are considered, including indicators of collection, service and program use.
    Data tracks online and in-person use and is collected for all three libraries. Finally, the Three-Year
    Plan considers current and emerging trends affecting academic libraries as, for example, trends in
    scholarly communications and open source software. When complete, the Library Three-Year Plan is
    shared broadly with the University community through presentations and via the Library website.
    The most recent Three-Year Plan covers the period 2007-2010. Upon his arrival on in September
    2010, the new Dean of Library Services initiated a strategic planning process beginning with an
    environmental scan. The environmental scan included: (1) a Library staff survey; (2) preparation of
    Library Division head reports outlining current issues and future needs; (3) two Library Planning
    Committee retreats; (4) stakeholder consultations with faculty, deans and graduate students. In May
    2011, the Library Council met in a professionally facilitated retreat that resulted in a fve-year vision
    and high-impact strategic planning objectives. This document was shared with Library at an all-staff
    meeting in June and was published shortly thereafter in the form of a Three-Year plan for 2011-2014.

    chapter 2 • section V • library resources (DRAFT 3.3)
    While the Three-Year Plan is SFU Library’s core planning document, the Library carries out
    continuous and ad hoc planning. Ad hoc planning initiatives generally are time limited, involve
    faculty, students and Library staff, and consider quantitative indicators in the planning and decision-
    making process. Recent ad hoc initiatives include planning an expansion of programs and services
    offered through the Student Learning Commons while managing a contraction in the Library’s
    collection budget.
    Ongoing planning initiatives include those that ensure day-to-day operations meet current needs.
    For instance, the Library Planning Committee meets twice monthly to discuss budget priorities,
    contact with external organizations, priorities for services and projects requiring signifcant budget or
    personnel resources, and coordinating cross-divisional or inter-campus Library initiatives.
    In keeping with best practice, SFU conducts an External Review of the Library every six years. The
    review is performed by an External Review Committee, normally comprised of three librarians
    from universities of similar size and one SFU faculty member. The Library submits extensive
    documentation to the Committee, including a Self-Study that outlines current issues and future
    challenges. An External Review Committee conducted a site visit and delivered a report to the Vice
    President, Research (VPR) in spring 2011. The overall tenor of the report was positive. Both the
    Report and the Library’s response to the eleven recommendations were reviewed by the VPR and
    forwarded to Senate in summer 2011.
    Using the SFU Library
    SFU Library provides instruction and support to a wide range of individuals and groups to inform
    them how to use the Library and its resources effectively and efficiently. While the primary focus is
    on use by students and faculty, the Library also supports administrators, staff and other community
    Figure 2.14: Library classes/instruction student attendance
    2006-2010, 34% increase
    SFU undergraduate and graduate students can access instruction and support programs and services
    online or in-person through the Library and the Student Learning Commons. In-person sessions
    are available at all three campuses, while online tutorials are available 24 hours a day, 7 days a week
    191 Should links to the final Report and Response be provided here, following Senate?

    chapter 2 • section V • library resources (DRAFT 3.3)
    through the Library’s website
    . The number of students beneftting from classes and workshops
    offered by the Library grew by 34% from 2006–2010.
    The Student Learning Commons (SLC) was established in 2005 and today operates on all three
    Its mandate is to support SFU students in their academic pursuits, with emphases on
    writing and learning support. Over the past few years, the SLC has been asked to participate in a
    number of University partnerships and integrated programs, including the Academic Enhancement
    Program (AEP) with Computing Science and the large-scale Back on Track (BOT) program with
    Student Services. The latter has had notable success in improving the academic performance and
    retention of students who would otherwise be required to withdraw
    A list of other in-person and online programs and services can be found on the Library’s website. In
    many cases, students can register online for these. Some of the most popular past workshops have
    included On Your Way to an A, Top Ten Things to Know About University Writing, Creating an
    Effective Study Schedule, and Exam Strategies. Workshops specifc to graduate students have included
    Publish, Don’t Perish and the Grad Salon, a writing and discussion series.
    SFU librarians are increasingly asked by faculty to provide in-class presentations on Library resources
    and services. For these, librarians customize the presentation and material so students get information
    directly relevant to their course. Information and help sheets for both graduate and undergraduate
    students cover a range of topics and are available online and in print.
    SFU faculty can access instruction and support from the Library in several ways. Liaison Librarians
    are the primary point of contact for faculty and will assist them to access Library information,
    programs and services for themselves or their classes. Through the Library website, faculty can access
    information regarding the collection, teaching support and other faculty-related services.
    The Library also is actively involved in discussions and new initiatives in scholarly communication and
    academic publishing. In February 2010 the Library created an Open Access Fund to subsidize author
    charges for faculty who chose to publish articles in open access journals produced by publishers such
    as BMC, PLoS and Hindawi.
    The Library has been a leader in the Public Knowledge Project, bringing together faculty, librarians
    and graduate students to explore whether and how new technologies can be used to improve the
    professional and public value of scholarly research. The Library has been a leading “node” in the
    Synergies project, a not-for-proft platform for the publication and dissemination of research results
    in the social sciences and humanities. Finally, the Library manages a Scholarly Digitization Fund of
    $50,000/year that annually supports 8 to 12 faculty-led projects to digitize collections of research
    materials housed in the Library or elsewhere.
    Although there are no programs and services specifcally for administrators and staff, as members of
    the SFU community they are welcome to access the programs and services designed for students.
    Over the past decade, SFU has been involved in the development of the UniverCity residential
    community adjacent to the campus. Residents of UniverCity are eligible to use the Burnaby Public
    Library; however, the nearest branch is about eight kilometers away and off the Mountain. As a result,

    chapter 2 • section V • library resources (DRAFT 3.3)
    the SFU Library partners with the Burnaby Public Library to make a small collection of public library
    materials available through the Bennett Library.
    Security of Library Resources
    The Library early recognized the need to authenticate online user identities in order to manage access
    to its resources, and was an early adopter of security protocols for this purpose. In the late 1990s, the
    Library was one of the frst libraries to adopt EZproxy and, in 2004/05, developed security support
    for the provincial entity BC Campus.
    Today, the Library is partnering with SFU’s IT Services on a national trial of Shibboleth, a standards-
    based open source software package. Shibboleth permits a single web sign-on and allows sites to
    make informed authorization decisions controlling individual access to protected online resources in
    a way that preserves privacy across or within organizational boundaries. Shibboleth will allow users
    to move seamlessly among federated library resources. Security of electronic resources, particularly
    the identifcation of users, is of utmost importance to the Library and is critical to maintaining
    relationships with vendors.
    In the broadest context, SFU Library’s policies support the University’s mission and core themes,
    particularly teaching and learning, research, and student success and experience. At a high level, the
    intended outcomes of SFU Library policies are to provide equitable access to the Library’s resources,
    to maintain a respectful Library environment, and to protect the Library’s resources and assets.
    Figure 2.15: Library digital and audiovisual collections
    In 2011 the SFU Library is as much a virtual Library as a physical one. The policies that govern
    the virtual Library ensure that the Library’s resources are secure while remaining easily accessible to
    those authorized to use them. Importantly, the policies also ensure that the agreements with vendors,
    particularly with regard to user access, are respected. The Library’s policies in this regard are also in
    keeping with SFU’s policies governing information and communications technology.
    The security of the Library’s electronic resources is governed by a set of complementary policies: a
    University-wide policy on Fair Use of Information and Communications Technolo
    policies, including the Public Computer Policy
    and Guidelines on the Use of Library Computer
    Equipment and Software by Library Staff.

    chapter 2 • section V • library resources (DRAFT 3.3)
    The security of the print and special collections is also of ongoing concern to the Library. SFU has
    had for many years an alarm system to prevent people from leaving the Library with materials that
    have not been checked out. The Library’s Special Collections and Rare Books are subject to special
    provisions governing the use of its materials and its space: The Special Collections and Rare Books
    Security Policy.
    The policies that govern the physical Library ensure the highest and best use of both the space and
    the collection. They recognize that, for many on campus, the Library is their “academic home,” and
    strive to create a welcoming environment that is nonetheless focused on learning and research.

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    Chapter 2, Standard 2.F
    Financial Resources
    Simon Fraser University manages its fnancial resources using sound principles based on government
    legislation, University policy and professional best practices., fnancial reporting and capital planning
    are integrated within the portfolio of the Vice President, Finance and Administration, and all
    University budgets and capital plans are subject to approval by the Board of Governors.
    Public post-secondary institutions in British Columbia now receive roughly half of their total revenue
    from the provincial government in the form of grants from the Ministry of Advanced Eduction
    (AVED). The rest is generated from tuition and student fees, ancillary services, federal grants,
    donations, endowments, investments and research grants. A copy of the Annual Budget for 2011/12
    is appended to this Report.
    The amount of the annual operating grant from the Province is determined primarily by what it
    received the previous year, referred to as “the base.” Government decides whether and by how much
    it will increase funding to institutions to help offset such inflationary pressures as salary increases and
    utility costs. BC institutions have long sought a funding formula that takes account of the impact
    of inflation as measured by the US Higher Education Price Index
    and the cost of salary increases
    caused by “progress through the ranks.”
    In addition to the base, the Province may increase the University’s funding by allocating to it
    additional “program FTEs.”
    Funding rates for undergraduates differ from those for graduate
    students. In fscal 2008/09 the Province funded undergraduate FTEs at approximately $7,200 (general
    growth rate) and graduate FTEs at $20,000. In 2009/10 the University was funded for an additional
    532 undergraduates and 109 graduate students; however, growth funding from the Province for
    undergraduates ceased in 2010/11.
    Information on total government operating grants is contained in an annual Budget Letter from the
    Ministry of Advanced Education. The Letter notes any increase to the grant for new program FTEs
    that the government intends to fund and provides operating grant projections for three years, which is
    intended to permit long term planning.
    199 An undergraduate program FTE is equivalent to a normal annual full-time load. Except for Engineering students, at SFU
    this is 30 credits. Graduate student program FTEs are calculated as (the # of Full time students + the # of part-time
    students) ÷ 3).
    200 2010/11 Budget l etter:

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    Figure 2.16 Provincial funding per FTE
    In 2009/10, General Growth included: Previously Planned Growth, Growth Added and General Growth Adjustment using
    funding rates of $7,200, $9,000 and $1,800 per FTE respectively.
    Source: Ministry of Advanced Education Budget Letters
    Planning for tuition revenues at SFU begins with the institution’s Strategic Enrolment Management
    managed by the Office of the Vice President, Academic. Revenues are projected based on
    expected enrolments and increases to fees. The current rate of tuition fee increases is capped by the
    Province at 2% for 2010/11. Proposed fee increases form a part of the annual operating budget and
    must be approved by the Board of Governors.
    Figure 2.17 Tuition and provincial funding as percentages of total revenues, 2004 - 2010
    Under legislation BC’s publicly funded post-secondary institutions are required to provide a balanced
    operating budget. Budgets are not similarly mandated for non-operating donations, external grants or
    other non-tuition revenue sources; however, SFU has a host of other internal controls and processes
    in place to ensure sound fscal management over these activities.
    Annual targets for fundraising and
    research revenues are incorporated into the budget model to allow the allocation of expense budgets
    to support these activities.
    202 Typical internal controls include accounting practices that monitor spending and ensure revenues and expenses are
    appropriately matched (especially for restricted funds), policies controlling how endowment funds are managed and
    setting spending limits, clarity around proper signing authority.

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    Day-to-Day Operations
    In managing its capital assets (i.e., the totality of its fnancial and physical resources), SFU’s object
    is to safeguard its ability to fulfll its institutional mission. To that purpose it internally restricts a
    portion of its net fnancial assets to fund such future commitments as long-term lease obligations and
    self-insurance liabilities. The University also holds funds for the ongoing development of ancillary
    businesses and for specifc activities funded from various external sources (e.g., multi-year research
    The University supports its programs and services with cash flow generated through two principal
    revenue sources: its provincial operating grant provided in monthly installments in accordance with an
    annual schedule set by government; and student tuition and ancillary fees collected prior to the start
    of each semester.
    Most of its funding flows into the University in two ways: its Provincial operating grant arrives in
    monthly installments, while tuition revenues are collected each semester. Cash flows are managed
    by SFU’s Treasury department, which monitors daily cash receipts and disbursements and performs
    monthly forecasts. A line of credit with SFU’s bank provides operating funds to bridge short-term
    cash flow requirements, and the University also has access to an emergency line of credit through the
    Province. Excess operating funds are invested consistent with guidelines established in the University’s
    Investment Policy.
    SFU maintains a debt rating of Aa1 with a stable outlook as of August 2010.
    Between fscal 2005 and 2009, the operating net assets of the University declined to a defcit of $19.5
    This defcit stemmed from impacts on the market value of operating investments during
    the worldwide decline of fnancial markets in 2009, and from several years in which operating budgets
    were supplemented by drawing down excess reserves. The University has since made a concerted
    effort to return its operating net assets to surplus, leading to a restored surplus of $13.1 million at the
    end of fscal 2009/2010. The University has also changed its budgeting processes to mitigate the risk
    of future impacts to reserves.
    The University budget is developed annually using a process established in policy
    and managed by
    the Budget Office. Budgets are developed in and informed by extensive consultation throughout the
    University community.
    That process begins each summer with forecasting and modeling based on
    planning assumptions for enrolment, government grants and known inflation for costs.
    The Budget Guiding Principles developed in 2009
    are used to inform allocations. They ensure
    the budget model preserves funding for specifc strategic and operational areas; areas with non-
    discretionary costs (e.g., contractual agreements, utilities, and expenses related to specifc grants); and
    areas of strategic importance to the University.
    204 See Page 7 in the 2010-11 Operating Budget and Financial
    Plan: www.sfu.ca/finance/uploads/page/11/2010-11_Budget_
    206 Community Budget Presentation 2010/11 schedule:
    207 Budget guidelines can be found
    at www.sfu.ca/finance/budget/budget_guidelines.

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    A draft budget is prepared and reviewed by the Vice Presidents and presented for information and
    comment to stakeholder groups in open forums that include students, faculty and staff. Feedback is
    incorporated into the budget model. A fnal draft of the operating budget is reviewed by the Vice
    Presidents and forwarded in March to a Board of Governors Budget Workshop prior to its review by
    the whole Board.
    Spending is monitored throughout the year, with signifcant budget variances reported to the Board
    through its Finance and Administration Committee.
    Financial Reporting
    SFU rigorously monitors its fnances using monthly reporting and vairiance analysis through data
    provided from Peoplesoft. The same integrated system is used to manage staff and faculty positions
    and SFU’s student records. The system is confgured to provide the appropriate level of internal
    control while facilitating accurate and timely fnancial reporting.
    A web-based fnancial reporting tool distributed to faculty and departments allows decentralized
    access to fnancial information and enables academic and administrative units to track and monitor
    costs in their departments and projects. The tool is flexible and easy to use and provides real-time
    reporting and “drill down” access to supporting information (e.g., vendor invoices, journal entries
    and payroll information). Training sessions are offered on an ongoing basis and accounting month-
    end is closed fve working days after each calendar month-end.
    As part of BC’s Government Reporting Entity (GRE), SFU is required to issue quarterly fnancial
    reports and forecasts to the Ministry of Advanced Education to be consolidated with government
    fnancial reports. Audited annual fnancial statements are required by government in late May,
    approximately two months following the March 31st fscal year-end.
    Finance also prepares and releases to senior managers a Monthly Financial Review that highlights
    key fscal data and transactions over the past month. Monthly reports are distributed to SFU’s Vice
    Presidents, Deans and other senior and fnancial administrators to ensure they have access to a current
    and comprehensive overview of the University’s fnancial status.
    Capital Finances
    Budgets for capital projects are established at the time the project is approved. Funding comes from
    various sources, including provincial or federal governments and private donations. The University
    also incurs debt to fund portions of some capital projects. Debt issuance is carefully controlled and
    requires Provincial approval.
    In June 2003, SFU issued a 40-year bond to generate funds for key capital projects for which other
    funding could not be acquired. Projects included the construction of new student residences and
    academic buildings. The bond was issued for a total of $150 million at an interest rate of 5.613%.
    Interest is paid to bondholders semi-annually. The bonds are neither obligations of, nor guaranteed
    by, the Province of BC. Financing is provided through annual charges to the Ancillary and Operating

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    Funds and includes interest payments and a provision for sinking funds. The bond is scheduled to be
    retired in 2043.
    Capital projects funded in whole or in part by the bond include:
    • $ 6.4M, Refnanced existing residence debenture debt at a lower rate;
    • $ 0.8M, Refnanced existing parking lot debenture debt at a lower rate;
    • $ 2.5M, Fully fnanced energy efficiency projects;
    • $39.9M, Fully fnanced the construction of three new residence towers and a residence
    dining hall;
    • $ 5.6M, Fully fnanced an upgrade of Hamilton Hall Residence building;
    • $11.6M, Financed approximately 73% of a gym expansion and new ftness centre;
    • $11.9M, Financed approximately 60% of the new Segal Graduate School for Business
    • $26.4M, Financed 75% of the new Saywell Hall building;
    • $ 1.5M, Financed almost 6% of the TASC1 building;
    • $45.2M, Financed 63% of the TASC2 building.
    All capital projects funded in whole or in part by the bond issue are located on the Burnaby campus
    except for the Segal Graduate School of Business located on the Vancouver campus.
    Ancillary Services
    The University’s policy on budget objectiv
    es requires that ancillary operations must be operated
    to cover their own direct and indirect operating costs. The University manages the budgeting and
    fnancial reporting of its ancillaries through separate funds. Revenues are generated to cover operating
    expenses and debt service payments and to provide the reinvestment necessary to ensure long-term
    fnancial viability of those operations.
    SFU’s ancillary services units provide goods and services to the University community and support
    the University’s mission and core themes. They are:
    • SFU Bookstores are located at each of SFU’s three campuses in Burnaby, Vancouver and
    Surrey. The Bookstore includes a Tech Shop that sells personal computers and supplies to
    the SFU community.
    • Residence and Housing accommodates over 1,800 students, with an additional 14 hotel
    rooms available for casual use. Several Residence buildings generate summer revenue by
    providing accommodation that supports meeting and conference business, summer camps
    and other events or activities.
    • Parking Services operates all Burnaby campus parking lots and repays debt on the
    Parkade. Parking at the Surrey and Vancouver campuses is managed by external parking
    • Food Services are provided through a contractor at seven locations on the Burnaby campus.
    • Document Solutions provides both digital and traditional printing services.

    chapter 2 • section VI • financial resources (DRAFT 3.3)
    • Meeting, Event and Conference Services (MECS) manages casual and external room
    bookings at SFU’s Vancouver and, to a lesser degree, Burnaby campuses.
    In exceptional circumstances, ancillary operations can be supported by the operating fund. Residence
    and Housing is the only ancillary now receiving operating funds, which offset some of its deferred
    maintenance costs.
    BC’s Auditor General issues a Financial Statement Audit Coverage Plan that outlines which GREs
    will be audited. SFU’s auditor of record is currently the Auditor General; however, government has
    contracted out its audits to a third-party auditing frm, BDO Dunwoody. The University received a
    clean audit opinion for 2009/10.
    SFU’s external fnancial audit takes place within the two months following its fscal year-end. Results
    are submitted to the Audit Committee of the Board of Governors and, thereafter, to the full Board
    at its May meeting. The Management Letter accompanies the audit opinion and identifes minor
    defciencies in management procedures or controls. It is reviewed at each meeting to satisfy the
    Committee that management is making progress on addressing items noted in the Letter.
    Fundraising for SFU is carried out under the leadership of the Vice President, Advancement and
    Alumni Engagement (VPAAE), who receives all Canadian and many international donations. SFU
    has been a registered charity in Canada since 1967. The SFU Foundation also receives gifts to the
    University, although the Foundation Board now serves largely as a volunteer advisory group to the
    SFU is a member of the Canadian Council for the Advancement of Education (CCAE), the Council
    for Advancement and Support of Education (CASE), a US-based organization of institutions
    focusing on post-secondary fundraising, and of IMAGINE Canada, a similar, Canadian organization.
    Individual staff members have CFRE (Certifed Fundraising Executive) accreditation from the
    US-based CFRE International; from the Association of Professional Researchers for Advancement