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MEMORANOUM
ATIENTION
FROM
RE
:
Senate
Jon
Driver
Vice President, Academic and
Provost
DATE
PAGES
S
enate - Accreditation Self
-
Evaluation
Report
(Draft #3)
June 14
,
2011
1/1
S.11-103
vp
aca
d
@~f
\l
.ca
\\'W\\!.i f
u.
ca
/
vpacatiem
i
c
Draft #3
of Simon
Fraser University
'
s Self-Evaluation
Report for the
Cfl
st Commission on Colleges
and
Uni
versi
ti
es (NWCCU)
is being made
available
to
Senate
for its
J\(
IY
4, 2011
meeting. The
contents
of
the report are
as
follows:
\,
J
Chapter
1 - defines
SFU's
mission
,
core
themes
,
and
the
criteria
by
which
the
assessments
in
Chapter 4
will
be
carried out.
Chapte
r
2
- responds
to appro
x
imately
80 standards on SFU's
resources
and capacity
.
I
t exp
l
ains
in
some detail
the
Canadian and
British
Columbia contexts
for
an American audience
.
Subheadings are taken from the NWCCU's
Standards.
Chapter 3
- describes
SFU
'
s major institutional planning processes.
Chapter
4 -
covers
the assessment
of SFU
'
s
four
core
themes
.
Chapter 5 -
includes
our conclusions about our performance
in fu
l
fi
ll
ing SFU
'
s
mission
and allows us to
introduce
"
core
theme
5
"
(
"
Institutional
Strength
"
)
from
the
University Planning Framework in
discussing
the University
'
s abi
lity
to
adapt and sustain
itself
.
This
is an opportunity for you
to
comment on
the
substance of the
report.
Please concentrate on
the
content
,
including
possible omissions, contradictions and
the like.
All data and electronic
links
wil
l
be
checked
before
the
submission is
made
.
The
time
line leading
to
the
submission cont
inu
es to be tight and we ask
that
you provide
us
with your
comments
by no
later than July
8
,
2011
.
Comments
ar
e
to
be submitted
to
accred
i
t@sfu
.
ca
and should
reference
chapter/page/paragraph
number
and
heading/subheading
.
This draft
of
the re
p
ort is to
be made
available,
for
comment,
to
the
Uni
v
ersity community on
June
27
l
h
on
the
http://www
.
sfu
.
ca/vpacademic
/
accreditat
i
on
.
html
)
.
It
is also
to
be
distributed
to
the Board
of Governors
for
it
s
July
21
'
1
meeting.
c
:
G
.
Nicholls
KC Be
ll
L
ynda
Erickso
n
S
IM
O
N fRA
SE
R
UN
I
VE
R
S
ITY
T
H
I
NK
I
N
G
OF THE
WORLD
Self Evaluation Report
August 2011
SIMON FRASER UNIVERSITY •
1
draft
Self Evaluation Report
Simon Fraser University
August 2011
2
• SIMON FRASER UNIVERSITY
draft
SIMON FRASER UNIVERSITY •
3
draft
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
13
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
115
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
..........149
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
CONTINUED
4
• SIMON FRASER UNIVERSITY
draft
Self Evaluation Report Contents
(continued)
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..........................................................................................
...215
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
Conclusion
Appendices
SIMON FRASER UNIVERSITY •
5
draft
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
Chancellor
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)
6
• SIMON FRASER UNIVERSITY
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SIMON FRASER UNIVERSITY •
7
draft
Self Evaluation Report
Institutional
Overview
Two pages maximum
8
• SIMON FRASER UNIVERSITY
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SIMON FRASER UNIVERSITY •
9
draft
Self Evaluation Report
Preface
a) Brief update on institutional changes since the institution’s last report
b) Response to topics previously requested by the Commission (i.e., Addenda)
10
• SIMON FRASER UNIVERSITY
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SIMON FRASER UNIVERSITY •
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draft
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
fulfllment.
12
• SIMON FRASER UNIVERSITY
draft
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
SIMON FRASER UNIVERSITY •
13
draft
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)
14
• SIMON FRASER UNIVERSITY
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Chapter 1, Standard 1.A
Mission
Simon Fraser University Mission Statement (2010)
1
SFU’s mission is to advance knowledge through teaching, research, and engagement with the
community.
Simon Fraser University Values and Commitments (2000)
2
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
society.
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,
3
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.
SIMON FRASER UNIVERSITY •
15
chapter 1 • section I • mission (DRAFT 3.3)
draft
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
3.
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)
16
• SIMON FRASER UNIVERSITY
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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
defnitive.
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.
SIMON FRASER UNIVERSITY •
17
chapter 1 • section II • core themes (DRAFT 3.3)
draft
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)
18
• SIMON FRASER UNIVERSITY
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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.
SIMON FRASER UNIVERSITY •
19
chapter 1 • section II • core themes (DRAFT 3.3)
draft
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.
4
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)
20
• SIMON FRASER UNIVERSITY
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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
SIMON FRASER UNIVERSITY •
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chapter 1 • section II • core themes (DRAFT 3.3)
draft
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)
22
• SIMON FRASER UNIVERSITY
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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
years
• 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.
SIMON FRASER UNIVERSITY •
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chapter 1 • section II • core themes (DRAFT 3.3)
draft
Core Theme
Research
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
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• 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.
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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.
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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
refnement.
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.
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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
completion.
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.
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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.
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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.
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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
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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.
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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.
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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
website
• 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
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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
responsibilities.
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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
32,000.
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
programs.
burnaby campus
interdisciplinary
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.
experiential
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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.
international
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
www.sfu.ca
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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.
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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..........................................................................................
..103
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
Fundraising....................................................................................................113
Finance Policies .............................................................................................114
Standard 2.G: Physical and Technological Infrastructur.......................................e
115
Physical Infrastructure ....................................................................................115
Technological Infrastructure...........................................................................119
An overview of Simon Fraser University’s Vancouver campus....................................... 124
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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
governance.
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
discipline.
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
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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
Commitments.
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.
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Chapter 2, Standard 2.A
Governance
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
environment.
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
degrees.
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.
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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
approval.
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
Year
First place Second place Third place Fourth place
2010
X
2009
X
2008
X (tie)
2007
X
2006
X
2005
X (tie)
2004
X
2003
X
2002
X
2001
X
2000
X
1999
X (tie)
1998
X
1997
X
1996
X
1995
X
1994
X
1993
X
1992
X
SIMON FRASER UNIVERSITY •
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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.
1
British Columbia
In British Columbia, the University Act
2
and the Degree Authorization Act
3
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.
4
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
institutions.
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
(BCCAT).
5
oncampus.macleans.ca/education/2010/11/10/our-20th-annual-university-rankings
www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96468_01
www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_02024_01
www.aved.gov.bc.ca/degree-authorization/documents/exempt_status.pdf
5 Transfer credit is discussed in the Student Resources section.
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Institutes are organized according to career, vocational and technical specialties, covering a variety of
occupations. They may offer credentials from certifcates to degrees.
6
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
.
7
Representation of the views of faculty, students and staff on SFU’s Board is provided for in The
Act.
8
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.
Funding
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.
www.aved.gov.bc.ca/institutions/welcome.htm
www.sfu.ca/policies/gazette/board/B10-10.html
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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
9
.
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%).
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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”).
10
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
www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96384_01
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minister with reports and any other information that the minister considers necessary to carry out the
minister’s responsibilities in relation to the university
11
.”
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.
12
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
accounts.
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
13
.
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.
www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96468_01#section49
www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_00023_01
www.aved.gov.bc.ca/framework/accountability_plans.htm
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Students are represented on both the Board of Governors and the Senate, and on their several
committees.
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
14
.The
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
members.
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,
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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
15
as well as on the Board’s website
16
.
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
relevance.
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
17
be.
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
18
.
www.sfu.ca/policies/gazette/board/B10-02.html
www.sfu.ca/bog.html
www.sfu.ca/policies/gazette/board/B10-01.html
www.sfu.ca/policies.html
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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
appropriately.
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).
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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
19
and SFSS
20
websites.
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
21
.
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,
22
which sets the terms and conditions for
performance reviews and salary advancement. The Board’s Employee Relations and Compensation
www.sfugradsociety.ca/News/News.html
www.sfss.ca
www.sfu.ca/policies/gazette/board/B10-06.html
www.sfu.ca/policies/gazette/board/B10-08.html
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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.
23
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
President
1965
Vice President, Academic
1968
Associate Vice President, Academic
1972
Vice President, Advancement and Alumni Engagement
1981
Vice President, Finance and Administration
1984
Vice President, Research
1985
Associate Vice President, Finance and Administration
1999
Vice President, Legal Affairs
2006
Vice President, External Relations
2003
Associate Vice President, Students
2005
Associate Vice President, Research
2007
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/
gazette/academic.html
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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
Faculty;
• 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.
24
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
25
.
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.
26
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
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• SIMON FRASER UNIVERSITY
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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
27
vand
e
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
28
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
Association
29
and in the Faculty Code of Ethics.
30
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
www.sfu.ca/pres/administration.html.
www.sfu.ca/pres/vandc.html
www.sfufa.ca/index.php?option=com_content&task=category§ionid=4&id=14&Itemid=27
www.sfu.ca/policies/gazette/academic/a30-01.html
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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.
31
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);
32
International Activities (GP
23);
33
Intellectual Property (R 30.03);
34
and Integrity in Research and Misconduct in Research (R
60.01).
35
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
beyond.
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.
36
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.
www.sfufa.ca/index.php?option=com_content&task=category§ionid=4&id=14&Itemid=27
www.sfu.ca/policies/gazette/academic/a11-05.html
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www.sfu.ca/policies/gazette/research/r30-03.html
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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
Rights,
37
Access to Information and Protection of Privacy
38
and Radiological Safety
39
.
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
40
Comments
.
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
www.sfu.ca/policies/gazette/general/gp18.html
www.sfu.ca/policies/gazette/information/I10-04.html
www.sfu.ca/policies/gazette/research/r20-04.html
www.sfu.ca/policies/draft.html
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policies on copyright
41
and patents.
42
These have since been superseded by a broader policy on
intellectual property.
43
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
44
.”
Canada’s Copyright Act
45
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
right.
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
activity.
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
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• SIMON FRASER UNIVERSITY
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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
46
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,
47
Fair Use of Information and Communications Technology
48
,
the Code of Faculty Ethics,
49
Conflict of Interest,
50
Internal Audit,
51
Purchasing
52
and Board
Guidelines,
53
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
54
defnes
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
55
.All
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
56
.
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
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www.sfu.ca/policies/gazette/general/gp37.html
www.sfu.ca/policies/gazette/administrative/ad3-10.html
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www.sfu.ca/policies/gazette/board/B10-10.html
www.sfu.ca/policies/gazette/student.html
students.sfu.ca
www.sfu.ca/humanrights.html
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British Columbia
57
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
Rights.
58
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
59
t.
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
60
and Disability
Accommodation,
61
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
62
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
63
ies.
www.bchrt.gov.bc.ca
www.sfu.ca/policies/gazette/general/gp18.html
www.sfu.ca/humanrights.html
www.sfu.ca/policies/gazette/general/gp19.html
www.sfu.ca/policies/gazette/general/gp40.html
www.sfu.ca/policies/gazette/general/gp19.html
63
Statistics needed
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• SIMON FRASER UNIVERSITY
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Ombudsperson
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
64
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.
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Other SFU policies and agreements address conflicts of interest more narrowly. These include
conflicts of interest for members of the Board of Governor
65
s,for
managing requests for
information,
66
for managing investments
67
and in research.
68
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
69
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),
70
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
instruction.
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
Science.
www.sfu.ca/content/sfu/policies/gazette/board/B10-01.html
www.sfu.ca/content/sfu/policies/gazette/information/I10-06.html
www.sfu.ca/content/sfu/policies/gazette/administrative/ad3-15.html
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69
link to copy of International Student Recruitment Agency Agreemen
t
www.fraseric.ca
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• SIMON FRASER UNIVERSITY
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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.
Communications
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,
71
Strategic Research Plans,
72
the
President’s Agenda
73
and University Budgets.
74
Many of these documents are also available at more
granular levels on various Faculty and departmental websites.
www.sfu.ca/vpacademic/academic_planning/academic_plans/current_three_yearplans.html
www.sfu.ca/vpresearch/message.html
www.sfu.ca/pres/president/agenda1011.html
www.lidc.sfu.ca/finance/budget
SIMON FRASER UNIVERSITY •
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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.
75
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.
76
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
77
.IRP
participates in the College Board’s
Common Data Set, with SFU’s submission posted for public revie
78
w.
For SFU students, SFU’s most important document is its academic Calendar (usually referred to in
the USA as a “catalogue”).
79
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
80
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
Viewbook
81
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
www.sfu.ca/bog
Governors, www.sfu.ca/senate
for Senate
www.webometrics.info/details.asp?univ=sfu.ca
www.sfu.ca/irp
www.sfu.ca/irp/cdataset.html
students.sfu.ca/calendar
www.sfu.ca/cstudies
students.sfu.ca/prospectiveundergrads.html
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• SIMON FRASER UNIVERSITY
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interest.
82
PAMR also provides training to faculty and staff who have occasion to interact with media
with workshops on how to do so
83
.
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
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.
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
85
,and
periodic updates on progress are
published to the community in SFU News.
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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
policy.
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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.
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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
website.
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Faculty job openings are posted on websites for the Vice President, Academic and
Academic Relations
89
and are advertised nationally and internationally. Positions covered under the
collective agreement with the TSSU are posted on the TSSU website
90
.
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
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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
students.
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
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.
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
SFU.
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.
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The senior administrative staff that includes
the President, VPs, AVPs and Deans comprise the seventh group.
Faculty
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.
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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
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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
Agreement
94
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
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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
teaching.
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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
96
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
programs.
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
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,
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
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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
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A.Faculty
can
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.
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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
Agreement
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and the University’s AD10 policies.
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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.
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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).
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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
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accurate, and provide a basis for salary recommendations.
104
Excluded staff are covered under a similar
policy.
105
Members of the senior executive consistently undergo performance evaluations on an annual basis
as set out in policy
106
.
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
107
.
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
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.
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.
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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
policies.
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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
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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.
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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
evaluations.
CUPE shares in the governance of the University through formal representation on numerous joint
and advisory committees.
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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
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.
Polyparty
Polyparty bargains collectively on behalf of over 100 tradespeople belonging to eight unions with
small memberships at SFU
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.
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.
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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
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legislation and University policy
116
.
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.
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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
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• SIMON FRASER UNIVERSITY
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doctoral, 77 Master’s and 10 graduate diploma or certifcate programs at the graduate le
117
vel.SFU
enrolls more than 32,000 students a year
118
and awarded over 4,200 Bachelor’s degrees, 900 Master’s
degrees and 130 Doctorate degrees in 2009/10.
119
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
Bachelor
242
242
245
269
280
297
311
314
317
Diploma
15
15
15
14
17
17
18
19
18
Certifcate
25
27
27
28
28
29
33
34
37
Doctoral
25
25
27
34
35
35
36
36
36
Master’s
44
45
46
69
73
72
75
77
77
Graduate diploma
2
2
4
6
7
7
7
7
7
Graduate certifcate
0
0
0
1
1
1
1
2
3
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
117
students.sfu.ca/calendar
118 See IRP “Fingertips Statistics”:
www.sfu.ca/irp
119
www.sfu.ca/irp/Students/documents/ST33.pdf
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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.
120
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.
121
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.
122
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.
123
Figure 2.7: Credentials conferred by year
Awarded
2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10
Bachelor
2981
2861
3172
3389
3852
4129
4309
4161
4441
4292
Diploma
473
259
284
185
60
55
72
50
50
65
Certifcate
498
522
580
587
502
496
485
432
419
365
Doctoral
80
79
82
75
85
95
104
128
131
133
Master’s
486
543
594
681
650
589
768
662
858
906
Graduate
diplomas
27
69
392
388
359
204
147
148
133
121
Graduate
certifcate
2
2
2
2
PDP
503
506
490
475
516
523
537
609
574
558
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:
www.sfu.ca/dean-gradstudies/facstaff/newprograms/#new
121
See the results from the Chairs’ survey Appendix ??.
122
www.sfu.ca/content/sfu/vpacademic/avpa/external_reviews.html
123 See
www.sfu.ca/Senate/SenateComms/SCUP/SCUP-ExReview.html
for Senate Guidelines on External Reviews of
Academic Units.
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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.
124
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.
125
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
course.
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).
126
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
127
ay.Two
programs
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”.
128
Some course instructors and some SFU programs with external accreditation
have developed learning outcome protocols. The implementation of SFU’s new online curriculum
124
www.gradeinflation.com/sweet162010.html
125
www.sfu.ca/content/sfu/policies/gazette/teaching/t20-01.html
126
www.aved.gov.bc.ca/degree-authorization
127
www.sfu.ca/senate/papers/S.09-118.pdf
128
www.cicic.ca/docs/cmec/QA-Statement-2007.en.pdf
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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.
129
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
130
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.
131
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
129
www.sfu.ca/content/dam/sfu/vpacademic/files/vp_academic_docs/pdfs/VPA3yr_AcadPlan2010.pdf
130
www.sfu.ca/content/sfu/vpacademic/committees_taskforces/Ad_Hoc_Committees/tftl.html
131 Jennifer McRae and Deanna Rogers, “A Summary Report: Exploring Experiential Education.” The Report is available at
www.fenv.sfu.ca/wp-content/uploads/2010/10/experiential-learning-in-fenv-report-oct-2010.pdf.
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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.
132
”
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).
133
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.
134
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
https://docushare.sfu.ca/dsweb/
View/Collection-15594
133 For full details of the Breadth
requirements: www.sfu.ca/ugcr/for_students/wqb_requirements.html
134 For criteria and definitions:
www.sfu.ca/ugcr/for_faculty/wqb_criteria_and_definitions.html
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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
135
ses.
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
136
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
education.
137
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
136
learningcommons.sfu.ca
137
www.sfu.ca/irp/Students/documents/ST41.pdf
chapter 2 • section III • education resources (DRAFT 3.3)
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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.
138
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
138
students.sfu.ca/calendar
SIMON FRASER UNIVERSITY •
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chapter 2 • section III • education resources (DRAFT 3.3)
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and students need prior approval from their program committee before taking a course at another
institution.
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
139
.The
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.
140
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.
141
The
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
139
www.sfu.ca/Senate/SenateComms/SGSC
140
www.sfu.ca/vpacademic/academic_planning/academic_plans/current_three_yearplans.html
141
www.sfu.ca/Senate/SenateComms/SCCS
chapter 2 • section III • education resources (DRAFT 3.3)
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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.
142
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)
143
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)
144
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
145
.
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
146
.”
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,
147
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
142
www.sfu.ca/senate/papers/S.10-132.pdf
143
code.sfu.ca
144
www.sfu.ca/cstudies/lang/elc
145
www.sfu.ca/seniors
146
www.sfu.ca/community/about_committee.htm
147
www.sfu.ca/cstudies/mpprog/about.php
SIMON FRASER UNIVERSITY •
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chapter 2 • section III • education resources (DRAFT 3.3)
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are accredited by professional groups, qualify as professional development and continuing education
credits, or can lead to professional designations.
148
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.
149
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
150
.”
148 For a list of the organizations and associations that offer continuing education credits to their members for Continuing
Studies courses:
www.sfu.ca/cstudies/nccredits.htm
149
www.sfu.ca/dialogue/study+practice/programs+courses.html
150
www.sfu.ca/dialogue/study+practice/people.html
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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
151
,
and applicants are able to contact an admissions advisor
directly via email to “Ask SFU.
152
”
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
Calendar,
153
in the University’s recruiting materials (print and electronic “Viewbooks” for domestic
and international applicants), and on the Admissions website
154
.The
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
151
students.sfu.ca/admission.html
152
mycusthelp.ca/SFU
153
students.sfu.ca/calendar
154
students.sfu.ca/admission.html
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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.
155
The BCCAT website offers an
interesting outline of the history of transfer credit management in BC starting in 1958.
156
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
institutions.
157
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.
158
Undergraduate admissions targets at SFU are set by the Senate Committee on Enrolment
Management and Planning (SCEMP)
159
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).
160
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-
155
www.bccat.bc.ca
156
www.bccat.bc.ca/sitemap
157
www.bccat.bc.ca
158
www.sfu.ca/irp/Students/visa_report
159
www.sfu.ca/Senate/SenateComms/SCEMP
160 SCEMP’s role is discussed in greater detail in Chapter 3.
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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
students.
161
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.
162
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.
163
Students with citizenship other than Canadian,
but who hold permanent resident status in Canada, are considered to be domestic rather than
international.
Transfer Credit
With over 30% of SFU’s admissions coming through institutional transfer
164
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.
162
www.bcbudget.gov.bc.ca/2004/highlights/bgt2004_highlights.htm#highereduc
163
www.sfu.ca/irp/Students/visa_report
164
www.sfu.ca/irp/enrolment/EnrolmentDashboard
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credits now grounded in well-established province-wide articulation committees that meet, discipline
by discipline, to address transfer credit issues.
165
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,
166
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
167
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
166
www.bctransferguide.ca/resources/links
167
students.sfu.ca/international
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Orientation
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
SFU.
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
campus.
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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.
168
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.
Fees
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
169
A
.
government mandated cap of 2% on annual tuition increases has been in place in BC since 2005/06.
168
students.sfu.ca/degreeprogress.html
169
students.sfu.ca/fees.html
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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).
170
Merit-based institutional graduate scholarships, awards, and fellowships are administered through
Dean of Graduate Studies office.
171
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),
172
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
sources.
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.
173
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
174
.
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
170
students.sfu.ca/financialaid.html
171
www.sfu.ca/dean-gradstudies
172
www.sfu.ca/senate/SenateComms/SPCSAB
173
www.aved.gov.bc.ca/studentaidbc/schoolofficials/documents/policy_manual_09_10.pdf
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)
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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
175
,
in the relevant section of the SFU Calendar
176
, 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
Canada
177
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.
175
students.sfu.ca/financialaid.html
176
students.sfu.ca/calendar
177
www.canlearn.ca
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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
future.
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
“classroom.”
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
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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).
178
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.
178
www.cafce.ca/program_directory/151
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Figure 2.10: Student temporary employment by Personnel Action Requisitions (PARs) processed
Year
Total PARs related
to student jobs
Total PARs processed Percentage of PARs related
to student jobs
2007*
566
1336
42.40%
2008
634
1444
43.90%
2009
681
1367
49.80%
2010** 472
960
49.20%
* 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
undergraduates.
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.
179
Figure 2.11: Growth in SFU-funded work study for undergraduate students
180
Year
Number of awards Total $ awarded Total $ disbursed
09/10
420
641,700
475,280
08/09
333
519,455
412,533
07/08
409
589,200
447,087
06/07
525
714,000
526,331
05/06
507
687,800
536,678
04/05
541
734,400
607,721
179 Report to the Senate Policy Committee on Scholarships, Awards and Bursaries
2008/09: www.sfu.ca/Senate/
SenateComms/SPCSAB
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.
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03/04
573
760,200
633,425
02/03
427
510,800
431,640
01/02
363
417,900
329,208
Figure 2.11a: Growth in SFU-funded work study for graduate students
Year
Number of awards Total $ awarded Total $ disbursed
09/10
60
91,425
70,970
08/09
35
54,050
46,053
07/08
39
55,755
48,696
06/07
32
42,300
33,327
05/06
24
30,100
24,345
04/05
38
41,200
34,227
03/04
40
51,000
45,528
02/03
11
13,900
11,717
01/02
5
7,000
5,362
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
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for the
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best all-around athletic program. Clan athletes and former athletes have won 10 Olympic medals.
182
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
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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
183
Actevery
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,
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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.
185
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
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www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_07030_01
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www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96462_01
185
www.sfu.ca/security/patrol_operations/incident_statistics_2008.html
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• 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
186
ds.The
Environmental
Health and Safety Department (EHS)
187
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
188
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:
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187
www.sfu.ca/ehs.html
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• 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.
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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
www.sfu.ca/ehs.html
for examples of procedures, reports and training manuals relating to the management of
hazardous materials.
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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%.
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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.
190
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.
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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.
191
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
members.
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?
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through the Library’s website
192
. 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
campuses.
193
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,
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www.lib.sfu.ca
193
learningcommons.sfu.ca
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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
194
gyand
Library
policies, including the Public Computer Policy
195
,
and Guidelines on the Use of Library Computer
Equipment and Software by Library Staff.
196
194
www.sfu.ca/content/sfu/policies/gazette/general/gp24.html
195
www.lib.sfu.ca/about/policies/public-computers
196
www.lib.sfu.ca/about/policies
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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.
197
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.
197
www.lib.sfu.ca/special-collections/security
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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.
Budgeting
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
198
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.”
199
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.
200
198
en.wikipedia.org/wiki/Higher_Education_Price_Index
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:
www.aved.gov.bc.ca/budget/10_11/SFU.pdf
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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
Plan,
201
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.
202
Annual targets for fundraising and
research revenues are incorporated into the budget model to allow the allocation of expense budgets
to support these activities.
201
www.sfu.ca/irp/enrolment
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.
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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
grants).
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.
203
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
million.
204
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
205
and managed by
the Budget Office. Budgets are developed in and informed by extensive consultation throughout the
University community.
206
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
207
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.
203
www.sfu.ca/content/sfu/policies/gazette/board/B10-09.html
204 See Page 7 in the 2010-11 Operating Budget and Financial
Plan: www.sfu.ca/finance/uploads/page/11/2010-11_Budget_
APPROVED_Mar_25_10.pdf
205
www.sfu.ca/uploads/page/16/2010-11_Budget_Guidelines_0910-1213_Updated_Nov_13_20091.pdf
206 Community Budget Presentation 2010/11 schedule:
www.sfu.ca/uploads/page/05/2010-11_Consultations_v11A_Public.
pdf
207 Budget guidelines can be found
at www.sfu.ca/finance/budget/budget_guidelines.
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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
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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
building;
• $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
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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
vendors.
• Food Services are provided through a contractor at seven locations on the Burnaby campus.
• Document Solutions provides both digital and traditional printing services.
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• 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.
Audits
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.
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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
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
University.
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
(APRA); from the US-based Association of Fundraising Professionals (AFP); and from the Canadian
Association of Gift Planners (CAGP).
VPAAE staff are well acquainted with Canada Revenue Agency and US Internal Revenue Service
regulations, and ensure that all donations and tax-receipts adhere to both laws and recommendations.
External audits to ensure compliance with Canadian GAAP and US OMB Circular A-133 are
performed annually. Staff members are familiar with, and adhere to, the Association of Fundraising
Professional’s Donor’s Bill of Rights and Ethical Fundraising guide for nonproft boards and
fundraisers.
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Friends of SFU, a Washington 501(C) 3 organization established in 1974, receives donations from
US organizations and individuals who wish to receive a US tax receipt for their gifts. The stated
purpose of Friends of SFU is to support “academic activities and scientifc research at Simon Fraser
University.” Both SFU and Friends of SFU are listed as organizations eligible to receive charitable
donations in IRS Publication 78.
University Advancement complies with systems and requirements set by Finance for departmental
budgeting and in the proper designation of gifts and the correct application of Canada Revenue
Agency rules and guidelines for gift receipting. Advancement liaises regularly with Finance regarding
bank reconciliations, new account setups and correct procedures for account management and
oversight. It reports annually to Finance on tax-receipted donations, gifts in kind, and gifts to SFU’s
US foundation. As they form a part of the University’s comprehensive fnancial records, the fnancial
records of the VPAAE’s office are subject to annual audits by the Province.
Finance Policies
The following Board-approved policies govern the management of fnancial resources; all are available
on the University’s Policy Gazette:
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AD 3.01 Petty Cash
AD 3.02 Travel and Business Expenses
AD 3.03 Direct Acquisition of Goods and Services
AD 3.05 Credit and Collection
AD 3.11 Employee ⁄ Independent Contractor Policy
AD 3.12 Supplementary Course Fees
AD 3.14 Indemnity Approval Policy
GP 20 Endowment Management Policy
B 10.05 Budget Policy Objectives
B 10.09 Investment Governance Policy
B 10.11 Signing Authorizations Policy
AD 11.01 Purchasing Policy
AD 11.10 Reporting And Disposal of Surplus Equipment And Material
AD 11.13 Purchase or Lease of Land
AD 11.21 Ethical Procurement
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Chapter 2, Standard 2.G
Physical and Technological Infrastructure
Physical Infrastructure
Physical facilities at SFU are accessible, safe, secure, and sufficient in quantity and quality to ensure the
healthy learning and working environments that support SFU’s mission, programs and services.
SFU has three campuses, one in each of BC’s three largest municipalities, all located within the
Greater Vancouver Regional District. Together, the Burnaby, Vancouver and Surrey campuses
contain approximately 24,000sm (258,336sf) of classroom space, 15,000sm (161,459sf) of teaching
laboratories, and 33,000sm (355,209sf) of research laboratories.
SFU’s original campus in Burnaby combines striking architecture with a panoramic view of BC’s
Lower Mainland. In 2007, the Burnaby campus was awarded the Prix du XXe siècle by the Royal
Architectural Institute of Canada for architectural excellence.
The Burnaby campus opened in 1965 with over 405 hectares (1,000 acres) of land donated by the
City of Burnaby. In 1996, over 320 hectares was returned by SFU to Burnaby in exchange for
saleable property elsewhere and for development rights within the remaining campus. The University,
acting through the SFU Community Trust, has since used a portion of its remaining lands to create
UniverCity, an award-winning model of sustainable urban development.
The downtown Vancouver campus offered its frst courses in rented office space in 1980 and has since
grown to become the “academic heart of Vancouver.
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”
Success led in 1989 to the expansion of its
initial “storefront” operations into leased space at the Harbour Centre building. SFU’s Vancouver
campus has since grown to four buildings located within blocks of each other, plus a leased visual arts
studio facility nearby. Three of SFU’s four downtown buildings carry “heritage” status.
Space at the Morris J. Wosk Centre for Dialogue (2000), the Segal School of Graduate Studies
building (2007) and the Goldcorp Centre for the Arts (2010) is owned by SFU. The Harbour Centre
facility is leased until 2017, at which time it will need renewal or a suitable alternate space identifed.
Since 1989, SFU has committed approximately $150 million to developing and improving the
Vancouver campus.
The Vancouver campus now serves over 70,000 people annually, and the recent move of the School
for the Contemporary Arts from Burnaby to Vancouver’s Goldcorp Centre for the Arts downtown is
expected to signifcantly increase SFU’s already considerable outreach and impact in Vancouver.
The Surrey campus was established in 2002 and now has 29,060sm (312,800sf) of space located in
one of Canada’s biggest and fastest growing cities. The building, designed by acclaimed architect
Bing Thom, has won numerous national and international awards. SFU owns the interior space that
comprises the Surrey campus. The balance of the building complex is owned by a third party and
managed by a professional management company. SFU leases additional space at Surrey to house its
Mechatronics Laboratory and the Surrey City Library classrooms.
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Campus Planning and Facilities Management
Planning the development of the University’s physical growth and maintaining and renewing its
various lands and buildings is the responsibility of the departments of Facilities Development and
Facilities Operations, both of which report to SFU’s Chief Facilities Officer and University Architect.
Day-to-day management of campus operations and maintenance is the task of Facilities Operations.
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Facilities’ mission is:
to effectively and efficiently provide stewardship of buildings and lands to support the faculty,
staff, and students in pursuit of excellence in their individual and institutional, academic
teaching, research, and community objectives.
The Facilities unit reports to the Vice President Finance and Administration and incorporates and
coordinates the work of three units, Development, Operations and Administration. Given their
different operating requirements, Facilities’ responsibilities vary from campus to campus, with activity
preponderantly focused on the Burnaby campus.
Facilities is charged with campus planning, managing real estate and property, developing new
buildings, maintaining, operating and renovating buildings and utility systems, overseeing the
landscaping of grounds, keeping an inventory of space and operational systems, and supporting
sustainability initiatives.
Staffed by over 150 University employees, with assistance from approximately 140 external contract
employees, Facilities provides general maintenance and operational services on a fee or cost recovery
basis to student residences, food services and other auxiliary units. In all, Facilities services more than
432,000sm of built space and 156 hectares of land. Staff employed or supervised by Facilities include
skilled technicians and tradespeople, custodians, groundskeepers, mechanics, electricians, carpenters,
operating engineers, maintenance professionals, clerical assistants, engineers, architects, technologists,
managers, administrators and others.
Vancouver campus and Surrey campus have managers who supervise building maintenance on-site
and oversee the external contractors who perform some maintenance duties. The Vancouver and
Surrey campuses each have a small Facilities office that works directly with the campus’ Executive
Director; to maintain operational continuity the Vancouver and Surrey managers report to the Chief
Facilities Officer at Burnaby campus on Facilities-related matters.
Maintenance
Annual funding for operational maintenance comes from a combination of base operating budget and
revenues recovered for services provided to clients. Funding in 2010/11 amounted to approximately
$22.2 million, or approximately 6.1% of the SFU’s operating budget. This represented the lowest
percentage reported among the Canadian Association of University Business Officers (CAUBO).
Approximately $6.3 million was for utilities, with another $3.2 million for custodial maintenance.
SFU’s average cost of maintenance is $65/sm.
At Burnaby, maintenance and operational services for some entities is provided on a fee or cost
recovery basis. These include revenue-producing ancillaries such as the student residences, food
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services and bookstore; space occupied by the two student societies and several businesses sub-leasing
space from the Simon Fraser Student Society also pay a fee for maintenance services.
The Province also provides targeted funding as an Annual Capital Allowance (ACA) for cyclical
maintenance, renovations and upgrades to buildings (e.g., replacement roofng, piping and
equipment). ACA funding was originally assessed at $6.6 million to SFU in 2008/09, but was reduced
to $4.5 million midway through fscal 2009/10. It was drastically reduced to $501,031 in fscal
2010/11. Of this amount, $200,000 has been allocated to environmental requirements, and $301,031
has been allocated to the central heating plant rehabilitation. As a result of these steep reductions,
some required maintenance and upkeep are being deferred, with SFU self-funding some essential
maintenance from its operating funds.
An ongoing challenge in funding and constructing new buildings is the absence of funding from
the Province for key student and public space. The BC University Space Man
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ualused
to establish
standards for how space is confgured in new projects recognizes “common use and student activity
space” as a category. In practice, however, government only partially funds many buildings and
typically restricts funding to space used for direct instructional or research purposes. As a result,
universities must fnd creative ways to provide public space within the space allotted for “circulation.”
This circumstance accounts for why so much student study and leisure space at SFU is located within
its major corridors and atria. Other common areas and student activity spaces used for purposes such
as student government and clubs, lounges and recreation are funded by students through fees levied
to a capital fund. SFU presently has approximately 9290sm (100,000sf) of “student activity” space
making up 3% of the total net area of the campus.
Canadian post-secondary institutions carry substantial inventories of deferred maintenance, and
funding to support the renovation or replacement of public buildings constructed during the
boom of the 60s and 70s is urgently needed. The industry “rule of thumb” for annual maintenance
requirements is 2% of the current replacement value of the building. This is the amount that should
be budgeted for building maintenance. For SFU, this would require a maintenance budget of $40
million annually, approximately twice the size of SFU’s current maintenance budget.
Deferred maintenance is a signifcant issue for the Burnaby Mountain campus. With the original
structures and utility systems now approaching 50 years in operation, the total amount of deferred
maintenance is approximately $717 million, with a replacement value of $1.957 billion. A commonly
used method for measuring deferred maintenance is the Facility Condition Index (FCI). This
measure indicates the deferred maintenance and capital renewal requirements compared to the current
replacement value. SFU’s most recent data show 11 buildings with an FCI above 50%:
• Shrum Science Building P
• Shrum Science Building B
• Academic Quadrangle
• Strand Hall
• Facilities Services
• University Theatre
• Shrum Science Building K
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Space here is defined as “internal” space and does not include open air spaces
such as SFU’s Convocation Mall.
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• Education Building
• Robert C. Brown Hall
• Childcare Centre 2
• Bee Research Building
SFU is currently working with VFA Canada Corporation to implement software that will strategically
manage capital assets and identify critical maintenance needs across what has become a large
institution with various and complex operating requirements. SFU will be one of the frst universities
in BC to complete this assessment.
Capital Planning
A Five-Year Capital Plan covering 2010—2015 was approved by the Board of Governors.
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In
prioritizing the goals and objectives, the Plan directly supports the President’s Agenda, the Academic
Plan and the Strategic Research Plan. Relationships among the Capital Plan and other major
University plans are documented and clarifed in the University Planning Framework.
Nineteen projects with an estimated cumulative value of more than $549,500,000 are proposed
for the period covered under the Plan. Of the 19 proposed projects, frst priority goes to the
rehabilitation of space to accommodate an expanded Data Centre. Under BC law all new
construction and major renovations must now be executed to LEED Gold standard or its equivalent.
Other Burnaby campus priorities include the rehabilitation of Burnaby campus roads, efforts to
upgrade water and sewer services and extend their distribution to new sites. Two major expansion
projects are proposed for Surrey campus to accommodate a surge in demographic growth of
university-aged students in the South Fraser Valley and Surrey areas in the coming decade.
In the last 10 years SFU has carried out $500 million in major capital projects at an average rate of
approximately $50 million/year. Of this total, one third has been self-funded. Property acquisition
and leasing is an ongoing activity as opportunities arise. Approximately $55 million in acquisition
costs have been incurred in the last 10 years and 100 current leases are now managed through
Facilities Services.
Active and Recent Capital Projects
Upgrades to SFU’s Chemistry facilities
As a part of their economic stimulus programs, the federal and provincial governments
invested $49.4 million under the Knowledge Infrastructure Program to renovate the
chemistry building at SFU’s Burnaby campus. Existing labs were restored to address
deferred maintenance problems and to bring the facility up to current disciplinary and
environmental standards. The renewal project was completed in spring 2011 and will further
SFU’s contribution to research and development in key areas of health and life sciences,
environmental science, and information and communication technologies.
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Surrey Podium 2
Podium 2 was acquired with $10 million in funding from the Knowledge Infrastructure
Program (Ministry of Advanced Education [$5.3M] and the federal government [$4.7M]) to
provide additional space for wet labs, classrooms, offices and support activities at the Surrey
campus.
Overview of Equipment at SFU
Equipment at SFU includes computing, research and instructional equipment and is deemed to be
sufficient in quantity and quality to meet the institution’s mission, accomplishment of core theme
objectives, and achievement of goals and intended outcomes.
Facilities is responsible for the initial furnishings in new buildings, which are provided from capital
funds. All other equipment, including the replacement of equipment, is purchased by individual
departments and faculties and funded internally. This decentralized system allows each department
and faculty to monitor its requirements and purchase accordingly.
University policy provides for the disposition of equipment that has been replaced.
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Equipment
purchased using grants obtained by individual faculty members who later leave SFU is addressed in
the A policies.
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In fscal 2010, the net book value of equipment and furnishings was $72,678,000, with the net book
value of computing equipment totaling $15,171,000. All equipment and furnishings are depreciated
over eight years using a straight-line amortization method; all computing equipment is depreciated
over three years using the straight-line method.
Technological Infrastructure
The technological infrastructure at SFU is well-developed, functional, up-to-date, stable and
adequate to support the functions, programs and services delivered by the University. Information
Technology (IT) changes over the last decade have been massive, pervasive and successful, and SFU’s
IT environment continues to evolve in response to the intense demands and needs of the SFU
community and within the context of a complex funding landscape.
IT Service Delivery
SFU has a Chief Information Officer (CIO) for Information Technology, who serves as SFU’s
senior IT executive. The IT Services organization (ITS) is organized as a single, multi-functional
department. The department is comprised of about 130 full-time professional positions and 20 part-
time student employees and is organized into fve functional divisions, each with its own director.
Network Services is responsible for the campus network on all campuses, for University telephone
services, and for the operation of the data centre.
IT Infrastructure (ITI) supplies and operates all central servers and data stores and provides both
system administration and system database support for these systems.
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The Institutional, Collaborative, and Academic Technologies (ICAT) group is responsible for core
institutional systems such as email, authentication, and learning management systems (Blackboard’s
WebCT).
The Enterprise Systems/Project Management Office (ESPM) maintains the Oracle Peoplesoft suite
and non-ERP applications and provides project-management services. The Client and Research
Services (CaRS) group provides desktop support, research support and computer lab support.
Instruction and Support for Technology Use
ITS provides some project-based training, but ongoing training for specifc systems is a functional
responsibility of the various departments. ITS also creates and maintains several web sites containing
tutorial material for major systems.
Campus Networks
Each of SFU’s three campuses operates a converged campus network, with the Burnaby campus
network being the largest and most complex. The three campuses are interconnected by high-speed
links (10 Gb/s) creating the unifed SFU network. In turn, SFU’s network connects to the province-
wide BCNET, and from there into CANARIE (Canada’s research and education network) and the
commodity Internet.
Managed by BCNET and CANARIE, this upgraded Optical Regional Advanced Network provides
universities, hospitals and researchers in BC with access to 10 Gb/s bandwidth over more than 72
optical wavelengths. This new high-speed link provides the telecommunications backbone for many
research and educational initiatives.
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The Burnaby campus maintains a 10Gb/s backbone and makes available 100 Mb/s and 1Gb/s port
connectivity for users. The Surrey and Vancouver campuses have limited 1Gb/s availability, but
universal 100Mb/s availability. The Burnaby campus network currently services over 20,000 ports,
Surrey 3000 and Vancouver another 2000.
Telephone communication systems for Burnaby and Vancouver campuses are currently serviced by
traditional PBX technology, with plans to migrate to Voice-over IP (VoIP) by 2015. The Surrey
campus migrated from a traditional PBX technology to VoIP unifed communications in 2008.
Campus Wireless
Wireless mobility is an important aspect of the IT environment at SFU. The University operates an
SFUNet WiFi service at all campuses. Two SFU wireless services are available (SFUNet and SFUNet-
Secure) as well as Eduroam. SFUNet is the standard SFU wireless network on campus, supporting
802.11a/b/g with no encryption, with a web portal for authentication using a unique SFU ID and
password.
There are currently no on-campus traffic restrictions for SFUNet, which supports all wireless devices.
SFUNet-SECURE is the secure wireless network on campus, supporting 802.11a/b/g protocols
as well as full WPA2/AES encryption. It requires an 802.1x EAP/TTLS client for authentication
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rather than a web portal. AEL 700 access points on all three campuses have recently been upgraded to
802.11a/b/g/n.
Eduroam is an international initiative that allows students, staff and faculty access to wireless services
at cooperating universities without the need to obtain a guest account. This means a user visiting
from another institution can log-in using the same credentials they would at home. Support for
Eduroam is currently available from member institutions in Canada, Asia, Europe and the United
States. An important aspect of SFU campus wireless, which is especially critical for students, staff and
faculty who move from campus to campus, is the consistency of the networks and their availability
regardless of campus location.
Data Centres
SFU’s primary data centre (BDC) is located on the Burnaby campus, with a secondary data centre
on the Surrey campus. The Vancouver campus co-locates any required server and storage technology
with communications equipment. The BDC operates as an ASHRAE Class 1 compliant facility with
full emergency power and HVAC. All network and data centre equipment is monitored and managed
using advanced monitoring and surveillance tools.
Computing Infrastructure
SFU server technology uses blade technology, adopting virtualization to improve efficiency and
resilience in the data centre. SUN technology is used for efficiency and VMware ESX technology
for resilience. SFU data are protected with a robust backup and off-site storage rotation, and major
systems can be restored rapidly should a catastrophic loss occur. Valuable experience was gained in
2010 when the laying of new power lines to the Burnaby campus required a controlled shutdown and
reboot of all IT systems.
Formal disaster recovery planning has just begun and progress is being made in providing hot
redundancy for core services in the Surrey campus data centre.
Computer Labs
SFU has computer labs at all three campuses. The Burnaby campus has seven open labs available for
general use to anyone with a valid SFU computing ID. These are managed by IT Services and feature
standardized equipment with three-year lifecycle equipment replacement, and standardized availability
and operation. The Surrey Campus has two drop-in labs and seven instructional computer labs
available for drop-in use when they are not scheduled for instructional use. The Vancouver campus
has three labs available for general use.
Identity Management
IT Services runs an Identity Management System (Amaint) that automatically provides computing
IDs to each of SFU’s 55,000 faculty, staff and students at the time they are hired or admitted. The
Oracle/PeopleSoft student information and human resource/payroll systems are linked to Amaint
automatically to determine the validity and status of all employee and student computing IDs. Once
these data sources indicate a student or employee has graduated or left, Amaint automatically expires
the SFU computing ID after an appropriate grace period.
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Single Sign-on
LDAP and Active Directory-based shared authentication services are populated automatically with
SFU computing IDs and integrated with the open-source Central Authentication Service (CAS) to
provide a ubiquitous single-sign-on infrastructure. All major technologies and services use single sign-
on, including the Oracle/PeopleSoft-based fnancial and student information systems, Blackboard
learning management system, Zimbra-based email and calendaring system, library systems, campus
labs, wireless access, numerous collaboration systems and departmental business systems.
Email Service
IT Services runs a web-based email system based on Zimbra for all SFU faculty, staff and students and
for functional business purposes. The system contains 55,000 mailboxes, 20,000 email distribution
lists, uses single sign-on, and is automatically provided to all faculty, staff and students while their SFU
computing IDs are active.
Learning Management System
Since 2000, IT Services has operated a learning management system to support all courses offered
at all campuses. Using enrolment data from the student information system, the Blackboard-based
system, WebCT, populates course shells automatically with enroled students upon instructor request
via a web-based request form. The number of unique students using WebCT has quadrupled since
2002.
Administrative Applications
SFU’s PeopleSoft administrative applications (student information, fnance, and HR/payroll) are
managed for the University by the ESPM division of ITS. All technology infrastructure associated
with these applications is located on the Burnaby campus. The SFU/ITS call centre provides user
support to SFU users of these applications with the assistance of the Registrar’s Office and Student
Services.
Planning Input
LAN administrators in Faculties and administrative departments meet regularly with ITS staff to
exchange planning information. Project teams consult widely with affected constituencies as part
of implementation and upgrade projects. Departmental LAN administrators meet roughly monthly
with ITS staff to discuss infrastructure issues of shared interest. Smaller working groups or project
teams are created as necessary, either to develop or to execute plans. For larger application-based
projects, functional and technical staff from relevant units are on the project team or consulted as
necessary. Most major infrastructure upgrades are related to underlying application implementations
or upgrades.
Technology Updates
Development, implementation and review of technology updates and replacement have mainly
been the responsibility of ITS. As part of the annual budgeting process, the CIO requests increases
to recurring funding and funding for one-time projects. Internal planning to update and replace
technology becomes visible in this way at the University-wide level. In summer 2010 the CIO
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implemented a new framework for IT governance that will enable more intentional and transparent
technology planning.
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Downtown campus
“Thanks to a remarkable group of public-spirited and education-minded
individuals, corporations and organizations, we were able to create a downtown
university campus for Vancouver without a dime of public money being used for
capital costs.”
Jack Blaney, vice-president for Simon Fraser University at Harbour Centre
In the 1980s Vancouver was the only North American city of its size without a
permanent university presence downtown. And so the rebuilt and revitalized
1920s Spencer building officially opened as Simon Fraser University’s downtown
campus on May 5, 1989. With the completion in 2010 of a new teaching and
performance facility in a heritage building for its School for the Contemporary
Arts, and with two other previously restored heritage buildings—the Segal
Graduate School of Business and the Wosk Centre for Dialogue—Simon Fraser
University has committed $150 million to the establishment and improvement of
its downtown campus.
vancouver campus
urban
Serving the community
Offering both undergraduate and graduate courses, as well as non-credit courses
for the general public, the Vancouver campus serves more than 70,000 people
each year in its several facilities, including major urban events organized by
external international groups.
Professional graduate degrees are available in business, gerontology,
international studies, liberal studies, public policy, publishing and urban studies,
and a unique program in liberal and business studies offers the opportunity
for undergraduate degree completion to those already in the work force. Other
programs designed for those who want to study in mid-career are SFU NOW and
an Executive MBA, both offered on weekends and in the evenings.
active
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involved
Meeting urban needs
The mandate to serve the needs of the City of Vancouver and its citizens has made the
Vancouver campus a hub of intellectual and cultural activity, with a goal of assessing the
need for advanced recurring, mid-career, and life-long education and responding to the
rapidly changing professional education needs of the urban population.
Making university study available after business hours and on weekends allows
students access to the expertise of career professionals as well as insight into the
workings of a major city and its public policy-making.
With gathering places like the Wosk Centre, the David See-Chai Lam Centre for
International Communication, the library and two art galleries on campus, as well as
the wildly popular Philosopher’s Cafés moderated by faculty, and events throughout the
year, the Vancouver campus is as busy as the downtown core it serves.
Vancouver campus quick facts
Established 1989, current operating budget $8,179,000
70,000 people served annually, approximately 10,000 of whom
are students in credit and non-credit courses
5 major locations, including 3 heritage buildings
6 distinct degree programs, including 5 Master degrees
www.vancouver.sfu.ca
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Self Evaluation Study
Chapter 3
Planning and Implementation
The institution engages in ongoing participatory planning that provides direction
for the institution and leads to fulfllment of its mission, accomplishment
of its core theme objectives, and achievement of the identifed goals or
intended outcomes of its programs and services. The resulting plans reflect
the interdependent nature of its operations, functions, and resources in
achieving intended results. The institution demonstrates that its planning
and implementation processes are sufficiently flexible to address unexpected
circumstances with the potential to impact the institution’s capacity to accomplish
its core theme objectives and fulfll its mission. It demonstrates that its plans
are implemented and influence practice, resource allocation, and application of
institutional capacity.
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Chapter 3 Contents
Standard 3: Institutional Planning
The University Planning Framework (President/Vice Presidents)..........................129
The Strategic Vision and Goals 2011 (President) ..................................................131
The Three Year Academic Plan: 2010-2013 (Vice President, Academic)............... 132
The Five Year Strategic Research Plan: 2010-2015 (Vice President, Research) .....135
The Annual Budget (Vice President, Finance and Administration......................... 138
The Strategic Enrolment Plan (Associate Vice President, Academic)..................... 140
SFU’s Alignment with Ministry Objectives
(Director, Academic Planning and Budgeting)............................................... 141
Emergency Preparedness and Disaster Recovery (Chief Safety Officer)................. 142
Information Technology Business Recovery Plan (Chief Information Officer)...... 143
First Nations University-Wide Strategic Plan
(Vice President, Academic and Director, Office for Aboriginal Peoples)
.........144
An overview of Simon Fraser University’s Surrey campus............................................. 146
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Chapter 3, Standard 3A
Institutional Planning
Simon Fraser University engages in ongoing, purposeful, systematic, integrated and comprehensive
planning intended to achieve its core theme objectives and lead to the fulfllment of its mission.
Major institutional plans are developed, refned and updated on a regular basis, with ancillary or
contributory plans produced and renewed at various intervals as appropriate.
Involvement in the development of major plans is broad and tailored to gather useful and practical
input while also communicating the institution’s larger goals and values to the University’s diverse
communities. Preparations for planning are announced at meetings and via a host of media, among
which are email lists, websites and internal newsletters. Early and penultimate drafts typically are
posted on websites for comment, and comments received are considered in producing subsequent
drafts. Approved plans include detailed information about the process by which they were produced,
and fnal versions of all major plans are posted for public view on the appropriate University websites.
Plans identify goals and, where possible, indicators to monitor institutional progress toward
achieving them. Plans are amended when changing circumstances or growing experience suggest
the implementation would be improved by adjusting a plan’s original goals, strategies or indicators.
Overall, planning and assessments at Simon Fraser University are appropriate in scope and sufficient in
detail to allow the University to conduct its operations and fulfll its mission successfully. Ultimately,
plans identify institutional priorities and guide the allocation of the University’s resources and
capacities, whether the resources are human, fnancial or physical.
SFU’s ongoing, primary planning documents include the:
• Three Year Academic Plan (the current Plan covers 2010-2013);
• Five Year Strategic Research Plan (the current Plan covers 2010-2015); and
• Annual Budget.
Each of these Plans is embedded within SFU’s new University Planning Framework.
The University Planning Framework (President/Vice Presidents)
In 2009, responding to a request from the Board of Governors, SFU’s senior administrators began
the development of a new document that would bring greater clarity and cohesiveness to the
University’s planning processes by providing a single integrated overview of major University plans.
The new University Planning Framework (UPF) became the means by which goals, strategies and
indicators drawn from the growing number of major planning documents could be concisely brought
together and the alignments among them easily reviewed. Where ambiguities and misalignments are
discovered, steps can be taken to recast goals and strategies in ways that make their interrelationships
more clear.
In November 2009, a frst draft of the UPF was presented to the Board; its intended purpose, it was
noted, “is to provide a structure for guiding management decisions, strategically allocating resources,
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and communicating the University’s priorities.” Using the UPF, major plans would be continually
aligned to promote key goals and priorities and, ultimately, to inform the budget process.
1
In its short life, the UPF already has proven very useful as a means to test and to illustrate the
alignments among SFU’s major planning processes and documents, to elevate University-wide goals
and themes, and to defne the high-level strategies required to achieve the University’s core themes
and strategic goals. It does not replace existing plans, but is intended to provide a benchmark against
which to measure progress, a vehicle to manage the overall planning process, a foundation for
resourcing and an aid for decision-making.
Goals, strategies and indicators from the UPF were used by the Core Theme Teams as the basis for
carrying out their frst comprehensive assessment of SFU’s progress in achieving its core theme goals
and fulflling its mission. As a corollary, feedback from the Core Theme Teams has been instrumental
in revising some of those goals and the indicators used to measure their progress.
The UPF represents all of the existing major and ancillary plans, and has placeholders for ancillary
plans yet to be developed. At its heart are the University’s values and commitments, radiating outward
through institutional priorities to the Academic and Strategic Research Plan, on to ancillary plans,
with all circumscribed by the Financial and Governance Models.
Figure 3.1: Planning Wheel at May 18, 2011
1
Link to November 9, 2009 memo to the Board of Governors.
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A number of other major University plans exist and undergo planning, implementation and renewal
processes similar to the ones discussed here. Those included in the University Planning Framework
are the:
• Strategic Enrolment Plan
• Ten Year Capital Plan (2007-2008 to 2016-2017);
• Student Services Plan.
• Library Strategic Plan;
• Faculty Renewal Plan;
• First Nations University-Wide Strategic Plan;
• Enterprise Risk Management Plan;
• Advancement Strategic Plan; and
• Ancillaries Plan.
Other plans reflect and contribute to the goals, strategies and indicators of the major plans and
develop in greater detail and specifcity how larger goals will be achieved in practice. For the
Academic Plan, this role is fulflled by the plans of individual Faculties, themselves informed by
departmental plans and by the Strategic Enrolment Plan. Administrative and operational strategic
plans also cover such diverse business as fundraising, ancillaries and University facilities.
The following sections show in more detail how SFU’s major planning documents are developed, and
how they are used to allocate resources to achieve goals and support strategies they establish.
The Strategic Vision and Goals 2011 (President)
In the last decade a fourth document, the President’s Agenda, was added by the President in
consultation with the Board of Governors. The President’s Agenda set out high-level priorities for the
University, described its desired future and indicated how that future could be achieved. In that sense,
the President’s Agenda served for ten years as both an institutional “vision” and a strategic planning
document that articulated high-level goals to be reflected in and implemented through other plans.
President Andrew Petter was inaugurated in September 2010 and, in February 2011, launched an
extensive community visioning process with two desired outcomes:
• to develop a Strategic Vision statement that would articulate the University’s strengths and
set its direction; and
• to establish a set of Strategic Goals that would express what the University wants and
expects to accomplish over the next fve years in support of its vision.
Input to the development of the Vision and Strategic Goals would be both broad and deep, and
community participation would be solicited through the local, provincial and national media as well
as through multiple channels on SFU’s campuses.
The process, called “enVision > SFU,” was designed to build upon the University’s core commitments
to being student centred, research driven, and community engaged. SFU’s strengths in undergraduate
education, advanced research, graduate studies, and community betterment reflect the University’s
deep commitment to a comprehensive model of university education. In fostering an environment of
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positive and productive interplay amongst these strengths, it is expected that intellectual engagement
and academic enquiry will be energized by motivated undergraduate students who, in turn, will
beneft from their exposure to accomplished scholars, talented graduate student mentors, and
advanced research practices.
enVision > SFU was also intended to foster a culture of collaboration and inclusion, align priorities,
develop widely supported criteria for success, encourage initiative and celebrate achievement. Key
outcomes would be to identify a common ground and discover synergies to help SFU concentrate its
efforts where it can be most successful. The enVision > SFU process is expected to issue in a White
Paper in summer 2011, with approval and adoption of the new strategic vision in fall 2011.
Figure 3.2: Planning from vision/mission to performance-based budget
Also illustrated is how the Ministry of Advanced Education influences the planning process through
levels of grant funding and funded student enrolment.
The Three Year Academic Plan: 2010-2013 (Vice President, Academic)
The University’s frst and foremost tasks are to educate students, to provide continuing opportunities
within its communities to pursue learning over a lifetime, and to contribute new knowledge for the
common good. The Academic Plan, together with the Strategic Research Plan, guides the academic
development and activities at the heart of SFU’s mission.
The Academic Plan offers the President and Vice Presidents a basis on which to allocate resources
and assess performance, and provides a broad, clear yet flexible structure within which academic and
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operational supports can be positioned to achieve the University’s goals. Indeed, the allocation of
most of SFU’s human, fnancial and physical resources is based on objectives set out in the Academic
Plan. Although SFU’s work toward achieving its core theme goals is woven through all of its major
planning documents, these objectives are most fully expressed and delineated in the Academic Plan.
The centrality of the Academic Plan to the University’s success in achieving its core themes and
fulflling its mission requires that its development be both highly transparent and consultative, and
that communications during planning and implementation be widespread and full. Broad consultation
ensures that the strengths offered and challenges faced by individual units are taken into account
during the planning process. It also helps everyone to understand the role their Faculty, department,
school or administrative unit must play in carrying out SFU’s mission and how they can contribute
personally to achieving the Vice President, Academic’s strategic goals.
The Academic Planning Process
SFU’s academic planning horizon is three years, with planning timelines, participants and contents
formally set in the Senate Guidelines for Academic Plans.
2
Guidelines call for each academic unit to
prepare a three-year academic plan of its own, with departments and schools feeding plans to their
Faculty, where they are integrated into a Faculty Plan and, from there, to the University’s Academic
Plan. Only Faculty Plans are submitted to the Vice President, Academic.
Academic planning at SFU begins with identifying key strategic themes and developing guidelines to
direct the next three-year planning cycle. As the most recent cycle coincided with the appointment of
a new Vice President, Academic, an external consultant was retained to begin the process by leading
discussions with 16 focus groups on various questions pertaining to SFU’s academic future. Findings
were used to assist in the development of the Plan and an Academic Vision of what SFU should be
in 2013.
3
As a prelude to the planning exercise, an annual assessment of the University’s success in
meeting the goals set out in the preceding Plan was carried out by the Vice President, Academic and
Deans using data provided by the Office of Institutional Research and Planning.
Planning continued through a sequence of “retreats” lead by the Vice President, Academic working
with the Faculty Deans. Consensus developed around institutional goals and strategies, leading to frst
drafts of the Planning Guidelines and Academic Plan, both prepared by the Vice President, Academic.
Distribution of the draft Vision and Plan was used to initiate the planning process within departments
and Faculties.
Faculty and departmental plans take account of the Academic Vision and respond to goals and
objectives identifed in the larger Plan, but do so with a more granular view commensurate with their
direct involvement in delivering programs and services.
The processes of Faculty and Department planning are often merged and overlap with one another.
Other inputs to the academic planning process include a review of the post-secondary environment
in Canada, the Provincial goals communicated by the Ministry, the results of the external reviews
of academic departments, the Strategic Enrolment Plan, fnancial prospects and the President’s
2
www.sfu.ca/content/dam/sfu/vpacademic/files/vp_academic_docs/pdfs/SENATE_GUIDELINES_Acad_plans_Rev_3.pdf
3 The Academic Vision appears on page 4 of the current Academic
Plan at www.sfu.ca/vpacademic/academic_planning/
academic_plans/current_three_yearplans.html
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Agenda. All Faculty plans, as well as the Plans for the Dean of Graduate Studies, the Dean of Lifelong
Learning and the Associate Vice President, Student Services are posted on the Vice President,
Academic’s website
4
.
Academic plans at all levels are expected to assess achievements against previous plans and state
objectives for the current plan. Programs, research activity, student recruitment and retention, support
issues and the adequacy of resources are addressed. An outline of communications on the planning
process within the unit is included to ensure all members have been informed of the objectives and
content of the plan. This process is replicated at each level of planning. To provide consistency, a
template is provided for units to use in planning. The fnal Academic Plan is presented to the Senate
Committee on University Priorities (SCUP), Senate and the Board of Governors for information.
The current Academic Plan identifes fve themes at the heart of SFU’s academic mission and
activities. Themes for 2010 – 2013 are:
• High quality student experience;
• Teaching and learning in a research university;
• Research intensity;
• The University’s role in the community; and
• Financial sustainability and institutional strength.
Four of these mirror the University’s identifed core themes. The ffth, fnancial sustainability and
institutional strength, speaks to the need to manage the University’s resources in a way that enables
SFU to continue to achieve its mission as expressed through its core themes.
The academic planning process is timed to produce information useful in carrying out the annual
budgeting process. A complete account of the steps leading to the current Academic Plan is included
in the Plan.
5
The Use of Metrics as Indicators in Academic Plans
Annual assessments of progress toward Plan objectives are carried out by the Faculties and forwarded
to the Vice President, Academic, who updates the University’s Academic Plan and submits it to
SCUP for review. Annual assessments are discussed at Deans’ Council
6
and SCUP. These processes are
intended to ensure the plan remains relevant and focused on current demands; where necessary, the
goals and objectives may be amended to better reflect the changing environment.
SFU employs a number of operational indicators and key performance measures to assess and manage
its activities. Data are collected, analyzed and published by the Office of Institutional Research and
Planning, which provides the results of these indicators, as well as a wealth of other institutional data,
on its website.
7
4
www.sfu.ca/vpacademic/academic_planning/academic_plans/current_three_yearplans.html
5
www.sfu.ca/vpacademic/academic_planning/academic_plans/current_three_yearplans.html.
This site also includes
copies of all of the individual Faculty plans contributing to the Plan.
6 The Deans’ Council includes the deans of the eight academic Faculties, Graduate Studies, Lifelong Learning and the
Library.
7
www.sfu.ca/irp
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Until a few years ago, SFU’s assessment processes were primarily qualitative. Considerable work
has been done over the past year by the accreditation Core Theme Teams to refne indicators and,
through a suitable balance of quantitative and qualitative measures, make them provide a clearer index
of meaningful activity. This work continues and will expand throughout the accreditation process
and in future planning documents. More quantitative metrics for each goal have been introduced in
the last two planning cycles, and the search continues for indicators that will help to capture the full
picture of institutional performance.
In recent years, data from student surveys have also been considered in drafting the Academic Plan.
While some survey methodologies are controversial and, because students who respond are self-
selected, biased samples are common, the available data suggest broad student satisfaction with the
quality of classroom teaching at SFU. For instance, in the 2010 CUSC survey, 86% of SFU’s frst-year
students who responded expressed satisfaction with the quality of teaching received at SFU. In 2009,
93% of graduating students who responded were satisfed with the teaching they received at SFU.
The same surveys have consistently indicated a level of student dissatisfaction with a few elements of
the experience at SFU. For example, student access to courses required to complete degree programs
has been a persistent and well-recognized challenge, and action continues to improve timely access to
core courses.
The Five Year Strategic Research Plan: 2010–2015 (Vice President, Research)
Research intensity is a core theme at SFU and drives much of its scholarly activity. Knowledge
generation and knowledge transfer through research are fundamental to SFU’s mission, and the
advancement of excellence in research is one of the University’s defning characteristics and
core theme objectives. Research is a major instructional activity involving close work with both
graduate and undergraduate students in a wide variety of research settings. Because students beneft
signifcantly from direct exposure to, and participating in, research activity, SFU has made it an
explicit goal to engage more undergraduate students in its diverse research activities.
At SFU, research matters.
8
Research is essential to the advancement of knowledge and is a
fundamental part of our mission. As a core theme, research strengthens the success of SFU’s efforts
around its other themes. Multi-disciplinary research collaborations are facilitated through research
centres and institutes, and include many projects carried out jointly with business and industry,
community organizations and agencies in all levels of government.
SFU’s Strategic Research Plan (SRP) guides the University in responding effectively to the changing
environment in research opportunities, and provides a platform for University participation in
collaborative research-related initiatives. The document is also a means for informing and promoting
SFU’s research strengths to government, community partner and funding organizations.
A condensed SRP and summary also is required when working with the Canada Research Chairs
(CRC) program, the Canada Foundation for Innovation (CFI), and any federal granting agency
program that requires an SRP: for example, the Canada Excellence Research Chairs (CERC)
program. The condensed plan is linked to the full SRP and contains an overview of our seven major
8
www.sfu.ca/vpresearch/research+matters.html
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research themes and associated sub-themes, as well as information specifc to the CRC program.
Once a university has fled the condensed SRP and SRP Summary, it may submit nominations for
the Chair positions identifed in the plan.
The Strategic Research Planning Process
The longer lead times characteristic of research planning, funding, executing and reporting, require
that the SRP takes a longer view than the Academic Plan. To that end, the SRP is a fve-year plan.
As with other major planning documents, the development of the SRP is a widely consultative
process that strives to engage all University communities in the identifcation of research strengths and
priority areas. Because interest in the SRP is greatest among active researchers, they tend to be very
active contributors to the planning process.
The 2010-2015 SRP builds on the SRP for 2005-2010. Development of the new Plan began in 2009
with a six-month University-wide consultation lead by the Vice President. All community members
were invited to provide input in writing and via a series of public forums at each campus. The
resulting draft articulated the University’s strengths by amplifying the original fve integrative research
themes and by adding two new ones: Origins and Pedagogy. The critical role of fundamental research
is emphasized in the new Plan.
A draft of the SRP was posted on the Vice President, Research website for a second round of public
consultations. An amended “fnal” draft was posted for a third round of consultations before being
submitted to the President and Vice Presidents. The approved Plan went to SCUP, Senate and the
Board for information.
The 2010-2015 SRP and the condensed CFI/CRC version are posted on the Vice-President,
Research website.
9
Major Objectives of the SRP
The SRP is intended to serve as a road map for establishing the focus, infrastructure, and capability
needed to improve the research performance of the University. The major objectives of the SRP are
to:
• Make the best use of opportunities for discovery and innovation;
• Promote internationally competitive research and scholarship;
• Cultivate excellence through selective investment in emerging areas of research;
• Facilitate collaborations across disciplinary and institutional boundaries;
• Recruit and retain outstanding students, research fellows and faculty;
• Encourage effective communication and dissemination of research results;
• Encourage the most efficient use of our research and scholarship resources;
• Recognize the full value of intellectual property;
• Achieve thematic coherence in the expression of SFU’s research interests;
• Engage all our communities for the beneft of society; and
• Integrate SFU’s research activity with federal and provincial strategies and priorities.
9
www.sfu.ca/vpresearch/message.html
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Strategic Research Themes
The SRP articulates SFU’s strengths within a matrix of themes that integrate research activity
by crossing disciplinary and administrative boundaries. In defning strategic research themes, the
University intends to facilitate and encourage individual initiatives and new collaborations within its
existing structures. This allows SFU to invest its resources efficiently, which gives SFU a distinctive
edge and competitive advantage and helps it to achieve its core theme goals of becoming the most
research-intensive comprehensive university in Canada, and competing more effectively in selected
areas internationally.
10
The SRP also strives to align SFU’s research activity with priority areas for research identifed by the
federal granting agencies. Such an alignment can help maximize the University’s access to federal
funding.
11
Implementation and Assessment
The Vice-President, Research, in collaboration with the Vice-President, Academic and the Faculty
deans, coordinates strategic investment in identifed thematic areas using major granting opportunities
such as those provided by the Canada Foundation for Innovation, Major Collaborative Research
Institutes Grants, Community University Research Alliance Grants, National Centres of Excellence,
CIHR Team Grants, and Genome BC.
Investments may also take the form of strategic faculty positions, seed funding for workshops and
conferences, distinguished scholar visits, research support for undergraduate students, and other
initiatives as opportunities arise. Initiatives that are demonstrably cross-disciplinary receive high
priority.
Periodic evaluations of research outputs are carried out in consultation with Faculty deans using
metrics deemed appropriate to the diverse array of individual and collaborative research activities
and projects undertaken at SFU. Performance assessments are based on publications, conference
proceedings, books, monographs, patents, government and public panel contributions, workshops,
policy papers, artistic and cultural performances, exhibitions, other forms of research, and awards and
distinctions. This task is accomplished by soliciting data from faculty through the Deans’ offices once
a year at the time of sakart review of faculty.
A common reporting framework is used to establish a baseline from which progress in a discipline
can be gauged. Measures of output are obtained through the use of bibliometric analysis tools.
Annual data from Re$earch Infosource and the Canadian Association of University Business Officers
(CAUBO) are used to evaluate SFU’s research performance relative to other Canadian universities,
including measures of research income, publication intensity and publication impact.
Data are also solicited to evaluate the growth of SFU’s internationalization efforts as they pertain to
research.
10 A matrix of the seven strategic research themes and associated perspectives appears on page 5 of the current Strategic
Research Plan. Individual faculty members are expected to locate their research interests within the matrix.
11 Federal research funding priorities are identified in “State of the Nation 2008: Canada’s Science, Technology and
Innovation System”
at www.stic-csti.ca/eic/site/stic-csti.nsf/eng/h_00011.html
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The Annual Budget (Vice President, Finance and Administration)
Annual budgets are the most direct expression of an institution’s priorities and commitments. Funding
is the most sensitive resource a university has, and its flow determines what courses are taught and
who is hired to teach and support them; what buildings are built and how they are equipped and
maintained; and what technology is available to carry out the mission. This has rarely been truer
than in the past three years, when post-secondary institutions’ public and private funding sources,
including their endowments, have been signifcantly constrained by poor global economic conditions.
SFU has addressed this challenge by moving to a performance-based budget model beginning with
fscal 2011-2012.
The Budgeting Process
The University budget is developed annually following a process set out in the Budget Guidelines
12
and managed by the Budget Office. As with all major SFU plans, budgets are developed in, and
informed by, extensive consultation with the University community
13
.Budgeting
begins each summer
with forecasting and modeling based on planning assumptions for enrolment, government grants,
research performance and known inflation for costs. The budget model is discussed and reviewed by
the Vice Presidents and a proposed budget is presented to the University community. The President,
Vice President, Academic, and Vice President, Finance and Administration hold several open sessions
to explain the model. Feedback arising from consultations is incorporated into the fnal budget
model.
The Vice President, Finance and Administration also meets with members of the Senate Committee
on University Priorities (SCUP) to discuss budget issues; two such meetings were held as the 2010/11
Budget was being developed. SCUP expressed serious concerns about the failure of government to
fund the true cost of running a university, and recommended to the President that:
• frozen carry forward funds should be released for immediate use; and
• consideration be given to producing a multi-year rolling budget that would encourage
a longer view of the relationship between activities and funding and to enhance the
involvement of chairs and directors in budget development and planning.
An information session with the Finance and Administration Committee of the Board of Governors
is held prior to the presentation of the Budget for approval at the fall Board meeting. This enables
questions and feedback to be considered prior to the Board meeting. The Operating Budget is
presented to the Board of Governors for approval in March.
The Guiding Principles were developed in 2009
,
with revisions approved by the Board in March
2011. The Guiding Principles are used to inform budget allocation decisions. They are intended to
ensure the budget model preserves funding for specifc strategic and operational areas, as well as those
that have non-discretionary obligations such as contractual agreements, utilities, and expenses related
to specifc grants.
12
www.sfu.ca/uploads/page/16/2010-11_Budget_Guidelines_0910-1213_Updated_Nov_13_20091.pdf
13
www.sfu.ca/uploads/page/05/2010-11_Consultations_v11A_Public.pdf
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The 2011-2012 Budget Model
Like many Canadian universities, SFU traditionally used a method of incremental budgeting to
fund University operations and initiatives. Projected revenues were allocated to the Vice Presidents’
portfolios based on prior budget years. These “expense-based” budgets were decentralized and each
Vice President apportioned budget adjustments within his or her own portfolio. In practice, increases
and reductions were typically rolled out on an “across the board” basis, with all units gaining or losing
a more or less equal percentage. In recent years, the combination of increasing constraints on funding
and rising operating costs resulted in an annual fnancial gap of approximately $9 million. This
situation lead to a series of budget cuts and cash calls on reserves each year since 2004-05.
While incremental budgeting can provide limited short-term stability and adaptability during times
of growth or restraint, it precludes the reallocation of base budgets to respond to changing priorities
and circumstances. Incremental budgeting also offers no equitable method by which funding levels
can be realigned to take account of changes in organizational structure or size. Finally, it creates little
incentive to seek out or create revenue-generating opportunities. To remedy these shortcomings,
support its focus on continuous improvement, and respond to feedback from stakeholder groups, SFU
introduced a performance-based budget in fscal 2011-12.
SFU’s performance-based budget allocates University-wide revenues based on formulas that capture
various revenues and flows. SFU’s Provincial grant, tuition revenues and federal funding to cover
the indirect costs of research are now allocated to Faculties based on their enrolments. This model
is employed by a variety of universities, with each modifying the approach to suit its specifc
needs. SFU converted to performance-based budgeting because it more directly aligns with the
Guiding Principles. How funding is tied to enrolments is discussed in more detail in the Enrolment
Management section below.
The budget model for 2011-2012 identifes four budget centres, three of which are performance-
based:
• Faculties, whose budgets are based on the enrolment plan, provincial grant and funding to
cover the indirect costs of research;
• Research, whose budget is based on a three-year historical trend in researc funding;h
• Advancement, whose budget is tied to success in meeting fundraising targets; and
• Support units, whose budgets are incremental, but are now explicitly tied to the overall
growth of the University and subject to annual reviews.
A contingency fund also was established in the 2009-2010 budget to cover unavoidable costs that
arise during the course of the year as a result of activities that were either unknown or could not have
been anticipated during the budget planning cycle. In 2009-2010 the emergency reserve level was
established at 1% of the University’s operating revenues; this was doubled to 2% in fscal 2010-2011.
Budget Alignment with Strategic Plans and Core Themes
Financial resources are directed to support strategic priorities and, more specifcally, core themes
through the usual allocation of operating budgets or via special “grants” from the University Priority
Fund (UPF). The University funds the UPF by special allocation each year to support worthy projects
on a one-time basis. The “one-time” may be short-term or may entail funding over multiple years,
but is specifc to a project and is not rolled into base budgets. The UPF was funded for $4.3 million
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in fscal 2011-2012, which represents 1% of the University’s Operating Budget. This will increase to
2% over the next two years.
Budget Review Committee
A Budget Review Committee (BRC) conducts budget cycle reviews of various portfolios to ensure
that there is a process in place to annually review and recommend budget adjustments for specifc
portfolios that are not performance-based. The BRC is comprised of the Vice President, Academic, a
Faculty Dean, and the Vice President, Finance and Administration. The Budget Review Committee
provides SFU with an equitable process that is responsive, transparent and maintains the stability
required to advance SFU’s institutional goals.
The Strategic Enrolment Plan (Associate Vice President, Academic)
A major link between the Academic Plan and the annual budget is provided by SFU’s Strategic
Enrolment Plan, which establishes specifc enrolment targets for individual Faculties.
Enrolment planning begins with receipt of the Letter of Expectations from BC’s Ministry of
Advanced Education (AVED). The Letter notes the number of Full Time Equivalent undergraduate
and graduate students (FTEs) SFU is expected to enroll in the coming year and the Provincial funding
rate for each.
14
These fgures form the basis of SFU’s Enrolment Plan.
The Enrolment Plan covers seven years (current year plus six years), with the current Plan extending
to 2018/19. Enrolment Plans are also influenced by institutional decisions on the distribution of
undergraduate and graduate students; the desired split between graduate and undergraduate student
capacity; the targeted proportion of international enrolments relative to domestic; and identifed areas
of growth and strategic importance. Official enrolment targets for each Faculty are recommended by
the Senate Committee on Enrolment Management Planning (SCEMP) to Senate for consideration
and approval.
15
SCEMP is chaired by the Vice President, Academic and includes representatives of all
Faculties, other senior University officers and two students.
With past incremental budgets, no direct relationship existed between enrolment targets and budget
allocations. Faculty base budgets generally rolled over from year-to-year, with percentage increments
added or subtracted based on whether the University’s funding increased or decreased.
The new performance-based budget model links Faculty allocations to “course activity,” specifcally
how many students are taking how many credits offered by various programs within the Faculty. This
fgure (# of students in a course [times] the # of credit hours in Faculty programs [divided by] 30)
provides a fgure referred to as an “AFTE” (Activity FTE).
AFTE calculations set the foundation for a more complex determination of each Faculty’s “Weighted
Activity FTE,” or WAFTE. Weights take into account factors that affect the cost of academic
programming by a Faculty but cannot be accurately assessed solely on the basis of an AFTE. Included
in the calculation of WAFTEs are such factors as: whether students are graduate or undergraduate;
14 Letters identify FTE funding for three years, but funding commitments for future years have proven to be more
suggestive than definitive.
15
www.sfu.ca/Senate/SenateComms/SCEMP
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whether a course can accommodate large lectures or small classes; whether courses require labs and
technical equipment; and so on. WAFTEs attempt to capture the relative costs of providing different
kinds of courses and programs to students and reflect those costs in Faculty allocations.
The Enrolment Plan sets targets for each Faculty for domestic and international undergraduate
and graduate students; enrolment targets are also set for each campus to manage the distribution of
students and capacity. Planning at the Faculty level considers program capacity, faculty workload and
student demand in conjunction with local and global economic conditions. To enable Faculties to
respond quickly and efficiently to emerging enrolment conditions, each Faculty is provided with a
web-based “enrolment dashboard” by IRP. Dashboards display enrolment fgures relative to targets set
each semester.
A Strategic Enrolment Management Planning Committee (SEMPC) was established in 2009 to
consider how enrolment management could be improved. A number of issues were identifed by
SEMPC, and it was determined that SFU needed a clear vision for what it wished to achieve through
enrolment management. More attention was needed to improve retention of students already enroled,
with a better balance struck between recruiting and retaining students. Generally, it was noted that
ownership of enrolment management was widespread within the University, but that communication
among those involved needed improvement.
In the spring of 2011 a new Strategic Enrolment Management Council (SEMC) was established
reporting to SCEMP. SEMC is charged with coordinating strategic enrolment activities across the
University, evaluating data sources and information used to guide enrolment management practices,
and identifying and recommending best practices for enrolment management for consideration by
SCEMP.
SFU’s Alignment with Ministry Objectives
(Director, Academic Planning and Budgeting)
BC’s provincial government, through its Ministry of Advanced Education (AVED), is a major source
of SFU’s funding. Although the University is an autonomous academic entity, many of its goals and
strategies readily align with AVED’s own. As SFU notes in its government-mandated Institutional
Accountability Plan and Report:
The benefts of post-secondary education are far reaching and include providing people,
communities and employers with needed knowledge, skills and training, thereby enabling
citizens to participate fully in our society. The Ministry is responsible for ensuring
accountability for the expenditures made related to our post-secondary system and for
ensuring that the system meets the diverse needs and high standards of quality our citizens
deserve.
16
The following table demonstrates SFU’s strategic alignment with the Ministry’s Strategic Objectives
and Performance Measures as set out in the Accountability Framework for public post-secondary
education.
16 Ministry of Advanced Education 2010/11–2012/13 Institutional Accountability Plan, March 2010. SFU’s Report can be
found at
www.sfu.ca/pres/administration.html
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Figure 3.3 Relationships between AVED Objectives and SFU Strategic Goals
Ministry
Objective
Description
Ministry Performance
Measures
SFU Strategic Goals
Capacity
The public post-
secondary system is
sufficient in size to meet
the needs of the province.
Student spaces
Credentials awarded
Sponsored research funding
Offer academic programs in
areas of strength and strategic
importance.
Surrey expansion
(contingent on funding)
Access
All citizens have equitable
and affordable access to
public post-secondary
education.
Aboriginal student headcount Engage and involve our many
communities.
Focus on the needs
of adult learners. Strategic Plan for
Aboriginal students.
Quality
The public post-
secondary system is of
sufficient quality to meet
the needs of students,
employers, and citizens.
Quality of instruction
Student satisfaction with
education
Skill development
Promote teaching excellence.
Provide an outstanding student
experience.
Relevance
The public post-
secondary system is
relevant and responsive
to the needs of the
province by providing
the appropriate scope and
breadth of post-secondary
education.
Usefulness of knowledge and
skills
Unemployment rate
Promote and leverage the
distinctiveness of our University.
Strategic resource allocations to
health sciences, environment, applied
sciences, and performing arts while
maintaining current core programs.
Support and pursuit of national and
international research initiatives.
Efficiency
The public post-
secondary system is able
to deliver education
programs to students in a
timely and cost effective
manner.
Bachelor degree completion
rate
Build sustainable fnancial and
administration models for the
University. Recruit, retain,
and engage the best people.
Strengthen and leverage our
infrastructure.
Emergency Preparedness and Disaster Recovery (Chief Safety Offcer)
SFU conducts extensive planning to prepare it to respond quickly and efficiently in the event of a
campus emergency or a major disaster. Plans are specifc to a range of events, and identify actions and
assign departmental or individual responsibilities for events ranging from hazardous materials spills to
severe weather to infectious disease
17
.
As SFU’s largest campus is located at 370m (1200ft) above sea
level on Burnaby Mountain, with access roads sometimes achieving a 7% grade, the most common
source of disruptions is snowfall. Long experience with winter-related events has required signifcant
planning and activity, but moving large numbers of people on and off the Mountain in winter
weather remains an ongoing challenge.
17 Links to specific plans can be found on the website for SFU’s Environmental Health and Safety
Office: www.sfu.ca/ehs.
html
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Related policies include those on Response to Violence or Threatening Behaviour
18
and Emergency
Management,
19
and the Unscheduled Cancellation of Classes.
20
The critical role of the Public Affairs
and Media Relations (PAMR) department in responding to disasters and other emergencies is set out
in the PAMR Emergency Communications Plan.
21
The University also prepares and monitors a Enterprise Risk Management Plan (ERMP) whose
purpose is to manage strategic risks that could prevent the University from achieving its objectives.
The ERMP identifes, evaluates and prioritizes risks, assigns responsibility for managing them, and
notes steps taken to mitigate them. Identifed risks are monitored on an ongoing basis, with the
ERMP operating on a three-year horizon, at which time it is reassessed to ensure that new and
emerging risks are included. Where risk has been substantially reduced, it may be removed from the
list. The ERMP was last reviewed and revised in spring 2011.
Information Technology Business Recovery Plan (Chief Information Offcer)
SFU’s capacity to carry out key elements of its business relies ultimately on the information
technology through which, among many other things, it enrols students, collects tuition, delivers
online courses and pays its employees. The University’s Enterprise Risk Management Report notes
that “Failure or performance issues of key IT systems” have the potential to disrupt SFU’s business
activities signifcantly across a broad range of possible difficulties. Potential threats include physical
damage to IT infrastructure (e.g., hardware or network connections) or damage to key data or fles.
In 2005, a detailed plan was developed that outlined specifc threats to the University’s business
processes managed via its IT infrastructure and assessed the costs and benefts of various responses to
each.
As noted in Chapter 2, key data and fles are backed up daily and stored in multiple locations off-site.
Systems are constantly monitored and upgraded to detect and prevent intrusions, and an external
auditor conducts an annual assessment to review general IT system controls. These audits have
identifed no signifcant system weaknesses. SFU’s Enterprise Risk Management Plan assesses the risk
to business processes arising through a sustained (greater than two hours) disruption caused by server
or network failure as having a probability of 3.2 with an impact of 3.4 (both on a scale of 5). The
overall risk rating is 10.9 on a scale of 25, ranking seventh on SFU’s register of institutional risks.
No formal plan exists to address a major event such as a major thrust earthquake that damages core
elements of the IT infrastructure, such as fber optic networks and server rooms, needed to conduct
SFU’s business.
18
www.sfu.ca/policies/gazette/general/gp25.html
19
www.sfu.ca/policies/gazette/general/gp31.html
20
www.sfu.ca/policies/gazette/general/gp4.html
21 insert link o t PAMR Merged Emergency Communications Plan
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First Nations University-Wide Strategic Plan
(Vice President, Academic and Director, Offce for Aboriginal Peoples)
Approved in 2007, the First Nations University-Wide Strategic Plan (FNP)
22
represents an ancillary
plan within SFU’s University Planning Framework. It serves as a useful example of the alignment of
second-tier plans with the University’s Academic and Strategic Research Plans and demonstrates how
fscal resources are directed at fulflling core theme objectives. It also provides an example of how
institutional planning can mirror and implement government priorities.
The FNP was the result of a two-year comprehensive planning and visioning process to determine
the shape of SFU’s First Nations strategy, and was built on a long-standing history of engagement,
collaboration and partnership with First Nations peoples and communities. The FNP was developed
within a context of new understandings, new perspectives, new strategies and new partnerships with
First Nations peoples, and seeks to transform the University’s approach to academic programming,
community engagement, student support and, equally important, research on matters of direct
relevance to Canada’s Aboriginal peoples.
The Plan acknowledged that implementing the FNP would require a signifcant fnancial
commitment, and anticipated the creation of 3.0 FTE positions, a new office with a director and
administrative support, and the creation of at least one new faculty position in each of the University’s
academic Faculties. Goals established in the FNP are repeated in the goals set out in the Academic
Plan and the Strategic Research Plan, and funding to advance these initiatives has flowed from the
Annual Budget.
Since its approval by Senate in 2007, much progress has been made in addressing the goals and
strategies set out in the FNP, and various initiatives are detailed in the November 2010 Report
on First Nations University-Wide Strategic Plan Initiatives
23
submitted by the new director of
the Office for Aboriginal Peoples. The Report outlines the relationship between the University’s
major Plans and the FNP. The fnancial commitment to implement the FNP is supported both in
the Vice President, Academic’s budget and through special allocations from the University Priority
Fund (discussed in the Budget section above), which allocates more than $1 million over three years
(2011/12 – 2013-14) to support for Aboriginal students.
The FNP also aligns SFU’s activities with the AVED’s priority to increase Aboriginal participation in
post-secondary education province-wide.
22
www.sfu.ca/aboriginalpeoples/strategic+plan.html
23 The change in name from First Nations to Aboriginal Peoples is intended to better represent the full spectrum
of Canada’s Aboriginal peoples, including First Nations, Métis and Inuit. The Report is
available at www.sfu.ca/
aboriginalpeoples/strategic+plan.html
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Figure 3.4: Example, increase Aboriginal enrolments as a planning objective
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Meeting a need
In 2002 Simon Fraser University realized a research campus in the City of Surrey,
the fastest-growing region of Metro Vancouver. With a 2010 population of almost
half a million, Surrey will eventually exceed the size of the City of Vancouver, all
anchored at a city centre that includes recreation, city government, business
towers—and Simon Fraser University.
The University’s mission of being a leading Canadian comprehensive university
with innovative programs, research and community engagement, was the
paradigm for consultation with the Surrey public and other stakeholders as
to initial and continuing directions for growth and outreach to the community,
business, industry and other educational institutions in the region.
surrey campus
Serving the community
Conceived as a leading entrepreneurial and technology-intensive campus, Surrey
has built a well-deserved reputation for cutting-edge programs and for fostering
and mentoring first year cohorts, bringing university research and experience to a
population who had previously had difficulty in accessing university.
In addition to other University courses and programs, the Surrey campus offers
exclusive community-oriented and high-tech streams, such as Punjabi Language
and Culture, World Literature, Aboriginal University Prep, Mechatronics and
Management and Systems Science.
The award-winning architecture of Surrey’s “millennial” campus is at the heart
of Surrey’s mixed-use city centre, and will help shape its economy and meet the
needs of its community well into the future.
community
engagement
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outreach
Guiding growth
Research is an important component on this campus: 28,000 square feet are
devoted to research space, or almost 9% of the total campus area, and a 17,000
square feet expansion in 2011 emphasizes science wet labs. Canada’s National
Research Council has advisors on campus to support both small and medium-
sized companies.
Community engagement is the other side of the Surrey campus mandate, with
University connections to Surrey’s Board of Trade, School District, an SFU
Surrey Community Advisory Council, and the city’s Sustainability Task Force.
Surrey campus quick facts
Opened 2002, current operating budget $8,209,000
396,000 square feet of innovative architecture
6,000+ students in first-year cohorts and
exploration programs that lead into an SFU degree
Full lab, technological, library, administrative,
classroom, and lecture facilities
www.surrey.sfu.ca
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Self Evaluation Study
Chapter 4
Effectiveness and Improvement
The institution collects data related to clearly-defned indicators of achievement,
analyzes those data, and forms evidence-based judgments of achievements of
core theme objectives. It regularly and systematically applies clearly-defned
evaluation procedures to appraise the relationship of institutional planning,
resources, capacity, and practices to the objectives of its core themes; and assesses
the extent to which it accomplishes those objectives and achieves the goals or
intended outcomes of its programs and services. It uses assessment results to effect
improvement and disseminates its fndings to its constituencies.
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Chapter 4 Contents
Executive Summary .....................................................................................................151
Standard 3: Core Theme Planning, Assessment and Improvement
Introduction: The Core Theme Assessment Process .............................................152
Core Theme, Teaching and Learning................................................................... 155
Summary of Core Theme Assessment, Teaching and Learning....................... 165
Core Theme, Research ........................................................................................169
Summary of Core Theme Assessment, Research ............................................175
Core Theme, Student Experience and Success..................................................... 177
Summary of Core Theme Assessment, Student Experience and Success......... 188
Core Theme, Community and Citizenship...........................................................191
Summary of Core Theme Assessment, Community and Citizenship.............. 203
Summary Discussion of Key Theme Teams Recommendations
for Future Assessments..........................................................................................
.......205
An overview of Simon Fraser University’s UniverCity development .............................206
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Chapter 4 Executive Summary
Eligibility Requirements 22 and 23
22, Student Achievement
The institution identifes and publishes the expected learning outcomes for each of its degree
and certifcate programs. The institution engages in regular and ongoing assessment to
validate student achievement of these learning outcomes.
SFU response to ER 22 to come
23, Institutional Effectiveness
The University plans defne clear objectives, specifc outcomes and detailed indicators by
which to assess progress toward their achievement. As a result of the accreditation process,
plans are increasingly structured with reference to the “core themes,” and objectives,
outcomes and indicators are being amended based on this Self Evaluation. Results from all
major assessment processes are routinely published to the appropriate communities, most
often via the University’s website.
Plans and planning processes take account of changing circumstances in internal and external
environments, and emphasis is placed on the University’s ability to ensure its teaching and
research strengths as well as its fnancial sustainability.
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Introduction:
The Core Theme Assessment Process
Although SFU has always had a clear mission centred on teaching students, conducting research
and engaging with both its internal and external communities, prior to the accreditation process
and as noted in Chapter 1, it had no formal mission statement and its “core themes” were most
commonly articulated as components of the University’s Academic and Strategic Research Plans. As
the University came to appreciate the requirements of the accreditation process, it adopted an official
mission statement and core themes
1
and began to engage with the new accreditation standards.
It soon became evident that the heart of the Self Evaluation Report would be its assessment of the
University’s performance with regard to its core themes and issuing in a determination of whether it
was fulflling its self-defned mission. SFU has always carried out extensive and detailed assessments
of its performance touching on virtually all areas of its institutional activity, with many assessments
leading to operational and academic changes within the institution. For example, cyclical external
reviews of academic programs always resulted in productive and focused change.
Still, SFU had not previously engaged in a University-wide assessment of its performance of the sort
it carried out for this Report. This assessment has produced much fruitful debate and discussion that
will result in the refnement of the assessment process, in improved alignment of major institutional
plans, and in improved performance by the University.
This assessment relied on the work of four Core Theme Teams originally appointed in March 2010
by the Vice President, Academic to support the implementation of the Academic Plan 2010 – 2013.
The Academic Plan preceded the accreditation exercise, but nicely anticipated its structure. The
alignment of academic plan themes with SFU’s core themes is reflected in the following chart.
Figure 4.1: Academic Plan Themes and Core Themes, July 2010
SFU Core Theme
Academic Plan Theme
Theme Team Lead
Teaching and Learning
Teaching and Learning in a Research
University
Director, University Curriculum and
Institutional Liaison
Research
Research Intensity
Dean of Graduate Studies
Student Experience and Success
High-Quality Student Experience
Associate Vice President, Students
Community and Citizenship
The University’s Role in the
Community
Executive Director, Surrey campus
The new Core Theme Teams were appointed in July 2010, and began their work in the fall with
a very tight timeline to carry out the assessment. Core theme objectives, outcomes and indicators
were typically adapted from the University’s dynamic Planning Framework document, with existing
objectives and indicators sometimes amended or augmented by additions as each Team worked
through its assessment.
In some cases, despite the wealth of institutional data available through SFU’s Office of Institutional
Research and Planning (IRP) and elsewhere, some of the data sought for this assessment process were
discovered to be unavailable. Often the desired data simply were not collected, or were not collected
1 Pending approval.
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centrally. At other times, proximal data were available but not sufficiently on point to provide an
accurate assessment of institutional performance.
The Core Theme Teams submitted their assessments at the end of February 2011. A round of
clarifcations and revisions followed, with an early draft reviewed by the Deans’ Council on March
9th and a revised version reviewed by the Steering Committee on April 27th.
A summary discussion of the recommendations for future assessments forwarded by the Core Theme
Teams at the end of the assessment process follows the individual discussions of the four core themes.
A Word About Student Surveys
Several of the Core Theme Teams used as indicators data derived from four student and alumni
survey instruments. To understand the data, it is important to know a bit about each survey. Survey
data used in this evaluation include BC’s Baccalaureate Graduates Survey (BGS); the Canadian
University Survey Consortium (CUSC); SFU’s own Undergraduate Student Survey (UGSS); and the
North American National Survey of Student Engagement (NSSE). All institutional surveys at SFU
are conducted by the Office of Institutional Research and Planning (IRP).
Begun in the early 1990s, the BGS is an annual survey, funded by the Province and designed to
gather information on baccalaureate graduates’ satisfaction with their educational experience,
education fnancing, student debt and subsequent education activities and employment subsequent to
graduation. The BGS model is based on graduate interviews two and fve years following graduation.
Results are reported by the Ministry responsible and are available by survey year and discipline, by
institution and at the system level. The survey is intended to provide a consistent accountability tool
that allows Government to compare performance across its institutions. SFU uses the BGS as part of
its mandated Institutional Accountability Plan.
2
The CUSC is a group of Canadian universities working cooperatively to gain a better understanding
of the undergraduate student population, with participation available to any member of the
Association of Universities and Colleges of Canada (AUCC). CUSC surveys are administered to a
random sample of 1000 domestic and international students at each participating institution; SFU
has participated since 1998. CUSC results go to SFU’s AVP, Students, where Student Services uses it
extensively to monitor performance in specifc areas. Reports also are posted on the IRP website.
The UGSS is an in-house survey of SFU’s international and domestic undergraduate students
conducted by IRP each fall since 1992. Data are collected by IRP and reported to the Vice
Presidents, Deans and all others consulted during the survey design. Results are posted on the IRP
website. Some core questions are repeated annually to gather trend data and monitor changes (e.g.,
questions on course accessibility). Others are added as new issues arise. UGSS data are of signifcant
use to Faculties, and are used in the Academic Plan and in responding to Government in the
Accountability Plan.
SFU frst participated in the NSSE survey in 2009. Target populations are the frst and fourth
year students. IRP posts NSSE reports on its website and prepares a confdential report for senior
2 The role of the Institutional Accountability Plan is discussed in the Governance section of Chapter 2.
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administration that includes comparative results from two other BC research universities. Results are
used in the Academic Plan and in the University Planning Framework.
Teaching and Learning
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Core Theme
Teaching and Learning
Teaching and learning are core activities at SFU and fostering their development is a key commitment
of the University. Indicators of student participation and achievement, support and promotion of
high-quality teaching, the quality and diversity of learning experiences available to students during
their time at the University, and the subsequent experience of its graduates, show that it successfully
achieves its objective of providing high-quality university education. Throughout the assessment
exercise, it has been clearly recognized that teaching and learning cannot be separated and that
student perspectives are integral to the discussion of these processes. Accordingly, data that give voice
to students have been important in this assessment process.
Core Theme Assessment
Objective 1
Students have academic opportunities to become informed, engaged global citizens
Outcome 1.1
Students achieve disciplinary program objectives by accruing knowledge
and building skills through active learning experiences
Undergraduate graduation rates are a useful measure of students’ achievement of disciplinary goals.
Graduation signals the satisfactory completion of a prescribed curriculum that has incorporated
rigorous learning assessment at many points throughout the program by relevant and appropriately
qualifed faculty. Unfortunately, the data on graduation rates of SFU students do not include those
who successfully transfer from SFU to programs at other institutions, especially programs such as Law
and Medicine that SFU does not offer. The available data do, however, indicate that a substantial
majority of students entering directly from high school graduate from SFU within 7 years. For those
who take more than four years to complete, delays tend to result from the need to mix part-time
study with paid employment and from course accessibility issues.
Figure 4.2: 5 and 7 Year graduation rates for grade 12 entrants, 2007-2010
Among graduate students, completion rates vary by program, but most of those seeking advanced
degrees at SFU successfully complete them. Fully 86.8% of those who enrol in a masters program
successfully complete their degrees, while 60.1% of those who enrol in a doctoral program graduate.
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Of those enroled in professional and diploma programs, 82.1 and 77.5% respectively graduate from
their programs.
Figure 4.3: 7 year graduate degree completion rates by program, 2007-2010
Another indicator of the knowledge and skills that students gain at SFU are the data from the BC
Baccalaureate Graduate Outcomes Survey (BGS) on student opinions of their education. When
former students are surveyed regarding the “usefulness of the knowledge, skills and abilities” they
gained through their university education, four-ffths say that they are somewhat or very useful.
Figure 4.4: Alumni perceptions of the usefulness
of their university education in their daily lives
Source: BGS 2009/10
To promote active learning experiences that facilitate the acquisition of disciplinary knowledge
and academic skills, all Faculties and departments across SFU take advantage of the tutorial system.
Tutorials break down larger lecture groups into smaller, seminar-type discussion groups led by
graduate students or senior undergraduates from the relevant disciplines. (See the Education
Resources section of Chapter 2.)
All academic units offering undergraduate major programs also have one or more courses designated
“writing intensive” (also called “writing across the curriculum”). The writing intensive pedagogy
ensures that undergraduate students are required to learn the forms of writing most common
to the discipline from which they will graduate. As outlined in Chapter 2, writing courses were
introduced as a general education requirement at SFU in 2006, along with a similar requirement that
all undergraduates must take at least two courses with a “Q” designation. Q courses are intended to
develop students’ quantitative (numerical, geometric) or formal (deductive, probabilistic) reasoning,
and to develop skills in practical problem solving, critical evaluation, or analysis.
Specialized arrangements, such as directed studies, honours programs and the Semester in Dialogue
are available to students interested in learning experiences that promote active learning beyond
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the regular curriculum. There are 63 directed studies and honours courses listed across 22 (of 30)
academic departments. Each year 3-4% of undergraduate students take advantage of directed studies
courses and the Semester in Dialogue. A further one and a half to two percent enrol in honours
programs, which require additional research and independent study. All Faculty and departments
at SFU also make use of distance education and web-supported course delivery to enhance and
supplement their on-campus, face-to-face course offerings.
Outcome 1.2
Students participate in credit-bearing interdisciplinary, international
and experiential learning opportunities as part of their degree programs
Many SFU programs are designed to be interdisciplinary and contribute to opportunities for
students to experience and learn from interdisciplinary research and perspectives. SFU’s Faculty
structure and programs are constructed to facilitate interdisciplinary approaches from the outset.
Although interdisciplinary teaching and learning are deeply embedded within the Faculties and many
departments, there is no reliable count of the number of students exposed to interdisciplinary learning
opportunities because these approaches are often internal to departments or programs but are not
explicitly identifed as interdisciplinary. The proportion of students enroled in formally designated
interdisciplinary programs (from 6 – 7%) underestimates the extent of this exposure.
A review of the range of programs referred to in Chapter 2 in the history of interdisciplinary
approaches at SFU, and the design and commitments of the two new Faculties, Health Sciences
and the Environment, is more indicative of the widespread accessibility of interdisciplinary learning
opportunities. The large number of possible major/minor and minor/minor programs available
and the great flexibility for creating their own program combinations provide students with other
opportunities to be exposed to different research perspectives during their time at SFU.
For international and experiential learning opportunities, data from the Office of Institutional
Research and Planning (IRP) indicate that approximately 5% of all students each year (graduate and
undergraduate) enrol in credit-bearing co-operative education or international study opportunities.
Additional data indicate that by their fourth year (i.e., 90 credits or more), approximately 40% of
undergraduate students have participated in a practicum, co-op, internship, international or domestic
feld study or clinical practicum.
Recently, an inventory has been undertaken by the Experiential Education project to document
credit-bearing, course-based experiential opportunities in the Faculties of Arts and Social Sciences
(FASS) and Environment (FENV). This inventory work will subsequently be expanded to include
all Faculties. Results for FENV indicate 71% of the courses provide opportunities for experiential
education in the Faculty. In FASS, 40% of the courses evaluated were found to provide experiential
education opportunities. It is anticipated that high levels of credit-bearing, course-based experiential
education will be found in the other Faculties at SFU as well.
Outcome 1.3
Students are well prepared for a variety of diverse careers
If students are going to fnd employment in felds they identify as related to academic programs from
which they graduated, they usually have done so within fve years. Based on data reported in the
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Baccalaureate Graduate Survey (BGS), virtually all SFU graduates in the labour force are working
in paid employment fve years after graduation, and seven out of ten responding believe their
employment relates directly to their program of study at SFU. (For data two years out, see Student
Experience and Success Outcome 1.4.)
Figure 4.5: Post-graduation employment rates and relevance of program
Source: BGS
Students’ perceptions of the value of the Writing, Quantitative and Breadth (WQB) requirements
of their education have been more ambiguous. When asked directly about the WQB requirements,
fewer than half of undergraduate students surveyed in recent UGS Surveys said these courses
contributed to increasing their knowledge and skills. Of interest, however, is the increase in positive
responses each year. A 2009 survey of SFU undergraduates by the Canadian University Survey
Consortium (CUSC) found much higher ratings when students rated the contribution SFU made to
their growth and development in writing, logical thinking, understanding abstract reasoning and even
mathematical skills. Among the 2009/10 graduates, 80% or more graded the contribution to their
writing, analytical thinking and abstract reasoning as good or excellent.
Figure 4.6: Student perceptions of the value of WQB requirements
(% who agreed that a WQB course improved their skills)
Figure 4.7: Students grade SFU’s contribution to their growth and personal
development in selected abilities and skills (% who graded SFU good or excellent)
Source: CUSC Undergraduate Surveys
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Based on these assessment indicators, it is determined that the University is doing a satisfactory job
of achieving Objective 1. By the time they graduate, most SFU students have engaged in diverse
learning experiences ranging from tutorials to “W” courses to honours courses to specialized
arrangements; a large majority demonstrate their grasp of disciplinary knowledge and abilities by
completing their degree requirements and graduating. An array of interdisciplinary courses and
programs are available to students, and a substantial proportion of students participate in practica, co-
op, internship and feld studies as they progress to graduation. Evidence collected through graduate
surveys speaks to graduate belief that their education at SFU has contributed directly to skills and
abilities related to their feld of employment.
Figure 4.8: Objective 1 summary results
Outstanding
Satisfactory
Needs
improvement
Objective 1
Students have academic opportunities
to become informed, engaged global
citizens
X
Outcome 1.1
Students achieve disciplinary program
objectives by accruing knowledge and
building skills through active learning
experiences
X
Outcome 1.2
Students participate in credit-bearing
interdisciplinary, international, and
experiential learning opportunities as part
of their degree programs
X
Outcome 1.3
Students are well prepared for a variety of
diverse careers
X
Objective 2
Support and promote teaching excellence
Outcome 2.1
Faculty provide high-quality undergraduate and graduate teaching
A cornerstone of high-quality post-secondary education is that courses be taught by academically
and professionally qualifed faculty. At SFU, more than 80% of courses are taught by continuing and
sessional faculty, as are 90% of graduate courses. The remaining courses are taught by external and
industry experts, or high-performing senior graduate students. In all cases, non-faculty lecturers are
fully vetted by departments for their qualifcations.
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Figure 4.9: Percentage of courses taught by continuing and sessional faculty
Support for teaching and learning is well-established at SFU. The newly reorganized Teaching and
Learning Centre (TLC) is mandated to support and enhance programs, curricula, courses, projects,
and teaching; foster a positive community and culture around teaching and learning; and enable the
growth of a scholarly approach to teaching. Its services are offered to, and used by, teaching staff at
all levels of professional recognition from newly appointed teaching assistants to full professors. In
addition to pre-designed workshops, TLC offers consultation and programs on a range of topics that
support teaching development and improvement, including curriculum planning, course design, and
best-practice uses of technology in teaching. Because the TLC has recently been restructured, data on
its activities are not yet available, but data from the 2007/08 activities of its predecessor body
3
provide
a benchmark on the range and extent of support available for teaching staff at SFU. In 2007/08 the
Learning and Instructional Centre held 18 different styles of workshops and events, with attendance
by almost 2500 participants. As the TLC completes its reorganization, it is consulting widely with the
community to ensure that leading edge services are customized to meet teaching and learning needs
at SFU.
SFU also houses an Institute for the Study of Teaching and Learning in the Disciplines (ISTLD),
which is mandated to support and enhance faculty-led enquiry into research questions and
innovations related to teaching and learning. In conjunction with the ISTLD and the TLC, the Vice
President, Academic provides grant funding to support relevant research projects.
4
A key criterion
of these grants is that evidence-based pedagogical knowledge be created and shared with the SFU
community.
Outcome 2.2
Faculty are recognized internally and externally for teaching excellence
Recognizing and rewarding teaching excellence has long been an important aspect of SFU’s academic
culture. The University Committee for the Excellence in Teaching Awards confers up to three
annual awards, presented at SFU’s Awards Ceremony. The criteria for the awards are demanding and
the process of determining the winners each year is rigorous. Nominators must demonstrate that
nominees: a) are able to stimulate students to think creatively and critically; b) have demonstrated they
care for student learning; c) have a sustained record of excellent teaching; and d) teach a diversity of
courses. As of March 2011, 85 faculty have earned SFU Excellence in Teaching Awar
5
ds.
3 TLC succeeds the Learning and Instructional Development Centre (LIDC).
4
www.sfu.ca/teachlearn/tlgrants.html
5
www.sfu.ca/vpacademic/committees_taskforces/standing_committees/teaching-excellence.html
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Several Faculties also recognize instructional excellence with awards. The Beedie School of Business
awards up to two distinguished teaching prizes, with the winners selected by the Faculty’s Teaching
Effectiveness Committee. The Faculty of Science acknowledges teaching excellence by graduate
teaching assistants as well as to faculty. And the Faculty of Arts and Social Sciences presents teaching
awards to academic staff at the ranks of lecturer, assistant, associate and full professor. The survey of
chairs and directors undertaken for the Accreditation working group identifed other departments
that have or plan to institute a departmental teaching award.
Seven SFU faculty members have won 3M National Teaching Fellowships. These teaching
fellowships, frst awarded in 1986, are designed to reward exceptional contributions to teaching and
learning at Canadian universities.
Outcome 2.3
Students express a high level of satisfaction with teaching at SFU
Survey responses examining student perceptions of the quality of teaching at SFU offer evidence that
quality teaching is part of the SFU experience. When asked in the 2010 BGS survey, “overall, would
you rate the quality of course instruction [at your alma mater] as very good, good, poor or very
poor,” 94% of SFU graduates replied that the quality of course instruction was good or very good.
Data on faculty academic qualifcations are reinforced by survey results and suggest that SFU’s
teaching faculty are both well qualifed and well regarded by their students. The number of awards
at all levels for teaching excellence provides further support for the belief that SFU supports
and promotes teaching excellence. As a result, SFU’s performance in this area has been judged
“outstanding.”
Figure 4.10: Objective 2 summary results
Outstanding Satisfactory
Needs
improvement
Objective 2
Support and promote teaching
excellence
X
Outcome 2.1
Faculty provide high-quality undergraduate
and graduate teaching
X
Outcome 2.2
Faculty are recognized internally and
externally for teaching excellence
X
Outcome 2.3
Students express a high level of satisfaction
with teaching at SFU
X
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Objective 3
Offer high-quality academic programs from
a diverse set of disciplines across all Faculties
Outcome 3.1
SFU attracts well-respected researchers and teachers to its faculty
Evidence that SFU attracts well-respected researchers can be found in the number of Canada
Research Chair (CRC) appointments to SFU; in the awards and honours received by faculty; and in
the data on citations of publications by SFU faculty.
The Canada Research Chairs program is part of a national strategy to make Canada one of the
world’s top countries in research and development. In 2000, Canada created a permanent program
to establish 2000 research professorships in eligible degree-granting institutions across the country
to attract and retain within Canadian higher education some of the worlds most accomplished and
promising minds. Chairs are awarded to faculty who demonstrate research excellence in engineering
and the natural sciences, health sciences, humanities, and social sciences. They improve the nation’s
depth of knowledge and quality of life, and strengthen Canada’s international competitiveness. CRCs
help to train the next generation of highly skilled people through supervising student researchers,
carrying out cutting-edge research, and coordinating the work of other researchers. SFU currently
has 39 faculty holding Canada Research Chairs across its eight Faculties.
Over the past two years, SFU faculty earned 85 other awards for personal and professional
achievement, ranging from the highest honour granted to a citizen of BC—the Order of British
Columbia—to appointments to the Royal Society, a Canadian organization that recognizes excellence
in learning, research and accomplishments in the arts, humanities and science. In keeping with its
roots as Canada’s “Radical Campus” during the Sixties, SFU annually offers the Sterling Award for
Controversy.
Citation data on articles by SFU faculty come mainly from the science-related disciplines and do not
accurately capture academic activity in the humanities. Though partial, these data are noteworthy and
indicate that, among the articles included in the Citation Index database, the total number of citations
given to publications by SFU faculty is substantial. In 2007 there were over 25,000 citations to SFU
publications, which had grown to over 36,000 by 2009.
6
Outcome 3.2
Programs evolve dynamically, constantly informed by cutting edge research
SFU offers a large number and great diversity of programs at the undergraduate and graduate levels.
With over 370 undergraduate programs (e.g., baccalaureate, diploma, certifcate) and more than 120
graduate programs, students may access a wide range of programs. SFU also offers a vibrant non-
credit program to the broader community. The curriculum continues to evolve at the course and
program level. Courses are frequently revised by instructors, and from 70 to 130 new courses and an
average of eight new programs are approved each year.
6 These figures refer to citations of materials published since 1981.
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Academic units regularly review their curriculum. All eight Faculties report that unit-level
curriculum reviews are conducted as part of the regular external review cycle and are done on
schedule (every 7 years). (See Chapter 2 for the external review process.) These reviews provide
timely and relevant data regarding the currency and relevance of course offerings and program design.
A number of SFU programs hold external accreditation and conduct regular reviews as part of
their discipline-specifc accreditation processes. Many off-cycle reviews of curriculum are internally
initiated to incorporate new faculty teaching and research interests into existing curricula, or because
a department believes it worthwhile to refresh its programming and respond to student interests. From
2001 to 2006, SFU undertook a comprehensive review of undergraduate curriculum at the behest of
Senate, resulting in the implementation of writing, quantitative and breadth requirements in order to
complete any frst baccalaureate degree at SFU.
SFU has guidelines for the establishment and discontinuation of programs (see the Education
Resources section of Chapter 2). Courses not offered in a period of 6 semesters (2 years) are
examined annually, and a number are deleted, ensuring a continuous cycle of review and renewal. As
SFU moves closer to the 2011 implementation of its new web-based curriculum management system,
course and program learning objectives will be systematically required, leading to the improvement of
the University’s ability to assess outcomes against objectives across its curriculum.
Outcome 3.3
SFU attracts diverse and academically well-prepared students,
who become part of a vibrant community of learners
Demand for admission to SFU is strong, although it has fluctuated over the last decade in response
to economic conditions, demographic changes and the elevation of several other BC post-secondary
institutions to university status. In the last three years, competition by applicants for undergraduate
admission has grown, while the number of students admitted has remained almost the same. Demand
for graduate admission peaked in the last two years, as did admission numbers. Funded FTE targets
are set by the Province (through AVED) each year for both graduate and undergraduate students in
each university’s “Letter of Expectation.”
The ratio of students admitted to number of applicants indicates that SFU remains a top choice for
prospective students. The high entering GPA for admitted students (currently B+ and above) suggests
the large majority of students who come to SFU are academically competent and well prepared to
engage in university-level learning.
Figure 4.11: Undergraduate admission demand
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Figure 4.11a: Graduate Admission Demand
Student assessments of their education at SFU provide some indirect confrmation that students
become part of a vibrant community of learners. Over 90% of those responding to the BGS indicate
they are satisfed or very satisfed with the education received at SFU.
Figure 4.12: Student satisfaction with SFU education
Source: BGS
When asked whether “given [your] experiences in [your program] would you select the same
program again,” four-ffths of respondents said yes.
Figure 4.13: Students who would take the same program again
Source: BGS
Finally, CUSC surveys of graduating students found that more than 80% of SFU graduates said their
experience at SFU met or exceeded their expectations.
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Figure 4.14: Students whose experience at SFU met or exceeded their expectations
Source: CUSC Surveys
The strength of faculty performance as evidenced in the number and prestige of major teaching
and research awards suggests that SFU’s faculty are recognized internally and externally for their
achievement as teachers and researchers. The breadth and depth of SFU’s undergraduate and graduate
curriculum, and the evidence of its continuous renewal and refreshment, speak to the currency of
SFU’s academic offerings. Demand for admission demonstrates that the education offered by SFU
is highly valued by aspiring students, nd student assessments of their academic experience at SFU
indicate that the University achieves its objective of offering high-quality programs from a diverse set
of disciplines across all Faculties.
Figure 4.15: Objective 3 summary results
Outstanding Satisfactory
Needs
improvement
Objective 3
Ofer high-quality academic programs
from a diverse set of disciplines
across all Faculties
X
Outcome 3.1
SFU attracts well-respected researchers and
teachers to its faculty
X
Outcome 3.2
Programs evolve dynamically, informed by
cutting edge research
X
Outcome 3.3
SFU attracts diverse and academically well-
prepared students, who become part of a
vibrant community of learners
X
Summary of Core Theme Assessment: Teaching and Learning
In carrying out this assessment, three primary objectives were established, all of which are based on
objectives established in the University’s current Academic Plan. Objective 1, “students have academic
opportunities to become informed, engaged global citizens,” focuses on the degree to which SFU
succeeds in providing rich opportunities to become globally aware and engaged. Objective 2 reflects
the University’s concern for excellence in teaching as an essential contributor to student learning.
Objective 3 seeks to ensure program content and structures appropriately support the quality of
learning and teaching to which SFU aspires.
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Based on the available indicators, the assessors determined that the University’s performance ranged
from Satisfactory to Outstanding, depending on the outcome measured. Most students participate,
before they graduate, in learning experiences beyond simply attending lectures in classrooms. Small
tutorials are commonplace, writing-intensive courses are required, a substantial minority participate
in co-operative education, and many also participate in various internships, practica, feld schools and
international exchanges. Survey responses by graduates strongly suggest that graduates believe their
SFU education provided them with skills and knowledge pertinent to their subsequence employment.
Awards to faculty for teaching and research excellence, and student survey data on the quality of
teaching they received at SFU, provide much of the data on which the assessors base their conclusion
that teaching at SFU is outstanding. This assessment comes with several provisos. Measuring teaching
performance is difficult: although the tenure and promotion process calls for evidence of teaching
quality, the University does not centrally track individual teaching activity or quality assessment, and
the extent to which evidence of teaching quality is used in promotion or merit decisions cannot
be confrmed. Future assessments should consider whether it is worthwhile to develop a means
to determine the degree to which assessments of teaching quality play a role in the tenure and
promotion process.
The assessors also recommend that SFU begin to collect data and engage in continuous assessment
on teaching and learning issues where it has not previously done so. Existing student surveys, for
instance, should be revised to include questions that shift the response from tallying inputs and
perceptions to begin assessing outcomes. Serious consideration should be given to expanding the
groups surveyed to include faculty members and employers of SFU students and former students.
The state of SFU’s curriculum appears strong. External reviews are conducted regularly as specifed
by policy. New programs are added in response to changing social and market needs, and existing
programs are revised as disciplinary perspectives and standards evolve. The steady growth of demand
for entry to SFU from domestic and international aspirants demonstrates the respect with which the
University is held.
The assessors believe that external benchmarking against appropriate Canadian comparator
institutions would be useful. For instance, benchmarks that establish the number of internal and
external teaching awards at other universities would provide valuable perspective on SFU’s awards.
Finally, the assessors believe that the greatest beneft of this assessment will be the improvement it will
bring to future assessments.
Figure 4.16: Overall Core Theme summary ressults,
Teaching and Learning
Outstanding Satisfactory
Needs
improvement
Objective 1
Students have academic opportunities to
become informed, engaged global citizens
X
Objective 2
Support and promote teaching excellence
X
Objective 3
Ofer high-quality academic programs
from a diverse set of disciplines across all
Faculties
X
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Research
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Core Theme
Research
In its 46 years, SFU has earned an international reputation for its research strengths. It has been
awarded more than 40 Canada Research Chairs in areas that complement its strategic research goals,
including Tier 1 Chairs for outstanding researchers who are world leaders in their felds, and Tier 2
Chairs for exceptional emerging researchers with the potential to lead in their feld.
SFU has 39 Royal Society of Canada Fellows, distinguished Canadian scholars selected by their peers
for their outstanding contributions to the natural and social sciences, the arts and the humanities. It
is an institutional goal to become the most research-intensive comprehensive university in Canada,
able to compete effectively in defned areas with Canada’s top tier institutions and internationally
renowned for the excellence of the research it conducts.
As a research-intensive institution, SFU promotes and facilitates advanced research activity by its
faculty. As a comprehensive university committed to both teaching and research, research is a major
instructional activity that requires close work involving both graduate and undergraduate students in
a wide variety of research settings. Within the University, knowledge generation and transfer occur
most basically in the interactions between researchers and their students. Because students beneft
signifcantly from direct exposure to, and participation in, research activity, SFU makes it an explicit
goal to engage more undergraduate students in its diverse research activities.
As a core theme, research is typically inseparable from, and strengthens the success of, SFU’s other
core theme activities. Core theme objectives on which this assessment was carried out are based on
objectives and indicators set out in the current Academic and Strategic Research Plans.
Core Theme Assessment
Objective 1
Increase the level and quality of research and promote
SFU’s profle as a research-intensive university
Outcome 1.1
Establish a strong research infrastructure
This objective addresses the volume and quality of research undertaken and the dissemination of SFU
research results.
The dollar value of investment and spending on research infrastructure is one way to measure the
University’s commitment to building research capacity. The total external funding SFU is able to
attract to support its research infrastructure depends in part on the operating and granting cycles
established by national granting programs. One of the largest of these, the Canada Foundation for
Innovation (CFI) program, does not issue grants annually or on a regular cycle. SFU’s success in
attaining CFI grants has been creditable, ranging from six to eight million dollars annually for the
academic years from 2007/08 to 2009/10. However, using such grants as a measure of yearly progress
is problematic because these grants are not issued annually or on a regular cycle.
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In contrast, the National Science and Engineering Research Council (NSERC) equipment grants are
issued annually and offer a more reliable indicator. SFU’s increased success rate measured in dollars
attracted reflects the quality of its research programs and, to an extent, the institutional research
environment. Funding attracted in NSERC equipment grants has increased by approximately 60%
over the last two years and accounts for 1.4% of SFU’s total research income for 2009/10.
Although much of SFU’s research funding comes from external sources, the University devotes a
signifcant portion of its operating budget to the support of research activities. One indicator of the
University’s commitment to research support is its total internal spending to maintain and support
its animal care and library facilities. SFU demonstrates its ongoing commitment to its key research
infrastructure by maintaining its support in the range of $9.4-10M annually, which represents 11-12%
of its total research income despite the economic stressors to which all public institutions have been
subject in recent years.
Figure 4.17: Total NSERC and CFI grants
The level of research activities undertaken in University-sponsored research facilities is measured using
central facilities such as the library and the animal care facility. Use of these facilities, as measured by
cost recovery for animal care and library resource contracts, has more than doubled between 2007/08
and 2009/10, growing from $81,046 to $176,454, indicating that SFU’s investment in the animal care
facility and library collections is reaping dividends.
Figure 4.18: Total research infrastructure spending ($ in millions)
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Outcome 1.2
Develop distinctive research programs
The quality of SFU’s institutional research is measured using indicators based on research income,
“research intensity” (research income per faculty member), and research impact as evidenced by
publications and citations generated by SFU researchers. While variations will exist in total annual
research income (see Table 4.15), it has increased overall by 8% since 2007/08, with research intensity
remaining relatively constant over the same period. Publications and citations generated by SFU
researchers have both increased since 2007/08. The number of publications increased from 1,307 to
1,661 in 2009/10 and, as described above in the section on Teaching and Learning, citations similarly
increased from almost 26,000 to over 36,000.
Figure 4.19: Total research income ($millions)
It is signifcant that the impact of research by SFU researchers measured using the number of
publications and citations per year outpaces by a substantial margin the increase in research faculty.
The increase in total research faculty between 2007/08 and 2009/10 was 7%, while the increase in
publications was 27%.
Figure 4.20: Total research faculty
Outcome 1.3
Translate ideas into new and innovative ventures
The extent to which SFU contributes to “research and development” (as opposed to basic research)
and its success and effectiveness in translating research fndings and outcomes into practical
applications can be assessed using strategic and corporate funding received, the number of new
disclosures, and income from royalties. All indicators have increased since 2007/08: industry-focused
and strategic research partnership income has grown by 45%; new disclosures have grown by 34%;
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and royalty income has increased by 330%. The latter increased from $339,007 in 2007/08 to
$1,458,973 in 2009/10.
Figure 4.21: Strategic and corporate funding, 2007-2010 ($millions)
Based on the assessment indicators used within this framework and as illustrated above for all
indicators in reference to objective 1, the overall assessment for the objective is illustrated below.
Figure 4.22: Objective 1 summary results
Outstanding Satisfactory
Needs
improvement
Objective 1
Increase the level and quality of
research and promote SFU’s profile as a
research-intensive university
X
Outcome 1.1
Establish a strong research infrastructure
X
Outcome 1.2
Develop distinctive research programs
X
Outcome 1.3
Translate ideas into new and innovative
ventures
X
Objective 2
Incorporate research into teaching and learning
Outcome 2.1
Strengthen graduate student research
This objective provides a measure of the University’s drive to expand the role of research activity
within the broader curriculum by providing opportunities for undergraduate and graduate students to
perform research.
In Canada, the “Tri-Councils” are the three major federal research-granting agencies: the National
Science and Engineering Research Council (NSERC), the Social Sciences and Humanities Research
Council (SSHRC), and the Canadian Institutes for Health Research (CIHR). Research-focused
graduate programs are those whose students are eligible for Tri-Council funding because their
programs include research methods courses and require a “capstone,” a thesis or a major project to
complete.
The number of international graduate students studying at SFU provides a measure of the global
recognition of the graduate and research training available at SFU. From 2007/08 the number of
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international graduate students has increased by 20% (from 667 to 800). However, the Theme Team
found that the University needs to refne its ability to develop and collect meaningful data to identify
the number of post-doctoral fellows and visiting (graduate student) scholars at SFU. No data were
available on this measure of the global recognition of SFU’s research training.
The Research Core Theme Team identifed as future goals the need to increase the relative number
of graduate students engaged in research and to increase the fnancial support per student.
Measures of graduate student research, publications and presentations are needed to identify graduate
student participation in research outputs. Data on the fnancial support provided to graduate students
to attend and present at scientifc meetings in relation to the scholarly output would be benefcial.
Dedicated funding for graduate research is used to measure the University’s commitment to fund
graduate students engaged in research activity. From 2007/08 to 2009/10, funding for graduate
students has risen steadily and dramatically: by 8% (to $36.9M in 2008/09) and 16% (to $36.9M in
2009/10).
Outcome 2.2
Engage undergraduate students in research
In Canada, an “honours degree” typically requires that disciplinary content be covered in greater
depth and breadth than the usual program major requirements. At SFU, most major programs
require a minimum 120 credits to complete, while honours programs require at least 132 credits.
Honours programs also require more credits in the upper division of the discipline, and completion
of disciplinary courses specifc to the honours designation. Among such courses are capstone courses
and directed studies courses leading to an honours thesis.
The total number of undergraduate students enroled in research-focused directed studies courses
and/or completing honours degrees is one measure of the degree to which the University integrates
research activity into its undergraduate experience. Requirements to participate in statistics and
research methods courses, research papers, and experiential learning all are means of embedding
research activity in undergraduate coursework. The percentage of undergraduate students who enrol
in research-focused courses has increased since 2007/08 relative to the number of undergraduate
students, with no change in the absolute number of students completing an honours thesis.
Although research is embedded in many of SFU’s undergraduate courses through internal debate,
selected readings, journal articles, statistics and the writing of papers based on research, this kind of
activity is very difficult to quantify. For this assessment, students were tracked and counted once if
enroled in this limited subset of research courses (capstone, honours, directed studies). Students with
multiple registrations in such courses were counted only once.
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Figure 4.23: Undergraduate students in research courses
A pilot project funded by the Vice President, Research has been created to increase opportunities
for undergraduate participation in research activities. It will provide 16 weeks of research training to
undergraduate students in the sciences, the applied sciences, the social sciences and the humanities.
Trainees will receive awards of $2250 or $4500 based on whether they are enroled in courses during
the tenure of the award. Awards will be supplemented by an additional ¼ support from supervisors’
grant funds. This program complements those for graduate students research support and increases
research experience at an earlier stage of academic development.
In addition to those undergraduates who experience research through coursework, others are
employed as research assistants through the NSERC Undergraduate Student Research Awards
(USRA) program. The USRA program encourages undergraduate students to undertake graduate
studies and pursue a research career in their felds by matching an undergraduate student with an
NSERC grant-holder. The faculty member outlines a research project and how the student’s work
can contribute to it. Students employed through the USRA program work on the research project
full-time for a minimum of 16 weeks. The student’s salary is covered jointly by NSERC (3/4) and
the faculty member’s grant (1/4). The number of NSERC USRA holders averaged approximately
100 over the years from 2007/08 to 2009/10. Faculty members also hire undergraduates to work in
their labs as research placements through the University’s co-op education programs. From 2007/08
to 2009/10, undergraduate co-op research placements at SFU more than doubled, increasing from 33
to 77.
Although some undergraduates are beneftting from the USRA programs funded by NSERC
and SFU, other data around undergraduate participation in meaningful research activity through
coursework suggest that the University needs to do more to improve its performance in this targeted
area, and that more accurate means of tracking that experience also are needed. As a result, Outcome
2.2 is assessed as “needs improvement.”
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Figure 4.24: Objective 2 summary results
Outstanding Satisfactory
Needs
improvement
Objective 2
Incorporate research into
teaching and learning
X
Outcome 2.1
Strengthen graduate student research
X
Outcome 2.2
Engage undergraduates in research
X
Summary of Core Theme Assessment: Research
Overall research goals at the time of this assessment were, and remain, to improve the quality and
quantity of research and to incorporate the research into our teaching and learning. Collectively, the
data suggest that, as an organization, SFU is meeting the majority of its research goals. It is apparent
that the University’s research impact as measured using citations and research publication data is
increasing, as are its industry partnerships and industrial innovations and royalty income. The number
of graduate students pursuing a research degree is increasing relative to the rate of increase in overall
graduate student numbers, and undergraduates are gaining research experience at an increasing rate.
However, undergraduate participation in research-related coursework still appears to be relatively low
and difficult to confrm.
While SFU has identifed some reasonably good indicators to assess its research activities, those
available to assess the extent to which research is embedded in its undergraduate teaching could be
improved through detailed analysis of all undergraduate courses to see whether they integrate research
into their curriculum and learning outcomes.
The University should examine why only a small subset of undergraduate students appear to gain
substantial research experience through existing directed studies courses or honours theses, and
through integrating research activity otherwise into the frst three years of academic experience.
Institutional targets should be established to ensure undergraduates in all areas beneft from
meaningful exposure to research methods and activities. Strengthening the links between research and
teaching through more work-integrated learning opportunities is an important objective.
During the assessment process several provisional long-term goals were identifed by the Research
Core Theme Team to be considered in the longer term:
• to build research capacity;
• to maintain total internal spending on animal care and library collections; and
• to have utilization rates parallel internal support of the animal care facility and library
collections.
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Figure 4.25: Overall Core Theme summary results, Research
Outstanding Satisfactory
Needs
improvement
Objective 1
Increase the level and quality of research
and promote SFU’s profile as a research-
intensive university
X
Objective 2
Incorporate research into teaching and
learning
X
Student Experience and Success
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Core Theme
Student Experience and Success
At SFU the term “Student Experience” refers to the overall feelings a student has regarding their
time at the institution. It encompasses the totality of students’ experience of the University, including
their sense of how the University values them; ultimately, a student’s experience will defne her
or his enduring memories of the institution and whether these are positive. In this sense, Student
Experience has clear implications for a number of critical institutional issues and outcomes, among
which are student recruitment and retention, institutional reputation, and alumni support.
Recognizing that students’ success is rooted in their collective experiences, and their success is of
utmost importance to the entire institution, it would be challenging to uncouple experience from
success. So, for the purposes of this assessment, these two concepts have been strategically entwined
into a single theme: “Student Experience and Success.”
For operational purposes SFU defnes “Student Success” more narrowly as “academic success.”
Students succeed most fundamentally by learning, and by demonstrating their learning by meeting
the academic standards set by their respective disciplines. Inevitably, the objectives set for the student
experience and success core theme interweave with those for teaching and learning.
Results derived from student survey questions play a signifcant role in documenting the subjective
experience of SFU students in their various engagements with the University’s academic and co-
curricular activities and its administrative processes. The evaluation of SFU’s progress in improving
student experience and student success is ongoing and reflects the dynamic nature of institutional
planning in a constantly changing market.
Put briefly, Student Experience and Success at SFU is built on a foundation of an engaging student
experience fostered by a supportive learning and living environment that contributes to a vibrant
campus community.
Core Theme Assessment
Objective 1
Provide an engaging student experience
Outcome 1.1
Students develop global perspectives, critical thinking and transferable skills
By creating multiple opportunities for students to establish meaningful contact with their discipline,
with each other, with their communities, and with the University, SFU provides students with
opportunities to develop as individuals and citizens. Identifying strong indicators for the frst two
outcomes associated with this objective has, however, proven to be quite challenging. It is possible
to see how many students participate in some of SFU’s diverse pedagogical offerings, but it is more
difficult to assess the influence of the programming on their development. The learning outcomes
from these diverse opportunities need to be clearly identifed and supported by specifc curricula. A
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commitment to provide students with an engaging university experience is, in essence, a commitment
to continued institutional evolution.
Participation in co-op education is a signifcant contributor to experiential learning for many SFU
students. Approximately 2400 students are placed in co-op jobs each year with another 2500 either
preparing to seek co-op positions or actively seeking them. There remains signifcant room for
growth in this area provided that the local economy can absorb more students.
Figure 4.26: Students applying to co-op, seeking a co-op placement or placed
SFU’s exemplar of focused interdisciplinary learning, the Semester in Dialogue program, is full
at 145 students each year, and approximately 250 students annually exploit various study abroad
opportunities. By the time students reach their fourth year (90 or more credits), 40% of students
report having completed a practicum, internship, feld experience, co-op placement or clinical
assignment.
As indicated in the Teaching and Learning core theme assessment, SFU is just beginning to
document the extent of experiential learning that occurs in its credit-bearing courses. Preliminary
results suggest that opportunities for experiential education are substantial in some programs. The
Undergraduate Student Survey (UGSS) sheds light on the value students associate with experiential
learning opportunities: over 80% feel that they would be interested in participating in experiential
learning programs that result in academic credit towards an SFU degree, with 55% saying they believe
experiential learning programs are of sufficient value that, regardless of their credit value, they should
be required for degree completion.
Figure 4.27: Student participation in diverse pedagogies
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Figure 4.28: UGSS fall survey, question 18
Outcome 1.2
Students report gaining applied experience relevant
to their academic study and personal/professional goals
A substantial test of the benefts and relevance of an education is how those educated experience its
value as they engage with a wider world through work or advanced studies. Results from the BGS
show that, two years after graduation, 81% of graduates believe that the knowledge, skills and abilities
acquired at SFU are either very or somewhat useful to their day-to-day life.
Gaining experience in one’s feld while still at school prepares students for an effective and successful
transition to full-time work following graduation. Among SFU graduates, 55.8% of those responding
to the CUSC survey participated in various forms of work experience facilitated or offered by SFU,
including co-op employment, work experience, practica, internships, or service learning activities.
Among those who participated in these varied forms of experiential learning during their studies,
exactly half felt these experiences contributed “very much” to their growth and development.
Outcome 1.3
Students progress to complete their identifed credential
Although many of the indicators used in this assessment of student experience are subjective,
student progress to degree completion is more easily and objectively quantifed. The UGSS provides
information on course availability and on the ability of students to understand and move effectively
through their programs (navigable curriculum); the BGS sheds light on post-completion career and
schooling choices; and data kept by the University’s IRP measure issues related to success, retention
and transition.
SFU has long identifed “course accessibility” as an impediment to degree completion. For the past
decade SFU has been working actively to improve course availability and reduce incidences of delayed
degree completion. In 2003, a Task Force on Course Accessibility identifed a number of systemic
contributors to course accessibility, including insufficient classroom space, an artifcially compressed
scheduling day, the trimester system, overly extensive pre-requisite structures for some programs,
and the unpredictability of undergraduate registration patterns. Many of these issues have since been
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addressed. In 2005, for instance, a new course scheduling policy imposed some key efficiencies on
the scheduling process.
7
Participation in a cohort tends to improve progress by offering students
predictable access to required courses in a regular sequence and schedule. A number of frst-year
cohort programs are now offered at SFU’s Surrey campus (i.e., BusOne, TechOne, Science Year One,
SystemsOne and Explorations) and provide the benefts of small, integrated courses with guaranteed
registration to those accepted.
Despite these efforts, 55% of those responding said their progress to degree completion was delayed
by their inability to enrol in required or elective courses when they were ready to do so. Satisfaction
with course availability decreases as course level increases: frst year students report nearly 80%
satisfaction level, but this decreases to under 60% by fourth year.
Some students choose to reduce their course loads and/or to take courses that do not specifcally
relate to their degree. For instance, students in the Beedie School of Business report the highest
level of delayed completion (61%), but also note that their delays are caused by competition to enter
the School’s highly-touted co-op program. Since the co-op program is designed to provide work
experience and enhance their educational experience, delays for Beedie students may provide an
enhanced rather than delayed progress.
Figure 4.29: UGSS fall survey, question 14
How satisfied were you with your overall SFU experience with course availability?
(Percentage who responded Very/Somewhat Satisfied)
Although course accessibility and curriculum navigability remain challenges at SFU, the University
places great emphasis on providing students with the tools they need to succeed as scholars in its
programs. 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.
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
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“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.
The presence of sound academic advising principles helps students defne academic goals: in 2010,
72% of students at SFU had a declared major, up from 68.4% in 2007. Being able to help students
navigate their progression at SFU may also help them succeed in their chosen programs.
A Degree Progress Report has been built into the Student Information System (SIMS) to allow
students to audit their degree progress directly, or to review progress with an advisor. Students make
ample use of these resources to navigate their programs: 79.4% of UGSS respondents say the academic
calendar was “very” or “somewhat useful,” as were advisors, instructional staff and various University
websites.
Figure 4.30 UGSS fall survey, question 21
How useful are the following sources in helping you to plan your path through your program requirements?
In 2010, retention rates from 1st to 2nd year were 82%, which represents a slight slip from 2007,
when 86% of students successfully transitioned from frst to second year. Completion rates have
slowed very slightly over the last three years: a student entering directly from grade 12 will usually
complete his or her program in 5.3 years, up from 5.2 in 2007. A transfer student will complete in
3.7 years, up from 3.4 three years ago. While this is not a large increase, it remains an area of strategic
importance and concern.
Figure 4.31: Retention rates of students entering from BC12
Outcome 1.4
Students effectively transition to degree-related employment or to further academic studies
Within two years of graduation, students have typically either found employment or proceeded
to further study. BGS responses show that within two years of graduation 95% of respondents are
either working at or have a paying job lined up. Of those, 67% say their main job is either “very” or
“somewhat” related to the program from which they graduated. Although 33% of respondents believe
their main job is not directly related to their studies at SFU, a large majority (83%) say the knowledge,
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skills and abilities they acquired through their SFU studies are “very” or “somewhat useful” in their
work. (For data fve years out, see Teaching and Learning Outcome 1.3.)
The 2009 BGS results also show that 54% of respondents undertook further studies within two
years of graduation, 25% at the Masters level. The primary reason given for continuing studies was
for employment reasons (77%), with almost a quarter of respondents engaging in further studies to
challenge themselves intellectually or pursue areas of personal interest (24%).
Objective 1 of Student Experience and Success is that SFU will “provide an engaging student
experience.” Outcome 1.1 echoes Objective 1 from the Teaching and Learning core theme in
encouraging students to “develop global perspectives, critical thinking and transferrable skills.” The
University tries to achieve this in part by making available a number of different learning experiences
that address different learning styles and environments. Participation in co-op, for instance, allows
students to experience job requirements and workplaces, and to test beforehand their expectations
and understandings of the skills and knowledge needed to prosper in discipline-related work.
Interdisciplinary cohorts such as the Semester in Dialogue allow students to engage with a subject
from multiple perspectives, and encourage them to see issues while learning about the processes
by which issues are managed and, where possible, resolved. Overall, however, data measuring
whether students develop the perspectives and skills identifed in Outcome 1.1 are elusive. Because
evidence for measuring progress toward this outcome is lacking, the assessment team has judged that
improvement is required.
Timely student access to courses required to complete their programs, and to some elective courses,
remain a challenge at SFU according to student surveys, and grows more difficult as students achieve
the upper division of their programs. Although some students voluntarily delay their graduation
to participate in feld schools, domestic and international co-op opportunities and to work, others
are stymied by the unavailability of the courses they require at the time they require them. The
assessment team deems that the University needs to take steps to improve its performance around
completion times. On the other hand, graduate surveys suggest that, once they complete their
programs, SFU graduates are exemplary in their ability to fnd degree-related employment in a
reasonable time. Data are currently unavailable for students progressing to advanced or other second
degrees.
Figure 4.32: Objective 1 summary results
Outstanding Satisfactory
Needs
improvement
Objective 1
Provide an engaging student experience
X
Outcome 1.1
Students develop global perspectives, critical
thinking and transferable skills
X
Outcome 1.2
Students report gaining applied experience
relevant to academic study and personal/
professional goals
X
Outcome 1.3
Students progress to complete their identifed
credential
X
Outcome 1.4
Students effectively transition to degree related
employment or to further academic studies
X
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Objective 2
Provide a supportive student learning and living environment
Outcome 2.1
Students experience a welcoming and diverse campus community
The diversity of SFU’s student body mirrors that of BC’s Lower Mainland and, on a larger canvas,
reflects Canada’s changing population. SFU’s international student body has grown from 3461 in
2007 to 4718 in 2010, with students representing 126 countries (up from 114 in 2007). International
students are welcomed by informal student groups, and are introduced to and oriented by staff and
peer volunteers for the numerous specialized student services, advising and mentoring programs
offered by SFU International as well as by services provided to all students through Student Central,
Ulife, Arts Central and the Office of the Associate Vice President, Students.
Figure 4.33: International student enrolment
A stroll through any SFU campus will show that Canadian domestic students are as diverse as their
international counterparts, and informal and programmatic supports also exist for them. Pre-arrival
advising, residence-life and University orientation, wellness programs, Centre for Students with
Disabilities, peer and professional tutoring, career services, leadership training programs, interfaith
opportunities, the Office for Aboriginal Students and Ulife programming.
Back on Track, a program originally designed to assist students whose poor academic performance
made them “Required to Withdraw” (RTW), has been extended to students On Academic Probation
(OAP) in an effort to increase effectiveness through earlier intervention. Back on Track’s success rate
in improving the marginal performance of at risk students has demonstrated the value of the program
to SFU and the students who were able, with the help of the program, to recover and remain in
school. Many Faculties also provide retention-oriented activities (e.g., peer mentoring in the Faculty
of Health Sciences), particularly to students in Year One, and have introduced problem-specifc
interventions where warranted (e.g., calculus support in the Faculty of Science).
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Figure 4.34: Back on Track program
Outcome 2.2
Students access transparent and effcient administrative systems
Student feedback suggests that an area in need of improvement is how students access SFU’s
administrative systems; how SFU measures student access also is problematic. According to CUSC,
67% of respondents feel they are “part of this university,” a positive if nebulous response. However,
60% of students responding to the same survey said they “got the run-around” when dealing with
SFU’s administrative services. This less-glowing response indicates a feeling of discontent with
processes and administrative services, and suggests that the delivery of administrative services requires
attention. Student responses also further suggest a need for more substantive indicators (or points of
data collection) for this assertion, such as a standing question in SFU’s annual UGS Survey of students
that clearly addresses this issue.
Outcome 2.3
Students are provided supportive and healthy environments for study and community activities
Students appear reasonably satisfed with services that support their academic studies, but give mixed
reviews to some other University services that may or may not directly relate to them—for example,
food services, study space and computer lab space.
Food services on the Burnaby campus are well used, but not particularly well liked. In 2008, 89.9%
of CUSC respondents reported using various food outlets on campus, but only 42% reported being
“very satisfed” or “satisfed” with their experience.
8
Student responses reflect the difficulty of having
a single food service provider attempt to meet the needs of both students in residence and commuting
students (as well as faculty and staff). Residence food services must be ample, tasty, nutritious and
available for long hours seven days a week; commuting students are looking for quick service, reliable
quality and a variety of relatively inexpensive options.
To provide greater flexibility, the food service contractor for Burnaby campus is licensed to operate
outlets of several popular Canadian food services, including Tim Horton’s, White Spot and Subway,
all of which are well-received by students. The Simon Fraser Student Society also operates several
food services, and sub-leases space to several more external food service operators. Off-campus food
options (at Burnaby) are accommodated in the UniverCity development and have provided some
8 Data on satisfaction with food services was not collected in 2009.
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much desired variety in food and price. Because SFU’s Vancouver and Surrey campuses are located
in the midst of urban commercial districts, students at those campuses are able to make use of many
different food outlets.
Library and quiet study space are adequate, and robust wireless internet service is available throughout
the campus. Parking pressure has eased since the introduction of the Universal Transit Pass (UPASS)
and according to Translink, ridership is constantly growing and service to the Burnaby campus is
the highest for any route in the Lower Mainland, with buses leaving every two minutes during peak
hours from the Production Way/University Skytrain station.
Other services are more positively received, with most approved by the signifcant majority of
respondents. Residence and student life programs were highly regarded, and recreational, athletic and
computer facilities received very positive responses.
Figure 4.35: CUSC level of satisfaction (% Very Satisfied/Satisfied) with University services
Objective 2 expresses the University’s intention to provide an environment that supports student
learning and life in mutually productive ways. Evidence supports the conclusion that SFU provides
a supportive and inclusive environment for its diverse student body. Extensive orientations are held
for new students, with targeted orientations also held for students with specifc needs or interests
(e.g., disabled, residence, or international students). Additional supports are provided for continuing
students through ULife, as well as various leadership and other development programs. For students
who fnd themselves struggling to succeed academically, the University created its Back on Track
program, and various Faculty-specifc mentorship programs have been developed at the disciplinary
level.
Students also are provided with supportive and healthy environments. The Library provides ample
study space and learning resources; Transit use at SFU is the highest in the Lower Mainland; and
Residence and student life programs are highly regarded. Systems support is signifcant and well
regarded. Student satisfaction with available food services remains modest, and a majority of students
responding feel that they have, at one time or another, “got the run around” in their dealings with
SFU’s administrative systems. This last perception has resulted in an assessment that improvement is
required to make those systems more transparent and efficient.
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Figure 4.36: Objective 2 summary results
Outstanding Satisfactory
Needs
improvement
Objective 2
Provide a supportive student learning
and living environment
X
Outcome 2.1
Students experience a welcoming & diverse
campus community
X
Outcome 2.2
Students access transparent and efficient
administrative systems
X
Outcome 2.3
Students are provided supportive and healthy
environments for study and community
engagement activities
X
Objective 3
The University creates vibrant campus communities
Outcome 3.1
Students participate in multiple opportunities to engage in a vibrant campus life
Students have many opportunities to engage in extra-curricular activities at SFU. In 2009/10, the
UGSS asked students “how likely are you to participate in each of these types of activities at SFU?”
Responses ranged from a low of 32% who would attend athletic events to a high of 62% who would
attend free lectures and speakers. SFU continues to seek ways to increase student interest in co-
curricular activities.
Figure 4.37: UGSS percentage of respondents who answered
“Very/Somewhat Likely” to attend or participate in the following types of activities
Recognition that much of what students learn at university is learned outside the classroom has led to
the need to develop a means to record valuable non-academic experiences at SFU. Student Services
is currently collecting data from a pilot testing of a new co-curricular record, “My Involvement,”
which is expected to provide excellent data about how students participate in campus life outside
the classroom. Current records provide detail on students’ involvement as peer educators, orientation
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leaders, residence community advisors, LEAD and LEAD 2 participants and some Recreation
positions. When implemented, “My Involvement” will ultimately record participation in Faculty
initiatives and other SFU activities that foster personal development, leadership and civic engagement.
Outcome 3.2
Students and graduates contribute to the social and economic well-being of their communities
Community engagement by students and alumni is well reflected in SFU’s Outstanding Alumni
Awards. Since 1983, these awards have recognized achievement in Academic Achievement, Arts
and Culture, Athletic Achievement, Public Service, Service to the Community, Professional
Achievement and Service to the University
9
.Among
recipients of SFU’s outstanding alumni awards
are distinguished artists, authors, flmmakers, researchers, community and thought leaders, current
and former members of the provincial and federal governments, and several Olympic medallists.
Recipients of the Award represent the breadth and depth of contributions made by SFU graduates to
the well-being of their communities.
The Baccalaureate Graduate Survey shows that two years after graduation 95% of alumni had paid
employment or had employment lined up. Across Canada, higher education leads to higher rates of
income, better health for the graduates and their families, intergenerational fnancial security and
other benefts that continue to positively affect the economic and social well being of communities
within which graduates live and work.
Outcome 3.3
Students choose a lifelong relationship with SFU
Although SFU is only 46 years old, fnancial support from its 100,000-plus alumni has been
consistently strong. In 2009/10, alumni pledged $1,045,888. This level of donations has been
relatively stable in recent years, although the recession of 2008 signifcantly affected gifts for that
year. In 2011, father and son Keith and Ryan Beedie donated over $22 million to SFU’s Faculty of
Business Administration, which was renamed “The Beedie School of Business” in acknowledgement
of their generosity. When indicating the reason for their donation, both men cite their close
relationship with SFU and Ryan, in particular, his academic and student experience.
Figure 4.38: Alumni support, 2007-2010
The assessors consider that the outcomes for Objective 3 are all being satisfactorily achieved by SFU.
Students have numerous and wide-ranging opportunities to participate in campus life, whether
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through student clubs, recreational or athletic activities, volunteer and service activities, public
lectures by internal and external senior scholars, and in other forms. SFU students and graduates
contribute to their communities through active participation in community and cultural events and
through the positive economic and social impact their presence brings to their communities. Alumni
donations and participation in events sponsored by the Alumni Association demonstrate the awareness
by SFU graduates of the role the University has played in their intellectual and fnancial growth.
Overall, the assessors judged SFU’s performance in creating a vibrant campus community to be
satisfactory.
Figure 4.39: Objective 3 summary results
Outstanding Satisfactory
Needs
improvement
Objective 3
The University creates vibrant campus
communities
X
Outcome 3.1
Students participate in multiple
opportunities to engage in a vibrant campus
life
X
Outcome 3.2
Students and graduates contribute to the
social and economic well-being of their
communities
X
Outcome 3.3
Students choose a life-long relationship with
SFU
X
Summary of Core Theme Assessment: Student Experience and Success
SFU’s overall performance in the Student Experience and Success core theme is satisfactory, although
some important areas are in need of improved performance. Students take advantage of opportunities
to participate in feld schools, international exchanges, co-op work placements, and so on, sometimes
deferring their graduation to do so.
At other times, students’ progress to graduation is delayed because required and elective courses
are not available when students want to, or must, take them. The assessors believe the University’s
performance should improve in this area. The Core Theme Team also decided it lacked sufficient data
to determine whether students are developing a global perspective, critical thinking and transferable
skills; the absence of meaningful data led the team to assess that improvement is needed.
Improvement in administrative systems and processes was also deemed to be necessary to address
student perceptions that these are unduly complex and circuitous (the “run around”). Further work
is needed to identify what systems and processes are problematic so focused action can be taken to
address them.
The University performs well in providing students with a supportive learning and living
environment. Programs and services to address virtually any student need are available, and substantial
effort is expended to ensure that students are aware of them. Students in academic difficulty, for
instance, are contacted and encouraged to participate in programs like Back on Track, and most of
those participating recover academically. Faculties and disciplines also develop and support programs
that assist students to succeed and prosper in their unique academic settings. One sign of the
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University’s general success in supporting its students is that alumni donate to support University
activities.
Overall, the assessors judge that SFU is achieving its core theme objectives for Student Experience
and Success. A signifcant beneft of this assessment process has been to identify areas in which data
collection can be improved, or where objectives, outcomes and indicators can be better aligned. For
instance, additional data measuring graduate students’ experiences at SFU are needed. Some changes
to student survey questions have also been identifed, and SFU has begun working with NSSE to
develop data more relevant to SFU’s purposes.
Figure 4.40: Overall Core Theme summary results,
Student Experience and Success
Outstanding Satisfactory
Needs
improvement
Objective 1
Provide an engaging student experience
X
Objective 2
Provide a supportive student learning and
living environment
X
Objective 3
The University creates vibrant campus
communities
X
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Community and Citizenship
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Core Theme
Community and Citizenship
Community engagement is a foundational value at SFU; the University’s “Statement of Values and
Commitments” invites communities to expect much of SFU, and promises reciprocal engagement
with its communities in building a robust and ethical society. Nowhere is SFU’s determination to
engage its communities more evident than in its two urban campuses. Their establishment (Vancouver
in 1989, Surrey in 2002) in BC’s two largest city centres was a result of strategic decisions intended by
SFU’s leadership to keep the University close to the centres of BC’s civic life.
The Vancouver Sun has called SFU the “intellectual heart of Vancouver,” and the Surrey campus is
an acknowledged anchor to that city’s revitalized urban centre. In both cities, SFU works extensively
with the municipalities, community development groups, not-for-profts, school boards, business
associations and numerous other community members to continue and expand its contributions
to the public good. In 2009, SFU’s efforts were acknowledged with the Gold Award for public-
sector leadership in education from Canada’s Institute of Public Administration and Deloitte, which
recognized SFU’s pioneering moves to become frmly rooted in the communities beyond its original
Burnaby Mountain campus.
Although SFU has always been a major and conscientious contributor to its communities, fnding
and implementing meaningful ways to measure the impact of its many activities is new. Extensive
discussions were conducted to identify meaningful and measurable objectives and outcomes for these
activities. At present, no systematic processes exist to collect information for many of the measures
identifed at the outset of this process. The University recognizes the need to develop more explicit
and documented methods for assessing its outreach and engagement activities and to test whether
they are conducted efficiently and fruitfully.
In conducting the assessment of community engagement and citizenship, a number of quantitative
and qualitative indices were employed. Often, the results were suggestive rather than defnitive,
and numerous recommendations emerged for the improvement of measures for activities falling
within this Core Theme. In many instances, the absence of identifed internal thresholds or
external benchmarks made the business of gauging success a signifcant challenge, and it is strongly
recommended that future assessments identify suitable benchmarks and thresholds where possible. The
assessment process itself can focus and promote awareness of community engagement and citizenship
efforts in academic and administrative departments, and can encourage the collection of data and
development of profles related to these essential activities.
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Core Theme Assessment
Objective 1
Engage and involve SFU’s many communities
Outcome 1.1
Provide learning opportunities to diverse communities
Indicators identifed to measure SFU’s performance in providing learning opportunities to diverse
communities include: enrolment in non-credit programs; attendance at public lectures; and
enrolments by international, mature and Aboriginal students.
Although the vast majority of SFU’s academic offerings are for-credit, the department of Continuing
Studies has provided non-credit academic programming since 1971. In 2011, Continuing Studies
was incorporated into the larger Lifelong Learning unit, which also offers specialized for-credit
programming in conjunction with the other academic Faculties.
Non-credit programs and activities make the University’s academic resources available to a much
wider constituency and often are tailored to meet the needs or interests of specifc community sectors,
stakeholders and constituencies who might otherwise be unable to access them. These programs also
encourage the University to broaden its contacts and widen its perspectives.
Based on the available data from a broad range of non-credit programs offered through Continuing
Studies, non-credit programs continue to provide a growing number of community members with
diverse offerings. It demonstrates SFU’s successful effort to meet a wide variety of community needs
that enrolments in most programs are steady, with some increasing signifcantly.
Figure 4.41: Enrolment in non-credit programs
Through events such as public lectures, the community experiences some of the direct and tangible
benefts of their investment in advanced education, which enhances public support for, and interest
in, the University. Public events provide a broad stage on which to present the contributions of
University faculty, students and staff while also creating a locus for the exchange of ideas among the
University and its diverse and widely-spread communities.
An initial capture of public lectures in 2009/10 shows that a range of Faculties and departments
organized 84 public lectures at SFU’s three campuses. However, attendance at these events is
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inconsistently monitored, and the degree to which an event is successful is typically a local decision
based on data that are not broadly reported. Participation in community events should be a valuable
indicator of the success of individual initiatives and offerings. One means to make the indicator more
comprehensive and valuable may be to adapt Lifelong Learning’s course management system to allow
other programs to collect data through it on their own non-credit offerings (e.g., symposia, colloquia
and other public events).
In the absence of recorded and available data on attendance for most University events, this indicator
was limited to attendance at SFU’s unique Philosophers’ Cafés, which provide a useful if narrow
measure of community demand for SFU events that engage the “life of the mind.” Philosophers’ Café
is a series of informal public discussions on important issues of the day. The Cafés attract people of all
ages and from all walks of life who share a passion for lifelong learning. Begun in 1998, the program
has welcomed over 70,000 participants to over 1,100 cafés and other events at 90-plus venues in 10
BC towns and cities. Neighbourhood demand for Philosophers’ Cafés resulted in a 35% growth in
Café locations from 2009 to 2010.
10
Figure 4.42: Oferings/participation in Philosophers’ Cafés
International enrolments reflect the institution’s engagement with the demands of the global
marketplace and the need to expose domestic students to opportunities to interact, engage and
exchange views and information with their peers around the world. Enrolment of international
students has increased by 36% from 2007/08 to 2009/10, confrming that such enrolments are
succeeding beyond expectations.
Aboriginal enrolments have dropped in the past year, at least in part as a result of the closing of a
small satellite campus in Kamloops, BC. Increased enrolment and academic success of Aboriginal
students is an explicit target in the Academic Plan and the ongoing implementation of a recent First
Nations Strategic Plan is expected to assist in achieving that increase. To this end, the Vice-President,
Academic has funded the continuation of an Aboriginal Bridge Program to assist Aboriginal
applicants with entry to SFU’s degree programs.
International enrolments reflect the institution’s engagement with the demands of the global
marketplace and the need to expose domestic students to opportunities to interact, engage and
exchange views and information with their peers around the world.
10
www.sfu.ca/philosopherscafe/about.htm
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This assessment confrms that international enrolments are succeeding beyond expectations; indeed
rapid growth has resulted in over-enrolment by international students and created extraordinary
pressure on SFU’s instructional and support capacity.
The University also recognizes the need to provide educational opportunities to a maturing
demographic, particularly students 25 years or older. BC’s population is aging, so the traditional
predominance of admissions from grade 12 is likely to slow. At the same time, there is a growing need
for people to return in mid-career in pursuit of professional enhancement or other life goals.
Enrolment by students 25 and older remains steady and, given demographic shifts from BC’s aging
population, it should be considered whether greater emphasis should be placed on addressing the
needs of this market.
Figure 4.43: Enrolment by diverse groups
Results for Outcome 1.1 suggest that the University’s performance is strong. Enrolments in
non-credit programs remain generally vigorous. A host of community events are offered and, at
Philosophers’ Cafés—the one event where attendance is centrally tracked—attendance continues to
rise and the number of individual events is increasing. Enrolments by diverse groups are very strong,
although there has been a temporary dip in Aboriginal enrolments following the closure of the
Kamloops campus. Measureable performance for Outcome 1.1 is considered satisfactory.
Outcome 1.2
Encourage community service and engagement
This outcome also proved challenging to assess in the absence of systematic data collection across
the relevant programs. Both qualitative and quantitative data were used where they could be found.
Formal community partnerships and relationships were identifed where possible. Instances of
community recognition were noted, and information was sought regarding such diverse activities as
fundraising, attendance at athletic events and measures of alumni engagement such as fundraising and
attendance at Alumni Association events.
Qualitative examples of community relationships, partnerships and activities were provided by Faculty
deans and supplemented by searching SFU websites. The resulting picture shows a broad disciplinary
involvement by the University in community activities that demonstrate institutional responsibility
and leadership in many areas. For example, the Faculty of Arts and Social Sciences (FASS) sponsors
hundreds of public lectures, including “The Bard Explained” (in association with Vancouver’s Bard on
the Beach theatre) and the Mirhady Annual Lecture in Iranian Culture. Psychology offers its annual
“Psych in the City” lecture series and, as participants in SFU’s Directory of Experts, faculty from
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across the University play a prominent role in offering perspectives on issues and events to people in
BC and across Canada.
SFU Faculties also carry out signifcant mentorship programs. The Beedie School of Business
works with Vancouver’s Board of Trade Leaders of Tomorrow program and the Top 100 Women in
Business Summit. Education organizes the Friends of Simon tutoring program for students in local
high schools, and the Your Education Matters TV series. Lifelong Learning is conducting a two-
year Literacy Lives project to improve the literacy and life skills of adults in Vancouver’s troubled
Downtown Eastside.
These examples are offered simply to indicate the scope of community contributions made by SFU’s
academic units. More extensive lists of Faculty partnerships and activities appear in the Academic
Unit Descriptions appended to this Report.
Enrolments in co-op, internships, practica, service-learning and other courses with domestic feld
experiences provide another measure of the extent to which SFU programs offer their students
opportunities to participate in and contribute to community based activities. Performance here
appears to be stable, with strength demonstrated through signifcant growth in co-op education and
community-based service learning. These indicators, however, need to be clarifed and refned to
provide a more reliable index of this activity.
Figure 4.44: Enrolment in community-based and service learning courses, and in internships, 2007-2010
Financial donations to SFU by organizations and private individuals are another measure of how
the public perceives SFU’s relevance to their community. The impact of the recent recession had a
signifcant and adverse impact on SFU’s ability to raise donations across its donor communities, but a
marked recovery was experienced in 2009/10, with improvement expected to continue
11
.
11 Partial data for 2010/11 show that SFU will exceed 2007/08 figures.
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Figure 4.45: Fundraising dollars by community (academic year)
Source: University Advancement
Universities always hope the experience their alumni had as students will make them highly
motivated proponents of their school once they graduate and fnd their fnancial feet. Attendance
at SFU Alumni Association events is growing, as is the number of locations hosting such events.
Although the dollar value of alumni donations declined in the 2009 calendar year (corresponding
with a general economic decline), the number of alumni donating grew; both the number and dollar
value of alumni donations rebounded signifcantly in 2010. Total alumni donations remain relatively
steady. SFU is still a young institution, and it is expected that alumni donations will grow in number
and dollar value as its alumni continue to mature in their careers and economic influence. It should
be noted, however, that the culture of alumni giving in Canada is not as strong as in the USA.
Figure 4.46: Alumni events and fundraising
Alumni events (source: Alumni Association)
and fundraising (source: Advancement)
2008
2009
2010
Number of alumni events
11
10
16
Attendance
759
810
1400
Dollars
$1,416,170 $845,128
$1,457,598
Number of donors
5070
5224
5868
The SFU summer camp program is well-established and reaches youth of all ages. For many
participants, attendance at an SFU summer camp is the beginning of a long familiarity and
relationship with SFU. Participation in athletic events and summer camps is consistent and should
provide a useful measure of public engagement with SFU, and purchasing a ticket to watch an SFU
athletic event is a good measure of how committed that interest is. It would be useful in future for
Athletics to gather data on attendance and paid attendance at events in future.
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Figure 4.47: Athletics events/summer camps participation
Participation in SFU athletic events and summer camps
(Source: Athletics)
2008
2009
2010
Number of athletic events
99
87
78
Different types of camps offered
not available
45
49
Total number of summer camps offered
not available
390
364
Attendance at summer camps
not available
5423
5432
Overall performance for Outcome 1.2 is deemed to be satisfactory, although good quantitative data
were hard to come by. Student activity within the community is broad and well developed, occurring
through a range of different academic and work-related options. In common with institutions around
the world, fundraising dropped signifcantly with the recession, but appears to be recovering, and
some major donations have been made in the last year. Attendance at athletic and alumni events is
growing, although neither of these activities tends to generate the intense interest in Canada that is
common in the USA.
Taken as a whole, SFU’s performance for Objective 1 is considered satisfactory, but much work is
needed to produce better data and perhaps more incisive indicators.
Figure 4.48: Objective 1 summary results
Outstanding Satisfactory
Needs
improvement
Objective 1
Engage and involve SFU’s many
communities
X
Outcome 1.1
Provide learning opportunities to diverse
communities
X
Outcome 1.2
Encourage community service and
engagement
X
Objective 2
Provide opportunities for international collaboration and partnerships
International collaboration and partnerships should involve students, faculty and staff, providing
opportunities to expand their perspectives and experiences in the context of the increasing
globalization of contemporary society. The assessment of progress here is based on international
exchange opportunities available to students and the number of students choosing to participate in
them. Exchange opportunities were measured using registrations in international co-op, outbound
exchanges, international exchange courses and the number of countries participating in exchange
agreements. For a measure of faculty and staff involvement in international collaboration, using the
Thomson-Reuters InCites database, journal articles co-authored by SFU authors with international
authors were counted. The results show a substantial and growing proportion of publications by SFU
researchers are internationally co-authored.
Participation in an international exchange program represents a signifcant opportunity to become
informed by experiencing and engaging with new people, ideas and values. It carries, however,
signifcant fnancial and opportunity costs that may place it out of reach for many students. Students
25 or older, or younger students working to support their education, may be limited in their ability to
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participate in such exchanges. It should be noted, too, that a high number of SFU students classifed
as “domestic” are recent immigrants and may not feel a strong need for international experience.
The available data on foreign exchanges show participation rates are growing despite the costs
associated with attending other universities. The number of international co-op placements declined
coincidentally with the recession and has remained stable since. Participation in international feld
schools was stable, as was the number of outbound students participating in international exchanges.
In the absence of benchmark data from other institutions, it was difficult to assess how well SFU
is doing when compared with similar institutions in Canada or elsewhere. This is one area where
external benchmarks would greatly improve evaluation.
In 2009/10 SFU held feld schools, had formal exchange agreements with other institutions, or had
international co-op placements in the following countries: Argentina, Australia, Austria, Belgium,
Brazil, Chile, China, China-Hong Kong, Czech Republic, Denmark, Ecuador, Egypt, England,
Fiji, Finland, France, Germany, Ghana, Greece, Hungary, India, Iran, Ireland, Italy, Japan, Korea,
South Mexico, Morocco, Netherlands, New Zealand, Norway, Philippines, Poland, Russia, Scotland,
Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan, Thailand, Turkey, United Arab
Emirates, and the USA. Study abroad options are available in more than 50 countries.
In future it would also be useful to measure student involvement in international research projects as
an indicator of international collaboration.
Figure 4.49: Oferings/enrolment for international exchange
Oferings and enrolment for international exchange
(source: SFU International)
2007/08 2008/09
2009/10
Enrolment in identifed foreign exchange courses (FEP)
202
232
257
Percentage of student enrolment this represents
0.11%
0.12%
0.12%
Number of International co-op placements
117
108
108
Number of international feld school students outbound
117
116
113
Number of outbound student semesters for international exchange
244
243
245
Published articles with international co-authors show that faculty involvement with the international
community is growing.
12
SFU does not now have a systematic way to document involvement in
international research projects; if this indicator is to be used again, it would be improved by having
access to a central inventory of active institutional agreements with international organizations. Access
to aggregate data from the University’s CV databank also could make this a more useful indicator.
Figure 4.50: Journal co-authorship
Journal co-authorship
(source: IRP – Thomson Reuters InCites database)
2007/08 2008/09 2009/10
Number of SFU articles with an International co-author
515
595
713
Total number of SFU articles
1,450
1,500
1,624
Percentage of internationally co-authored articles
35.52%
39.67%
43.90%
Providing opportunities for students, faculty and staff to participate in international activities and
to be exposed to other perspectives is of great beneft individually and to the communities within
12 The figure provided by Thompson Reuters InCites does not capture all published work.
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which those people belong. The ability to understand and prosper within a global community
is a cornerstone of modern higher education, and “internationalization” has been an important
value at SFU for years. Despite this, the number of participants in the international opportunities
SFU provides remains relatively low. External benchmarking would make it clearer whether SFU’s
participation rates are low relative to its own expectations or, more importantly, to similar institutions.
Because of this, it is assessed that improvement is needed to achieve Outcome.2.1.
Academic collaboration with international partners is growing at SFU, and may be even stronger than
indicated. Access to more evidence would be helpful if this indicator is to be used again. Progress
toward achieving Outcome 2.2 is satisfactory.
Overall, SFU’s performance for Objective 2 is considered to be satisfactory. The University should
consider whether participation in international student exchanges and related programs is of sufficient
importance to facilitate through additional funding in the form of subsidies, grants or other means of
offsetting the costs.
Figure 4.51: Objective 2 summary results
Outstanding Satisfactory
Needs
improvement
Objective 2
Provide opportunities for international
collaboration and partnerships
X
Outcome 2.1
Students participate in international
exchange opportunities and feld schools
X
Outcome 2.2
Faculty jointly publish articles with
international partners
X
Objective 3
Mobilize resources and expertise that reflect regional,
national and global interests and address concerns
Outcome 3.1
SFU’s research, teaching and service strengths
and impacts are widely communicated and employed
One of the primary means for a post-secondary institution to extend its resources into its surrounding
communities is to disseminate widely new information and perspectives. It can do this through media
releases and “tips,” where the incidence of “take-up” by media outlets serves as a measure of public
interest. Access to information through other electronic media via web traffic to University sites and
social media channels also provide a useful measure of public impact and interest. Media releases and
media tips have grown over the course of the past three years. Social media activity is modest, but
SFU is only in its frst year of tracking this activity.
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Figure 4.52: Media coverage
Number of news releases and media tips; Twitter and Facebook
data; and print media coverage of SFU (source: PAMR)
2008
2009
2010
Number of media releases
223
222
253
Number of media tips
108
115
146
Number of people following SFU Twitter
32
1500
3661
Facebook average number of daily active users
not available
not available
117
Facebook average number of weekly active users
not available
not available
427
Facebook average number of monthly active users
not available
not available
1114
Print media coverage of SFU / SFU stories in print media
8506
5701
5607
SFU systematically documents coverage of SFU activities by non-SFU print media, which shows
a decline in recent years, but a strong media presence (with more than 5000 print stories). The
decline in print stories is traceable to an overall decline in print media, which took hold in 2009 as
advertising revenue also dropped, leading to a general decline in the amount of space available to print
any kind of stories, including those about SFU’s activities. It would be useful to track coverage in
other media, including broadcast media, and to determine whether sufficient information is available
to benchmark these data against other institutions.
As noted in Chapter 2, SFU’s Internet use is sufficiently extensive that it ranked 2nd among
universities in Canada, 31st in North America, and 37th worldwide in the 2011 Webometrics
Ranking of World Universities.
13
Figure 4.53: Website traffic
SFU website traffic (source: PAMR)
2008
2009
2010
Number of visits to SFU website
10,714,868
11,815,610
12,009,292
Number of unique visitors
2,898,306
3,299,230
3,528,562
Percentage of new visits
26.16%
27.00%
28.33%
Number of page views
14,998,301
16,269,766
17,995,585
Average number of pages/visit
1.4
1.38
1.5
Average time spent on site (minutes:seconds)
2:02
2:05
2:21
Percentage of visitors from outside of Canada
8.25%
8.00%
9.20%
Excellent evidence of SFU’s impact on the surrounding communities comes from a data collection
service contracted by SFU’s Public Affairs and Media Relations (PAMR) department to track media
references to SFU. These are distributed weekly and are posted on PAMR’s website
14
Refer. ences are
too many and diverse to tabulate, but a review of media citations of SFU-based experts reflects both
the breadth and depth of SFU’s success in serving as a public resource for important information on
issues of current importance and interest.
Taken overall, there is ample evidence that SFU is a major resource of academic expertise and
information to its surrounding communities. Faculty, students and staff are common contributors
to local, regional and national media, providing expert opinion and analysis on subjects of popular
interest. SFU’s web presence is disproportionate to its size, and visits to its website are growing rapidly.
In view of this evidence, SFU’s performance is assessed as outstanding in achieving Outcome 3.1.
13
www.webometrics.info/details.asp?univ=sfu.ca
14
www.sfu.ca/sfunews/people.html
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Outcome 3.2
The importance of sustainability values and achieving sustainability
goals is communicated to, and understood by, the SFU community
Climate change is an established fact, and post-secondary institutions have an obligation to provide
public leadership in determining and communicating how its effects can be mitigated and in
preparing to adapt to it. SFU signed the Talloires Declaration in 1990,
15
and approved a policy
announcing its intention to be an institutional leader in environmental, economic and social
sustainability in 2008.
To assess its performance in the area of sustainability, indicators were chosen to test its public profle
on the subject as evidenced by sustainability-related media stories. Community engagement is
measured by reviewing student, faculty and staff involvement in University-sponsored initiatives,
curricular offerings in academic areas related to sustainability, and student-led activities broadly related
to “citizenship.”
Media stories on SFU’s efforts to become a more sustainable institution, and faculty, staff and student
involvement in sustainability initiatives are both useful indicators of the University’s activities in this
area of strategic importance. PAMR only began tracking SFU sustainability stories in 2011, but
this discovered an average of one story per day, suggesting that SFU’s public presence in this area is
becoming more noticeable and should have growing impact.
In 2008, led by the Sustainability Advisory Committee
16
,SFU
created the Sustainability Ambassadors
program. Ambassadors are staff and faculty volunteers with a personal interest in learning more about
advancing environmental values at SFU and beyond. Ambassadors undertake two major campaigns
each year directed at “greening” the day-to-day performance within their workplace. Ideally, they
also take the skills and information they acquire as Ambassadors into other communities, providing a
widening sphere of influence where behavioural change can be affected. Other structured programs
include the formation of departmental “Green Teams,” the Green Labs program, and the hosting of
annual events such as the fall Sustainability Festival.
The student and alumni group Sustainable SFU was formed to facilitate SFU’s transition into a model
sustainable institution, and was instrumental in the creation of the University’s Sustainability Advisory
Committee in 2004. Sustainable SFU is funded through a fee approved by student referendum in
2010. Members conduct research, offer resources and collaborate with SFU community members on
sustainability-related projects. A major initiative is the creation of a new student-based sustainability
ambassador program, to produce influential student sustainability educators and advocates in Faculties,
clubs and other student organizations.
SFU is a charter member of the American Association of Sustainability in Higher Education
(AASHE), and has earned a Silver designation in its 2011 assessment of activities ranging from
human resources practices to carbon emissions reduction. The Burnaby campus has 29 buildings
with Building Operators and Managers Assocation (BOMA) Go Green ratings. SFU also earned BC
Hydro’s 2010 BC Hydro Power Smart Leader award for excellence for its long and continuing work
15
www.ulsf.org/programs_talloires.html
16 Annual reports by the Sustainability Advisory Committee cover a broad range of activities and initiatives and are available
on the SAC
website: www.sfu.ca/sustainability/sac
.
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on energy conservation. In spring of 2011, the need for a comprehensive Sustainability Plan covering
the University’s diverse activities was added to the University Planning Framework.
Figure 4.54: Sustainability activity
SFU sustainability media stories, and faculty, staf and student
involvement (source: Sustainability Advisory Committee)
2008
2009
2010
Number of SFU sustainability stories in the media
not available
not available
378
Number of departments with Sustainability Ambassadors and/or Green
Teams
not available
not available
50
Number of students in a Sustainability Educators program
not available
not available
70
Substantive and defnitive information on curricular offerings and enrolments in courses that focus
on environmental, sustainability and citizenship matters was also sought. Although it was possible
to identify numerous disciplines, departments, courses and related enrolments that touch on
environmental issues, those data emerged as suggestive rather than defnitive. Findings were taken
from a survey of the University Calendar. Important work is being conducted through an academic
collaboration sponsored by SAC and the Faculty of Environment has developed a draft defnition to
be used to identify appropriate “Sustainability” courses, and a preliminary inventory based on that
defnition is underway. It is believed that SFU is taking a more rigorous approach to defning and
counting “sustainability-related” academic work and that this will ultimately be a more meaningful
indicator of the academic contribution being made to this critical area of knowledge.
Figure 4.55: Sustainability and citizenship education
Enrolment for courses involving environment, sustainability and
citizenship (source: IRP)
2008
fiscal year
2009
fiscal year
2010
fiscal year
Enrolment in courses on issues of sustainability or citizenship
1,294
1,363
1,443
Percentage of total course enrolment that this represents
0.68%
0.69%
0.68%
Number of courses this represents
27
25
29
Number of departments this represents
14
14
16
Enrolment in courses on environment
2,443
2,618
2,717
Percentage of total course enrolment that this represents
1.29%
1.32%
1.28%
Number of courses this represents
69
69
69
Number of departments this represents
16
17
16
SFU’s performance in achieving Outcome 2.2 is judged to be satisfactory. The importance of
University-based expertise in providing insight around issues of community interest and concern is
outstanding. Signifcant progress is being made in addressing sustainability on SFU’s campuses and in
bringing awareness of the importance of behavior change to members of the SFU community. As a
result, SFU’s progress toward achieving Objective 3 is deemed satisfactory.
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Figure 4.56: Objective 3 summary results
Outstanding Satisfactory
Needs
improvement
Objective 3
Mobilize resources and expertise that
refliect regional, national and global
interests and address concerns
X
Outcome 3.1
SFU’s research, teaching and service
strengths and impacts are widely
communicated and employed
X
Outcome 3.2
The importance of sustainability values
and achieving sustainability goals is
communicated to and understood by SFU’s
communities
X
Summary of Core Theme Assessment: Community and Citizenship
The objectives and indicators used to assess SFU’s community and citizenship efforts provide a useful
baseline of data for future, more sophisticated assessments. The assessment demonstrates SFU’s strong
commitment to provide a broad range of learning opportunities to diverse communities through both
credit and non-credit offerings.
SFU faculty, staff and students are clearly involved with community and there are many examples of
reciprocal community engagement at all levels of the institution. However, the assessment of success
in achieving objectives and outcomes relies ultimately on the strength of the data available through
the chosen indicators. It became clear during the assessment process that more formal support is
needed to identify indicators that correlate strongly with the objectives and to ensure the data for
those indicators are now collected or to initiate its collection.
SFU is recognized in the community for its engagement efforts and these efforts could be more
widely recognized and celebrated. Many SFU courses and programs provide opportunities to
participate in a practicum or co-op component. Fundraising efforts are successful and represent active
support from community groups, businesses, foundations, government, estate donors, SFU employee
donors and alumni.
Faculty are obviously involved in international research activities and partnerships, but the systematic
documentation of this valuable activity is not collected or documented except in counts of
publications. Student involvement in international opportunities can be limited by student resources;
if “the international experience” is to succeed as intended, the University may need to identify some
fnancial supports for interested students. Documentation of the international experience is again an
issue here. Perhaps the new “My Involvement” discussed in the Student Experience and Success core
theme will augment the documentation available for participation in these activities. Support and
documentation for student involvement in international research projects that do not require travel
may also be of value.
The University’s media presence is sophisticated and SFU “experts” are in continual and high
demand. SFU’s internet profle is exceptional and growing. SFU’s activities in the area of sustainability
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and citizenship appear to be increasingly fruitful and able to demonstrate its institutional commitment
to leadership in the area of climate change and sustainability.
In general, the absence of identifed thresholds and benchmarks made the assessment process for
this Core Theme more complicated and the results less rigorous than they could be. Much of SFU’s
activity around this Core Theme involves individual faculty and staff, and the scarcity of centralized
records that compile and aggregate reportable information about these activities made the assessment
difficult. Despite these challenges, there is sufficient quantitative and qualitative information to carry
out a frst assessment, and one result of that assessment is the conclusion that SFU’s performance in
most areas is at least satisfactory.
Academic and administrative departments were very helpful in their efforts to provide data. However,
improved processes for data collection are required. Without some central resource tasked with
collecting and reporting on community and citizenship matters for the institution, it will continue to
be difficult to conduct more detailed and comprehensive assessments for this Core Theme.
Figure 4.57: Overall Core Theme summary results,
Community and Citizenship
Outstanding Satisfactory
Needs
improvement
Objective 1
Engage and involve SFU’s many
communities
X
Objective 2
Provide opportunities for international
collaboration and partnerships
X
Objective 3
Mobilize resources and expertise that refliect
regional, national and global concerns
X
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Summary Discussion of
Key Theme Team Recommendations for Future Assessments
This assessment process has presented many important and valuable lessons for SFU to consider in
preparing its future plans and deciding how it can measure and demonstrate its accomplishments.
The introduction to this chapter assessing SFU’s core theme performance noted that the University
has a wealth of data about its own performance. Matching existing data sets against the objectives,
outcomes and indicators identifed for this inaugural assessment, however, presented a challenge for
the Core Theme Teams that worked on the project. This was the case where indicators were supplied
by existing plans, as well as where new indicators were identifed to augment existing ones.
Objectives and indicators taken from plans that pre-existed the accreditation exercise (e.g., the
Academic Plan) often proved difficult to adapt for this large-scale assessment. At SFU, many planning
goals focus on targeted areas chosen for special attention. Much of the University’s ongoing activities
and day-to-day business are not addressed in major plans because these are monitored by normal,
well-established processes, which allow plans to focus on areas of signifcant changes and new strategic
importance.
For instance, the Academic Plan calls for an increase of 10% in enrolments of Aboriginal/First
Nations students by 2013. This target is consistent with Provincial goals, and activity is reported
to the Province in the University’s annual Institutional Accountability Plan and Report. Although
growing Aboriginal enrolment is important for all concerned—SFU, governments, and especially
Aboriginal students and communities—at approximately 1.7% of SFU’s student body, Aboriginal
enrolment represents a small aspect of activity on which to focus an institutional assessment.
Measuring the University’s success in fulflling its mission and achieving its core theme objectives
could be enhanced by setting some objectives on more comprehensive institutional activities.
Broad participatory planning exercises are a hallmark of inclusive academic decision-making at SFU.
However, they may serve to multiply the objectives identifed as an outcome of such exercises. The
resulting objectives often become open-ended, expressed as simple increases or decreases (e.g.,
increase the number of feld schools; decrease the number of course-full turn-aways). Identifying
targets, thresholds or external benchmarks for important goals adds weight to the assessments, and
may improve performance by establishing an explicit expectation of accountability to achieve them.
It may also be useful to reduce the number of objectives set in future plans, and/or to establish clear
priorities among them.
Future assessment processes would beneft from bringing more participants into the process. In this
iteration, Core Theme Teams originally constituted to help implement Academic Plan objectives
were later tasked with carrying out the accreditation assessments. This was a necessary efficiency given
the relatively short timeline in which the assessment had to be carried out. The schedule of future
assessments is now known, and the University better understands the effort required to perform them.
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A new home
UniverCity on Burnaby Mountain was conceived and developed as a compact,
mixed-use and transit-oriented residential community founded on Four
Cornerstones of Sustainability: Environment, Equity, Economy and Education.
The SFU Community Trust is charged with creating a complete community with
a range of housing, shops, services, amenities, schools and parks, all on land
adjacent to the campus and connected by an extensive network of pedestrian
paths and bike trails. UniverCity is currently home to around 3,000 residents and
will accommodate more than 10,000 when complete. Almost 40% of residents
have some association with the University, mostly as students—market rentals
are an alternative to student residences for those who wish to live on campus.
Around 20% of the residents are faculty or staff.
Univer
City
community
A new way of thinking
To meet sustainability and affordability goals, the Trust has implemented market-
oriented green building requirements, Canada’s first community transit pass
program, an award-winning stormwater management system, while achieving
LEED Gold certification through energy-efficient construction, improved air
quality and water conservation measures.
The Trust is also exploring with Translink the feasibility of building an urban
transit gondola from the Skytrain system at the bottom of Burnaby Mountain up
to campus, to reduce or eliminate the use of diesel buses. As another innovative
measure, UniverCity adopted a new green zoning bylaw, the first of its kind in
North America. Embedded in the bylaw is a comprehensive set of enforceable
requirements for each site, ensuring that all new development at UniverCity is
built to be a minimum of 30% more energy efficient and 40% more water efficient
than a conventionally constructed building.
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A new way to use resources
A key goal in creating UniverCity was to create an endowment fund to support teaching
and research at SFU. To date, the Trust has given $26 million to the University’s
endowment, with the ultimate goal to raise an estimated $170 million by completion of
the project.
In addition to raising research funds, the Trust works with students on academic
research projects concerning UniverCity, and mentors students studying urban planning
and sustainable development, often offering student internships and bursaries.
research
UniverCity quick facts
Official opening June 4, 2005
3,000 current residents, with expansion to 10,000+ planned
$26 million contributed to SFU Endowment Fund
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Self Evaluation Study
Chapter 5
Mission Fulfllment, Adaptation and Sustainability
Based on its defnition of mission fulfllment and informed by the results of its
analysis of accomplishments of its core theme objectives, the institution develops
and publishes evidence-based judgments regarding fulfllment of its mission. The
institution regularly monitors its internal and external environments to determine
how and to what degree changing circumstances may impact its mission and its
ability to fulfll that mission. It demonstrates a capability to adapt as necessary
its mission, core themes, programs, and services to accommodate changing and
emerging needs, trends, and influences to ensure enduring institutional relevancy,
productivity, viability, and sustainability.
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• SIMON FRASER UNIVERSITY
Chapter 5 Contents
Executive Summary .....................................................................................................211
Chapter Five, Standard 5: Mission Fulfllment, Adaptation and Sustainability
Planning and Assessment...................................................................................... 212
Assessment for the Self Evaluation Report.....................................................213
Evaluating Mission Fulfllment .............................................................................214
Other Evidence..........................................................................................
...215
Adaptation and Sustainability................................................................................ 218
Institutional Strength .....................................................................................218
1) Improve Administrative Systems................................................................ 218
Improve Financial Flexibility..........................................................................219
3) Recruit, Retain and Engage the Best People .............................................219
4) Strengthen and Leverage our Infrastructure ................................................220
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Chapter 5 Executive Summary
Eligibility Requirement 24
Scale and Sustainability
The University’s operational scale is appropriate to fulfll its mission and carry out its core
themes. Enrolment targets at the undergraduate and graduate levels are consistently met and
often exceeded. Over-enrolment creates unusual pressure on resources, but is also generating
fnancial flexibility during a period of stagnant Provincial funding while SFU develops its
performance-based budget process.
Academic and support staff are employed in numbers adequate to allow the institution to
carry out its mandates to teach, conduct research and engage communities.
SFU, like other Canadian universities, faces a major challenge in addressing its deferred
maintenance. The University benefts from having a number of new and renovated buildings
at each campus, with all new buildings and major renovations now required to meet LEED
Gold standards. An inventory of deferred maintenance is being reviewed and updated, and a
plan being prepared to address it.
The University’s academic operations increasingly depend on the smooth and efficient
functioning of its IT infrastructure. Whether in the form of course delivery media, enterprise
resource planning software, bandwidth or other facets of IT, the constant updating of IT
infrastructure requires ever-increasing fnancial and staff resources to maintain and grow.
Although higher Provincial funding rates per FTE student would be both very welcome
and most useful, and the restoration of previous capital renewal funding is greatly needed,
this Report and its appendices demonstrate that SFU’s current resources are well managed,
adequate for their intended purposes, and appropriately allocated to achieve the University’s
mission now and for the foreseeable future.
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Planning and Assessment
Planning and assessment are continuous across all levels of the institution, from the larger Faculties
and administrative areas to the individual academic and services units that comprise them. The
University Planning Framework (UPF)
1
offers the most comprehensive overview of SFU’s major
plans, including the interrelationships among various objectives, outcomes and indicators.
Planning objectives set in major plans typically fnd expression in related plans; for instance, Faculty
plans will appropriately incorporate and reflect the overarching goals of the Academic Plan. Final
versions of major plans explain in detail the consultation and approval processes that led to their
creation, with all being the result of extensive consultation within the relevant communities. Planning
and assessment processes are supported by the continuous collection of data conducted primarily
through the University’s Institutional Research and Planning office. Chapter 3 (Institutional Planning)
describes SFU’s planning processes in more detail.
Assessments are aimed at improving performance and taking advantage of new opportunities as they
arise. Committees are struck, reports issued, resources allocated and results tracked as circumstances
require. For example, interest in renewing SFU’s emphasis on supporting teaching and learning led in
2008 to the creation of a Task Force charged with reviewing current conditions and recommending
improvements. Terms of Reference were set in fall 2008, broad community consultations took
place in spring 2009, and early recommendations were issued in summer 2009, followed by further
consultation and recommendations in spring 2010.
Recommendations from the Teaching and Learning Task Force have been incorporated into the new
Academic Plan, and have led to the creation of a University Teaching Fellow within each Faculty, and
the major reorganization of the former Learning and Instructional Development Centre (LIDC) into
the new Teaching and Learning Centre (TLC), with a much sharper focus on providing instructional
staff with the tools they need to facilitate learning.
2
The TLC now publishes quarterly updates on all
aspects of its revised mandate and activities.
3
Examples of planning assessments and reviews carried out by SFU on a regular or as-needed basis
include:
• Three year Academic Plan (annual progress review)
• Five year Strategic Research Plan (annual progress review)
• Operating Budget and Financial Plan (annual, with monthly fnancial activity updates)
• Institutional Service Plan/Accountability Report (annual report on institutional
performance to BC’s Ministry of Advanced Education)
• External Reviews of academic units (at least every seven years)
• Administrative reviews of non-academic units (on a rotating basis or as circumstances
require)
• University Risk Register (semi-annual review)
1 Link to the University Planning Framework
2 Documents related to the Teaching and Learning Task Force’s reports and recommendations can be
found at www.sfu.ca/
vpacademic/committees_taskforces/Ad_Hoc_Committees/tftl.html
3
tlcentre.sfu.ca
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• Carbon Neutral Action Report on Greenhouse Gas emission reductions (annual review
and report to the Climate Action Secretariat in BC’s Ministry of Environment)
4
• Sustainability Tracking, Assessment and Rating System (STARS)— (continuous
updating, reported tri-annually)
All major planning documents can be found, reviewed and downloaded from University websites.
Assessment for the Self Evaluation Report
SFU’s cycle of assessment and review now includes assessments required to respond to the NWCCU’s
accreditation standards, and the University Planning Framework incorporates the structure and
language of Core Theme reporting.
The process by which objectives, outcomes and indicators were identifed for this frst Self Evaluation
Report was affected by time-constraints, and by the fact that this was the frst comprehensive
institutional assessment SFU has conducted. Most objectives and indicators were adopted from
current plans, with Core Theme Teams identifying additional indicators where these were expected
to be useful.
This process produced mixed results. Although all Core Theme Teams believed that the evidence
justifed a conclusion that SFU is fulflling its mission, all also remarked on the absence of centrally
collected and reliable quantitative evidence for some of the indicators identifed, whether these came
from the UPF or were later chosen by the Teams. References to some of these “data defcits” appear
in each Core Theme discussion, with some general suggestions to improve the assessment process
collected at the end of Chapter 4.
4
www.sfu.ca/fs/Green-Services/GHG-Emissions-Management.html
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Evaluating Mission Fulfllment
In seeking its frst institutional accreditation at age 46, Simon Fraser University is an anomaly among
North American public post-secondary institutions. For US institutions, accreditation provides access
to some federal funding programs and no public university of SFU’s size would be “unaccredited”
at this stage in its history. In Canada, control of institutional quality is achieved by means other
than accreditation and determinations of suitability for government funding are made through peer
review and other established processes (described in detail in Chapter 2). As a result, only two other
Canadian post-secondary institutions have sought or are seeking accreditation: Athabasca University
in Alberta, which is an accredited online and distance institution; and Vancouver’s Capilano
University, which is currently at Candidate status with the NWCCU regional accrediting body.
SFU has grown from its origins in 1965 as a small, forward-looking institution with an enrolment of
2,500 into a respected comprehensive university enrolling over 30,000 undergraduate and graduate
students annually, including a fast-growing population of international students. Its academic
programs and research activities are highly-regarded nationally and internationally, and the unique
degree of its engagement in the community arises in part from its activist roots.
For ten years SFU’s Statement of Values and Commitments (now incorporated into its Mission
Statement) has confrmed the University’s determination to be a place where “risks can be taken
and bold initiatives embraced.
5
”
The statement itself is bold, and poses a continuing challenge to the
University to live up to its values. In this spirit, SFU has voluntarily sought accreditation as a way of
both demonstrating and achieving greater transparency and accountability.
SFU is well-practiced in assessing its activities, but it has not until now asked itself the comprehensive
question: “Are we fulflling our mission?” Institutional assessments have instead focused on measuring
progress towards achieving plan-specifc objectives such as targeted enrolment increases, higher rates
of research funding or the ability of students to complete degree requirements in a timely way. The
production of this frst Self Evaluation Report, therefore, has been both unprecedented and revealing.
It asks the University to take a more exacting view of its component parts and how they relate to one
another, and to consider at greater length how its mission is being, and can continue to be, fulflled.
To complete this initial self-evaluation, SFU approached the question of mission fulfllment in two
ways. One is based on a consideration of qualitative evidence from both its history and its current
circumstances; the other is the largely quantitative (and often indirect) evidence collected and
evaluated during this assessment. Ultimately, the review of the available, albeit sometimes flawed,
evidence confrms our belief that SFU is fulflling its mission satisfactorily, achieving excellence in
some respects, needing improvement in others.
At the outset, it was provisionally agreed that mission fulfllment would be determined by
“consolidating the assessments of the Core Themes and then determining an overall evaluation
of institutional performance.”
6
Each objective and its associated outcomes would be judged as
“Outstanding,” “Satisfactory” or “Needs Improvement.” Few objectives came with quantifable or
qualitative targets, so assessments often relied on the judgment of each Team to determine the relative
degree to which progress is being made. No objectives were set to maintain or monitor a “stable
5
www.sfu.ca/pres/mission.html
6 See Chapter 1.
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state” as a desirable outcome. Instead, most objectives assume the desired target is progress toward a
general “increase” or “improvement.”
Because most members of the Core Theme Teams were not directly involved in drafting their
objectives or identifying indicators, three of the four Core Theme Teams (excluding Research) also
sought additional indicators. It was hoped these would provide valuable nuance and “granularity” to
their assessments, but—as noted in Chapter 4—it was often difficult to collect clear data for chosen
indicators.
Based on the Core Theme assessments, the University is fulflling its mission and successfully carrying
out all of its core themes. A simple tabulation shows that all objectives for each Core Theme have
ultimately been assessed as “Satisfactory.”
7
Overall, only one objective was assessed as being achieved
at the “Outstanding” level: Support and promote teaching excellence. The Teaching and Learning
Core Team concluded that the demonstrable combination of excellent faculty performance and high
student satisfaction with teaching at SFU merited an assessment of Outstanding.
Although no objectives were judged “Needs Improvement”, several outcomes were. The Research
Theme Team found that too few undergraduate students are actively engaged with or exposed to
research and that further investigation is needed into why this is true. It recommends that institutional
targets be set to encourage improvement.
The Student Experience and Success Team identifed three outcomes where improvement is needed.
For one of these, “students develop global perspectives, critical thinking and transferable skills,” the
assessment was given because there was insufficient data to determine otherwise. The need to improve
course accessibility and timely degree completion is a longstanding issue at SFU, and has been
the focus of previous task forces, policy changes and other initiatives. Despite increasing academic
advising resources and changes to course scheduling, the Theme Team (and many students) judge
that further improvement is needed. Survey results suggest that students still are not satisfed with the
transparency and efficiency of administrative processes.
Finally, the Community and Citizenship Team conclude that, despite the proliferation of international
opportunities on offer to students, too few students are taking advantage of them, perhaps for
fnancial reasons. They suggest the University seek ways to subsidize or otherwise reduce the cost of
participating in international activities so that more students can afford to beneft from them.
Based on the experience gained in conducting this assessment, improvements are needed to identify
suitable institutional goals, appropriate outcomes and strong indicators. Where useful, specifc targets,
thresholds and external benchmarks should be established to assist in marking SFU’s progress toward
achieving its objectives, and indicators should be chosen for which reliable data are available.
Other Evidence
Despite the issues outlined above, the evidence is ubiquitous that SFU is fulflling its mission. Regular
external reviews of academic programs confrm that academic standards meet disciplinary norms.
Faculty earn major teaching and research awards at the national, international and provincial levels.
7 See Appendix ?? or f a table of assessments organized by Core Theme and Objective.
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• SIMON FRASER UNIVERSITY
SFU students in all Faculties win awards and competitions for their achievements, creativity, problem-
solving abilities and community service. SFU graduates advance to prestigious graduate programs in
their disciplines or in others. Research conducted at SFU continues to grow in impact and influence,
with products, patents, and social and commercial utility.
For some disciplines, quality is assessed and approved through professional accrediting bodies in
Canada, North America or Europe. These include the:
• Beedie School of Business (European Quality Improvement System—EQUIS, and the
Association to Advance Collegiate Schools of Business);
• Department of Biomedical Physiology and Kinesiology (Canadian Council of University
Physical Education and Kinesiology Administrators);
• Department of Chemistry (Canadian Society for Chemistry);
• PhD Program in Clinical Psychology (American and Canadian Psychological
Associations);
• Department of Earth Sciences (Association of Professional Engineers and Geoscientists of
BC);
• School of Engineering Science (Canadian Engineering Accreditation Board);
• Master of Resource Management (Planning) program (Canadian Institute of Planners and
the Planning Institute of BC); and
• Faculty of Health Sciences (Council on Education for Public Health).
Many SFU researchers are prominent fgures in their disciplines, and SFU’s research profle is
disproportionate to its size and mandate as a comprehensive university. In the last decade, SFU
increased its research funding by 271%, the largest such increase among Canadian comprehensives.
A signifcant indicator of confdence in the strength of SFU researchers is that 98% of SFU’s research
funding comes from the federal and provincial governments or granting agencies.
Students are admitted to SFU on a competitive basis and, through rigorous admission standards,
the University has been able to balance its commitments to serve BC’s high school graduates and
university transfer students against its commitment to academic excellence. Demand for an SFU
education remains high and enrolment targets are consistently met.
Students progress through their general education and disciplinary requirements, with 68%
completing their academic programs and graduating within seven years. Within fve years of
graduating, 96% are employed, with 70% reporting their work relates to their feld of study. Many
graduates go on to further studies at SFU or at other institutions. Graduates express high levels of
satisfaction with the education they received at SFU, and the evidence demonstrates that graduates
meet the expectations of employers and other post-secondary institutions.
Our students also garner extraordinary success at both the undergraduate and graduate levels, with
SFU students annually winning major awards in local, national and international competitions.
For example, in spring of 2011, SFU doctoral students won 2 of the 14 available national Trudeau
Scholarships (valued at $180,000) intended to encourage “emerging talent by awarding scholarships
to the most talented doctoral students in the humanities and social sciences”; only students at the
University of Oxford did as well.
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Many entering students have the skills, intelligence and drive to succeed at any university, but it is
true at SFU as elsewhere that some are not prepared for the intensity, responsibility and cognitive
demands university-level studies impose. For these, SFU provides additional academic and skills
supports (e.g., the Learning Commons, Arts Central), and most survive these early challenges to
graduate. The success rate for the Back on Track program for students On Academic Probation or
Required to Withdraw is almost 75%.
Student opinions of the University’s performance have played an important role in this assessment,
especially with regard to their experience at SFU. Although this information gives an important voice
to students, more objective and verifable measures are needed to supplement survey results, and
survey questions may need revision to achieve greater usefulness.
Given the constraints on resources and the importance of efficiency and coherence, it is important
that metrics complement each other and serve to integrate plan objectives.
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• SIMON FRASER UNIVERSITY
Adaptation and Sustainability
SFU regularly evaluates the adequacy of its resources—human, fnancial and physical—in relation
to its mission and institutional priorities. Institutional investments have consistently been targeted to
address continuing and new requirements identifed through cyclical reviews carried out as part of the
University’s regular planning processes.
These processes range from the major plans discussed in Chapter 3 (academic, research, budget and
enrolment) to the supporting plans identifed in the University Planning Framework “wheel” (e.g.,
Library, Student Services, Faculty Renewal) and contributing departmental, Faculty and other unit
plans. All are reviewed and renewed according to schedule or as changing circumstances require.
Two examples demonstrate how institutional strength and sustainability are planned and prepared
for, and how SFU’s ongoing monitoring of its internal and external environments leads to signifcant
organizational change. First, SFU identifes a ffth core theme: “Institutional Strength” represents
SFU’s interest in ensuring it can sustain itself by setting long-term objectives intended to maintain and
grow its resources and capacity. Attending to Institutional Strength enables SFU to carry out the four
Core Themes it identifes as central to its mission.
Second, examples are provided that show the University’s ability to achieve longer-term goals and
priorities by recognizing and seizing opportunities as they arise. Some key institutional goals and
strategies are presented in tabular format to show their origins in, and relationships to, internal and
external developments.
Institutional Strength
Institutional strength is foundational; it flows from a recognition that the University’s resources
must be responsibly managed to enable it to fulfll its mission and carry out its other core themes
on a continuing basis. Institutional strength requires the University to account for its resources, to
understand its priorities, and to allocate those resources in alignment with the priorities it sets. The
following summary reflects some decisions taken by SFU in the past year to maintain its institutional
strength in key areas.
The objectives SFU sets to maintain institutional strength, each of which is highlighted in one or
more major plans, include:
1. To continuously improve our administrative systems and become fnancially fliexible;
2. To recruit, retain and engage the best people; and
3. Strengthen and leverage our infrastructure.
1) Improve administrative systems
The continuous improvement of administrative systems is addressed in the Annual Budget,
where signifcant University Priority Fund allocations have been made to upgrade SFU’s web
content management system ($220K) and the PeopleSoft ERP system ($435K). Although not an
administrative system, classroom technology renewal has received Priority Fund allocations of $800K
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over the next three years. In addition, a schedule to review administrative units has been developed,
with reviews of Human Resources/Academic Relations and of Facilities Management already
conducted. Future reviews are scheduled for Financial Services, Environmental Health and Safety, and
the administrative functions of Graduate Studies and Scholarships, Awards and Bursaries.
Improve fnancial flexibility
Financial flexibility has been greatly constrained by the combination of stagnant FTE grant funding,
the capping of tuition increases at 2% annually since 2003, the virtual elimination of provincial
funding for capital maintenance, and the 2008 collapse of the fnancial markets. The combination
of these circumstances created a major fnancial challenge that led to numerous changes. Of these,
the one that promises the greatest impact is the introduction of the new performance-based budget
model introduced in 2011/12.
The new budget model is intended to achieve several goals:
Financial sustainability:
After several years of cuts and cost focus, fnancial flexibility was
exhausted, and the new model, which is revenue-based as opposed to cost-based, is expected
to shift the emphasis to revenue growth and diversifcation.
Local decision-making:
Units have greater understanding and input into the factors that
determine their budgets. Autonomy for budget decisions is given to those best positioned to
make choices.
Transparency:
The model provides an explicit rationale for the budget tied to performance
and, for units that do not generate revenue, it ensures that resources are reviewed annually by
an independent committee.
Strategic alignment:
The model incorporates a mechanism to seed strategic initiatives such as
research growth and course accessibility.
Stakeholders sought change in budgeting:
The model addresses concerns raised about the
historical biases perpetuated by incremental budgeting.
To smooth the transition to the new budget model, $2M has been allocated over the next three years
help departments adjust from incremental to performance based budgeting.
2) Recruit, retain and engage the best people
Institutional strength depends on the quality of the faculty and staff who carry out its various
mandates, and it is essential that the best people available be hired and retained. The University’s
Faculty Renewal Plan addresses the need to attract and keep the best faculty, and a Human Resources
Strategic Plan is in development.
Faculty
The ability to attract and retain outstanding faculty is one hallmark of institutional strength and must
be accomplished even in an era of fscal constraint. SFU continues to pursue its goal of being the
chapter 5 • section I • mission fulfillment, adaptation and sustainability (draft 1.2)
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• SIMON FRASER UNIVERSITY
most research-intensive comprehensive university in Canada, competing effectively with the top-
tier institutions in the country. A report prepared for the Research Universities’ Council of British
Columbia (RUCBC) predicted more than 2,200 faculty positions will turnover in the next decade
due to retirement and attrition. Continued recruitment of top faculty is imperative for SFU, especially
with respect to establishing a reputation in the felds of health sciences and environment.
Faculty planning occurs annually with the development of a Faculty Renewal Plan. The Plan
identifes specifc recruiting requirements for the next fscal year and provides an outline of the
achievements and proposed activities for recruiting and retaining faculty. Over 240 SFU faculty are
expected to retire in the coming decade, although the elimination of “mandatory retirement” and
poor economic conditions are expected to reduce the number of actual retirees. Faculty renewal in
the face of competition from other institutions (some of them better funded than SFU) facing similar
issues will be a priority
8
.
As of 2010/11, vacant faculty positions are not automatically reflled. These are now reviewed by the
Vice President, Academic to determine whether they should be eliminated or reallocated to better
serve strategic needs. Overall growth in faculty numbers currently depends on generating revenue or
saving through new efficiencies.
Administrative and support staff
Retirements among key administrative and support staff are expected to present similar challenges,
and many incentives available to faculty apply equally to other continuing staff. Recruitment and
retention of non-academic staff is enhanced by the attractive working conditions described in more
detail in Chapter 2, and SFU has been designated one of Canada’s 100 Best Employers, and one of
BC’s 50 Best Employers, for the past four years. All staff have free access to the University’s ftness
centre and various health-promotion and wellness programs.
SFU’s attractive working environment also offers career enhancement through educational
opportunities such as the Tuition Waiver program, professional development programs available
on and off campus, and leadership training. Excellent performance is recognized through public
acknowledgement; merit-based payments have been tried on occasion, but have proven very difficult
to implement on a continuing basis.
SFU also supports a respectful and inclusive workplace. Almost all non-academic staff belong to
collective bargaining units, and the University places a premium on maintaining productive and
collaborative relationships with them.
3) Strengthen and leverage our infrastructure
Maintenance of the built environment, and of the increasing “virtual” University carried out through
its information technology, is essential to fulfllment of SFU’s mission. Information technology
provides instructional capacity for online education and support for face-to-face courses, and builds
the platforms on which the University manages its communications and business operations.
8 Insert link to Faculty Renewal Plan
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chapter 5 • section I • mission fulfillment, adaptation and sustainability (draft 1.2)
Achieving a number of SFU’s objectives relies on the strength, flexibility and currency of its IT
infrastructure, and the University continues to invest heavily in maintaining it. In fscal 2011/12,
IT-related funding commitments include $655K to upgrade its PeopleSoft ERP system and its web
content management systems. Another $800K is being provided over the next three years to renew
classroom technology. An Information Technology Strategic Plan is being developed.
Physical Infrastructure
The University’s Draft Five Year Capital Plan 2012/12 to 2016/17 outlines SFU’s needs and focuses
on capital funding requests for building and infrastructure renewal. The renewal of existing facilities
is an identifed priority of Government and is of particular concern at the Burnaby campus, where
original buildings are now over 45 years old. Aging camps facilities are experiencing ever-increasing
issues related to health and safety defciencies, lack of functionality and unreliable and inefficient
building systems.
Over 37% of the funding required for capital projects in the current Plan is targeted to the renewal or
replacement of existing facilities and infrastructure. Recent dramatic reductions in Provincial funding
for the Annual Capital Allowance will contribute signifcantly to he deferred maintenance backlog
and the demand for renewal.
According to the University’s recent facilities audit index, 53% of the SFU building portfolio is in
“poor” condition, with another 27% only “fair.” This does not include deferred maintenance on
roads, utilities and other campus infrastructure. Based on these fgures, renewal is urgently needed to
support SFU’s vision, mission and values and to:
• Improve learning conditions for students;
• Improve research delivery areas;
• Improve community social spaces;
• Mitigate the cost of deferred maintenance; and
• Ensure that facilities are fscally and environmentally sustainable.
Over the past decade, undergraduate enrolment has grown by 45.6%, graduate student enrolment by
68.8% and academic employees by 41.2%. Over the same period, SFU’s space inventory has increased
by approximately 34%. Despite the physical growth of the three campuses, the total space inventory
continues to be 16% below the space allocation of the BC Space Planning Standar
9
ds.
A priority for SFU is expansion of its Surrey campus to enable it to become a comprehensive
campus and meet the predicted demographic demand for university access south of the Fraser
River. Enrolment pressure is such that FTE targets, and facilities have reached capacity earlier than
anticipated. With the opening in summer 2011 of the 54,000sf Podium2 expansion at Surrey, $500K
was allocated from the University Priority Fund to outft the new science labs, providing on-campus
“wet labs,” improving access and eliminating the need for students to travel to the Burnaby campus
for lab sections.
9 Insert link to BC Space Standards (NASM).
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• SIMON FRASER UNIVERSITY
Funding for other University priorities
Allocations from the University Priority Fund address other key institutional goals and priorities set
out in the Core Themes and elsewhere. Among these are:
• Diversify our pedagogy: Teaching and Learning Centre (TLC): $200K/annually
through 2013/14
• Create multiple admission routes to attract a diverse student body: Aboriginal Students:
$350K/annuall y through 2013/14
• Increase interdisciplinary exposure: Interdisciplinary teaching in Faculty of Environment:
$420K over three years
• Recruit and retain outstanding students, research fellows and faculty: Graduate
scholarships: $1.35M over three years
• Undergraduate Research Scholarships: $2.025M over fve years
Monitoring of Internal and External Environments
Although SFU’s budget is not structured to allocate resources to specifc Core Themes, it is easy to
trace the relationship among allocations and Themes, and detail has been provided in Chapter 3 and
elsewhere showing how funding supports specifc Core Theme and other objectives. Chapter 3 also
discusses how the University responds to Provincial priorities and objectives, and demonstrates how
SFU’s planning objectives and resources align with those of Government.
SFU’s ability to adapt and sustain itself demands it constantly monitor its internal and external
environments, and that it be able to respond to changing circumstances in a timely way. For example,
SFU realized decades ago that two markets, one present and one future, needed attention if the
University was to prosper while serving its constituencies. Downtown Vancouver was, in the late
1980s, the largest North American downtown without a signifcant university presence to serve
its increasingly dense urban population. SFU opened its frst Vancouver campus in leased space at
Harbour Centre in 1989, and has since moved from strength to strength, growing to a multi-site
campus with extensive for-credit and non-credit offerings. In 2010, SFU’s initiative was recognized
with the Institute for Public Administration in Canada Educational Leadership Award for “coming
down from the mountain.”
SFU also foresaw that the future unmet need in BC’s educational marketplace would develop in
the area known as “south of the Fraser (river).” An early attempt to expand in the 1990s was not
successful. In 2002, the Province decided the continued independent operation of the Technical
University of BC was not fnancially sustainable. SFU’s longstanding interest in serving the area
contributed to its successful bid to assume in its place responsibility for TechBC’s students, programs
and its Surrey facilities. SFU’s Surrey campus has burgeoned, earning a reputation for innovative
programming, achieving its enrolment targets at the earliest possible dates, and serving as an anchor in
a massive urban renewal project in what has become BC’s second largest city.
Similar examples of seizing the time can be seen in SFU’s creation of new Faculties of Health
Sciences (2004) and Environment (2009), in the continuing expansion of the Vancouver campus, and
in SFU’s varied projects to “internationalize” both its curriculum and its student body.
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chapter 5 • section I • mission fulfillment, adaptation and sustainability (draft 1.2)
Figure 5.1: Examples of SFU responses to external challenges and opportunities
Goal Major Strategies
Origin
External Factors
Access
Establish an SFU campus in an
under-served region (“south of the
Fraser”)
Unexpected opportunity arises with
government decision to close the Technical
University of BC (TechBC) in 2002
SFU had attempted to introduce University
programming to Fraser Valley in the early
1990s, but lacked the resources to establish
itself
Government decision to close
TechBC and transfer students and
programs to SFU (becomes Surrey
campus)
City of Surrey and intense business
and community support persuade
government that a research
university is needed to serve Surrey
Differentiation
Creation of the Faculty of Health
Sciences to diversify programs and
increase research intensity
Building of Blusson Hall to house the
new Faculty of Health Sciences.
A Task Force established in 1991 on Applied
Health Programs to advise on possible
strategies to develop strength in health feld.
In 1994, recommends the development of
a new unit for delivery of Health Studies
program
Institute for Health Research and Education
created in 2001 to promote interdisciplinary
research and develop a graduate program in
health studies
Faculty of Health Sciences established in
2004, and receives majority of new growth
funding allocated to SFU by government
Canadian Institutes for Health
Research (CIHR) established by
Canada in June 2000
2004-2009 expansion of 3,000
student spaces at SFU as part of
25,000 Provincial growth initiative
and capital funding
New Federal Government funding
of indirect costs of research
Increasing importance of research
funding to rankings and prestige
Community
Build-out of Surrey campus and
new SFU buildings in downtown
Vancouver campus.
Surrey campus: Unexpected opportunity
resulting from government policy decision to
close TechBC
Wosk Centre for Dialogue (Vancouver
campus): Credit courses and dialogue
programs cultivate a spirit of dynamic
conversation among all sectors of the
community
Segal Graduate School of Business (Vancouver
campus) relocates from Burnaby to Vancouver
to be nearer heart of business community
Goldcorp Centre for the Arts (Vancouver
campus): School for the Contemporary
Arts relocated from Burnaby campus to
Vancouver’s Downtown Eastside to anchor
cultural renewal
City of Surrey and community
support for a research university to
locate to Surrey’s new city centre
Increased Provincial Government
interest in Woodward’s reclamation
project to improve social
housing supply in Vancouver’s
most economically challenged
neighbourhood
Internationalization
Creation of SFU International in 2001
to co-ordinate and support the pursuit
of international goals
Increase targets for international
students from 7% to 10% of the
undergraduate population in 2003,
with all subsidies removed over a
5-year period. A target of 15% is
proposed
Creation of a Dual Degree program
in Computer Science with China’s
Zhejiang University in 2005
Establishment of Fraser International
College which opened in 2006
School for International
Studies created in 2007
President Stevenson identifes strategic
importance of internationalization in
Installation Address and creates SFU
International
Search for institutional links and dual degrees
leads to partnership with one of China’s
leading universities
The search for sustainable, reliable and high-
quality international recruitment identifes
Fraser International College opportunity
Faculty of Arts and Social Sciences creates the
School for International Studies
General budget pressures leading
to greater reliance on international
student fees
Negative issues in other countries
including barriers to student
visas and immigration increasing
attractiveness of Canadian
universities
Awareness of improved opportunity
to immigrate to Canada if an
international student graduating
from a Canadian university
Source: “Simon Fraser University 2000-2010: A Decade of Unparalleled Growth”, Joanne Curry, September 2010, pp. 14-15
224
• SIMON FRASER UNIVERSITY
SIMON FRASER UNIVERSITY •
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Self Evaluation Report
Appendix A
Accreditation Standards
1 Mission, Core Themes and Expectations................................................................. 2
1.A Mission..........................................................................................
............ 2
1.B Core Themes..........................................................................................
... 2
2 Resources and Capacity.........................................................................................
. 2
2.A Governance ............................................................................................... 2
2.B Human Resources ......................................................................................5
2.C Education Resources .................................................................................6
2.D Student Support Resources ........................................................................ 8
2.E Library and Information Resources .......................................................... 10
2.F Financial Resources ..................................................................................10
2.G Physical and Technological Infrastructure ................................................. 11
3 Planning and Implementation................................................................................ 12
3.A Institutional Planning............................................................................... 12
3.B Core Theme Planning.............................................................................. 12
4 Effecti veness and Improvement .............................................................................. 13
4.A Assessment..........................................................................................
..... 13
4.B Improvement ........................................................................................... 13
5 Mission Fulfllment, Adaptation and Sustainability................................................. 14
5.A Fulfllment ............................................................................................... 14
5.B Adaptation and Sustainability.................................................................... 14
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• SIMON FRASER UNIVERSITY
Appendix A
Accreditation Standards
1
Mission, core themes and expectations
The institution articulates its purpose in the form of a mission statement and identifies core themes that
manifest essential elements of that mission. It defines mission fulfillment in the context of its purpose,
characteristics, and expectations. Guided by that definition, it identifies an acceptable threshold or extent of
mission fulfillment.
1.A Mission
1.A.1 The institution has a widely-published mission statement—approved by its governing board—
that articulates a purpose appropriate for an institution of higher learning, gives direction for
its efforts, and derives from, and is generally understood by, its community.
1.A.2 The institution defines mission fulfillment in the context of its purpose, characteristics,
and expectations. Guided by that definition, it articulates institutional accomplishments or
outcomes that represent an acceptable threshold or extent of mission fulfillment.
1.B Core Themes
1.B.1 The institution identifies core themes that individually manifest essential elements of its
mission and collectively encompass its mission.
1.B.2 The institution establishes objectives for each of its core themes and identifies meaningful,
assessable, and verifiable indicators of achievement that form the basis for evaluating
accomplishment of the objectives of its core themes.
2
Resources and capacity
By documenting the adequacy of its resources and capacity, the institution exhibits the potential to fulfill 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.
2.A Governance
2.A.1 The institution demonstrates an effective and widely understood system of governance with
clearly-defined authority, roles, and responsibilities. Its decision-making structures and
processes make provision for the consideration of the views of faculty, staff, administrators,
and students on matters in which they have a direct and reasonable interest.
2.A.2 In a multi-unit governance system, the division of authority and responsibility between the
system and the institution is clearly delineated. System policies, regulations, and procedures
concerning the institution are clearly defined and equitably administered.
2.A.3 The institution monitors its compliance with the Commission’s standards for accreditation,
including the impact of collective bargaining agreements, legislative actions, and external
mandates.
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appendix A • standards
Governing Board
2.A.4 The institution has a functioning governing board* consisting of at least five voting members,
a majority of whom have no contractual, employment, or financial interest in the institution.
If the institution is governed by a hierarchical structure of multiple boards, the roles,
responsibilities, and authority of each board—as they relate to the institution—are clearly
defined, widely communicated, and broadly understood.
2.A.5 The board acts only as a committee of the whole; no member or subcommittee of the board
acts on behalf of the board except by formal delegation of authority by the governing board as
a whole.
2.A.6 The board establishes, reviews regularly, revises as necessary, and exercises broad oversight
of institutional policies, including those regarding its own organization and operation.
2.A.7 The board selects and evaluates regularly a chief executive officer who is accountable for the
operation of the institution. It delegates authority and responsibility to the CEO to implement
and administer board-approved policies related to the operation of the institution.
2.A.8 The board regularly evaluates its performance to ensure its duties and responsibilities are
fulfilled in an effective and efficient manner.
Leadership and Management
2.A.9 The institution has an effective system of leadership, staffed by qualified administrators,
with appropriate levels of responsibility and accountability, who are charged with planning,
organizing, and managing the institution and assessing its achievements and effectiveness.
2.A.10 The institution employs an appropriately-qualified chief executive officer with full-time
responsibility to the institution. The chief executive officer may serve as an ex officio member
of the governing board, but may not serve as its chair.
2.A.11 The institution employs a sufficient number of qualified administrators who provide effective
leadership and management for the institution’s major support and operational functions
and work collaboratively across institutional functions and units to foster fulfillment of the
institution’s mission and accomplishment of its core theme objectives.
Policies and Procedures
Academics
2.A.12 Academic policies—including those related to teaching, service, scholarship, research, and
artistic creation—are clearly communicated to students and faculty and to administrators and
staff with responsibilities related to these areas.
2.A.13 Policies regarding access to and use of library and information resources—regardless of
format, location, and delivery method—are documented, published, and enforced.
2.A.14 The institution develops, publishes widely, and follows an effective and clearly-stated
transfer-of-credit policy that maintains the integrity of its programs while facilitating efficient
mobility of students between institutions in completing their educational programs.
Students
2.A.15 Policies and procedures regarding students’ rights and responsibilities—including academic
honesty, appeals, grievances, and accommodations for persons with disabilities—are clearly
stated, readily available, and administered in a fair and consistent manner.
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• SIMON FRASER UNIVERSITY
2.A.16 The institution adopts and adheres to admission and placement policies that guide the
enrollment of students in courses and programs through an evaluation of prerequisite
knowledge, skills, and abilities to assure a reasonable probability of student success at a level
commensurate with the institution’s expectations. Its policy regarding continuation in and
termination from its educational programs—including its appeals process and readmission
policy—are clearly defined, widely published, and administered in a fair and timely manner.
2.A.17 The institution maintains and publishes policies that clearly state its relationship to co-
curricular activities and the roles and responsibilities of students and the institution for those
activities, including student publications and other student media, if offered.
Human Resources
2.A.18 The institution maintains and publishes its human resources policies and procedures
and regularly reviews them to ensure they are consistent, fair, and equitably applied to its
employees and students.
2.A.19 Employees are apprised of their conditions of employment, work assignments, rights and
responsibilities, and criteria and procedures for evaluation, retention, promotion, and
termination.
2.A.20 The institution ensures the security and appropriate confidentiality of human resources
records.
Institutional Integrity
2.A.21 The institution represents itself clearly, accurately, and consistently through its
announcements, statements, and publications. It communicates its academic intentions,
programs, and services to students and to the public and demonstrates that its academic
programs can be completed in a timely fashion. It regularly reviews its publications to assure
integrity in all representations about its mission, programs, and services.
2.A.22 The institution advocates, subscribes to, and exemplifies high ethical standards in managing
and operating the institution, including its dealings with the public, the Commission,
and external organizations, and in the fair and equitable treatment of students, faculty,
administrators, staff, and other constituencies. It ensures complaints and grievances are
addressed in a fair and timely manner.
2.A.23 The institution adheres to a clearly-defined policy that prohibits conflict of interest on the part
of members of the governing board, administration, faculty, and staff. Even when supported
by or affiliated with social, political, corporate, or religious organizations, the institution has
education as its primary purpose and operates as an academic institution with appropriate
autonomy. If it requires its constituencies to conform to specific codes of conduct or seeks to
instill specific beliefs or world views, it gives clear prior notice of such codes and/or policies
in its publications.
2.A.24 The institution maintains clearly-defined policies with respect to ownership, copyright,
control, compensation, and revenue derived from the creation and production of intellectual
property.
2.A.25 The institution accurately represents its current accreditation status and avoids speculation
on future accreditation actions or status. It uses the terms “accreditation” and “candidacy”
(and related terms) only when such status is conferred by an accrediting agency recognized
by the U.S. Department of Education.
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2.A.26 If the institution enters into contractual agreements with external entities for products or
services performed on its behalf, the scope of work for those products or services—with
clearly-defined roles and responsibilities—is stipulated in a written and approved agreement
that contains provisions to maintain the integrity of the institution. In such cases, the
institution ensures the scope of the agreement is consistent with the mission and goals
of the institution, adheres to institutional policies and procedures, and complies with the
Commission’s standards for accreditation.
Academic Freedom
2.A.27 The institution publishes and adheres to policies, approved by its governing board, regarding
academic freedom and responsibility that protect its constituencies from inappropriate
internal and external influences, pressures, and harassment.
2.A.28 Within the context of its mission, core themes, and values, the institution defines and
actively promotes an environment that supports independent thought in the pursuit and
dissemination of knowledge. It affirms the freedom of faculty, staff, administrators, and
students to share their scholarship and reasoned conclusions with others. While the
institution and individuals within the institution may hold to a particular personal, social, or
religious philosophy, its constituencies are intellectually free to examine thought, reason, and
perspectives of truth. Moreover, they allow others the freedom to do the same.
2.A.29 Individuals with teaching responsibilities present scholarship fairly, accurately, and
objectively. Derivative scholarship acknowledges the source of intellectual property, and
personal views, beliefs, and opinions are identified as such.
Finance
2.A.30 The institution has clearly-defined policies, approved by its governing board, regarding
oversight and management of financial resources—including financial planning, board
approval and monitoring of operating and capital budgets, reserves, investments, fundraising,
cash management, debt management, and transfers and borrowings between funds.
2.B Human Resources
2.B.1 The institution employs a sufficient number of qualified personnel to maintain its support and
operations functions. Criteria, qualifications, and procedures for selection of personnel are
clearly and publicly stated. Job descriptions accurately reflect duties, responsibilities, and
authority of the position.
2.B.2 Administrators and staff are evaluated regularly with regard to performance of work duties
and responsibilities.
2.B.3 The institution provides faculty, staff, administrators, and other employees with appropriate
opportunities and support for professional growth and development to enhance their
effectiveness in fulfilling their roles, duties, and responsibilities.
2.B.4 Consistent with its mission, core themes, programs, services, and characteristics, the
institution employs appropriately-qualified faculty sufficient in number to achieve its
educational objectives, establish and oversee academic policies, and assure the integrity and
continuity of its academic programs, wherever offered and however delivered.
2.B.5 Faculty responsibilities and workloads are commensurate with the institution’s expectations
for teaching, service, scholarship, research, and/or artistic creation.
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• SIMON FRASER UNIVERSITY
2.B.6 All faculty are evaluated in a regular, systematic, substantive, and collegial manner at least
once within every five-year period of service. The evaluation process specifies the timeline
and criteria by which faculty are evaluated; utilizes multiple indices of effectiveness, each of
which is directly related to the faculty member’s roles and responsibilities, including evidence
of teaching effectiveness for faculty with teaching responsibilities; contains a provision to
address concerns that may emerge between regularly scheduled evaluations; and provides
for administrative access to all primary evaluation data. Where areas for improvement are
identified, the institution works with the faculty member to develop and implement a plan to
address identified areas of concern.
2.C Education Resources
2.C.1 The institution provides programs, wherever offered and however delivered, with appropriate
content and rigor that are consistent with its mission; culminate in achievement of clearly-
identified student learning outcomes; and lead to collegiate-level degrees or certificates with
designators consistent with program content in recognized fields of study.
2.C.2 The institution identifies and publishes expected course, program, and degree learning
outcomes. Expected student learning outcomes for courses, wherever offered and however
delivered, are provided in written form to enrolled students.
2.C.3 Credit and degrees, wherever offered and however delivered, are based on documented
student achievement and awarded in a manner consistent with institutional policies that
reflect generally-accepted learning outcomes, norms, or equivalencies in higher education.
2.C.4 Degree programs, wherever offered and however delivered, demonstrate a coherent design
with appropriate breadth, depth, sequencing of courses, and synthesis of learning. Admission
and graduation requirements are clearly defined and widely published.
2.C.5 Faculty, through well-defined structures and processes with clearly-defined authority and
responsibilities, exercise a major role in the design, approval, implementation, and revision of
the curriculum, and have an active role in the selection of new faculty. Faculty with teaching
responsibilities take collective responsibility for fostering and assessing student achievement
of clearly-identified learning outcomes.
2.C.6 Faculty with teaching responsibilities, in partnership with library and information resources
personnel, ensure that the use of library and information resources is integrated into the
learning process.
2.C.7 Credit for prior experiential learning, if granted, is: a) guided by approved policies and
procedures; b) awarded only at the undergraduate level to enrolled students; c) limited to a
maximum of 25% of the credits needed for a degree; d) awarded only for documented student
achievement equivalent to expected learning achievement for courses within the institution’s
regular curricular offerings; and e) granted only upon the recommendation of appropriately-
qualified teaching faculty. Credit granted for prior experiential learning is so identified on
students’ transcripts and may not duplicate other credit awarded to the student in fulfillment
of degree requirements. The institution makes no assurances regarding the number of
credits to be awarded prior to the completion of the institution’s review process.
2.C.8 The final judgment in accepting transfer credit is the responsibility of the receiving institution.
Transfer credit is accepted according to procedures which provide adequate safeguards
to ensure high academic quality, relevance to the students’ programs, and integrity of the
receiving institution’s degrees. In accepting transfer credit, the receiving institution ensures
that the credit accepted is appropriate for its programs and comparable in nature, content,
SIMON FRASER UNIVERSITY •
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appendix A • standards
academic quality, and level to credit it offers. Where patterns of student enrollment between
institutions are identified, the institution develops articulation agreements between the
institutions.
Undergraduate Programs
2.C.9 The general education component of undergraduate programs (if offered) demonstrates an
integrated course of study that helps students develop the breadth and depth of intellect to
become more effective learners and to prepare them for a productive life of work, citizenship,
and personal fulfillment. Baccalaureate degree programs and transfer associate degree
programs include a recognizable core of general education that represents an integration of
basic knowledge and methodology of the humanities and fine arts, mathematical and natural
sciences, and social sciences. Applied undergraduate degree and certificate programs of
thirty (30) semester credits or forty-five (45) quarter credits in length contain a recognizable
core of related instruction or general education with identified outcomes in the areas of
communication, computation, and human relations that align with and support program goals
or intended outcomes.
2.C.10 The institution demonstrates that the general education components of its baccalaureate
degree programs (if offered) and transfer associate degree programs (if offered) have
identifiable and assessable learning outcomes that are stated in relation to the institution’s
mission and learning outcomes for those programs.
2.C.11 The related instruction components of applied degree and certificate programs (if offered)
have identifiable and assessable learning outcomes that align with and support program
goals or intended outcomes. Related instruction components may be embedded within
program curricula or taught in blocks of specialized instruction, but each approach must
have clearly-identified content and be taught or monitored by teaching faculty who are
appropriately qualified in those areas.
Graduate Programs
2.C.12 Graduate programs are consistent with the institution’s mission; are in keeping with the
expectations of their respective disciplines and professions; and are described through
nomenclature that is appropriate to the levels of graduate and professional degrees offered.
They differ from undergraduate programs by requiring greater depth of study and increased
demands on student intellectual or creative capacities; knowledge of the literature of the
field; and ongoing student engagement in research, scholarship, creative expression, and/or
appropriate high-level professional practice.
2.C.13 Graduate admission and retention policies ensure that student qualifications and
expectations are compatible with the institution’s mission and the program’s requirements.
Transfer of credit is evaluated according to clearly-defined policies by faculty with a major
commitment to graduate education or by a representative body of faculty responsible for the
degree program at the receiving institution.
2.C.14 Graduate credit may be granted for internships, field experiences, and clinical practices
that are an integral part of the graduate degree program. Credit toward graduate degrees
may not be granted for experiential learning that occurred prior to matriculation into the
graduate degree program. Unless the institution structures the graduate learning experience,
monitors that learning, and assesses learning achievements, graduate credit is not granted
for learning experiences external to the students’ formal graduate programs.
2.C.15 Graduate programs intended to prepare students for research, professional practice,
scholarship, or artistic creation are characterized by a high level of expertise, originality, and
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critical analysis. Programs intended to prepare students for artistic creation are directed
toward developing personal expressions of original concepts, interpretations, imagination,
thoughts, or feelings. Graduate programs intended to prepare students for research or
scholarship are directed toward advancing the frontiers of knowledge by constructing and/or
revising theories and creating or applying knowledge. Graduate programs intended to prepare
students for professional practice are directed toward developing high levels of knowledge
and performance skills directly related to effective practice within the profession.
Continuing Education and Non-academic-Credit Programs
2.C.16 Credit and non-credit continuing education programs and other special programs are
compatible with the institution’s mission and goals.
2.C.17 The institution maintains direct and sole responsibility for the academic quality of all aspects
of its continuing education and special learning programs and courses. Continuing education
and/or special learning activities, programs, or courses offered for academic credit are
approved by the appropriate institutional body, monitored through established procedures
with clearly-defined roles and responsibilities, and assessed with regard to student
achievement. Faculty representing the disciplines and fields of work are appropriately
involved in the planning and evaluation of the institution’s continuing education and special
learning activities.
2.C.18 The granting of credit or Continuing Education Units (CEUs) for continuing education
courses and special learning activities is: a) guided by generally-accepted norms; b) based
on institutional mission and policy; c) consistent across the institution, wherever offered
and however delivered; d) appropriate to the objectives of the course; and e) determined by
student achievement of identified learning outcomes.
2.C.19 The institution maintains records which describe the number of courses and nature of
learning provided through non-credit instruction.
2.D Student Support Resources
2.D.1 Consistent with the nature of its educational programs and methods of delivery, the
institution creates effective learning environments with appropriate programs and services to
support student learning needs.
2.D.2 The institution makes adequate provision for the safety and security of its students and their
property at all locations where it offers programs and services. Crime statistics, campus
security policies, and other disclosures required under federal and state regulations are
made available in accordance with those regulations.
2.D.3 Consistent with its mission, core themes, and characteristics, the institution recruits and
admits students with the potential to benefit from its educational offerings. It orients students
to ensure they understand the requirements related to their programs of study and receive
timely, useful, and accurate information and advising about relevant academic requirements,
including graduation and transfer policies.
2.D.4 In the event of program elimination or significant change in requirements, the institution
makes appropriate arrangements to ensure that students enrolled in the program have an
opportunity to complete their program in a timely manner with a minimum of disruption.
2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available to
students and other stakeholders, current and accurate information that includes:
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2.D.5a Institutional mission and core themes;
2.D.5b Entrance requirements and procedures;
2.D.5c Grading policy;
2.5.Dd a) Information on academic programs and courses, including degree and program completion
requirements, expected learning outcomes, required course sequences, and projected
timelines to completion based on normal student progress and the frequency of course
offerings;
2.5.De Names, titles, degrees held, and conferring institutions for administrators and full-time
faculty;
2.5.Df Rules, regulations for conduct, rights, and responsibilities;
2.5.Dg Tuition, fees, and other program costs;
2.5.Dh Refund policies and procedures for students who withdraw from enrollment;
2.5.Di Opportunities and requirements for financial aid; and
2.5.Dj Academic calendar.
2.D.6 Publications describing educational programs include accurate information on:
2.D.6a National and/or state legal eligibility requirements for licensure or entry into an occupation
or profession for which education and training are offered;
2.D.6b Descriptions of unique equirr ements for employment and advancement in the occupation or
profession.
2.D.7 The institution adopts and adheres to policies and procedures regarding the secure retention
of student records, including provision for reliable and retrievable backup of those records,
regardless of their form. The institution publishes and follows established policies for
confidentiality and release of student records.
2.D.8 The institution provides an effective and accountable program of financial aid consistent with
its mission, student needs, and institutional resources. Information regarding the categories
of financial assistance (such as scholarships, grants, and loans) is published and made
available to prospective and enrolled students.
2.D.9 Students receiving financial assistance are informed of any repayment obligations. The
institution regularly monitors its student loan programs and the institution’s loan default rate.
2.D.10 The institution designs, maintains, and evaluates a systematic and effective program of
academic advisement to support student development and success. Personnel responsible
for advising students are knowledgeable of the curriculum, program requirements,
and graduation requirements and are adequately prepared to successfully fulfill their
responsibilities. Advising requirements and responsibilities are defined, published, and made
available to students.
2.D.11 Co-curricular activities are consistent with the institution’s mission, core themes, programs,
and services and are governed appropriately.
2.D.12 If the institution operates auxiliary services (such as student housing, food service, and
bookstore), they support the institution’s mission, contribute to the intellectual climate of the
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campus community, and enhance the quality of the learning environment. Students, faculty,
staff, and administrators have opportunities for input regarding these services.
2.D.13 Intercollegiate athletic and other co-curricular programs (if offered) and related financial
operations are consistent with the institution’s mission and conducted with appropriate
institutional oversight. Admission requirements and procedures, academic standards, degree
requirements, and financial aid awards for students participating in co-curricular programs
are consistent with those for other students.
2.D.14 The institution maintains an effective identity verification process for students enrolled
in distance education courses and programs to establish that the student enrolled in the
distance education course or program is the same person whose achievements are evaluated
and credentialed. The institution ensures the identity verification process for distance
education students protects student privacy and that students are informed, in writing at the
time of enrollment, of current and projected charges associated with the identity verification
process.
2.E Library and Information Resources
2.E.1 Consistent with its mission and core themes, the institution holds or provides access to
library and information resources with an appropriate level of currency, depth, and breadth to
support the institution’s mission, core themes, programs, and services, wherever offered and
however delivered.
2.E.2 Planning for library and information resources is guided by data that includes feedback
from affected users and appropriate library and information resources faculty, staff, and
administrators.
2.E.3 Consistent with its mission and core themes, the institution provides appropriate instruction
and support for students, faculty, staff, administrators, and others (as appropriate) to
enhance their efficiency and effectiveness in obtaining, evaluating, and using library and
information resources that support its programs and services, wherever offered and however
delivered.
2.E.4 The institution regularly and systematically evaluates the quality, adequacy, utilization, and
security of library and information resources and services, including those provided through
cooperative arrangements, wherever offered and however delivered.
2.F Financial Resources
2.F.1 The institution demonstrates financial stability with sufficient cash flow and reserves to
support its programs and services. Financial planning reflects available funds, realistic
development of financial resources, and appropriate risk management to ensure short-term
solvency and anticipate long-term obligations, including payment of future liabilities.
2.F.2 Resource planning and development include realistic budgeting, enrollment management,
and responsible projections of grants, donations, and other non-tuition revenue sources.
2.F.3 The institution clearly defines and follows its policies, guidelines, and processes for financial
planning and budget development that include appropriate opportunities for participation by
its constituencies.
2.F.4 The institution ensures timely and accurate financial information through its use of an
appropriate accounting system that follows generally-accepted accounting principles and
through its reliance on an effective system of internal controls.
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2.F.5 Capital budgets reflect the institution’s mission and core theme objectives and relate to its
plans for physical facilities and acquisition of equipment. Long-range capital plans support
the institution’s mission and goals and reflect projections of the total cost of ownership,
equipment, furnishing, and operation of new or renovated facilities. Debt for capital outlay
purposes is periodically reviewed, carefully controlled, and justified, so as not to create an
unreasonable drain on resources available for educational purposes.
2.F.6 The institution defines the financial relationship between its general operations and its
auxiliary enterprises, including any use of general operations funds to support auxiliary
enterprises or the use of funds from auxiliary services to support general operations.
2.F.7 For each year of operation, the institution undergoes an external financial audit, in a
reasonable timeframe, by professionally-qualified personnel in accordance with generally-
accepted auditing standards. Results from the audit, including findings and management
letter recommendations, are considered in a timely, appropriate, and comprehensive manner
by the administration and the governing board.
2.F.8 All institutional fundraising activities are conducted in a professional and ethical manner
and comply with governmental requirements. If the institution has a relationship with a
fundraising organization that bears its name and whose major purpose is to raise funds
to support its mission, the institution has a written agreement that clearly defines its
relationship with that organization.
2.G Physical and Technological Infrastructure
Physical Infrastructure
2.G.1 Consistent with its mission, core themes, and characteristics, the institution creates and
maintains physical facilities that are accessible, safe, secure, and sufficient in quantity and
quality to ensure healthful learning and working environments that support the institution’s
mission, programs, and services.
2.G.2 The institution adopts, publishes, reviews regularly, and adheres to policies and procedures
regarding the safe use, storage, and disposal of hazardous or toxic materials.
2.G.3 The institution develops, implements, and reviews regularly a master plan for its physical
development that is consistent with its mission, core themes, and long-range educational and
financial plans.
2.G.4 Equipment is sufficient in quantity and quality and managed appropriately to support
institutional functions and fulfillment of the institution’s mission, accomplishment of core
theme objectives, and achievement of goals or intended outcomes of its programs and
services.
Technological Infrastructure
2.G.5 Consistent with its mission, core themes, and characteristics, the institution has appropriate
and adequate technology systems and infrastructure to support its management and
operational functions, academic programs, and support services, wherever offered and
however delivered.
2.G.6 The institution provides appropriate instruction and support for faculty, staff, students,
and administrators in the effective use of technology and technology systems related to its
programs, services, and institutional operations.
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2.G.7 Technological infrastructure planning provides opportunities for input from its technology
support staff and constituencies who rely on technology for institutional operations,
programs, and services.
2.G.8 The institution develops, implements, and reviews regularly a technology update and
replacement plan to ensure its technological infrastructure is adequate to support its
operations, programs, and services.
3
Planning and Implementation
The institution engages in ongoing participatory planning that provides direction for
the institution and leads to fulfillment of its mission, accomplishment of its core theme
objectives, and achievement of the identified goals or intended outcomes of its programs and
services. The resulting plans reflect the interdependent nature of its operations, functions,
and resources in achieving intended results. The institution demonstrates that its planning
and implementation processes are sufficiently flexible to address unexpected circumstances
with the potential to impact the institution’s capacity to accomplish its core theme objectives
and fulfill its mission. It demonstrates that its plans are implemented and influence practice,
resource allocation, and application of institutional capacity.
3.A Institutional Planning
3.A.1 The institution engages in ongoing, purposeful, systematic, integrated, and comprehensive
planning that leads to fulfillment of its mission. Its plans are implemented and made
available to appropriate constituencies.
3.A.2 The institution’s comprehensive planning process is broad-based and offers opportunities for
input by appropriate constituencies.
3.A.3 The institution’s comprehensive planning process is informed by the collection of
appropriately-defined data that are analyzed and used to evaluate fulfillment of its mission.
3.A.4 The institution’s comprehensive plan articulates priorities and guides decisions on resource
allocation and application of institutional capacity.
3.A.5 The institution’s planning includes emergency preparedness and contingency planning
for continuity and recovery of operations should catastrophic events significantly interrupt
normal institutional operations.
3.B Core Theme Planning
3.B.1 Planning for each core theme is consistent with the institution’s comprehensive plan and
guides the selection of programs and services to ensure they are aligned with and contribute
to accomplishment of the core theme’s objectives.
3.B.2 Planning for core theme programs and services guides the selection of contributing
components of those programs and services to ensure they are aligned with and contribute to
achievement of the goals or intended outcomes of the respective programs and services.
3.B.3 Core theme planning is informed by the collection of appropriately-defined data that are
analyzed and used to evaluate accomplishment of core theme objectives. Planning for
programs and services is informed by the collection of appropriately-defined data that are
used to evaluate achievement of the goals or intended outcomes of those programs and
services.
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4
Effectiveness and Improvement
The institution collects data related to clearly-defined indicators of achievement, analyzes
those data, and forms evidence-based judgments of achievements of core theme objectives.
It regularly and systematically applies clearly-defined evaluation procedures to appraise the
relationship of institutional planning, resources, capacity, and practices to the objectives of its
core themes; and assesses the extent to which it accomplishes those objectives and achieves
the goals or intended outcomes of its programs and services. It uses assessment results to
effect improvement and disseminates its findings to its constituencies.
4.A Assessment
4.A.1 The institution engages in ongoing systematic collection and analysis of meaningful,
assessable, and verifiable data—quantitative and/or qualitative, as appropriate to its
indicators of achievement—as the basis for evaluating the accomplishment of its core theme
objectives.
4.A.2 The institution engages in an effective system of evaluation of its programs and services,
wherever offered and however delivered, to evaluate achievement of clearly-identified
program goals or intended outcomes. Faculty have a primary role in the evaluation of
educational programs and services.
4.A.3 The institution documents, through an effective, regular, and comprehensive system of
assessment of student achievement, that students who complete its educational courses,
programs, and degrees, wherever offered and however delivered, achieve identified
course, program, and degree learning outcomes. Faculty with teaching responsibilities are
responsible for evaluating student achievement of clearly-identified learning outcomes.
4.A.4 The institution evaluates holistically the alignment, correlation, and integration of programs
and services with respect to accomplishment of core theme objectives.
4.A.5 The institution evaluates holistically the alignment, correlation, and integration of planning,
resources, capacity, practices, and assessment with respect to achievement of the goals or
intended outcomes of its programs or services, wherever offered and however delivered.
4.A.6 The institution regularly reviews its assessment processes to ensure they appraise authentic
achievements and yield meaningful results that lead to improvement.
4.B Improvement
4.B.1 Results of core theme assessments and results of assessments of programs and services
are: a) based on meaningful institutionally-identified indicators of achievement; b) used
for improvement by informing planning, decision-making, and allocation of resources and
capacity; and c) made available to appropriate constituencies in a timely manner.
4.B.2 The institution uses the results of its assessment of student learning to inform academic
and learning-support planning and practices that lead to enhancement of student learning
achievements. Results of student learning assessments are made available to appropriate
constituencies in a timely manner.
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5
Mission Fulfllment, Adaptation and Sustainability
Based on its definition of mission fulfillment and informed by the results of its analysis
of accomplishments of its core theme objectives, the institution develops and publishes
evidence-based judgments regarding fulfillment of its mission. The institution regularly
monitors its internal and external environments to determine how and to what degree
changing circumstances may impact its mission and its ability to fulfill that mission. It
demonstrates a capability to adapt as necessary its mission, core themes, programs, and
services to accommodate changing and emerging needs, trends, and influences to ensure
enduring institutional relevancy, productivity, viability, and sustainability.
5.A Mission Fulfllment
5.A.1 The institution engages in regular, systematic, participatory, self-reflective, and evidence-
based assessment of its accomplishments.
5.A.2 Based on its definition of mission fulfillment, the institution uses assessment results to
make determinations of quality, effectiveness, and mission fulfillment and communicates its
conclusions to appropriate constituencies and the public.
5.B Adaptation and Sustainability
5.B.1 Within the context of its mission and characteristics, the institution evaluates regularly the
adequacy of its resources, capacity, and effectiveness of operations to document its ongoing
potential to fulfill its mission, accomplish its core theme objectives, and achieve the goals or
intended outcomes of its programs and services, wherever offered and however delivered.
5.B.2 The institution documents and evaluates regularly its cycle of planning, practices, resource
allocation, application of institutional capacity, and assessment of results to ensure their
adequacy, alignment, and effectiveness. It uses the results of its evaluation to make changes,
as necessary, for improvement.
5.B.3 The institution monitors its internal and external environments to identify current and
emerging patterns, trends, and expectations. Through its governance system it uses those
findings to assess its strategic position, define its future direction, and review and revise, as
necessary, its mission, core themes, core theme objectives, goals or intended outcomes of its
programs and services, and indicators of achievement.
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Self Evaluation Report
Appendix B
Academic Units
Faculty of Applied Sciences...........................................................................................
.. 3
Faculty of Arts and Social Sciences.................................................................................. 8
Faculty of Business Administration/Beedie School of Business....................................... 18
Faculty of Communication, Art and Technology ........................................................... 24
Faculty of Education..........................................................................................
........... 29
Faculty of Environment ................................................................................................. 38
Faculty of Health Sciences...........................................................................................
.. 43
Faculty of Science.........................................................................................
................ 48
All 2009/10 data sourced from www.sfu.ca/irp/departments
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appendix B • academic units
Faculty of Applied Sciences
Prior to the restructuring of faculties in 2009, the Faculty of Applied Sciences (FAS) was an
umbrella for six academic units at SFU: Communication, Computing Science, Engineering Science,
Interactive Arts and Technology, Kinesiology, and Resource and Environmental Management.
With faculty restructuring, the newly organized Faculty of Applied Sciences consists of the School
of Computing Science and the School of Engineering Science. It offers internationally recognized
academic programs and conducts leading-edge research related to the science and technology priority
areas of Canada, with programs in computing science, engineering science, mechatronics and general
studies.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. Nimal Rajapakse
Associate Dean
Dr. Robert Cameron
Director, School of Computing Science
Dr. Martin Ester
Director, School of Engineering Science
Dr. Mehrdad Saif
Director, Administration
Amanda Woodhall
Governance within the Faculty
Faculty Executive Committee
Composed of the Dean, Associate Dean and School Directors, this committee discusses
and determines Faculty priorities; discusses and resolves issues of common concern among
Schools; shares information amongst members; and acts as a nominating committee for
various University appointments.
Undergraduate Curriculum Committee
The decision-making body on undergraduate curriculum and policy issues within the
Faculty; forms the Faculty adjudication committee on undergraduate student appeals,
undergraduate scholarships, the awarding of undergraduate degrees, diplomas and certifcates
and other matters of concern to individual undergraduates.
Graduate Curriculum Committee
Considers all matters relating to the Faculty’s graduate curricula; is responsible for reviewing
and making recommendations on graduate program regulations and new graduate course and
program proposals; considers papers relevant to graduate academic and administrative matters;
and screens candidates for graduate degrees, diplomas and certifcates.
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• SIMON FRASER UNIVERSITY
Undergraduate Student Liaison Committee
Promotes and maintains regular communication between students and Faculty leadership;
advises the Dean and School Directors on challenges, issues and opportunities facing
undergraduate students; advises on and organizes activities to promote professional and career
development and social interaction among the FAS undergraduate students; seeks advice from
the Dean and Directors on student-led initiatives; and helps disseminate and promote the
Faculty’s vision, mission and strategic initiatives.
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
1,232.97
Graduate AFTE
324.74
Total AFTE Enrollment
1,558
Majors (Approved)
2,264
Annualized Graduate Headcount
398.66
Co-op Education Placements
576
Programs offered
Degrees
Bachelor of Applied Science (Honours)
Bachelor of Applied Science
Bachelor of Arts (Honours)
Bachelor of Arts
Bachelor of General Studies (Applied Sciences)
Bachelor of Science (Honours)
Bachelor of Science
Master of Applied Science
Master of Arts
Master of Engineering
Master of Science
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and diplomas
Certifcate in Computing Studies
Post Baccalaureate Diploma in Computing Science
Specialized or programmatic accreditations
Canadian Engineering Accreditation Board: www.engineerscanada.ca/e/pr_accreditation.cfm
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appendix B • academic units
Functions accomplished
Research
The research programs in the Faculty are very strong with over $6.5 M of research funding attracted
in 2008. The international stature of the faculty members are reflected in their service as editors and
editorial board members of many leading journals. Three faculty members have been recipients of
Manning Awards and several others have received British Columbia Innovation Council (BCIC)
Awards. There are 4.5 Canada Research Chairs in the Faculty with one vacant Tier 1 Chair in
Engineering. In addition, Engineering has an endowed chair supported by Sierra Wireless. Three
faculty members (two in Engineering and one in Computer Science) hold Michael Smith Foundation
career awards and several faculty members hold NSERC strategic and CHRP grants.
Research centres and institutes
The Faculty of Applied Sciences houses the following research centres and institutes:
Institute of Micromachine and Microfabrication Research (IMMR)
Its goal is to enhance micromachining research and development and to encourage the
application of research results in the design and fabrication of miniature sensors and actuators.
www.sfu.ca/immr
Logic and Functional Programming Group
Comprised of a strongly interdisciplinary group, whose objectives are to further the state-of-
the-art on the theoretical and practical aspects of developing declarative programming tools;
to investigate the uses of these tools for concrete Fifth Generation computing applications;
and to facilitate result transfers and collaborations with other academic units and with
industry. www.cs.sfu.ca/research/groups/Logic-Functional.html
Student services
Student advising
Provides academic and program advising and counseling for students.
Co-op Offce
A unit under the School of Engineering Science, manages Engineering Science co-op;
Computing Science co-op is managed centrally. All students have access to co-op advisors
and other support services.
Methods of educational delivery
Lectures, seminars and labs; project-based assignments; co-op education (required of all Engineering
Science students); participation in national and international competitions; use of industry speakers in
classrooms.
Course and program collaborations with units outside SFU
Dual degree BSc in Computing Science (DDP) with Zhejiang University (ZU), China.
Research exchange with Technical University of Darmstadt, Germany.
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Faculty resources
FTE CFL by rank
2009/10
Professor
39.50
Associate Professor
24.50
Assistant Professor
17.00
Instructor
-
Lab Instructor
-
Lecturer
18.00
Total FTE CFL
99.00
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
81.00
Lecturers
36.00
Lab Instructors
-
Sessionals
5.53
Visiting
-
Limited Term
0.50
Faculty Associates
-
Other
0.25
Total FTTE
123.28
Budgeted FTE Support Staff
2009/10
APSA
25.60
CUPE
21.00
Total FTE Support Staff
46.60
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
45.3
TA Base Units
874.4
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$18,689.44
Operating Budget ($ 000)
$18,286.46
% of Operating Budget to Salaries
79%
% of Operating Budget to Benefts
15%
% of Operating Budget to Salaries/Benefts
95%
Research grants and contracts ($ 000)
2009/10
External Sources
$7,116.32
Internal Sources
$225.00
Total research grants and contracts
$7,341.32
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appendix B • academic units
Community connections
The Faculty of Applied Sciences has strong connections with local industries through research
relationships and co-op programs for students. Many faculty personnel are members of professional
bodies and technical societies locally and nationally and hold positions within these community
organizations. The Faculty sponsors school visits, participates in local science fairs and is part of a new
project between SFU and the City of Surrey to work on initiatives related to energy and sustainability.
It also has a close relationship with the BC Innovation Council to provide student entrepreneurship
activities.
Faculty of Applied Sciences structure
Dean
Associate
Dean
Director
School of
Computing
Science
Director
Administration
Director
School of
Engineering
Science
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• SIMON FRASER UNIVERSITY
Faculty of Arts and Social Sciences
The largest Faculty at SFU, the Faculty of Arts and Social Sciences (FASS) is a dynamic unit whose
strength lies in its diversity, its important contributions to research and learning, and its engaged and
engaging teachers, researchers and students. This diverse Faculty is united by its commitment to
the importance of a liberal education and a belief in the life-changing nature of such teaching and
learning. Equally the Faculty shares a commitment to the fnest traditions of research in their many
disciplines.
Core values
• Unite research and instructional excellence.
• Foster a diverse environment that promotes questioning and discovery within and across
the humanities and social sciences.
• Engage with communities both local and global.
• Enable students to lead a full life in a changing world.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
1
Faculty leadership
Position
Name
Dean
Dr. John Craig
Associate Dean, Academic Programs and Student Issues
Dr. Paul Budra
Associate Dean, Arts and Social Sciences at SFU Surrey and
Strategic Enrollment Management
Dr. Jane Fee
Associate Dean, Resources and External Relations/Research, Policy,
Study Leaves and Communications
Dr. Paul McFetridge
Assistant Dean
Judith Phillips
Director, Human Resources and Curriculum
Diane Gibson
Director, Finance
Bonnie Yeung
Director, Advancement
Mauro Vescera
Chair, Archeology
Dr. Catherine D’Andrea
Director, Asia-Canada Program
Dr. Tsuyoshi Kawasaki
Director, Cognitive Science
Prof. Steve DiPaola
Director, School of Criminology
Dr. Robert Gordon
Chair, Economics
Dr. Nicolas Schmitt
Chair, English
Dr. Betty Schellenberg
Director, Explorations Program
Dr. Paul St. Pierre
Director, First Nations Studies
Dr. Eldon Yellowhorn
Chair, French
Dr. Rejean Canac-Marquis
Chair, Gender, Sexuality, and Women’s Studies
Dr. Catherine Murray
1 Archaeology moved to the Faculty of Environment effective April 1, 2011
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appendix B • academic units
Position
Name
Chair, Gerontology
Dr. Andrew Wister
Director, Graduate Liberal Studies
Dr. Michael Kenney
Director, Hellenic Studies Program
Dr. Andre Gerolymatos
Chair, History
Dr. Mark Leier
Chair, Humanities
Dr. David Mirhady
Director, Institute for the Humanities
Dr. Samir Gandesha
Director, International Studies
Dr. John Harriss
Director, Language Training Institute
Dr. Billie Ng
Director, Latin American Studies Program
Dr. Alec Dawson
Chair, Linguistics
Dr. Tom Perry
Chair, Philosophy
Dr. Lisa Shapiro
Chair, Political Science
Dr. Laurent Dobuzinskis
Chair, Psychology
Dr. Don Read
Chair, Public Policy Program
Dr. Nancy Olewiler
Chair, Sociology and Anthropology
Dr. Jane Pulkingham
Chair, Urban Studies
Dr. Anthony Perl
Director, World Literature Program
Dr. Ken Seigneurie
Governance within the Faculty
Dean’s Advisory Council
Composed of the Chairs of Departments, Directors of Schools and Programs and the
Associate Deans, and is chaired by the Dean. It normally meets monthly and advises the
Dean on Faculty business.
Chairs’ Advisory Council
Called by the Dean for discussion and advice on extraordinary matters, to set the context for
greater discussion among Chairs and Directors on particular issues, and to adjudicate special
awards, honours, chairs and other issues where there are no standing committees.
Undergraduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other undergraduate issues.
Graduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other graduate issues.
Research Committee
Discusses research and funding opportunities and tri-council policies.
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• SIMON FRASER UNIVERSITY
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
8,136.87
Graduate AFTE
708.96
Total AFTE Enrollment
8,846
Majors (Approved)
4,908
Annualized Graduate Headcount
845.16
Co-op Education Placements
217
Programs offered
Degrees
Bachelor of Arts (Honours)
Bachelor of Arts (Joint Honours)
Bachelor of Arts
Bachelor of General Studies
Master of Arts
Master of Arts in Liberal Studies
Master of Public Policy
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and diplomas
Certifcate in African Studies
Certifcate in Chinese Studies
Certifcate in Correctional Studies
Certifcate in Creative Writing
Certifcate in Criminology (General)
Certifcate in Criminology (Advanced)
Certifcate in Ethnic and Intercultural Relations
Certifcate in Explorations in the Arts and Social Sciences
Certifcate in Family Studies
Certifcate in First Nations Studies Research
Certifcate in First Nations Language Profciency
Certifcate in Forensic Studies
Certifcate in French and Education (with Faculty of Education)
Certifcate in French Canadian Studies
Certifcate in French Language Profciency
Certifcate in Hellenic Studies
Certifcate in Italian Studies
Certifcate in Labor Studies
Certifcate in Legal Studies
Certifcate in Liberal Arts
Certifcate in Medieval and Renaissance Studies
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Certifcate for Senior Citizens
Certifcate in Spanish Language Profciency
Certifcate in TESL Linguistics
Certifcate in Urban Studies
Certifcate in Writing and Rhetoric
Post Baccalaureate Diploma
Post Baccalaureate Diploma in Criminology
Post Baccalaureate Diploma in First Nations Studies
Post Baccalaureate Diploma in French and Education
Post Baccalaureate Diploma in Gerontology
Post Baccalaureate Diploma in Humanities
Post Baccalaureate Diploma in Legal Studies
Post Baccalaureate Diploma in Social Policy Issues
Post Baccalaureate Diploma in Sustainable Community Development
Graduate Certifcate in Latin American Studies
Graduate Diploma in Urban Studies
Forthcoming:
Graduate Certifcate in Neuroscience
Specialized or programmatic accreditations
Clinical Psychology: Canadian Psychological Association: www.cpa.ca/accreditation
American Psychological Association: www.apa.org/ed/accreditation/index.aspx
Register of Professional Archaeologists: www.rpanet.org/
Functions accomplished
Research
Research in the Faculty of Arts and Social Sciences covers diverse topics and the Faculty’s world-class
researchers make an impact throughout British Columbia, across Canada and around the world. FASS
faculty publish in major international and national journals, they publish books for top international
academic presses and they are in strong demand for conference keynote addresses and participation.
Research in the social sciences programs is rated among the best in the world:
th
64in
the Times
Educational ranking in 2008. Researchers and research teams have research funded by all three tri-
council agencies in Canada (SSHRC, CIHR, NSERC), including standard research grants, MCRIs,
CURA grants and CIHR scholar grants; there are seven scholars with Michael Smith funding.
Scholars in FASS receive funding from other public and private sources as well, including from the
RCMP and Genome BC. Many of the faculty sit on boards and advisory committees of private and
public institutions.
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Research centres and institutes
The Faculty of Arts and Social Sciences houses the following research centres and institutes:
Bill Reid Centre for Northwest Coast Art Studies
Its mission is to preserve the art and perpetuate the legacies of Bill Reid. It seeks to deepen
appreciation of Northwest Coast Aboriginal art and works in partnership with the Haida,
hosts Coast Salish Nations, and Aboriginal and non-Aboriginal cultural and educational
institutions. www.billreidfoundation.org
Centre d’études francophones Quebec-Pacifque
Promotes research on the French Speaking World (la francophonie), related to the
study of the French language, linguistics, literature and culture; collects documents on
sociocultural life of the French community in British Columbia; and acts as literary archives
of works published by French-speaking authors in British Columbia, as well as those
published elsewhere in the francophonie about British Columbia. www.sfu.ca/vpresearch/
centres+institutes/QuebecPacifque.html
Centre for the Comparative Study of Muslim Societies and Cultures
Encourages the academic discussion and public understanding of the cultures and societies of
Muslim peoples in the past and present. www.sfu.ca/ccsmsc
Institute of Forensic Research
Designed to create new knowledge in the forensic sciences for the purposes of solving
crimes, identifying human remains, determining elapsed time since death and circumstances
of death on local and global scales. www.sfu.ca/vpresearch/centres+institutes/forensic.html
Centre for Global Political Economy
Provides an environment where students and researchers from a variety of disciplines
can share their ideas on global political economy, integrating international and domestic
dimensions of the subject in line with the new global reality. www.sfu.ca/cgpe
Morgan Centre for Labour Studies
Promotes the study and understanding of labour, working people and their organizations
from a comprehensive social, cultural, historical, political and economic perspective.
www.sfu.ca/labour
Centre for Public Policy Research (CPPR)
Promotes interdisciplinary research, education, and dialogue on a broad range of public
policy issues in Canada. The Centre supports and initiates research, publications, colloquia,
conferences, visiting researchers and speakers, and international relationships.
www.sfu.ca/mpp
Centre for Research in Adaptive Behaviour in Economics
Its activities are focused on research in behavioural and experimental economics and on the
dynamics of models of learning and adaptation. www.sfu.ca/crabe
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Centre for Research on Sexual Violence
Provides a focal point for research and training for faculty, scholars, students and practitioners,
locally and internationally, on a broad range of sexual violence issues.
www.sfu.ca/vpresearch/centres+institutes/sexualviolence.html
Centre for the Reduction of Violence among Children and Youth
Its objectives are to inform public policy regarding pathways to violent behaviour and provide
public policy recommendations or the effective allocation of limited resources; establish
training of professionals in effective and evidence-based interventions for youth and families
in collaboration with key stakeholders including schools, law enforcement, community
groups, provincial and federal government ministries and other organizations; and integrate
basic scientifc research on risk and protective factors for violence from across Canada and
abroad. www.sfu.ca/vpresearch/centres+institutes/reduction%20of%20violence.html
Centre for Restorative Justice
The Centre, in partnership with individuals, the community, justice agencies and the
University, supports and promotes the principles and practices of restorative justice. The
Centre provides education, innovative program models, training, evaluation and research
through a resource centre and meeting place that facilitates outreach, promotion, dialogue
and advocacy. www.sfu.ca/cfrj
Centre for Scottish Studies
Provides a focal point for faculty, students and members of the community interested in
exploring Scottish history and culture, and the relationship between Scotland and Canada.
scottish.sfu.ca
Centre for the Study of Public Opinion and Political Representation
Supports social science research into matters of public opinion and political representation
with regional, national and comparative international objects of study.
Criminology Research Centre
Facilitates criminological research by faculty and graduate students. It publishes a series of
working papers based on reports and other manuscripts generated by the various research
projects, and also maintains a modest library for use by faculty and students.
www.sfu.ca/crc
David See-Chai Lam Centre for International Communication
Fosters intercultural dialogue through its support of academic research and publication and
through a wide variety of community activities. This process entails the building of bridges
between the academy and the broader public domain and between Asia and Canada.
www.cic.sfu.ca
Feminist Institute for Studies on Law and Society
Designed to facilitate and continue the development of feminist analyses on law and society
at Simon Fraser University. It provides an environment for creative interaction among
appendix B • academic units
252
• SIMON FRASER UNIVERSITY
scholars and community representatives who are involved in its work locally, nationally and
internationally, and to bridge gaps between legal and social science research.
www.sfu.ca/vpresearch/centres+institutes/feminlaw.html
First Nations Language Centre
Supports local First Nations language learning and conducts collaborative research on First
Nations language instruction and preservation.
Gerontology Research Centre
Committed to high-quality research and knowledge transfer in the feld of aging. It publishes
two newsletters: GRC News, which reports on the Centre’s current research and education
activities; and Seniors’ Housing Update, which highlights new developments in senior’s
housing. The GRC, together with the Department of Gerontology, serves as a focal point
for research, education and information on individual and population aging and maintains an
active publications program to promote utilization of existing knowledge in areas of aging.
www.sfu.ca/grc
Institute for Canadian Urban Research Studies (ICURS)
An interdisciplinary research centre that has as its focus increasing knowledge and research
studies and the development of new analysis tools for the study of crime in an urban
environment. ICURS focuses on crime reduction policy, crime analysis and computational
criminology. www.sfu.ca/icurs
Institute for Critical Studies in Gender and Health
Consists of an interdisciplinary community of scholars, researchers and students. The
objectives of the Institute are to integrate social and natural science research with population
outcomes, societal application and policy analysis on gender and health.
www.sfu.ca/vpresearch/centres+institutes/gender+health.html
Institute for the Humanities
Explores critical perspectives relating social concerns to the cultural and historical legacy of
the humanities. The Institute is committed to the idea of studying pressing contemporary
problems; it also aims at promoting greater interaction between the University and the
community and providing links between these two constituencies.
www.sfu.ca/humanities-institute
Institute for Studies in Criminal Justice Policy
Contributes to the examination of criminal justice policy by providing a setting in which
academics and justice system personnel can assemble to apply scholarly research to policy
development and analysis. The Institute undertakes projects on its own initiative, as well as
under contract. www.sfu.ca/vpresearch/centres+institutes/crimjust.html
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Institute of Governance Studies
Pursues multidisciplinary research into problems of contemporary governance in the
Vancouver region, British Columbia, Canada and comparatively.
www.sfu.ca/igs
Mental Health, Law and Policy Institute
Promotes interdisciplinary collaboration in research and training in areas related to mental
health, law and policy. In addition to fostering interdisciplinary collaboration among
academic departments, it facilitates research and training in government and community
agencies. www.sfu.ca/mhlpi
Student services
Academic advising and recruiting
Advising available in Arts Central for third- and fourth-year FASS students who have not
declared a major, for Bachelor of General Studies and Certifcate in Liberal Arts students, as
well as for students having academic difficulties. Advising for students who have declared a
major is provided by their department.
Methods of educational delivery
Lectures, tutorials, seminars, labs, distance education, mixed delivery formats, community service
learning, practicums, internships, directed readings, capstone projects, frst-year cohort experience
program, international exchanges and feld schools.
Course and program collaborations with units outside SFU
Double degree program with Monash University, Melbourne, Australia.
Concentration in Applied Behavioral Analysis with Douglas College, Metro Vancouver, BC.
Degree partnership program with Douglas College, Metro Vancouver, BC.
appendix B • academic units
254
• SIMON FRASER UNIVERSITY
Faculty resources
FTE CFL by rank
2009/10
Professor
101.50
Associate Professor
102.50
Assistant Professor
81.00
Instructor
1.00
Lab Instructor
-
Lecturer
33.50
Total FTE CFL
319.50
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
286.00
Lecturers
67.00
Lab Instructors
-
Sessionals
71.68
Visiting
0.69
Limited Term
27.10
Faculty Associates
-
Other
1.50
Total FTTE
453.96
Budgeted FTE Support Staff
2009/10
APSA
46.50
CUPE
56.65
Total FTE Support Staff
103.15
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
293.5
TA Base Units
3632.0
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$49,786.33
Operating Budget ($ 000)
$52,840.13
% of Operating Budget to Salaries
83%
% of Operating Budget to Benefts
14%
% of Operating Budget to Salaries/Benefts
97%
Research grants and contracts ($ 000)
2009/10
External Sources
$7,661.48
Internal Sources
$514.03
Total research grants and contracts
$8,175.51
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Community connections
FASS faculty are active in the community, at the local, provincial and national level, providing
expertise and knowledge exchange with social, political and arts groups. Lecture series by faculty
members, such as Psych in the City, the Philosopher’s Café and the Bard Explained, reach thousands
of people in the Vancouver area. FASS Departments and Schools sponsor hundreds of public lectures,
including the BMO Bank of Montreal Public Lectures in Economics and the Mirhady Annual
Lecture in Iranian Culture. FASS researchers have a signifcant media presence, frequently contacted
by the local, provincial and national media to comment upon major issues of the day, and they are
often called upon as experts in the courts as well as for legislative and parliamentary committees.
Faculty of Arts and Social Sciences structure
Dean
Associate
Deans
Academic Programs and
Student Issues
Arts and Social Sciences
at Surrey and Strategic
Enrollment Management
Resources and External
Relations/Research,
Policy, Study Leaves and
Communications
Chairs
Economics
English
French
Gender,
Sexuality and
Women’s Studies
Gerontology
History
Humanities
Linguistics
Philosophy
Political Science
Psychology
Sociology and
Antropology
Assistant
Dean
Directors
Cognitive Science
School of Criminology
First Nations Studies
Graduate Liberal Studies
Institute for the Humanities
International Studies
Language Training Institute
School of Public Policy
Urban Studies
Directors
Human
Resources and
Curriculum
Finance
Advancement
appendix B • academic units
256
• SIMON FRASER UNIVERSITY
Faculty of Business Administration/
Beedie School of Business
The Faculty of Business Administration champions lifelong learning, productive change and the need
to be innovative in delivering research and teaching that makes an impact. Undergraduate, graduate
and Ph.D. programs demonstrate a spirit of innovation, flexibility and relevance. Supported by
extensive partnerships with public, private and not-for-proft organizations, the goal of the faculty is
to produce broadly educated, enterprising and socially responsible managers capable of making lasting
contributions to their communities.
Mission statement
By creating and communicating powerful ideas, we educate and inspire the founders, leaders and
managers of organizations that are internationally competitive, locally responsive and sustainable.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. Daniel Shapiro
Associate Dean, Faculty Development
Dr. Irene M. Gordon
Associate Dean, Burnaby and Academic Director, Undergraduate
Program
Dr. Colleen Collins
Associate Dean, Segal Graduate School of Business and Program
Director, Graduate Diploma in Business Administration and
Management of Technology
Dr. Ed Bukszar
Associate Academic Director, Undergraduate Program
Dr. Andrew Gemino
Academic Chair and Program Director, Financial Risk Management and
Global Asset and Wealth Management
Dr. Andrey Pavlov
Program Director, Ph.D. Program
Dr. David C. Thomas
Canada Research Chair in Technology and Operations Management
Dr. Ian McCarthy
Program Director, Executive MBA
Dr. Aidan Vining
Governance within the Faculty
Appointments Committee
Makes recommendations (with the input and advice of the area coordinators) to the Dean on
individual hiring decisions.
Committee on Academic Appeals
Graduate Programs Committee
Approves new graduate programs, revisions to current programs and new graduate courses,
and calendar revisions to existing courses, and addresses graduate curriculum issues and
admission.
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Nominations Committee
Makes recommendations on committee assignments.
Planning and Priorities Committee
Reviews all major decisions by the faculty and provides direction on process.
Research Committee
Selects research award winners, makes funding policy decisions for some internal research
funds and organizes seminars or discussion sessions for the faculty as researchers.
Teaching Committee
Selects teaching award winners and makes funding policy decisions for some internal
teachings funds and organizes seminars or discussion sessions on teaching.
Tenure and Promotion Committee
Responsible for the initial evaluation of faculty for salary review (bi-annual), contract
renewals, tenure and promotion.
Undergraduate Curriculum Committee
Approves new undergraduate programs, revisions to current programs and new
undergraduate courses, and calendar revisions to existing courses.
External advisory boards
Dean’s External Advisory Board
Advises the dean and faculty on its strategy, with a particular emphasis on enhancing
relevance to the business community; advising on alumni activities and special programs;
assisting with the promotion of programs and initiatives; and advising and assisting with
general advancement of the Faculty of Business Administration.
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
2,442.13
Graduate AFTE
447.23
Total AFTE Enrollment
2,889
Majors (Approved)
3,587.00
Annualized Graduate Headcount
418.17
Co-op Education Placements
528
Programs offered
Degrees
Bachelor of Business Administration (Honours)
appendix B • academic units
258
• SIMON FRASER UNIVERSITY
Bachelor of Business Administration
Master of Business Administration
Master of Financial Risk Management
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and diplomas
Certifcate in International Experiential Learning
Graduate Diploma in Business Administration
Specialized or programmatic accreditations
European Quality Improvement System (EQUIS): www.efmd.org/index.php/accreditation-/equis
Association to Advance Collegiate Schools of Business (AACSB): www.aacsb.edu
Functions accomplished
Research
Research at the Faculty of Business Administration reflects a commitment to collaborative
partnerships with the academic and business communities. The faculty’s research contributes to
knowledge creation in the areas of globalization and emerging markets; knowledge, innovation and
technology; society, environment and governance; and capital and risk management. The faculty’s
research was ranked 85th in the world on publications in elite business journals by the University of
Texas at Dallas in its Business School rankings.
som.utdallas.edu/top100Ranking/searchRanking.php?t=w
Research centres and institutes
The Faculty of Business Administration houses the following research centres and institutes:
CIBC (Canadian Imperial Bank of Commerce) Centre for Corporate Governance
and Risk Management
At the heart of the vision for the Centre is the belief that good governance requires an
enterprise-wide view of risk management. Identifying and disseminating best practices for
corporate governance and risk management is at the core of the Centre’s mandate.
business.sfu.ca/cibc-centre
Centre for Global Workforce Strategy
Carries out multidisciplinary research on issues surrounding effective work force management
strategies on a global scale. The competition for skilled people is intense and new attitudes
toward work and careers present additional challenges about work-life balance, which further
complicates the strategic management of today’s workforce. business.sfu.ca/cgws
Centre for Studies in Global Asset and Wealth Management
Conducts research on new markets and instruments in order to determine whether such
additions should be part of an investor’s asset mix and analyzes what asset classes and weights
SIMON FRASER UNIVERSITY •
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appendix B • academic units
are appropriate given an investor’s unique needs and concerns.
www.sfu.ca/vpresearch/centres+institutes/wealthmanage.html
CMA (Certifed Management Accountants) Centre for Strategic Change and
Performance Measurement
Committed to promoting research and knowledge on how organizations plan and execute
strategic change and how best to measure the performance of organizations undergoing such
change. business.sfu.ca/cma-centre
Jack Austin Centre for Asia Pacifc Business Studies
Provides a focal point for research and training for faculty, scholars, students and practitioners,
locally and internationally, on a broad range of issues relevant to the Asia Pacifc region,
particularly Canada’s role in the area.
Student services
Student advising
The Faculty has three full-time advisers for advising students on programs.
Student Affairs Offce
Provides support to business clubs and for student competitions.
Career Management Centre
Provides career management education and services through career management education
and coaching and advising.
International Coordinator
Coordinates incoming and outgoing international exchanges.
Writing Mentors
Provides peer writing mentorship.
Co-op Offce
Organizes co-op programs for Business students.
Methods of educational delivery
Lectures, tutorials, online courses, use of WEBct and Sharepoint; project-based learning, experiential
learning.
Course and program collaborations with units outside SFU
MBA program sponsored with Tech Cominco: business.sfu.ca/fles/PDF/lsg/learning-solutions/
example_Teck_Cominco_Customized_MBA.pdf
Student exchanges: Bocconi University, Italy; BI Norwegian School of Management.
appendix B • academic units
260
• SIMON FRASER UNIVERSITY
Faculty resources
FTE CFL by rank
2009/10
Professor
18.00
Associate Professor
29.00
Assistant Professor
22.00
Instructor
-
Lab Instructor
-
Lecturer
5.25
Total FTE CFL
74.25
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
69.00
Lecturers
10.50
Lab Instructors
-
Sessionals
8.77
Visiting
17.97
Limited Term
1.91
Faculty Associates
-
Other
0.66
Total FTTE
108.81
Budgeted FTE Support Staff
2009/10
APSA
31.00
CUPE
25.00
Total FTE Support Staff
56.00
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
55.3
TA Base Units
848.8
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$22,020.95
Operating Budget ($ 000)
$23,153.59
% of Operating Budget to Salaries
73%
% of Operating Budget to Benefts
13%
% of Operating Budget to Salaries/Benefts
86%
Research grants and contracts ($ 000)
2009/10
External Sources
$1,058.35
Internal Sources
$49.09
Total research grants and contracts
$1,107.44
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appendix B • academic units
Community connections
The Faculty of Business Administration is connected to the community through its programs,
research and engagement of its faculty in community organizations. Business programs are connected
through the use of guest speakers in the classroom, community/client-based course projects, co-
op and career management centre relationships with employers and the involvement of alumni and
other members of the business community activities such as student clubs and case/business plan
competition. The faculty’s research is relevant to the global business and not for proft communities.
Dissemination occurs through academic and business publications, presentations, research centre
websites, and teaching that reach undergraduates through to executives. The faculty are active,
involved and engaged in a broad variety of local, national and international professional and academic
bodies. Faculty members’ roles include serving as presidents, chairs and members of organizations
such as the Academy of Management, Canadian Academic Accounting Association, Certifed General
Accountants of British Columbia, Business Council of British Columbia, Vancouver Board of Trade,
Financial Executives Institute, BC Technology Industry Association, British Columbia Human
Resources Management Association, Women’s Executive Forum, Fraser Health Authority Ethics
Review Board and more.
Faculty of Business Administration/Beedie School of Business structure
Dean
Associate
Dean
Faculty
Development
Associate Dean,
Burnaby and Academic
Director, Undergraduate
Program
Associate
Academic Director,
Undergraduate
Program
Associate Dean, Segal Graduate School of
Business and Program Director, Graduate
Diploma in Business Administration
and Management of Technology
Academic Chair and
Program Director, Financial
Risk Management and Global
Asset and Wealth Management
Canada Research
Chair in Technology and
Operations
Managemen
Program
Director, PhD
Program
Program
Director, Executive
MBA
appendix B • academic units
262
• SIMON FRASER UNIVERSITY
Faculty of Communication, Art and Technology
The Faculty of Communication, Art and Technology, a new faculty established in April 2009, is at
the exciting intersection of communication, art and technology. It is what happens when creativity
meets new technology, when science meets art, when design encounters new media. The Faculty
offers a broad range of programs in Communication, Contemporary Arts, Interactive Arts and
Technology, Publishing and Digital Media.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. Cheryl Geisler
Associate Dean, Undergraduate Studies
DD Kugler
Associate Dean, Graduate Studies
Dr. Ron Wakkary
Director, Communication
Dr. Alison Beale
Director, Administration
Joe Van Snellenberg
Director, Contemporary Arts
Owen Underhill
Director, Interactive Arts and Technology
Dr. John Bowes
Director, Master of Digital Media Program (pro tem)
Dr. Jim Bizzocchi
Director, Master of Publishing Program
Dr. Rowland Lorimer
Governance within the Faculty
Dean’s Advisory Committee
Undergraduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other undergraduate issues.
Graduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other graduate issues.
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appendix B • academic units
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
1,995.67
Graduate AFTE
205.41
Total AFTE Enrollment
2,201
Majors (Approved)
2,528.00
Annualized Graduate Headcount
241.66
Co-op Education Placements
302
Programs offered
Degrees
Bachelor of Arts
Bachelor of Arts (Honours)
Bachelor of Fine Arts
Bachelor of Science
Bachelor of Science (Honours)
Bachelor of Science (Information Technology, Tech BC)
Bachelor of Science (Interactive Arts, Tech BC)
Master of Arts
Master of Fine Arts
Master of Publishing
Master of Science
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and diplomas
Post Baccalaureate Diploma in Communication
appendix B • academic units
264
• SIMON FRASER UNIVERSITY
Functions accomplished
Research
The Faculty has research strengths in Cultural Policy and Practice, Media Analysis, the Social
Impact of New Media, Film, Dance, Music Composition, Visual Arts, Interactive Media and Visual
Analytics. Nearly half of its faculty members carry current external research funding.
Research centres and institutes
The Faculty of Communication, Art and Technology houses the following research centres and
institutes:
Centre for Policy Research on Science and Technology (CPROST)
Engages in research on the relationship between public policy and technology. It brings
together practitioners and scholars to study the interaction of advances in science and
technology, their implementation in the marketplace, and their impacts on community and
individual interests.
www.sfu.ca/cprost
Centre for Policy Studies on Culture and Communities
Promotes teaching, research and public outreach on cultural politics, policy and planning
in communities from the local to the global. The Centre promotes studies of policy not
restricted to governments or public administration, but addressing the interaction of
networks of voluntary, not-for-proft, neighbourhood and virtual-community citizen-based
initiatives as well as all levels of government, private foundations, and knowledge creators and
disseminators. www.sfu.ca/vpresearch/centres+institutes/culture+communities.html
Student services
Academic advising done in departments
Recruitment and Retention Officer
Co-op program in Communication
Funding for undergraduate research
Methods of educational delivery
Lectures, seminars, tutorials, studio courses, labs, feld schools, independent research, experiential
learning, WEB-based learning, distance education, cohort-based learning (TechOne).
Course and program collaborations with units outside SFU
Developing a joint majors program with Communication, University of China.
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Faculty resources
FTE CFL by rank
2009/10
Professor
22.50
Associate Professor
22.50
Assistant Professor
16.00
Instructor
-
Lab Instructor
2.00
Lecturer
14.00
Total FTE CFL
77.00
Full-Time Teaching Equivalent resources 2009/10
Tenure-Track Faculty
61.00
Lecturers
28.00
Lab Instructors
2.00
Sessionals
36.30
Visiting
-
Limited Term
10.63
Faculty Associates
-
Other
0.19
Total FTTE
138.11
Budgeted FTE Support Staff
2009/10
APSA
16.01
CUPE
18.00
Total FTE Support Staff
34.01
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
94.8
TA Base Units
1,115.9
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$15,484.95
Operating Budget ($ 000)
$14,949.92
% of Operating Budget to Salaries
80%
% of Operating Budget to Benefts
14%
% of Operating Budget to Salaries/Benefts
94%
Research grants and contracts ($ 000)
2009/10
External Sources
$2,678.98
Internal Sources
$34.74
Total research grants and contracts
$2,713.72
appendix B • academic units
266
• SIMON FRASER UNIVERSITY
Community connections
The Faculty of Communication, Art and Technology has a strong community outreach tradition in its
various units, including the project of social and urban transformation that is part of Woodward’s and
the School for Contemporary Arts, research projects in the community mounted by members across
the faculty, and individual faculty members involved in community education and development.
Faculty of Communication, Art and Technology structure
Dean
Associate
Dean,
Undergraduate
Studies
Director,
Communication
Associate
Dean, Graduate
Studies
Director,
Contemporary Arts
Director
Administration
Director,
Master of Digital
Media Program
Director,
Interactive Arts and
Technology
Director,
Master of Publishing
Program
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appendix B • academic units
Faculty of Education
The Faculty of Education is a global education leader engaged in research and scholarly enquiry,
committed to advancing knowledge, and dedicated to improving the practice of teaching and the
learning experience.
Mission statement
Simon Fraser University’s Faculty of Education is committed to scholarly excellence, leading-edge
pedagogy, innovative curriculum, engagement with teachers, differentiated staffing and a participatory
democratic culture. A global leader in educational research and a pathfnder in Canada’s teacher
education, the Faculty of Education is committed to ethical practice, equity, social justice and
diversity.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. Kris Magnusson
Associate Dean, Academic
Dr. Kelleen Toohey
Associate Dean, Administration
Dr. David Paterson
Associate Dean, Graduate Studies
Dr. John Nesbitt
Director, Undergraduate Programs
Dr. Stuart Richmond
Director, Graduate Programs
Dr. Robin Brayne
Director, Field Programs
Dr. Margaret MacDonald
Director, Professional Programs
Dr. Paul Neufeld
Director, International Programs
Dr. Ian Andrews
Director, Administration
Donalda Meyers
Governance within the Faculty
Faculty Council
rincipal governing forum of the Faculty of Education.
Executive Committee
Serves as an advisory committee to the Dean; reviews, coordinates and reports on activities of
program areas to the Faculty Council; makes recommendations of appropriate Faculty bodies;
serves as an agenda committee for Faculty Council meetings.
Professional Programs Committee
Considers and makes recommendations on professional courses and programs of the Faculty;
fulflls the responsibilities of departmental and faculty undergraduate studies committee for
professional courses and programs.
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• SIMON FRASER UNIVERSITY
Professional Programs Scholarship Committee
Advises Director of Professional Programs on scholarships and awards.
Faculty Associates Appointments Committee
Advises Director of Professional Programs on Faculty Associate appointments.
Undergraduate Programs Committee
Considers and makes recommendations to the Faculty on undergraduate courses and
programs; recommends candidates for the Post-Baccalaureate diploma, certifcates, the
Bachelor of Education degree and the Bachelor of General Studies degree; fulflls the
responsibilities of departmental and Faculty undergraduate studies committees.
Graduate Programs Committee
Considers and make recommendations on graduate courses and programs of the Faculty;
fulflls the responsibilities of departmental and Faculty graduate studies committees as
delineated in the university graduate studies regulations.
Field Programs Committee
Considers and makes recommendations on off-campus in-service education programs
administered by Field Programs; advises the Director of Field Programs concerning the
articulation and coordination of the Field Programs area with the other three program areas
of the Faculty; recommends the frameworks of all Field Programs and approves specifc
offerings within these frameworks; approves all EDPR special topics credit course offerings;
considers and recommends for approval all EDPR calendar courses; may assume further
specifc functions as requested by the Dean in consultation with the Committee and the
Director of Field Programs.
Faculty Appointments Committee
Reviews all candidates for appointment concluded at the decanal level; forms search
committees in accord with University Policies and Procedures A10.01 and other academic
policies; and advises the Dean on matters pertaining to Faculty appointments.
Faculty Tenure and Promotion Committee
Makes recommendations on contract renewal, tenure and promotion in accord with
University Policy and Procedures A11.01; consults with the Chairperson with respect to
the merit component of annual salary increase recommendations in accord with University
Policies and Procedures A20.01.
Faculty Research Opportunities Committee
Articulates and fosters a culture of research and scholarship; manages the budget assigned to
the Committee by the Dean; promotes faculty members’ and graduate students’ scholarly
development; lobbies for resources that support ongoing and new research and scholarship;
gathers, catalogues and adjudicates proposals from faculty members and distributes and
provides support for research and scholarship; solicits from faculty members proposals for new
research opportunities.
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appendix B • academic units
Budget Advisory Committee
Reviews and analyzes revenues, enrolments and expenditures across the Faculty; makes
recommendations on growth and revenue opportunities; makes recommendations on
expenditures, tying all recommendations to the 3-year plan; provides a report modeling the
recommendations on an annual basis.
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
1,586.80
Graduate AFTE
1,008.58
Total AFTE Enrollment
2,595
Majors (Approved)
1,225.00
Annualized Graduate Headcount
1,376.82
Co-op Education Placements
-
Programs offered
Professional programs
Teacher certifcation component of the Faculty of Education at SFU. Students can enroll in three
programs to complete their certifcation requirements for teaching in British Columbia. First, the
Professional Development Program (PDP) is a full-time, three-semester program that comprises
12 months of study. The program is made up of a combination of practicum experiences and
professional coursework integral to the understanding of important educational ideas and their
application to classroom practice. When teacher candidates successfully complete the program, they
are recommended to the British Columbia College of Teachers to receive a BC Teaching Certifcate.
Second, the Professional Qualifcation Program (PQP) at SFU is a 12-month program, located
in the Lower Mainland, designed to support teachers who have previous teaching experience or
qualifcations from outside Canada to enter the teaching profession in British Columbia. The Faculty
also offers a Professional Linking Program (PLP) for paraprofessionals, student support workers, para-
educators, etc., that provides students with an opportunity to continue working in a paraprofessional
setting while meeting the requirements for teacher certifcation.
Field programs
In-service professional development for school teachers and administrators in British Columbia in
areas of professional development such as literacy, numeracy, technology, diversity, fne arts, French
education (FSL and French Immersion) and PE, among others.
International programs
Credit and non-credit programs for international and domestic students. The unit supports students
and Faculty when they internationalize their activities. The unit also supports students and faculty
when they internationalize their activities in a variety of areas, including intensive professional
development programs for international teachers, graduate (Master’s) programs and internship
programs.
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Graduate programs
The various graduate programs in the Faculty prepare theoreticians, researchers and professionals in a
wide-range of educational felds: curriculum; pedagogy; educational leadership; the arts; mathematics;
counselling; educational psychology, technology, philosophy; French; second language acquisition;
and aboriginal education.
Degrees
Bachelor of Education (Honours)
Bachelor of Education
Bachelor of General Studies (Education)
Master of Arts
Master of Education
Master of Science
Doctorate of Education
Doctorate of Philosophy
Doctorate of Philosophy under Special Arrangements
Certifcates and Diplomas
Certifcate in Literacy Instruction
Certifcate in Professional Practices
Post Baccalaureate Diploma (General)
Post Baccalaureate Diploma in Counselling and Human Development
Post Baccalaureate Diploma in Early Childhood Education
Post Baccalaureate Diploma in Special Education
Post Baccalaureate Diploma in Environmental Education
Graduate Diploma in Advanced Professional Studies in Education
Specialized or programmatic accreditations
Teacher certifcation in British Columbia is governed by the BC College of Teachers. The College
accepts the teaching credentials (for example, completion of the Professional Development Program)
issued by SFU.
Functions accomplished
Research
Members of SFU’s Faculty of Education are very active in the research community, with high
participation rates in major educational conferences such as the American Educational Research
Association (AERA) and the Canadian Society for Studies in Education (CSSE), as well as more
specialized conferences targeted at specifc subfelds of educational research.
Faculty members have been successful in securing funding from a wide range of agencies. Members
of this Faculty have received funding from major national and provincial granting agencies such as
the Social Sciences and Humanities Research Council (SSHRC), the Canadian Institutes of Health
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC), the Canada
Foundation for Innovation, the Canadian International Development Agency (CIDA), and a range of
Canadian provincial and federal government ministries and departments. In addition, SFU Education
researchers have also been awarded funding from other public and private sources, such as le Centre
canadien de recherche sur les francophonies en milieu minoritaire (CRFM), de l’Institut français de
l’Université de Regina and the Spencer Foundation (USA). The Faculty currently has two Tier One
and one Tier Two Research Chairs.
Research centres and institutes
The Faculty of Education houses the following research centres and institutes:
Centre for Education, Law and Society
The purpose of the Centre is to improve the legal literacy of children and young adults
through a program of teaching, curriculum development, research and community initiatives.
www.cels.sfu.ca
Centre for the Study of Educational Leadership and Policy
Facilitates and extends theoretical and applied research into educational leadership and policy
by developing long-term collaborative relationships within the education system in British
Columbia, and with other research institutes and institutions of higher education, across
Canada and internationally. www.cselp.ca
David Wheeler Institute for Research in Mathematics Education
Its mission is to generate and share knowledge about acquiring mathematical literacy and
understanding at all ages and to advance humanity by enriching the lives and options of
learners. www.educ.sfu.ca/research/wheeler
International Centre of Art for Social Change
A nexus for skills training, professional development, local and international networking,
research and community engagement – all aimed at advancing best practices in the growing
feld of art for social change. www.icasc.ca
Centre for Imaginative Education
Seeks to nurture a new way of thinking about and practicing education, for institutions,
individuals and communities. www.sfu.ca/vpresearch/centres+institutes/imaginative.html
Institute for Studies in Teacher Education
Promotes and carries out individual and collaborative programmatic studies of the policies,
processes and practices in teacher education as a way of providing a focus to the research
interests of faculty members, graduate students and feld-based educators; provides a forum
for teacher educators (faculty members, graduate students and feld personnel) to discuss
research studies, contemporary issues, pressing questions and salient policies in the area
of teacher education; and develops collaborative links with groups within and outside the
university community. www.educ.sfu.ca/iste/index.html
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• SIMON FRASER UNIVERSITY
Centre for Research on Early Childhood Health and Education (CRECHE)
Generates and shares knowledge about child health and early education that will advance
humanity by enriching the lives of young children and their families. www.educ.sfu.ca/
reach/mission.html
Centre for Research on International Education (CRIE)
Encourages the academic study of international education in its diversity while honouring
commitment to educational equity and social justice.
Research groups
The Faculty of Education houses the following research groups:
ENGRAM/ME and the ENGRAMMETRON
ENGRAM/ME aims to bring the expertise of researchers, teachers and others interested
in improving mathematics education through the offering and application of new
methodological approaches to research, pedagogy and instructional design in mathematics
education. The objectives of ENGRAM/ME are to alleviate mathematics anxiety and
improve conceptual understandings of mathematics and its applications, especially in
mathematical problem-solving contexts using computer enhanced learning environments.
ENGRAMMETRON facilities enable simultaneous observation and acquisition of audio
data from talking-aloud reflective protocols; video data of facial and bodily expression; and
real-time screen capture. www.engrammetron.net
Imaginative Education Research Group
Dedicated to improving the quality of education by providing a conceptual framework,
information and practical materials designed to stimulate the imagination of teachers and
learners. It aims to show how imaginative education can be implemented in everyday
classrooms and to provide the resources that will support its routine achievement. www.ierg.
net
Learning for Understanding through Culturally Inclusive Imaginative Development (LUCID)
A research partnership between the Faculty of Education at Simon Fraser University
(SFU); the Haida, Stó:lō and Ts’msyen First Nations; and BC School Districts 33, 50 and
52. Through the project we explore the potential of imaginative education in improving
academic and other educational outcomes in BC public school districts with high numbers of
Aboriginal students. www.ierg.net/lucid/new
Rethinking Teaching in Higher Education
A group of researchers based at SFU, McGill University and Concordia University. Its
primary research interest is teaching development. They work with professors as they
draw on their understanding of knowledge development in their disciplines, and link this
understanding to the way they teach. Analyzing the rationale for a teaching method and how
it relates to learning, then testing out the teaching method is akin to what professors do as
scholars. www.sfu.ca/rethinkingteaching
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appendix B • academic units
The Learning Kit/gStudy
A learning kit is a collection of digital learning materials (a learning object) and a software
application called “gStudy”. gStudy supports learners’ interactive engagement with
multimedia information in the learning kit to learn, apply and transfer that information to
new situations. Audiences are many: students in elementary, secondary and post-secondary
educational institutions; trainees in business and industry; military personnel, and anyone
who wants to expand knowledge in the domains a learning kit addresses. www.learningkit.
sfu.ca/
Student services
Academic advising
Methods of educational delivery
The Faculty of Education uses a wide range of delivery methods in its teaching, including classroom
lectures, seminars, experiential learning, participatory learning, web-supported delivery; place-
based learning done in the community of the learners and in international settings; custom-designed
programs for international groups.
Course and program collaborations with units outside SFU
Alaska Highway Consortium on Teacher Education (AHCOTE): a joint teacher education program
offered with Northern Lights College, School Districts 59, 60, and 81, the University of Northern
British Columbia and the local teacher associations.
The Faculty frequently collaborates with school districts and British Columbia colleges to deliver
professional and graduate programs.
Accord on Indigenous Education: www.educ.sfu.ca/aboriginal_education/documents/ACDE_
Accord_Indigenous_Education_000.pdf.
Association of Deans of Education General Accord: www.csse.ca/ACDE/GeneralAccord.pdf
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Faculty resources
FTE CFL by rank
2009/10
Professor
15.00
Associate Professor
17.00
Assistant Professor
26.00
Instructor
-
Lab Instructor
-
Lecturer
3.00
Total FTE CFL
61.00
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
58.00
Lecturers
6.00
Lab Instructors
-
Sessionals
37.69
Visiting
0.63
Limited Term
11.62
Faculty Associates
37.06
Other – Post-retirement
1.38
Total FTTE
152.38
Budgeted FTE Support Staff
2009/10
APSA
17.10
CUPE
27.28
Total FTE Support Staff
44.38
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
9.3
TA Base Units
68.4
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$18,320.65
Operating Budget ($ 000)
$18,473.66
% of Operating Budget to Salaries
81%
% of Operating Budget to Benefts
10%
% of Operating Budget to Salaries/Benefts
92%
Research grants and contracts ($ 000)
2009/10
External Sources
$1,285.69
Internal Sources
$121.51
Total research grants and contracts
$1,407.20
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appendix B • academic units
Community connections
The Faculty of Education has close collaborations and partnerships with school districts,
administrators and governments to facilitate knowledge sharing. Its Professional Development
Programs are featured in 12 school districts throughout Metro Vancouver, with Professional Linking
Programs, consortia programs, diploma and graduate programs extending across the province. Its
outreach activities also include Your Education Matters TV Series, the Friends of Simon Tutoring
Program, and the Surrey Counselling and Education Centre. It currently offers professional programs
in Mexico, India, China and Mali.
Faculty of Education structure
Dean
Associate
Dean,
Academic
Associate
Dean,
Administration
Associate
Dean,
Graduate Studies
Director,
Undergraduate
Programs
Director,
International
Programs
Director
Administration
Director,
Professional
Programs
Director,
Graduate
Programs
Director,
Field
Programs
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Faculty of Environment
Created in April, 2009, the Faculty of Environment brings together a breadth of environmental
expertise, providing a strong base for evaluating and addressing vital environmental challenges
that are profoundly affecting our world’s future. The Faculty offers programs and courses in
Environmental Science, Geography, Resource and Environmental Management, Sustainable
Community Development and Development Studies. The Faculty is designed to encompass a truly
interdisciplinary approach to environmental issues.
Mission statement
The mission of the Faculty of Environment is to become a world class leader in evidenced-based
research and teaching that integrates natural, social and policy sciences, and pure and applied research,
to reconcile environment and development at different spatial and temporal scales.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. John Pierce
Associate Dean
Dr. Duncan Knowler
Chair, Geography
Dr. Roger Hayter
Acting Director, School of Resource and Environmental Management
Dr. Ken Lertzman
Director, Centre for Sustainable Community Development
Dr. Mark Roseland
Director, Environmental Sciences
Dr. Leah Bendell-Young
Development and Sustainability
Dr. Robert Anderson
Governance within the Faculty
Dean’s Advisory Council
Composed of Chairs and Directors in the Faculty. It meets monthly and advises the Dean on
Faculty business.
Undergraduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other undergraduate issues.
Graduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other graduate issues.
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appendix B • academic units
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment 2009/10
Undergraduate AFTE
564.43
Graduate AFTE
123.16
Total AFTE Enrollment
688
Majors (Approved)
467
Annualized Graduate Headcount
158.83
Co-op Education Placements
84
Programs offered
Degrees
Bachelor of Arts
Bachelor of Arts (Honours)
Bachelor of Science
Bachelor of Science (Honours)
Master of Arts
Master of Resource Management
Master of Resource Management (Planning)
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and Diplomas
Certifcate in Spatial Information Systems
Certifcate in Sustainable Community Development
Certifcate in Urban Studies
Post Baccalaureate Diploma in Sustainable Community Development
Graduate Certifcate in Development Studies
Graduate Diploma in Quantitative Methods in Fisheries Management
Specialized or programmatic accreditations
• The Faculty provides required courses for professional accreditation of students in
geosciences by the Professional Engineers and Geoscientists of British Columbia
(APEGBC) http://www.apeg.bc.ca/
• The planning program in the School of Resource and Environmental Management
(REM) is accredited as a recognized planning program by the Canadian Institute of
Planners (CIP) http://www.cip-i cu.ca/ and the Planning Institute of British Columbia
(PIBC) http://www.pibc.bc.ca/pages/index.shtml
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Functions accomplished
Research
Research in the Faculty of Environment integrates natural, social, SIS and policy sciences, as well
as pure and applied research. Faculty members have been successful in gaining Social Sciences and
Humanities Research Council of Canada (SSHRC), Canadian Institutes of Health Research (CIHR)
and Michael Smith research funding.
Research centres and institutes
The Faculty of Environment houses the following research centres and institutes:
Centre for Coastal Studies
Promotes interdisciplinary research, education and dialogue on Canada’s coastal ecosystems,
particularly those in British Columbia. http://www.sfu.ca/cstudies/science/coastal.htm
Centre for Sustainable Community Development
Its mission is to support the sustainable development of communities through research,
education (credit and non-credit) and community mobilization. http://www.sfu.ca/cscd/
Centre for Tourism Policy and Research
Provides leadership in developing and delivering high quality research and professional
education, which encourages excellence in the management of tourism. http://www.sfu.
ca/%7edossa/
Cooperative Resource Management Institute
Develops solutions to difficult multidisciplinary problems in resource management by
providing an environment where personnel from different agencies, such as those responsible
for forestry, fsheries, water, and wildlife management, can collaborate with SFU faculty,
graduate students, post-doctoral fellows and research associates. http://www.rem.sfu.ca/
crmi/
Student services
Academic advising
Methods of educational delivery
Lectures, seminars, tutorials, workshops, experiential learning, feld schools, distance education, web-
based delivery.
Course and program collaborations with units outside SFU
Joint student internships with Pacifc Institute for Climate Solutions.
Field courses jointly sponsored with Bamfeld Marine Sciences Centre.
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Faculty resources
FTE CFL by rank
2009/10
Professor
13.50
Associate Professor
11.50
Assistant Professor
9.50
Instructor
-
Lab Instructor
-
Lecturer
3.00
Total FTE CFL
37.50
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
34.50
Lecturers
6.00
Lab Instructors
-
Sessionals
8.13
Visiting
-
Limited Term
-
Faculty Associates
-
Other
-
Total FTTE
48.63
Budgeted FTE Support Staff
2009/10
APSA
5.50
CUPE
8.20
Total FTE Support Staff
13.70
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
43.3
TA Base Units
463.1
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$5,950.32
Operating Budget ($ 000)
$6,281.01
% of Operating Budget to Salaries
80%
% of Operating Budget to Benefts
15%
% of Operating Budget to Salaries/Benefts
95%
Research grants and contracts ($ 000)
2009/10
External Sources
$2,146.65
Internal Sources
$122.98
Total research grants and contracts
$2,269.63
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Community connections
The Faculty of Environment has strong community connections across its units. For example,
faculty members in the Centre for Coastal Studies promote community education and dialogue on
Canada’s coastal ecosystems, particularly those in British Columbia, with their activities Linking
Science with Local Knowledge; the Centre for Sustainable Community Development works toward
the sustainable development of communities through community education, capacity building
and mobilization, including outreach activities related to Aboriginal Community Economic
Development; the Cooperative Resource Management Institute facilitates interaction between SFU
researchers and personnel in environmental management agencies, including collaboration with
Fisheries and Oceans Canada and the Forest Research Extension Partnership to support sustainable
natural resource management. Members across the Faculty also contribute to the community through
their involvement in workshops, media outreach and local, provincial, national and international
community organizations.
Faculty of Environment structure
Dean
Chair,
Geography
Associate
Dean
Director
Centre for Sustainable
Community
Development
Director,
School of Resource
and Environmental
Management
Director
Environmental
Science
Development
and
Sustainability
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appendix B • academic units
Faculty of Health Sciences
The Faculty of Health Sciences is a relatively new faculty, frst established in September 2004. It offers
Canada’s most comprehensive program in population and public health. The Faculty endeavours to
integrate social and natural science research with population outcomes, societal application and policy
analysis, combining a broad spectrum of research approaches, methods of inquiry, levels of analysis
and research perspectives. Researchers and students from disciplines as diverse as molecular biology,
epidemiology, geography, political science and anthropology, work together on studies spanning
everything from the cell to society.
Mission statement
The mission of the Faculty of Health Sciences is to integrate social and natural science research with
population outcomes, societal application and policy analysis.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. John O’Neil
Associate Dean, Education
Dr. Craig Janes
Associate Dean, Research
Dr. Tim Takaro
Director, Continuing Public Health Education
(vacant)
Director, Graduate Programs
(vacant)
Director, Public Health Practice
Dr. Stephen Corber
Director, Undergraduate Programs
Dr. Kitty Corbett
Governance within the Faculty
Graduate Studies Committee
Responsible for the development and review of all graduate programming within the Faculty
of Health Sciences. It is also responsible for the evaluation of, and recommendation for,
graduate admissions, graduation requirements, graduate scholarships and bursaries, thesis and
project evaluation, and the ongoing performance assessment of graduate programs within the
Faculty of Health Sciences.
Undergraduate Studies Committee
Responsible for the development and review of all undergraduate programming within the
Faculty of Health Sciences. It is also responsible for the evaluation of, and recommendation
for, undergraduate admissions, graduation requirements, undergraduate scholarships and
bursaries, and the ongoing performance assessment of undergraduate programs within the
Faculty of Health Sciences.
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• SIMON FRASER UNIVERSITY
Faculty Executive Committee (FEC)
Responsible for providing overall strategic advice to the Office of the Dean. The FEC is
responsible for working with the Dean to develop new policies, procedures, and overall
planning for the Faculty.
Tenure and Promotion Committee
Responsible for evaluating and making recommendations regarding renewal, promotion,
tenure and salary.
Faculty Development Committee (FDC)
Responsible for day-to-day operation of the Faculty, including oversight and management of
the faculty budget. Membership of the FDC includes the Dean, Associate Deans, Director of
Administration and Operations, and other staff as necessary. FDC decisions and deliberations
are included in the Dean’s Report to Faculty Council.
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
487.33
Graduate AFTE
107.75
Total AFTE Enrollment
595
Majors (Approved)
1,064
Annualized Graduate Headcount
132.33
Co-op Education Placements
103
Programs offered
Degrees
Bachelor of Arts (Honours)
Bachelor of Arts
Bachelor of Science (Honours)
Bachelor of Science
Master of Public Health
Master of Science
Certifcates and diplomas
Post-Baccalaureate Diploma
Graduate Diploma in Global Health
Specialized or programmatic accreditations
Council on Education for Public Health (USA-based): Master of Public Health degree and
undergraduate BA and BSc programs. www.ceph.org
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appendix B • academic units
Functions accomplished
Research
The research activities of the Faculty of Health Sciences span the spectrum from applied community
and health services to fundamental research carried out at the bench. Research programs in children’s
health, mental health and addictions, population health, global health, health promotion and disease
prevention, environmental and occupational health, and prevention of chronic and infectious disease
have been established. Several integrative crosscutting themes have also emerged as important
strengths within the Faculty. The research collaborations are also building across other faculties in
the university. Interests in social inequities and health disparities, life course perspectives on the
prevention and management of disease, and a concentration in addressing the needs of vulnerable
communities provide collaborative opportunities both within the Faculty and across SFU.
Research centres and institutes
The Faculty of Health Sciences houses the following research centres and institutes:
Centre for Applied Research in Mental Health and Addiction (CARMHA)
An interdisciplinary research centre focusing on research, knowledge translation and capacity
building activities within the important health areas of mental health and addiction within a
public health framework. www.carmha.ca/
Children’s Health Policy Centre
An interdisciplinary research group focusing on integrating research and policy to improve
children’s social and emotional well-being or children’s mental health. www.childhealthpolicy.
sfu.ca/
Centre for Study of Gender, Social Inequities and Mental Health
A CIHR Centre for Research Development – creates and supports interdisciplinary and
inter-sectoral teams of researchers and research users committed to eliminating gender
disparities and social inequities in mental health and addictions.
Student services
Academic advising and recruitment
Methods of educational delivery
Lectures, labs, seminars, tutorials, research seminars, practicums (including local, national and
international placements) and independent research (for projects and theses).
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Faculty resources
FTE CFL by rank
2009/10
Professor
9.00
Associate Professor
8.00
Assistant Professor
16.50
Instructor
-
Lab Instructor
-
Lecturer
1.00
Total FTE CFL
34.50
Full-Time Teaching Equivalent resources
2009/10
Tenure-Track Faculty
33.50
Lecturers
2.00
Lab Instructors
-
Sessionals
1.97
Visiting
-
Limited Term
1.56
Faculty Associates
-
Other
0.19
Total FTTE
39.22
Budgeted FTE Support Staff
2009/10
APSA
9.00
CUPE
8.00
Total FTE Support Staff
17.00
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
13.3
TA Base Units
212.2
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$6,667.45
Operating Budget ($ 000)
$6,830.85
% of Operating Budget to Salaries
72%
% of Operating Budget to Benefts
16%
% of Operating Budget to Salaries/Benefts
88%
Research grants and contracts ($ 000)
2009/10
External Sources
$5,550.30
Internal Sources
$220.00
Total research grants and contracts
$5,770.30
SIMON FRASER UNIVERSITY •
285
appendix B • academic units
Community connections
Community service is central to the Faculty of Health Sciences and a cornerstone of the curricular
design and mission of the Public Health program. Faculty members assume leadership roles in
professional organizations that aim to promote community health education; participate in research
collaboration, consultation or other similar activity with local, provincial, national and international
organizations; and engage in public outreach activities from the local to the international level. The
Faculty has partnerships with the BC Centre for Disease Control on infectious disease control, the
BC Centre of Excellence for HIV/AIDS on vaccine development and highly active anti-retroviral
therapy accessibility, the Fraser Health Authority on health system strengthening, and in India, China,
Zambia, Mongolia and Mexico on public health system development. Many students in the Faculty
are engaged with the community through their student practicum placements, some of which have
strong service components, and the undergraduate and graduate courses often organize community
service activities and events.
Faculty of Health Sciences structure
Dean
Associate
Dean,
Education
Associate
Dean,
Research
Director,
Public Health
Practice
Director,
Continuing Public
Health Education
Director,
Undergraduate
Programs
Director,
Graduate
Programs
appendix B • academic units
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• SIMON FRASER UNIVERSITY
Faculty of Science
Dedicated to excellence, the Faculty of Science continually strives to innovate as a leader in scientifc
research and education. The Faculty pursues science from all perspectives – not bound by the rigid
framework of a traditional school. It offers a frm foundation in science while encouraging students to
harness our world-class resources to take the direction of their interests.
Faculty planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Faculty leadership
Position
Name
Dean
Dr. Claire Cupples
Associate Dean
Dr. Rolf Mathewes
Chair, Biological Sciences
Dr. Felix Breden
Chair, Biomedical Physiology and Kinesiology
Dr. Peter Ruben
Chair, Chemistry
Dr. Zuo-Guang Ye
Chair, Earth Sciences
Dr. Derek Thorkelson
Chair, Mathematics
Dr. Manfred Trummer
Chair, Molecular Biology and Biochemistry
Dr. Bruce Brandhorst
Chair, Physics
Dr. Barb Frisken
Chair, Statistics and Actuarial Science
Dr. Richard Lockhart
Governance within the Faculty
Dean’s Advisory Committee
Composed of the Chairs of the Departments, the Associate Dean and is chaired by the Dean.
It normally meets bi-weekly and, as its name implies, advises the Dean on Faculty business.
Undergraduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other undergraduate issues.
Graduate Curriculum Committee
Discusses and approves curriculum items including new course proposals, program changes,
new programs and other graduate issues.
Equity Committee for hiring new faculty
Establishes search committees; generates advertisement and strategy statement; lists candidates
to be interviewed.
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appendix B • academic units
Safety Committee
Composed of staff, students and faculty representing most areas of the Faculty. The
Committee meets monthly to deal with issues related to safety in teaching, research and other
areas in the Faculty of Science.
Major components of the Faculty
Students served
Annualized Activity FTE (AFTE) Enrollment
2009/10
Undergraduate AFTE
4,323.80
Graduate AFTE
466.66
Total AFTE Enrollment
4,790
Majors (Approved)
3,012
Annualized Graduate Headcount
599.33
Co-op Education Placements
392
Programs offered
Degrees
Bachelor of Science (Honours)
Bachelor of Science
Master of Environmental Toxicology
Master of Pest Management
Master of Science
Doctor of Philosophy
Doctor of Philosophy under Special Arrangements
Certifcates and diplomas
Certifcate in Actuarial Mathematics
Certifcate in Earth Sciences
Certifcate in Forestry Geoscience
Certifcate in Health and Fitness Studies
Certifcate in Applied Human Nutrition
Post Baccalaureate Diploma in Biological Sciences
Post Baccalaureate Diploma in Kinesiology
Graduate Diploma in Bioinformatics
Graduate Diploma in Quantitative Methods in Fisheries Management
Specialized or programmatic accreditations
Canadian Council of University Physical Education and Kinesiology Administrators (CCUPEKA).
www.ccupeka.ca/en
Canadian Society for Chemistry. www.cheminst.ca
appendix B • academic units
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• SIMON FRASER UNIVERSITY
The Faculty also provides the required courses for professional accreditation of students in Earth
Sciences by the Professional Engineers and Geoscientists of BC (APEGBC) (www.apeg.bc.ca), for
professional accreditation of students in Actuarial Sciences by the Canadian Institute of Actuaries
(www.actuaries.ca) and the Society of Actuaries (www.soa.org), and for professional accreditation of
students in a Statistics program by the Statistical Society of Canada (www.ssc.ca).
Functions accomplished
Research
The Faculty of Science at SFU is among the most productive for its size in Canada. Researchers in
each department are working on leading projects in a wide variety of areas. The Faculty generates
50 percent or more of the University’s annual research income, has 18 Canada Research Chairs, 2
Leading Edge Endowment Fund (LEEF) Chairs, the Thelma Finlayson Chair in Biological Control,
the Shrum Chair in Science, an Endowed Chair in Coastal Studies and a Forest Renewal BC Chair.
Research centres and institutes
The Faculty of Science hosts or collaborates in sponsoring a number of research centres and institutes
both at SFU and across Canada. These include:
4D LABS
Offer the use of multiple facilities with state-of-the-art equipment for academic, industrial
and government researchers. They focus on accelerating the design, development,
demonstration and delivery of advanced materials and nanoscale devices.
Behavioural and Cognitive Neuroscience Institute (BCNI)
Fosters interdisciplinary research and training concerning the relationship between mind and
brain. Building on the strengths of world-renowned researchers who investigate a variety of
behavioural, cognitive, sensory-motor and neurophysiological phenomena, the BCNI focuses
on a broad range of topics such as attention, perception, language, memory and action. www.
sfu.ca/vpresearch/centres+institutes/BCNI.html
Centre for Experimental and Constructive Mathematics (CECM)
Explores and promotes the interplay of conventional mathematics with modern computation
and communication in the mathematical sciences. www.cecm.sfu.ca/about/index.shtml
Centre for Natural Hazards Research (CNHR)
Conducts innovative research on geophysical processes that are a threat to the population and
economic infrastructure of Canada. www.sfu.ca/cnhr
Centre for Wildlife Ecology
Fosters high quality, graduate training and research, conducts basic and applied research in
wildlife ecology, and provides knowledge and personnel that will help Environment Canada
SIMON FRASER UNIVERSITY •
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appendix B • academic units
and other agencies meet the challenges of conservation in the 21st century. www.sfu.ca/
biology/wildberg
Chemical Ecology Research Group (CERG)
Includes members from the University of British Columbia, University of Northern British
Columbia, Trinity Western University and Simon Fraser University, from various specifc
areas of study. The Group is devoted to the study of semiochemicals – message-bearing
chemicals – with particular reference to insect pests of agriculture and forestry. The ambrosia
beetle and the mountain pine beetle, which cause millions of dollars in damage to provincial
forests each year, are among the targets of this research. The Group works closely with
government laboratories and industrial companies in providing basic research in biological
pest control together with feld assays and application strategies. http://web.mac.com/
ckeeling/CERG/Home.html
Evolutionary and Behavioural Ecology Research Group
Pursues basic research in the feld of evolutionary and behavioural ecology, utilizing a wide
range of study organisms, including plants, insects and other invertebrates, fsh, birds and
mammals (including humans). www.sfu.ca/biology/berg
Centre for Interdisciplinary Research in Mathematics and Computing Science (IRMACS)
A unique, interdisciplinary research facility that enables collaborative interaction –
intellectually, physically and virtually. IRMACS removes traditional boundaries between
scientifc disciplines and creates a stimulating environment for its researchers. It provides a
versatile, computationally sophisticated infrastructure for scientists whose primary laboratory
tool is the computer. www.irmacs.sfu.ca
Tri-University Meson Facility (TRIUMF)
A world-class subatomic physics research laboratory. It is one of three subatomic research
facilities in the world that specialize in producing extremely intense beams of particles. The
heart of the facility is the world’s biggest cyclotron, which is used to accelerate 1000 trillion
particles each second. A consortium of Canadian universities operates TRIUMF, including
SFU, under a contribution from the National Research Council of Canada. TRIUMF at
Simon Fraser University is located in the Department of Chemistry and involves people from
the Department of Chemistry and the Department of Physics. www.triumf.ca
Western Canadian Universities Marine Sciences Society (Bamfeld)
Supports diverse coastal and marine research of the highest calibre and is recognized as among
the very best research and training facilities in the world. Bamfeld Marine Sciences Centre
is a world-class teaching and research facility located on the outer west coast of Vancouver
Island, Canada. www.bms.bc.ca
appendix B • academic units
290
• SIMON FRASER UNIVERSITY
Student services
Academic advising, done at the Department level, with an additional three people in the Office of the
Dean.
Methods of educational delivery
Lectures, labs, seminars, tutorials, distance education, lab internships, feld schools, independent
research.
Course and program collaborations with units outside SFU
Bioinformatics MSc degree, partnership with the University of British Columbia and the BC Cancer
Research Centre.
Faculty resources
FTE CFL by rank
2009/10
Professor
82.00
Associate Professor
56.00
Assistant Professor
48.50
Instructor
-
Lab Instructor
1.00
Lecturer
39.80
Total FTE CFL
227.30
Full-Time Teaching Equivalent resources 2009/10
Tenure-Track Faculty
186.50
Lecturers
79.60
Lab Instructors
1.00
Sessionals
21.38
Visiting
-
Limited Term
18.99
Faculty Associates
-
Other
0.56
Total FTTE
308.03
Budgeted FTE Support Staff
2009/10
APSA
27.18
CUPE
66.21
POLY
5.00
Total FTE Support Staff
98.39
Teaching Assistants
2009/10
FTE TAs (1 FTE = 8 contact hours)
462.7
TA Base Units
3013.0
SIMON FRASER UNIVERSITY •
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appendix B • academic units
Financial resources and expenses
2009/10
Actual Expenditures ($ 000)
$36,813.59
Operating Budget ($ 000)
$35,442.68
% of Operating Budget to Salaries
79%
% of Operating Budget to Benefts
17%
% of Operating Budget to Salaries/Benefts
96%
Research grants and contracts ($ 000)
2009/10
External Sources
$35,056.27
Internal Sources
$1,240.77
Total research grants and contracts
$36,297.03
Ancillary services
The Faculty of Science offers specialized support for research and teaching with its Science Technical
Centre and Science Stores. The Technical Centre provides highly skilled staff in the areas of
electronics and instrumentation, glassblowing and precision machining and fabrication. Science Stores
supplies a variety of commonly used chemicals and equipment and assists with purchasing, safety
information, dangerous goods shipping and receiving and removal of hazardous waste for Science and
other faculties.
Community connections
The Faculty of Science has a strong outreach program that involves faculty going to elementary and
high schools, and invites people to campus to see the faculty’s world-class laboratories and classrooms.
The Faculty is also involved with Continuing Studies in Science, which promotes the understanding
of scientifc discoveries and research through interdisciplinary discussions and partnerships, as well
as the Center for Coastal Studies, which coordinates the Linking Science with Local Knowledge
that links scientifc knowledge with local knowledge for improved, sustainable oceans and coastal
management, and assists Fisheries and Oceans Canada with an ecosystem approach to ocean resource
management. Across the Faculty, members regularly address societal and complex contemporary
issues.
Faculty of Science structure
Dean
Associate
Dean
Chair,
Biological Sciences
Chair,
Earth Sciences
Chair,
Biomedical
Physiology and
Kinesiology
Chair,
Chemistry
Chair,
Physics
Chair,
Statistics and
Actuarial Science
Chair,
Mathematics
Chair,
Molecular Biology
and Biochemistry
292
• SIMON FRASER UNIVERSITY
SIMON FRASER UNIVERSITY •
293
Self Evaluation Report
Appendix C
Graduate Studies
and
Lifelong Learning
Graduate Studies............................................................................................................. 3
Lifelong Learning..........................................................................................
.................. 7
294
• SIMON FRASER UNIVERSITY
SIMON FRASER UNIVERSITY •
295
appendix C • graduate studies
Graduate Studies
The Office of the Dean of Graduate Studies is responsible for the promotion of the graduate student
enterprise, providing insight and oversight in areas of graduate program development, graduate
student professional development, enrolment management and merit-based fnancial support. These
responsibilities are carried out via the Dean’s role as Chair of the Senate Graduate Studies Committee,
which is responsible for the academic components of graduate programs including academic
regulations, admissions, program modifcations and graduation, and as Chair of the Senate Graduate
Awards Adjudication Committee, which allocates all internal merit-based awards. The Dean is a
member of the Senate Policy Committee on Scholarships, Awards and Bursaries that is responsible
for setting the terms of reference for SFU internal awards and the Senate Policy Committee on
Enrolment Management Planning.
The Dean’s Office plays an administrative role in maintaining all graduate student records and
managing the admissions and graduation processes. It provides internal and external adjudication
services for all award programs and is responsible for the administration and disbursement of all
internal and external awards. The Dean’s Office is the academic home for Special Arrangement
Graduate Students program and manages all thesis and project examination procedures.
Planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Leadership
Position
Name
Dean
Dr. Wade Parkhouse
Associate Dean
Dr. George Agnes
Director, Graduate Records, Admission and
Regulation
Mary Ann Pope
Director, Administrative Services
Thea Hinds
Governance
Senate Graduate Studies Committee
Reviews and makes recommendations to Senate concerning new graduate programs and
major changes to graduate programs; reviews and approves new graduate courses, course
deletions and minor program changes; and administers, reviews and recommends substantive
changes to Senate. Considers and decides on policy recommendations concerning Graduate
Studies.
General Meeting of Graduate Chairs
Considers policies and changes to Graduate Studies administration and receives information
concerning Graduate Studies across the University.
appendix C • graduate studies
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• SIMON FRASER UNIVERSITY
Major components of Graduate Studies
Academic
• Development of graduate regulations and policies and associated recommendations to
Senate.
• Insight and oversight in areas of graduate program development.
• Oversight of graduate program and curriculum changes.
• Home for Special Arrangements students (individual and cohorts).
• Home for Graduate Certifcates.
• Ensuring adherence to graduate general regulations.
• Assistance in the development of enrolment targets and management.
• Recruitment of outstanding graduate students.
Administration
• Administration of graduate regulations and policies.
• Admissions, registration and student records.
• Monitoring of student progress and eligibility to graduate.
• Administration of all graduate student merit-based awards (internal and external).
• Administration of doctoral thesis defences (including external examiner oversight).
• Administration of the awards budget (external and internal awards).
• Development of procedures for allocating awards and award decisions.
• Communication of all graduate matters to individual graduate programs.
Services
• Promotion of the graduate enterprise.
• Student advising over a wide range of issues, including registration and fees, policies and
procedures, scholarship programs and disbursements, and personal/individual problems.
• Postdoctoral Fellow Office.
• Advising faculty and staff on both policy issues and technical (system ‘how-to’) issues.
• Graduate Student Professional Development.
• Convocation services for graduating masters, doctoral and graduate diploma students.
• Recommendations, analysis, requirements gathering and testing of enhancements to the
student information management system.
• Provision of data and statistical information from SIMS.
• Organization and facilitation of graduate program workshops.
Students served
Graduate Headcount (Annualized), by Program
2009/10
PhD (total)
1167
Full-time Students
581
Continuing Students*
535
Credit Program Students**
0
On Leave
51
Master’s (total)
2199
SIMON FRASER UNIVERSITY •
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appendix C • graduate studies
Full-time Students
1346
Continuing Students*
290
Credit Program Students**
529
On Leave
34
Graduate Diploma
743
Qualifying
13
Special
19
Exchange
30
Total
4171
Source: IRP
* In “per-term fee” programs, after 6 completed terms of full-time enrolment (for master’s degree programs) or 8 terms
(for doctoral degree programs), students who have not completed their degree program are referred to as “continuing
from a fee perspective” but are still full-time students (pay ½ fees)
** Students enroled in a “per-credit fee” program
Resources
Personnel
Budgeted FTE Support Staf
2009/10
APSA
5.0
CUPE
8.5
Total FTE Support Staff
13.5
Financial Resources and Expenses
2009/10 Operating Budget
% Salaries and Benefits
% Non-Salary
$1,221,947
91.6%
8.4%
Scholarship sources
2009/10
SFU Graduate Scholarship, Bursary and Awards
$6,354,121
Pacifc Century Graduate Scholarships (PCGS)*
$601,684
Graduate Fellowships
(administered by Dean, Graduate Studies from SFU
Faculties/Schools)
$130,625
Other internally-funded awards
$196,500
Tri-Councils*
$5,597,415
Provincial (excluding PCGS)
$426,169
SFU endowed, donor-designated, national-
industrial, travel or research
$1,169,706
Total
$14,476,220
* Canadian Institutes of Health Research; Social Sciences and Humanities Research Council; Natural Sciences and
Engineering Research Council of Canada.
appendix C • graduate studies
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• SIMON FRASER UNIVERSITY
Graduate Studies structure
Dean
Associate
Dean
Director
Graduate Records, Admission
and Regulation
Director
Administrative
Services
SIMON FRASER UNIVERSITY •
299
appendix C • lifelong learning
Lifelong Learning
Lifelong Learning (formerly Continuing Studies) provides a broad range of high-quality educational
programming and community outreach and engagement activities. It is one of the largest and most
diverse continuing education units among Canadian universities. The activities and programs of
Lifelong Learning introduce adult and non-traditional learners to a university environment, act as a
public showcase for the university’s teaching and research activities, present SFU’s professional and
educational expertise to the University’s wider communities and present a positive public image of
SFU as an engaged and innovative university. Lifelong Learning’s activities help build new and lasting
partnerships locally, provincially, nationally and internationally, incorporate the latest educational
technologies and respond quickly to the changing needs of its communities. Because of the Vice
President, Academic’s conviction that learning about teaching occurs throughout a faculty member’s
career, the Teaching and Learning Centre was moved under Lifelong Learning in September 2010.
Mission Statement
Lifelong Learning seeks to provide academic programming that allows students and groups to achieve
their intellectual, professional, aspirational and cultural goals through programs for lifelong learning
that build on the strengths and academic capital of the university and the resources of the community.
Planning
www.sfu.ca/content/sfu/vpacademic/academic_planning/academic_plans/current_three_yearplans.
html
Governance
Leadership
Position
Name
Dean
Dr. Helen Wussow
Associate Dean and Director, Centre for Integrated
and Credit Studies
Dr. Tom Nesbit
Associate Dean
Dr. Yvonne Tabin
Director, Teaching and Learning Centre (interim)
Dr. Stephanie Chu
Director, Centre for Online and Distance Education Brian Naicker
Unit-wide governance in Lifelong Learning is conducted through a Management Committee
consisting of the Dean, two Associate Deans, two representatives (one each) from non-credit
and credit programs, a representative from our community education (grant-funded) programs, a
representative from online learning, another from the Teaching and Learning Centre and a member-
at-large chosen by the Dean. Items of a personal or confdential nature are delegated to a sub-
committee consisting of the Dean and two Associate Deans.
Governance at a program level is the responsibility of individual program directors in conjunction
with advisory committees comprised of faculty, staff and community representatives (see Continuing
Studies Annual Report 2008/09, pp 50-54).
appendix C • lifelong learning
300
• SIMON FRASER UNIVERSITY
Advisory Boards
Senate Committee on Continuing Studies
Career and Life Planning Steering Committee
Centre for Online and Distance Education Advisory Committee
City Program Advisory Committee
Community Education Program Advisory Committee
Aboriginal Health and Human Resources Initiative – Preparation for Health Careers in Aboriginal
Communities Advisory Committee
Diploma in Rehabilitation Management and Program Advisory Committee
Continuing Studies Endowment Committee
Continuing Studies in Science
Dialogue Programs Advisory Committees: Certifcate in Dialogue and Civic Engagement; Diploma
in Dialogue and Negotiation Academic Advisory Committee; Dialogue Steering Committee
Integrated Studies Academic Steering Committee
International Teaching Assistants Program Advisory Committee
Interpretation and Translation Program Advisory Committee
Management and Professional Programs Steering Committee
Research and Evaluation Unit Advisory Committee
Seniors Program Academic Advisory Committee
7th Floor Media Advisory Committee
SFU NOW Advisory Committee
SFU Publications Board
Major components of Lifelong Learning
Educational programs offered
Centre for Integrated and Credit Studies
Offers credit courses at SFU Vancouver, in the Harbour Centre building and part-time
degree completion programs for adults.
Centre for Online and Distance Education
SFU’s distance education centre: offers courses in more than twenty-fve academic areas,
using 21st century technologies and providing credit toward SFU degrees, certifcates and
diplomas.
City Program
Dedicated to understanding the city and how citizens can shape its future. Its courses, free
lectures and programs cover a wide range of urban issues, including transportation, affordable
housing, urban sustainability, real estate development, planning law, land use ethics, urban
design and heritage conservation.
SIMON FRASER UNIVERSITY •
301
appendix C • lifelong learning
Dialogue Programs
Lifelong Learning offers a non-credit Certifcate and a Diploma in Dialogue, convenes
dialogue events on important public issues, and offers its students planning and facilitation
services in dialogue-based programming.
English Language and Culture Program
An intensely interactive learning experience in a university setting that teaches English to
non-English speakers. The program emphasizes the importance of improving English skills
and understanding the culture in which a language is used.
Interdisciplinary Programs
The administrative home to the Philosophers’ Café, the Canadian Academy of Independent
Scholars and Civitas, a contemporary political discussion group.
International Teaching Assistants Program
A graduate program specially designed for teaching assistants and graduate students who speak
English as an additional language. The program helps students’ academic communication and
teaching skills.
Interpretation and Translation Program
Dedicated to training linguistically and culturally fluent bilinguals who are able to facilitate
cross-cultural communication in a variety of professional settings.
Management and Professional Programs
Provide foundational and advanced continuing education in the broad area of business and
management. The unit offers courses, certifcates and professional designation programs,
and works with SFU academic units, business and community groups and other universities
to develop and deliver continuing education in business and management, including MBA
feld schools, customized training programs and public lectures. This unit oversees two very
unique endowments that have been established at Simon Fraser University: The Salvation
Army Development Endowment Fund and the BMO-Bank of Montreal Endowment.
Project Japan
Provides language programs in basic Japanese, cross-cultural communication and teaching
English in Japan, and career development seminars and counseling for its graduates.
Seniors Program
Committed to help adults achieve their intellectual, professional and cultural goals through
programs for lifelong learning that build on the strengths of the University and the resources
of the community. It offers non-credit courses for those 55 years of age or older.
SFU NOW
A program designed to provide flexibility for part-time study for working adults through
providing regular SFU courses in the evenings and on weekends. All SFU NOW-sponsored
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• SIMON FRASER UNIVERSITY
classes give priority to SFU NOW students, who are not typically available for regular
daytime classes.
Writing and Publishing Program
Offers non-credit certifcates, courses, public lectures and events to those interested in the
felds of writing, editing or publishing. The focus and mission of the program is to provide
adults an opportunity to explore and improve their writing and editing talents.
Community Engagement Services
7th Floor Media (7FM)
Develops and prototypes new media applications for education and culture. It creates Web
sites, on-site and online museum experiences, as well as interactive applications for cell
phones and other mobile devices. It also provides consulting and advice on the design and
implementation of educational and cultural new media initiatives to a range of local, national
and international organizations.
Community Education Program
Designed to create access to education and other resources for socially excluded individuals
and communities. The program works with multicultural communities who experience
ongoing poverty, racism, gender bias and low levels of literacy. It develops community-based
projects which address critical needs identifed by the community, and in which community
members play active roles in decision-making, implementation and evaluation.
SFU Publications
The role of this unit is to publish texts and textbooks of high-production quality and peer-
reviewed content for use in university and university college courses and for general use in
the academic community. The texts include a range of academic publications, including
reprints and new editions.
Students served
Enrollment in Lifelong Learning courses, programs, and events (2009/2010)
Credit Courses and Programs
Total: 23,690
Centre for Online and Distance Education (CODE)
14,632
SFU credit enrollments at Harbour Centre
6,770
Integrated Studies Programs
949
SFU NOW: Nights or Weekends
1,339
Non-Credit Courses, Programs, and Public Events
Total: 19,056
City Program
3,183
Community Education Program
99
Continuing Studies in Science
813
Dialogue Programs
1,972
English Language and Culture Program
*588
Interdisciplinary Studies
3,793
International Teaching Assistants Program
136
SIMON FRASER UNIVERSITY •
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appendix C • lifelong learning
Interpretation and Translation Program
*44
Language, Culture and Heritage Programs
275
Management and Professional Programs
2,426
Seniors Program and Opera Studies
3,082
Writing and Publishing Program
2,645
Total Credit and Non-Credit Enrollments
Grand Total: 42,746
* Enrollment in multi-course cohort programs was counted as one enrolment per student.
Methods of Educational Delivery
Lifelong Learning courses and programs encompass a broad range of educational activities
that encourage and provide for adult and lifelong learners to study for professional or personal
advancement. They can take the form of conventional university courses and seminars, workshops,
public lectures, conferences and moderated discussions, home study, distance or online courses,
hands-on projects or customized training.
Teaching and Learning Centre
The mandate of the Teaching and Learning Centre is to enable faculty members and instructional
staff to provide high quality learning experiences for SFU students at all three campuses. Its activities
include general and discipline-specifc approaches to teaching and learning and it engages in internal
and external partnerships to support institutional strategic priorities.
The Centre:
• Fosters a positive community and culture around teaching and learning as it communicates
initiatives and practices by collaborating with academic and administrative departments,
instructors, staff, and students;
• Enables growth, independence, and a scholarly approach to teaching, for future and current
instructors at various points in their career, by responding to the evolving needs and issues
regarding teaching and learning at SFU;
• Supports the design, development, implementation and evaluation of effective teaching and
learning experiences; and
• Provides creative media services that enhance teaching and learning experiences.
Course and program collaborations with units outside SFU
Lifelong Learning works in close collaboration with a wide variety of educational, social, business,
cultural and professional organizations to conceptualize and oversee its various programs. However,
all Lifelong Learning programs are delivered solely by SFU and are not offered in conjunction with
other organizations. Although the Teaching and Learning Centre’s activities focus on the University
community, part of the Centre’s mandate is to work to advance a culture of teaching and learning
within some of the institutions with which SFU engages.
appendix C • lifelong learning
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• SIMON FRASER UNIVERSITY
Resources
Personnel: Approximately 166 staff
Financial Resources and Expenses
Credit Activities
2009/10
Base Budget ($ 000)
$7,187,420
Salary and Beneft Expenses ($ 000)
$6,998,168
Non-Salary Expenses ($ 000)
$936,883
Other Revenue/Transfers
$1,815,186
Non-Credit Activities
2009/10
Revenue and Internal Transfers ($ 000)
$7,422,374
Salary and Beneft Expenses ($ 000)
$6,893,859
Non-Salary Expenses ($ 000)
$1,638,593
Community Connections
Lifelong Learning has extensive community connections with local, provincial, national and
international advisors and partnerships. In addition to its community connections in planning and
offering courses and programs, it offers a range of community engagement services and initiatives
from developing new media applications for education and culture to providing training programs to
communities in developing countries.
Lifelong Learning structure
Dean
Associate Dean
and Director
Centre for Integrated
and Credit Studies
Associate Dean
Director
Centre for Online
and Distance Education
Director
Teaching and
Learning Centre
SIMON FRASER UNIVERSITY •
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Self Evaluation Report
Appendix D
Administrative Units
Chancellor ...................................................................................................................... 3
President and Vice Chancellor......................................................................................... 4
Vice President, Academic and Provost ............................................................................. 7
Vice President, External Relations................................................................................ 12
Vice President, Legal Affairs and University Secretary.................................................... 15
Vice President, Finance and Administration................................................................... 18
Vice President, Research ............................................................................................... 21
Vice President, University Advancement and Alumni Engagement................................ 25
306
• SIMON FRASER UNIVERSITY
SIMON FRASER UNIVERSITY •
307
appendix D • administrative units
Chancellor
The Chancellor is elected for a three-year term and is eligible for re-election, not holding office for
more than six consecutive years. The Chancellor serves as chair of convocation, a member of Senate
and the Board of Governors and confers all degrees. The Chancellor often represents the University
within the larger community and is one of the University’s chief ambassadors.
Noted Canadian broadcaster, politician and business leader Carole Taylor was installed as Simon
Fraser University’s tenth Chancellor on Friday, June 17, 2011 at the University’s Spring Convocation
ceremony.
Carole Taylor is an Officer of the Order of Canada and a former B.C. Minister of Finance. She has
chaired multiple high-profle boards during her celebrated career, including CBC/Radio Canada,
Canada Ports Corporation and the national Economic Advisory Council.
Carole Taylor is a graduate of the University of Toronto and holds honorary degrees from Simon
Fraser University, British Columbia Institute of Technology, the BC Open University and the Justice
Institute of BC. She is the recipient of SFU’s 2010 Community Leadership Award (with husband and
former Vancouver Mayor Art Phillips).
Policies and procedures
www.sfu.ca/policies/gazette/board/B10-12.html
Former Chancellors
Name
Tenure
Dr Gordon M. Shrum
1963-1968
Dr Kenneth P. Caple
1968-1975
Dr Jack Diamond
1975-1978
Dr Paul T. Cote
1978-1984
Dr William M. Hamilton
1984-1987
Dr Barbara J. Rae
1987-1993
Dr Joseph Segal
1993-1999
Dr Milton K. Wong
1999-2005
Dr Brandt C. Louie
2005-2011
appendix D • administrative units
308
• SIMON FRASER UNIVERSITY
President and Vice Chancellor
The President and Vice Chancellor is accountable to the Board of Governors for providing overall
leadership and direction to Simon Fraser University, from academic affairs and international initiatives
to enrolment and student life, and serves as a national and international ambassador for the university
community. The President is responsible for defning the strategic direction of the University with the
approval of the Board of Governors, and for coordinating overall strategic planning within the policy
frameworks established by the Board and Senate.
The President also has primary responsibility for fundraising in support of the University, and
for advancing the University’s external interests and relationships with friends and alumni of
the university, local community leaders, legislators and government officials, and philanthropic
organizations.
Governance
President and Senior Administrators
Position
Name
President and Vice Chancellor
Prof. Andrew Petter
Vice President, Academic and Provost
Dr. Jon Driver
Vice President, Legal Affairs and University Secretary
Prof. Judith Osborne
Vice President, Finance and Administration
Dr. Pat Hibbitts
Vice President, Research
Dr. Mario Pinto
Vice President, External Relations
Dr. Philip Steenkamp
Vice President, University Advancement and Alumni Engagement
Cathy Daminato
Director, President’s Office
Mavis MacMillen
Internal Committees
• Board of Governors
• Senate (chair)
• Senate Committee on Agenda and Rules (chair)
• Board of Governors’ Academic Operations, Finance, External Relations, Employee
Relations and Compensation and Executive Committees (ex-officio voting member)
• Vice Presidents’ Group (chair)
• Vice Presidents/Deans’ Group (chair)
External Committee/Association Membership
• India Advisory Committee (co-chair)
• Surrey Advisory Committee (co-chair)
• SFU/Burnaby City Liaison Committee
• Research Universities Council of BC
• Council of Western Canadian University Presidents
• Association of Universities and Colleges of Canada
Policies and Procedures
• Governance: www.sfu.ca/policies/crosswalk_index.html#T9
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
Roles and Responsibilities: Direct Reports
Vice President, Academic and Provost (VPA): (Dr. Jon Driver)
• Academic programs, faculty and staff and academic support services.
• The primary objectives of the Vice-President, Academic and Provost (VPA) are to resource
and support an outstanding education for SFU students, provide a productive research
environment, promote excellence in research and scholarship, and respond to community
needs for education and research.
Vice President, Legal Affairs and University Secretary (VPLA): (Prof. Judith Osborne)
• Negotiations with the Faculty Association and various employee groups
• Interpretation and application of University policies
• Senior advocate on equity issues
• Executive management of the broad range of the University’s legal affairs
• University Secretary, SFU Board of Governors
Vice President, Finance and Administration (VPFA): (Dr. Patricia Hibbitts)
• Planning, accounting, control and management of the University’s fnancial resources and
its physical plant
Vice President, Research (VPR): (Dr. Mario Pinto)
• advocating for university research and guiding policy development at the university,
provincial and national levels, as well as responsibility for all aspects of the research
enterprise at the university
Vice President, External Relations (VPER): (vacant)
• Government and international relations
• Community engagement
• Public affairs and media relations
• Ceremonies and events
• Art Gallery
• Design Group
Vice President, University Advancement and Alumni Engagement (VPUAAE): (Cathy Daminato)
• Promoting the mission and programs of the University through fund development from
public and private sources. Funds raised support capital expansion, research, community
engagement and the student experience at all three campuses.
• Alumni relations
Director, President’s Offce (Mavis MacMillen)
• Administration of the business of the President’s office
• Communications and liaison
• Budgets, including operating, capital and specifc purpose budgets
• President’s time and activities
appendix D • administrative units
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• SIMON FRASER UNIVERSITY
President Portfolio – Operating Budget and Personnel
Operating Budget
2009/10 Budget
% Salary and Benefits
% Non-Salary
$982,122
66.8%
33.2%
Source: Finance
Personnel
2009/10 Faculty
2010/11 Staf
Total
0
5.0
5.0
Source: IRP
Planning documents
• Mission Statement http://www.sfu.ca/pres/mission.html
• Values and Commitments http://www.sfu.ca/pres/vandc.html
• President’s Agenda http://www.sfu.ca/pres/president/agenda1011.html
• University Planning Framework http://www.sfu.ca/fnance/uploads/page/12/
University_Planning_Framework_03-02-11_FINAL_NO_APPENDIX1.pdf
Offce of the President and Vice Chancellor structure
President and Vice Chancellor
Vice President,
Academic and
Provost
Vice President,
Legal Affairs
and University
Secretary
Vice President,
Finance and
Administration
Vice President,
Research
Vice President,
External Relations
Vice President,
University
Advancement
and Alumni
Engagement
Director
President’s Offce
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
Vice President Academic and Provost
The Vice President, Academic and Provost (VPA) is responsible for all academic programs—
undergraduate, graduate, and non-credit—in eight Faculties and Lifelong Learning. Support for those
programs, and their students, is also a VPA responsibility, through Student Services, Graduate Studies
and other support units. The primary objectives of the Vice-President, Academic and Provost are
to resource and support an outstanding education for SFU students, provide a productive research
environment, promote excellence in research and scholarship and respond to community needs for
education and research. The VPA contributes to the research mission of the University by hiring high
quality researchers, encouraging the development of research strengths, support of graduate students
and collaboration with the Vice-President Research.
Governance
Vice President, Academic and Provost and Senior Administrators
Position
Name
Vice President, Academic and Provost
Dr. Jon Driver
Associate Vice President, Academic and Associate Provost Dr. William Krane
Associate Vice President, Students
Dr. Tim Rahilly
Executive Director, Surrey Campus
Joanne Curry
Executive Director, Vancouver Campus
Dr. Laurie Anderson
Director, Office for Aboriginal Peoples
William Lindsay
Director, Academic Planning and Budgeting
Dr. Glynn Nicholls
Director, Administration
Jan Sanderson
Director, Financial and Budget Administration
Anita Stepan
Director, Office of Francophone and Francophile Affairs
Dr. Claire Trépanier
Director, Institutional Research and Planning
Dr. Jacy Lee
Director, University Curriculum and Institutional Liaison Sarah Dench
Deans
Position
Name
Faculty of Applied Sciences
Dr. Nimal Rajapakse
Faculty of Arts and Social Sciences
Dr. John Craig
Beedie School of Business
Dr. Daniel Shapiro
Faculty of Communication, Art and Technology
Dr. Cheryl Geisler
Faculty of Education
Dr. Kris Magnusson
Faculty of Environment
Dr. John Pierce
Faculty of Health Sciences
Dr. John O’Neil
Faculty of Science
Dr. Claire Cupples
Lifelong Learning
Dr. Helen Wussow
Graduate Studies
Dr. Wade Parkhouse
Committees
• Senate Committee on University Priorities
• Senate Committee on Enrollment Management and Planning
• Senate Committee on Undergraduate Studies
appendix D • administrative units
312
• SIMON FRASER UNIVERSITY
• University Planning Committee (co-chaired by the Associate Vice President, Academic
and the Associate Vice President, Finance)
• Deans’ Council
• Chairs/Directors’ Group
Policies and Procedures
Academic policies http://www.sfu.ca/policies/academic/
Roles and Responsibilities
Associate Vice President, Academic and Associate Provost (Dr. William Krane)
• Strategic academic planning and evaluation (enrollment planning, faculty renewal
planning, strategic enrollment management, budget modeling, university planning
framework, campus coordination, academic external reviews, French language programs)
• Academic space planning and development (capital planning, major capital projects, Fraser
International College development)
• Teaching and learning development
• IT services and infrastructure
Reports
• Director, Institutional Research and Planning
• Director, Academic Planning and Budgeting
• Director, Office of Francophone and Francophile Affairs
• Dean, Lifelong Learning (dual report to Vice President, Academic)
• Chief Information Officer (dual report to Vice President, Finance and Administration)
Associate Vice President, Students (Dr. Tim Rahilly)
• Strategic development, review and analysis of the University’s provision of student services
and other forms of support and enhancement for students
• Leadership for student engagement and student success
• In conjunction with the Associate Vice President, Academic, leadership in developing and
implementing the Strategic Enrollment Management agenda
Reports:
• Registrar and Executive Director, Student Enrollment
• Executive Director, Student Affairs
• Senior Director, Athletics and Recreation
• Director, Administration
• Director, Communication Services
• Financial Analyst
Executive Director, Surrey Campus (Joanne Curry) and Executive Director, Vancouver Campus
(Dr. Laurie Anderson)
• Strategic planning and fnancial, facilities and operational management for the campus
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
• Business development, marketing, community outreach, communications
• Liaison and relationship building
Director, Offce for Aboriginal Peoples (William Lindsay)
• Leadership and coordination of Aboriginal activities (teaching, research and engagement)
Director, Academic Planning and Budgeting: (Dr. Glynn Nicholls)
• Academic planning
• Accountability reporting
• Institutional accreditation
• External reviews
Director, Administration (Jan Sanderson)
• Recruitment and selection process for senior positions
• VPA communications
• Administrative and committee support
Director, Financial Budget and Administration (Anita Stepan)
• Financial and budget related issues (VPA office and portfolio)
• Position management
• Faculty renewal
Director, Offce of Francophone and Francophile Affairs (Dr. Claire Trépanier)
• Programs and courses taught in French (Faculty of Arts and Social Sciences and Faculty of
Education)
• French cultural activities
• Francophone and Francophile community relations (BC, Canada and international)
Director, Institutional Research and Planning (Dr. Jacy Lee)
• Data and performance metrics
• Analysis and research on University activities for decision support
• Planning-related analysis and projections
• Institutional surveys
• Government and ranking agency liaison for data-related requests
Director, University Curriculum and Institutional Liaison (Sarah Dench)
• New curriculum initiatives
• Relationships with other institutions, including Fraser International College
• Secretary to the Senate Committee on University Priorities
• Degree Quality Assessment process
appendix D • administrative units
314
• SIMON FRASER UNIVERSITY
Vice President, Academic Portfolio – Operating Budget and Personnel
Operating Budget
2009/10 Operating Budget ($) % Salary and Benefits % Non-Salary
Faculties (8)
180,894,414
92.2%
7.8%
Office of Graduate Studies* 8,599,183
18.2%
81.8%
Office of Lifelong Learning 20,604,856
89.7%
10.3%
Surrey Campus
7,736,016
39.8%
60.2%
Vancouver Campus
7,303,272
60.3%
39.7%
Students and International* 36,354,716
57.8%
42.2%
VPA Support Units
14,029,591
34.6%
65.4%
VPA Budget Total
275,522,048
79.9%
20.1%
Source: Finance
*Includes the budget for scholarships, bursaries and awards each office administers.
Personnel
Faculty FTE
Staf FTE
Total FTE
Faculties (8)
930.1
417.3
1,347.4
Office of Graduate Studies
12.0
12.0
Office of Lifelong Learning
101.1
101.1
Surrey Campus
36.5
36.5
Vancouver Campus
59.9
59.9
Students and International
218.3
218.3
VPA Support Units
65.3
65.3
Total
910.4
1,840.5
Source: Institutional Research and Planning (IRP)
Planning documents
http://www.sfu.ca/vpacademic/academic_planning/academic_plans.html
• SFU Three-Year Academic Plan – 2010-2013
• Faculty Three-Year Plans – 2010-2013
• Continuing Studies Three-Year Plan – 2010-2013
• Graduate Studies Three-Year Plan – 2010-2013
• Student Services Three-Year Plan – 2010-2013
• First Nations Strategic Plan
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
Vice President, Academic and Provost structure
Vice President, Academic
and Provost
Deans
Applied Sciences
Arts and Social Sciences
Beedie School of Business
Communication, Art and
Technology
Education
Environment
Health Sciences
Science
Graduate Studies
Lifelong Learning
Associate
Vice President,
Academic and
Associate
Provost
Executive Directors
Vancouver campus
Surrey campus
Directors
University
Curriculum and
Institutional Liaison
Offce for Aboriginal
Peoples
Administration
Finance and Budget
Administration
Associate
Vice President,
Students
appendix D • administrative units
316
• SIMON FRASER UNIVERSITY
Vice President, External Relations
By building and strengthening Simon Fraser University’s governmental, international and community
relationships and standing, the Office of External Relations enhances awareness and provides support
for the University’s teaching, research and community engagement missions and assists in laying the
foundation for continued expansion and excellence.
The Vice President, External Relations helps build a network of support that reflects Simon Fraser
University’s increasing national and international profle and presence. He/she achieves this by
focusing on strengthening SFU’s relationships with municipal, provincial and national governments,
supporting development of its international associations and activities and foster its robust relations
with the diverse communities it serves.
The Vice President, External Relations also oversees the University’s communications, marketing and
public relations activities as well as Ceremonies and Events, the SFU Design Group and the SFU Art
Galleries.
Governance
Vice President, External Relations and Senior Administrators
Position
Name
Vice President, External Relations
Dr. Philip Steenkamp
Director, Government Relations
Wilf Hurd
Director, Public Affairs and Media Relations
Don MacLachlan
Director, Ceremonies and Events
Holli Redekop
Director/Curator, Art Gallery
Bill Jeffries
Director, Design Group
Carol Knight
Committees
• SFU Board of Governors
• Finance and Administration Committee
• External Relations Committee
• Senate Committee on University Honours
• SFU Community Trust Board of Directors
• SFU Community Trust Finance Committee
• SFU/Burnaby City Liaison Committee
• SFU Gallery Committee
• Simon Fraser Vancouver Campus Coordinating Committee
• SCA Building Committee
• Woodward’s Coordination Committee
SIMON FRASER UNIVERSITY •
317
appendix D • administrative units
• Urban Studies Steering Committee
• Surrey Advisory Council
Policies and Procedures
http://www.sfu.ca/policies/gazette.html
Roles and Responsibilities
Director, Government Relations (Wilf Hurd)
• Liaison with federal, provincial and local government
• Strategic advice on the priorities of federal and provincial governments
• Community relations
Director, Public Affairs and Media Relations (Don MacLachlan)
• Media relations
• Strategic communications
• Web management
• Publications
Director, Ceremonies and Events (Holli Redekop)
• Ceremonial, social, fundraising and special events
Director/Curator, Art Gallery (Bill Jeffries)
• Exhibition spaces
• University’s collection of art objects
Director, Design Group (Carol Knight)
• Design and creative production services
• Design standards
• Branding use of University’s logo and word mark
• Building signage
Vice President, External Relations Portfolio – Operating Budget and Personnel
Operating Budget
2009/10 Operating Budget % Salary and Benefits % Non salary
The Design Group
$300,515
106.1%
-6.1%
Ceremonies and Events
$802,348
52.6%
47.4%
External Relations Administration $329,177
82.5%
17.5%
Government Relations
$195,514
65.1%
34.9%
Public Affairs and Media Relations $1,019,144
68.1%
31.9%
Art Gallery—Burnaby campus
$198,865
50.2%
49.8%
VP External Relations
$2,845,563
68.0%
32.0%
Source: Finance
appendix D • administrative units
318
• SIMON FRASER UNIVERSITY
Personnel
Faculty FTE
Continuing Staf FTE Total FTE
The Design Group
-
4.0
4.0
Ceremonies and Events
-
6.0
6.0
University Relations Administration -
2.0
2.0
Government Relations
-
1.0
1.0
Public Affairs and Media Relations -
7.4
7.4
Art Gallery—Burnaby campus
-
1.8
1.8
VP External Relations
-
22.2
22.2
Source: Institutional Research and Planning (IRP)
Planning documents
• Marketing Communications Plan
• Simon Fraser University Gallery Strategic Plan
• SFU Graphics Standards http://www.sfu.ca/clf/standards/index.html
Vice President, External Relations structure
Vice President, External Relations
Director
Government
Relations
Director
Public Affairs and
Media Relations
Director
Ceremonies and
Events
Director/
Curator
Art Gallery
Director
Design
Group
SIMON FRASER UNIVERSITY •
319
appendix D • administrative units
Vice President, Legal Affairs and University Secretary
The Vice President, Legal Affairs (VPLA) provides executive management of the University’s legal
affairs, human resources and governance, including advice on access to legal services, risk and
case management, education and training; is responsible for advising on policy development and
interpretation; and serves as senior advisor on equity issues. As University Secretary, the VPLA is
responsible for the effective functioning of the University’s Board of Governors. The Board and its
committees are primarily responsible for fnancial, property and general policy matters. The VPLA
is also responsible for negotiations with the Faculty Association and oversees the administrative areas
listed below.
Governance
Vice President, Legal Affairs and Senior Administrators
Position
Name
Vice President, Legal Affairs and University Secretary
Judith Osborne
Director, Human Resources
Dario Nonis
Director, Academic Relations
Gayle Myers
University Archivist
Ian Forsyth
Internal Auditor
Gary Chan
Director, Human Rights
Brenda Taylor
Director, Special Projects
KC Bell
Associate Legal Counsel and Associate Board Secretary
Li-Jeen Broshko
Policies and Procedures
The Vice President, Legal Affairs has overall responsibility for university policies. http://www.sfu.ca/
policies/
Roles and Responsibilities
Executive Director, Human Resources (Dario Nonis)
• Serves as the University’s senior negotiator with all campus unions and the administrative
and professional staff association
• Provides human resources leadership in support of the University’s mission and objectives
by continually reviewing, developing and implementing services and programs that add
value and enhance employee and organizational effectiveness
Director, Academic Relations (Gayle Myers)
• Administers a comprehensive career development program for faculty and librarians
• Provides salary administration for faculty, librarians and academic administrators
• Provides advice and support to academic administrators on academic contract administration
and policy interpretation
• Liaises with Faculty Association staff
appendix D • administrative units
320
• SIMON FRASER UNIVERSITY
University Archivist (Ian Forsyth)
• Responsible for the management of corporate records and information resources in all media
across the organization
• Leads and supervises an integrated program encompassing records management, access to
information and protection of privacy, copyright and archives
Internal Auditor (Gary Chan)
• Provides an independent and objective assurance, and adds value and improves the
University’s management processes, operations and governance processes through the
conduct of a comprehensive, risk-based internal audit plan
Director, Human Rights Offce (Brenda Taylor)
• Administers the University’s Human Rights policy and the Disability Accommodation in
the Workplace policy and co-ordinates the University’s employment equity program
Director, Special Projects (KC Bell)
• Provides a range of strategic and confdential support services for the President and the
Vice President, Legal Affairs, which include, but are not limited to, research and policy
analysis, drafting documents, coordinating and administering projects initiated in the Vice
President, Legal Affairs or President’s offices, administering the University’s liquor licenses,
and liaising with the Simon Fraser Student Society and other groups as needed
Associate General Counsel and Associate University Secretary (Li-Jeen Broshko)
• Advises and assists on contractual matters, including licenses, memoranda of agreement/
understanding and other legal instruments (research contract issues are referred to research
services)
• Reviews internal and external contracts to protect the University from legal liability in
complex contractual risk transfer mechanisms, which include the indemnity, liability,
insurance, warranty, copyright, intellectual property or limitation of liability clauses
• Assists in drafting appropriate contract language as needed and liaises with parties external
to the University
• Provides support to the Board of Governors and its committees and can provide advice on
governance matters
SIMON FRASER UNIVERSITY •
321
appendix D • administrative units
Vice President, Legal Affairs Portfolio – Operating Budget and Personnel
Operating Budget
2009/10 Operating Budget ($) % Salary and Benefits % Non-Salary
Human Resources
3,549,077
93%
7%
Academic Relations
2,203,938
97%
3%
University Secretariat
262,080
81%
19%
Human Rights Office
145,498
83%
17%
Archives & Records
Management
544,863
98%
2%
Internal Audit
348,525
67%
33%
VP Legal Office
513,705
87%
13%
Vice President Legal Total 7,567,686
92%
8%
Source: Finance
Personnel
VP Research Portfolio
Faculty FTE
Staf FTE
Total FTE
Human Resources
-
20.9
20.9
Academic Relations
-
5.0
5.0
University Secretariat
-
1.0
1.0
Human Rights Office
-
1.0
1.0
Archives & Records
Management
-
4.5
4.5
Internal Audit
-
2.0
2.0
VP Legal Affairs Office
-
3.0
3.0
Total VP Legal Affairs
-
37.4
37.4
Source: Institutional Research and Planning (IRP)
Notes: Data as at March 31, 2010 include continuing staff FTEs only with employee status of “Active” and “on-leave”.
The organizational units are determined using HAP Deptid and VP rollup codes.
Planning documents
• Audit Plan
Vice President, Legal Affairs structure
Vice President, Legal Affairs
and University Secretary
Internal
Auditor
University
Archivist
Director
Academic
Relations
Director
Human
Resources
Director
Human
Rights
Associate
Legal
Counsel
and
Associate
Board
Secretary
Director
Special
Projects
appendix D • administrative units
322
• SIMON FRASER UNIVERSITY
Vice President, Finance and Administration
The Office of the Vice-President, Finance and Administration provides exemplary service to support
the academic, research and community engagement mission. The Finance and Administration area
comprises diverse activities such as fnancial planning and budgets, ancillaries, facilities management,
information technology, payroll, bookstore, campus planning, environmental safety, to name a few.
The Office of the Vice-President, Finance and Administration supports sustainability throughout the
campus.
Governance
Vice President, Finance and Administration and Senior Administrators
Position
Name
Vice President, Finance and Administration
Dr. Pat Hibbitts
Associate Vice President, Finance
Martin Pochurko
Chief Information Officer
Dr. James Black
Chief Facilities Officer/University Architect
Lee Gavel
Chief Safety Officer
Michael McAdam
Executive Director, Ancillaries
Raj Nadrajan
Ombudsperson
Jay Solman
Committees
• Finance and Administration Committee
• Audit Committee
• Investment Advisory Committee
• SFU Community Trust Foundation Board
• Joint Employee Pension Committee
• IT Governance Committee
Policies and Procedures
http://www.sfu.ca/policies/
Roles and Responsibilities
Associate Vice President, Finance: (Martin Pochurko)
• Provision of all accounting services such as vendor payments, employee travel and expense
reimbursements, payroll processing, research accounting, internal and external fnancial
reporting, capital accounting, specifc purpose and endowment accounting, banking and
accounts receivable
• Annual development and monitoring of the operating budget, including forecasting
• Management of long- and short-term investments, cash, and fnancial risk
• Procurement of goods and services
• Strategic planning and decision support including research and analysis to support the
University’s planning framework, strategic initiatives, and resource allocation
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
Reports:
• Director, Financial Services
• Director, Budget Office
• Director, Procurement Services
• Director, Treasury
• Director, Planning and Analysis
Chief Information Offcer: (Dr. James Black)
(dual report to Vice President, Academic)
• Applications and technology
• Client and research services
• Enterprise systems and project management
• Information technology infrastructure
• Institutional, collaborative and academic technologies
• Network services
Chief Facilities Offcer/University Architect: (Lee Gavel)
• Facilities administration
• Facilities development
• Facilities operations
Chief Safety Offcer: (Michael McAdam)
• Security
• Environmental Health and Safety
• Risk Management
Executive Director, Ancillaries: (Raj Nadrajan)
• Bookstore
• Childcare
• Food Services
• Document solutions
• Residence and catering
• Meeting, events and conference services
• Parking
Ombudsperson: (Jay Solman)
(jointly funded by the Simon Fraser Student Society and Simon Fraser University; the position
administratively reports to the Vice-President, Finance and Administration)
• Confdential, informal, independent and neutral dispute resolution services
appendix D • administrative units
324
• SIMON FRASER UNIVERSITY
Vice President, Finance and Administration Portfolio – Operating Budget and
Personnel
Operating Budget
2009/10 Operating Budget % Salary and Benefits % Non-Salary
VP Finance/Administration
Office and Services
$691,113
86.2%
13.8%
Safety Office
$2,122,990
85.5%
14.5%
CIO—Computing Services
$16,974,561
68.7%
31.3%
Facilities Services
$20,887,718
34.2%
65.8%
Financial Services
$5,013,009
95.6%
4.4%
VP Finance/Administration
$45,689,391
56.9%
43.1%
Source: Finance
Personnel
Faculty FTE
Continuing Staf FTE Total FTE
VP Finance/Administration
Office and Services
-
7.0
7.0
Safety Office
-
23.0
23.0
CIO—Computing Services
-
117.0
117.0
Facilities Services
-
115.0
115.0
Financial Services
-
113.5
113.5
VP Finance/Administration
-
375.5
375.5
Source: IRP (as at March 31, 2010)
Planning documents
• Capital Plan http://www.sfu.ca/fs/Campus-Planning/5-Year-Capital-Plan.html
• IT Strategic Planning Project https://www.sfu.ca/cio/Planning/index.html
Vice President, Finance and Administration structure
Vice President, Finance
and Administration
Associate
Vice President,
Finance
Chief
Information
Offcer
Chief
Facilities Offcer/
University
Architect
Chief
Safety
Offcer
Executive
Director,
Ancillaries
Ombudsperson
SIMON FRASER UNIVERSITY •
325
appendix D • administrative units
Vice President, Research
SFU is an internationally recognized research-intensive university, where the advancement of
excellence in research is a defning feature. In the last decade, the investment of about $500 million
in capital funds has considerably enhanced our infrastructure and expanded our program offerings,
strengthening our recruitment and retention programs and enhancing the learning experience for
students at all levels. Our researchers bring in about four times the research income that they did a
decade ago, and have more than doubled their scholarly output in peer-reviewed publications. They
are achieving national and international recognition through awards, participation on grant selection
and review committees, research chair appointments, community outreach activities, and participation
in high-profle research collaborative initiatives. SFU’s centres and institutes are conducting research
that contributes to public understanding and facilitates evidence-based decision-making. Our
researchers are embedded in local, national and international communities, investigating issues
relevant to today’s societal and economic needs. We are preparing students for tomorrow’s challenges
and career opportunities, and mobilizing next-generation models to transfer knowledge through the
pipeline of ideas, to innovation, to commercialization.
Governance
Vice President, Research and Senior Administrators
Position
Name
Vice President, Research
Dr. Mario Pinto
Associate Vice President, Research
Dr. Norbert Haunerland
Dean, Library Services/University Librarian
Dr. Charles Eckman
Director, Office of Research Services
Ellen Loosley
Director, Innovation Office
Mike Volker
Director, Animal Care
Dr. Chris Kennedy
Director, Office of Research Ethics
Dr. Hal Weinberg
Director, Radiation Safety and Biocontainment
Laboratories
Dr. Andrew Barton
Director, Environmental Health and Safety*
Apollonia Cifarelli
Manager, Communications and Research Awards
Melanie Monk
Faculty Research and Library Communications
Barry Shell
*Dual report to Chief Safety Officer
External Board Memberships
Vice President, Research
• Canada-India Education Alliance (CIEA)
• Council of Canada Academies Expert Panel on Research Integrity
• Centre for Drug Research and Development (CDRD)
• Discovery Parks Board
• Genome Sciences Institute Steering Committee
• Natural Sciences and Engineering Research Council of Canada (NSERC) Committee on
Research Partnerships
• Pacifc Institute for Climate Solutions (PICS)
• Steacie Institute for the Molecular Sciences (SIMS)
appendix D • administrative units
326
• SIMON FRASER UNIVERSITY
Associate Vice President, Research
• ATLAS Canada Tier-1 Centre, Board of Governors
• BC Centre for Addictions Research (CARBC)
• Down Syndrome Research Foundation (DSRF)
• Population Data BC GOC
• Pacifc Institute for the Mathematical Sciences (PIMS)
• TRIUMF (Tri-University Meson Facility)
• Advanced Applied Physics Solutions (AAPS)
• Westgrid, Governing Council
Policies and Procedures
Research policies http://www.sfu.ca/policies/gazette/research.html
Roles and Responsibilities
Associate Vice President, Research: (Dr. Norbert Haunerland)
• Externally funded research chairs
• Internal research grant adjudication
• Research centres and institutes
• Development of proposals to major grant competitions at the provincial, national and
international levels
• Main contact for Canada Foundation for Innovation
Reports:
• Animal Care
• Major Projects Office
Dean, Library Services/University Librarian: (Dr. Charles Eckman)
• Strategic planning for library collection development, services, staffing, automation and
physical facilities
• Policies and programs in support of learning and research objectives
• Regional, national and international cooperative projects
Director, Offce of Research Services: (Ellen Loosley)
• Assistance to SFU faculty in obtaining and administering fnancial support for their
research
Director, Innovation Offce: (Mike Volker)
• SFU researchers/industry partnerships (local and global)
• New venture companies and licensing
• Intellectual property management
• Technology transfer and licensing
• Startup and spinout company incubation
SIMON FRASER UNIVERSITY •
327
appendix D • administrative units
Director Animal Care: (Dr. Chris Kennedy)
• Animal Resource Centre
• Animal Care Facility
• ALCAN Aquatic Research Centre
• Protocol approval and compliance monitoring (Canada Council on Animal Care
mandated University Animal Care Committee)
Director, Research Ethics: (Dr. Hal Weinberg)
• Ethical conduct for research involving human subjects (Tri-Council Policy Statement)
• Ethical Conduct for Research Involving Humans)
Director, Radiation Safety and Biocontainment Laboratories: (Dr. Andrew Barton)
• Canadian Nuclear Safety Commission laws and regulations
• Radiation Safety Office
• Biocontainment Level 3 Facility
Director, Environmental Health and Safety: (Apollonia Cifarelli)
(dual report to Chief Safety Offcer)
• Safety policies, processes and programs
• Identifcation, reporting and addressing safety hazards
Manager, Communications and Research Awards: (Melanie Monk)
• Major external research-related award nominations
• VPR-level communications
• Innovation Office activity reports to external funders
Faculty Research and Library Communications: (Barry Shell)
• Faculty research communications
• Library communications
Vice President, Research Portfolio – Operating Budget and Personnel
Operating Budget
2009/10 Operating Budget ($) % Salary and Benefits
% Non-Salary
Library
17,220,057
52%
48%
Research Services
493,682
100%
0%
Innovation Office
712,370
100%
0%
Animal Care Facility
725,719
73%
27%
Ethics Policy Admin
317,668
90%
10%
Radiation Safety
154,758
87%
13%
Major Projects Office
558,908
98%
2%
VP Research Office
2,217,864
31%
69%
Vice President Research Total
22,401,026
55%
45%
Source: Finance
appendix D • administrative units
328
• SIMON FRASER UNIVERSITY
Personnel
Faculty FTE
Staf FTE
Total FTE
Library
-
123.0
123.0
Research Services
-
6.8
6.8
Innovation Office
-
8.0
8.0
Animal Care Facility
-
6.7
6.7
Ethics Policy Admin
-
3.0
3.0
Radiation Safety
-
1.5
1.5
Major Projects Office
-
6.2
6.2
VP Research Office
-
9.7
9.7
Total VP Research
-
165
165
Source: Institutional Research and Planning (IRP)
Planning documents
• SFU Strategic Research Plan 2010-2015 http://www.sfu.ca/vpresearch/docs/
SRP2010_15.pdf
• SFU Strategic Research Plan 2010-2015 for the Canada Research Chairs and
Canadian Foundation for Innovation Programs http://www.sfu.ca/vpresearch/docs/
CRC_CFI_SRP.pdf
Vice President, Research structure
Vice President, Research
Directors
Research Services
Innovation Oiffce
Research Ethics
Radiation Safety and
Biocontainment
Laboratories
Environmental Health
and Safety*
*dual report to
Chief Safety Offcer
Dean, Library
Services/University
Librarian
Manager,
Communications
and Research
Awards
Associate
Vice President,
Research
Faculty
Research
and Library
Communications
SIMON FRASER UNIVERSITY •
329
appendix D • administrative units
Vice President, University Advancement and Alumni Engagement
The Vice President, University Advancement and Alumni Engagement (VPUAAE) supports the
mission and goals of the university through fund development from public and private sources. Funds
raised support capital expansion, research, community engagement and the student experience at all
three campuses. VPUAAE is responsible for managing the SFU Foundation, and Friends of SFU, a
US-based 501(C)3 organization that receives donations from US donors.
Working closely with the Alumni Association, the VPUAAE fosters engaging and mutually benefcial
relationships between SFU and its global community of over 110,000 alumni.
Governance
Vice President, University Advancement and Alumni Engagement and Senior Administrators
Position
Name
Vice President, University Advancement and Alumni Engagement
Cathy Daminato
Senior Director, University Advancement
Christine Arnet
Director, Advancement Services and Donor Relations
Erin Geary
Director, Annual Giving
Wanda Dekleva
Director, Principle Giving
Virginia Hasselfeld
Director, Marketing and Communications
Erica Branda
Director, Planned Giving
Doug Puffer
Director, Alumni Relations and Executive Director, Alumni Association
Julie Saito
Director, Advancement Information Systems and Records
Ivana Plesnivy
Associate Director, International Alumni and Protocol
Catherine Price
Committees
• SFU Board of Governors
• External Relations Committee
• SFU Commmunity Corporation Board of Directors
• SFU Foundation
• Simon Fraser Community Presentation Society Board
• Woodward’s Transition Committee
• Woodward’s Coordination Committee
Policies and Procedures
Donors and Fundraising policies http://www.sfu.ca/policies/Crosswalk_Index/index.html#T3
Roles and Responsibilities
Senior Director, University Advancement (Christine Arnet)
• Leads faculty-based major and leadership gifts fundraising team, including all solicitation,
cultivation and stewardship activities
• Personally solicits major gifts for special projects
• Contributes to strategic and management plans for University Advancement
appendix D • administrative units
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• SIMON FRASER UNIVERSITY
Director, Advancement Services and Donor Relations (Erin Geary)
• Directs gift processing, prospect management and research, program support and donor
relations
• Directs budget planning, analysis and reporting in University Advancement
• Provides advice regarding tax receipting and charitable organization guidelines and
regulations
Director, Annual Giving (Wanda Dekleva)
• Directs SFU’s annual fundraising programs to alumni, faculty, staff, parents, students,
corporations and friends
• Personally solicits annual leadership gifts
• Ensures stewardship and donor recognition for annual fund donors
Director, Principle Giving: (Virginia Hasselfeld)
• Develops strategies for principle gifts fundraising in the realm of (250,000+)
• Works with the Vice President, Advancement and senior university team to build new
philanthropic relationships that will strengthen SFU’s reputation provincially, nationally
and internationally
• Ensures the effective implementation of all proposals and subsequent donor recognition and
stewardship for principle gift donors
Director, Marketing and Communications: (Erica Branda)
• Provides strategic and organizational leadership to the marketing, advertising and
communication activities of University Advancement
• Develops and implements UA’s integrated marketing, communication and advertising
plans
Director, Planned Giving: (Doug Puffer)
• Develops strategies and programs for planned gifts fundraising
• Implements donor recognition and stewardship for planned gift donors
• Directs the administration of estates
Director, Alumni Relations and Executive Director, Alumni Association (Julie Saito)
• Directs alumni engagement marketing and communications efforts, alumni events, benefts
and services and volunteer engagement
• Liaises and supports alumni groups and representatives
• Directs revenue generation initiatives to fund alumni programs
• Liaises with Alumni Association and Board of Directors
Director, Advancement Information Systems and Records: (Ivana Plesnivy)
• Defnes information systems and records needs of University Advancement
• Advises the Vice President, University Advancement regarding information technology
needs and strategic allocation and implementation of resources
• Oversees contributor relations (SIMS), University Advancement records and desktop
computer support
SIMON FRASER UNIVERSITY •
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appendix D • administrative units
Associate Director, International Alumni and Protocol
• Directs planning, communications and outreach events for SFU’s domestic and
international alumni outreach
• Plans President’s international travel and accompanies President on international trips
• Hosts senior international guests and delegations visiting SFU
• Maintains SFU’s relationship with local diplomatic community
• Organizes biennial SFU event for BC Consular Corps
Planning documents
• University Advancement Strategic Plan
• Funding Priorities http://www.sfu.ca/advancement/funding_priorities/
Vice President, University Advancement and Alumni Engagement structure
Vice President, University Advancement
and Alumni engagement
Directors
Advancement Services
and Donor Relations
Annual Giving
Principle Giving
Marketing and
Communications
Planned Giving
Alumni Relations and
Executive Director, Alumni
Association
Advancement Information
Systems and Records
Senior Director,
University Advancement
Associate Director,
International Alumni
and Protocol
appendix D • administrative units
332
• SIMON FRASER UNIVERSITY
Strategic Research Plan
2010 - 2015
TABLE OF CONTENTS
Introduction……………………………………………………………………………….............. 1
Background and Process…………………………………………………………………….......... 2
Major Objectives of the Strategic Research Plan (SRP)………………………………………...... 3
Research Environment………………………………………………………………………......... 4
Interplay of Research and Teaching…………………………………………………………......... 4
Strategic Research Themes…………………………………………………………...................... 4
Origins……………………………………………………………………………………….6
Communication, Computation and Technology…………………………………………… 8
Culture, Society, and Human Behaviour…………………………………………………...10
Economic Organization, Public Policy, and the Global Community………………………14
Environment, Resources, and Conservation…………………………………………….….15
Health and Biomedical Sciences……………………..................……………………....….18
Pedagogy…………………….....................................................…………………........…..21
Institutional Support for Research……………………………………………………………......25
Institutional Support for Students……………………………................……………………...... 25
Library Services………………………………………………………………………………..... 26
Government Support for Research……………………………………………………………..... 26
Implementation……………………………………………………………………………….......27
Impact of the Strategic Research Plan…………………………………………………………....27
Page 1/27
SIMON FRASER UNIVERSITY
STRATEGIC RESEARCH PLAN
2010-2015
Introduction
In more than 44 years, SFU has gained an international reputation for its strengths in the liberal arts and
sciences, as well as for its innovative interdisciplinary and professional programs. Now spanning many
disciplines in eight faculties, SFU offers more than 100 undergraduate major and joint major programs
and more than 45 graduate offerings. Mentored by faculty acclaimed for their research and teaching
abilities and coached by dedicated advisors and employers in our work integrated learning program, our
more than 100,000 graduates enjoy many career opportunities. The advancement of excellence in research
is a defining feature of SFU, with leading individuals and well-recognized groups engaged in a wide
variety of key research activities. We have been awarded more than 40 Canada Research Chairs in areas
that complement our strategic research goals, including both Tier 1 Chairs for outstanding researchers
who are world leaders in their fields, and Tier 2 Chairs for exceptional emerging researchers with the
potential to lead in their field. SFU has 39 Royal Society of Canada Fellows, distinguished Canadian
scholars who are selected by their peers for outstanding contributions to the natural and social sciences,
the arts, and the humanities.
Our goal is to be the most research-intensive comprehensive university in
Canada, competing effectively in defined areas with the top tier institutions in the country, and
internationally renowned for the excellence of our scholarship
.
SFU is recognized for its high level of peer-reviewed scholarly output and its impact on the advancement
and transfer of knowledge, the best measures of creative thought. According to Research Infosource, we
rank highly in terms of the number of publications by our faculty members, and first among the
comprehensive universities for the impact of our publications. Our community members are participating
on research panels and on granting committees, and they are being increasingly recognized with
prestigious awards.
SFU is one of the national leaders in the pipeline from ideas, to innovation, to commercialization. Out of
creativity in fundamental activities comes innovation, and out of innovation, applications that have
societal and economic impact. Our University / Industry Liaison Office (UILO) is recognized as one of
the finest in the country, and has developed innovative new models for technology transfer such as the
TIME (Technology, Innovation, Management, Entrepreneurship) Centre, Venture Connection, and
WUTIF (Western Universities Technology Innovation Fund).
Our significant growth in research output has been made possible by a corresponding growth in research
input, and we have made significant progress towards creating a supportive environment within which
research and scholarship can flourish. In terms of total Tri-Council research funds per faculty member, we
rank #14 in the country. Our researchers have consistently exceeded the national success rates in NSERC
and SSHRC competitions, and in 2008/09 we also exceeded the national success rate in the CIHR
operating grant program. Our astounding 126% growth in research income between 2002 and 2007—and
ability to attract $86 million in sponsored research funding in 2008—has put us into the top-20 group of
Canadian post-secondary institutions in this measure. We have been successful in obtaining funding to
seed key initiatives, in recruiting high-profile faculty members and students, in building our research
infrastructure, and in developing extensive collaborative and international networks. SFU continues to
optimize its Strategic Research Plan (SRP) to capitalize on its strengths in independent scholarly efforts
and in cross-disciplinary initiatives. We are working actively to inform changes in federal government
policy and administration and to ensure provincial investment in higher education and research.
Knowledge generation and knowledge transfer through research, scholarship, and teaching are
fundamental to the mission of the University. It is imperative to recruit and retain outstanding scholars
Page 2/27
who will attract highly qualified graduate and undergraduate students, champion bold initiatives,
strengthen critical areas of research, develop new areas of excellence in research, and enhance synergies
between teaching and research. Providing opportunities for research training to our undergraduate and
graduate students is essential for the success of university-based research activities, and is central to the
mission of a research-intensive university. SFU ranks #3 in the country, following the Universities of
Toronto and Waterloo, for the number of NSERC doctoral prizes. Graduate students are important
members of the research community, both as research assistants and independent scholars. Graduate
degrees currently comprise about 18% of the total degrees that SFU awards per year
.
Our goal is to
increase this to 22% by 2015 by improving rates of completion and time to completion through better
funding and supervision practices. Emphasizing an interdisciplinary, theme-based approach that is firmly
rooted in the study of fundamentals will strengthen graduate research and teaching. We propose also to
increase opportunities for undergraduate research through independent study semesters and research
assistantships. We are determined to augment SFU’s talent pool and research infrastructure, thereby
contributing to the productivity and international competitiveness of British Columbia and Canada.
As a comprehensive university, SFU champions the liberal arts and sciences and promotes individual and
collaborative research. Our research environment has been developed and is sustained by the creativity
and excellence of individual researchers, whose efforts the University will continue to support. Indeed,
individual strength is a critical component of an effective thematic approach. We propose to build on
these strengths to define particular strategic research directions that will define SFU and give us a
competitive edge. The Strategic Research Plan (SRP) identifies distinctiveness as well as excellence. In
keeping with the character of the University, collaboration and synergy are strongly advocated, while
selective investment of resources will always be consistent with the advancement of excellence.
SFU engages communities in university research, e.g., the technology industry, the business community,
the rural or urban community, the preschool-12 education sector, the francophone community, the
immigrant community, or the Aboriginal community. Our track record of development of the Vancouver
campus community should inspire bold urban renewal projects in Surrey and the Great Northern Way
campus. We have a unique opportunity for the School for the Contemporary Arts to engage the
Vancouver community with its cultural infrastructure, and to firmly ensconce SFU as the cultural and
intellectual heart of the community.
We live in a pluralistic society: culturally, racially, and ethnically. SFU must provide leadership in
educating students about human differences in an increasingly diversified world in order to help develop a
civil citizen and a civil society. Through research initiatives, we must instill in our students appreciation
of societal structures and social and scientific responsibility for a sustainable world.
Background and Process
In December 2004, the Vice-President, Research convened a Task Force to develop a Strategic Research
Plan for the University. The Task Force comprised one representative from each of the Faculties of
Applied Sciences, Business Administration, Education, Health Sciences and Science, and two
representatives from the Faculty of Arts and Social Sciences. The Vice-President, Research and the Vice-
President, Academic appointed four additional members. The Task Force was asked to identify research
capacity and areas of strength across the University, with the goal of drafting a new plan. The Task Force
generated a first draft of the SRP after consultation with selected researchers and presented it to the senior
academic administrative group (Faculty Deans, Vice-Presidents Academic and Research, and the
President). A revised draft, incorporating suggestions from this initial consultative process, was made
available for general consultation throughout the SFU community, including faculty, staff and student
organizations. Following the consultation phase, a final draft was prepared for submission to the Senate
Committee on University Priorities (SCUP), Senate, and the Board of Governors for consideration,
revision and approval. The five-year 2005-2010 Strategic Research Plan (SRP) served as a road map
Page 3/27
towards establishing the focus, infrastructure, and capability to improve the research performance of the
University. The SRP articulated the University’s strengths by identifying five integrative research themes
that cross disciplinary and administrative boundaries: Communication, Computation, and Technology;
Culture, Society, and Human Behaviour; Economic Organization, Public Policy, and the Global
Community; Environment; and Health. These themes represented frameworks for mapping an already
healthy landscape of independent inquiry.
In September 2009, the Vice-President, Research communicated the plan for the optimization of the SRP
to guide the University through 2015. All members of the University community were invited to provide
input through the Faculty Deans, who were asked to provide written proposals to the Vice-President,
Research. In November 2009, a series of public fora were held at all three campuses, and an email
account was set up to provide the entire University community with another method to submit
commentary. The Vice-President, Research drafted the 2010-2015 SRP with the assistance of this
commentary, and with further input from inspired faculty. The draft articulated the University’s strengths
by amplifying the original integrative research themes and by adding two new themes: Origins and
Pedagogy. In addition, the critical role of the fundamentals of research was stressed in the new plan. On
January 4, 2010, a living draft of the SRP was posted on the Vice-President, Research Office website for
a second round of public consultation via email submissions. The next draft was posted on February 1,
2010 for a third round of consultation, and the final draft was submitted for approval through the regular
University channels beginning in March 2010.
Major Objectives of the Strategic Research Plan (SRP)
The SRP is intended to serve as a road map for establishing the focus, infrastructure, and capability that is
necessary to improve the research performance of the University. The SRP articulates the University’s
strengths by identifying integrative research themes that cross disciplinary and administrative boundaries.
New discoveries in Canada and around the world are being made by interdisciplinary teams of
investigators organized to address research questions that are multidimensional and inspired by global
societal, environmental, and economic change. The themes of research are consistent with the sub-
priorities of the S&T Strategy of Canada.
The major objectives of the SRP are to:
• Maximize opportunities for discovery and innovation;
• Promote internationally competitive research and scholarship;
• Cultivate excellence through selective investment in emerging areas of research;
• Facilitate collaborations across disciplinary and institutional boundaries;
• Recruit and retain outstanding students, research fellows, and faculty;
• Encourage effective communication and dissemination of research results;
• Optimize use of our research and scholarship resources;
• Recognize the full value of intellectual property;
• Achieve thematic coherence in the expression of SFU’s research interests;
• Engage all our communities for the benefit of society.
Page 4/27
Research Environment
We seek to enhance a research environment at SFU that is responsive to new challenges and
opportunities. We regularly offer social networking events to encourage the University community to
share expertise from across the different sectors of the University. We expect that promising collaborative
efforts will be seeded and will continue to develop. Selected areas will be fostered through further
education, for example by inviting internationally renowned academics to SFU for limited periods
ranging from one month to one year. These individuals will act as catalysts for further development of
strategic initiatives, and serve as mentors for faculty, postdoctoral fellows, and graduate and
undergraduate students. We will invest in key faculty positions and in the recruitment of exceptional
students. We will be opportunistic, taking full advantage of special situations and resources as they
develop. We will host colloquia and conferences to broaden our knowledge of leading-edge research
around the world. We will continue to participate actively in global initiatives and build bridges to
international partners of exceptional calibre, facilitating faculty, postdoctoral and student exchanges, and
supporting student internship programs in partner countries.
In this context, SFU's Centres and Institutes will play a critical role. SFU has close to 50 research centres
that fall under the direct authority of individual Deans. There are also 18 research institutes that report to
the Vice-President Research, have a University-wide mandate, and represent SFU’s activity as part of
multi-university consortia. These Centres facilitate collaborative research, especially multi-disciplinary
research; undertake specific types of teaching or training programs; facilitate multi-university initiatives,
such as Centres of Excellence; and provide specific types of services to the community. Many of our
Centres and Institutes also play an important role in disseminating the results of university-based research
to the public sphere, and contributing significantly to public policy decisions.
Interplay of Research and Teaching
Investment in research enhances the teaching and learning experience for students, since research
discoveries can be incorporated in curriculum topics and student queries sometimes inspire research
questions. Recruitment of stellar faculty, who contribute not only to research programs but also to
undergraduate and graduate teaching, will motivate the next generation of scholars and encourage student
participation in research. Such individuals tend to spark students’ interests by providing the latest research
perspectives, and also attract outstanding undergraduate and graduate students. The top undergraduate
students will “set the standard” for their peers, serving as role models, while the graduate students will
advance knowledge as research assistants and provide valuable instruction to undergraduates as teaching
assistants. Furthermore, research-intensive faculty will provide opportunities for undergraduate and
graduate students to explore scholarly research, through focused course seminars, independent study
semesters, and through thesis supervision. The combination of these memorable elements will heighten
the experience of both students and faculty and will build loyal alumni.
Strategic Research Themes
The SRP articulates SFU’s strengths by identifying integrative strategic research themes that cross
disciplinary and administrative boundaries. In defining these themes, we intend to facilitate and
encourage both individual initiatives and new collaborations within existing structures. However,
through the process of identifying our research strengths and existing and potential synergies among
them, we intend to encourage and support cross-disciplinary initiatives that build on our strengths and
show potential for significant impact and leverage. Excellence in research and strategic investment of
resources aligned with this thematic approach will give SFU a distinctive edge and comparative
advantage, leading to our goal of being the most research-intensive comprehensive university in Canada,
and competing effectively in selected areas on the international scene.
Page 5/27
SFU recognizes the contributions of all researchers across the entire spectrum of scholarly inquiry at, and
associated with, the University. We plan to maximize our strengths, building on themes that unify
initiatives from the humanities to the sciences and engage our many communities. The strategic research
themes encompass both cross-disciplinary teams and disciplinary or individual contributions to our
collective achievements.
The following matrix summarizes SFU’s seven strategic research themes, although we acknowledge that
linkages might be established between these themes. The associated perspectives are intended to illustrate
approaches to issues of scholarship within each theme, and transcend the themes. We anticipate that
individual faculty will identify their own interests within certain cells in this matrix.
PERSPECTIVES
RESEARCH
THEMES
Fundamentals
Constructs
Systems
Applications Globalization
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
By way of example, with respect to the Health Informatics subtheme under “Health and Biomedical
Sciences”, Fundamentals might include basic research that spans the computational, cognitive,
social/organizational and socio-technical disciplines. Constructs could include the development of
models, tools, and policies, such as models for representing knowledge, new materials for information
delivery, tools for electronic-based teaching, and policies for health care delivery. Systems research can
include how people, communities, organizations, economies, and societies use and are impacted by
information and information technologies. Applications in this area are diverse and might include health
databases, molecular electronic devices, improvements to information system performance, etc., for
clinical and administrative applications. Finally, globalization includes the study of the boundary-less
transfer of information that impacts individuals, populations, and socioeconomic systems worldwide,
including international exchanges of faculty and students, field schools, and training programs. Another
example entails the study of materials science and engineering. Fundamentals span basic research in
physics, chemistry and engineering science, such as condensed matter theory and the study of new
materials, fuel cell theory, and microelectronics. Constructs could include the combination of new
Page 6/27
chemical composites and microfabrication techniques to generate the next generation of fuel cells or
biochips. Systems research might feature the interaction of nanomaterials with biological systems,
including the public perception and ethical implications of the use of nanotechnology in living systems.
As materials are required for just about every technology or industrial purpose, applications of this
research are vast and include those in aviation and aerospace, alternative energies, the automotive
industry, intelligent systems, fuel cells, solar cells, electronics and optoelectronics, nanotechnology and
biotechnology, health care, information and communications, and design of green buildings. Finally,
globalization will include the international dissemination of new tools for global health, security,
communication, and environmental protection.
Research on public perception and on the ethical, economic, educational, political, and safety aspects of
the introduction of new technologies and other applications, is critical, and spans all of the research
perspectives. These areas are the subjects of inquiry of many of SFU’s social sciences and humanities
researchers, and their research informs practices and changes in public policy, business administration,
education, international development and relations, security issues, and government.
Origins
The Nature, Origin, and Fate of the Universe
One of the most important questions that has occupied mankind since antiquity is: "What is the
universe made of and how did it evolve?" Answering these questions is at the origin of most fields of
scientific research. Mathematics provides a natural framework for drawing conclusions about deeper
mechanisms from observed data. Physics and chemistry seek to identify the physical laws governing
nature, while biology and medicine strive to understand life in the broadest sense. The subfields of
physics, subatomic physics and astrophysics/cosmology deal with nature at widely differing scales,
from the smallest to the largest. It is very interesting that there is such a large overlap between these
two fields and that, in a sense, the loop is closed when considering the very high energy densities of
particle physics and the origin of the universe, the Big Bang. In this connection, SFU researchers are
critical players in the world’s largest particle physics experiment, ATLAS, using the Large Hadron
Collider (LHC) located in Switzerland. SFU led the proposal for the ATLAS Tier-1 data analysis
centre at TRIUMF that is responsible for processing the data and relaying it to other secondary
analysis centers. Experiments include the reconstruction of the first seconds of the universe and the
search for dark matter produced in collisions of the LHC in order to construct theories of the origin
and fate of the universe. Other SFU faculty members are involved in the development of accelerated
radioactive beams at TRIUMF. At the ISAC (Isotope Separator and Accelerator) facility, it is
possible to study nuclear reactions which otherwise occur only in high-temperature stellar
environments. The aim is to understand the origins of the elements in the universe.
SFU’s Telematics Research Laboratory (TRL) and PolyLAB for Advanced Collaborative
Networking Unit has world-class expertise in the development and management of Information
Communications Technology (ICT) test sites for human and robotic exploration of the solar system
and beyond, with technologies ranging from wireless communications through to secure and life-
critical collaborative networking, GIS, and virtual reality-based systems to support mission
operations. The work at PolyLAB is internationally recognized as helping to define concept system
architectures used by space agencies around the world for future surface lunar, Mars, and asteroid
ICT infrastructures.
The RNA World and Molecular Evolution
Several SFU researchers are active in unraveling the puzzle of how life might have emerged. The
molecule RNA (RiboNucleic Acid) that has recently been shown to have the ability to copy itself
and to promote biological processes, may have played an ancestral role in the emergence of life by
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building and powering the earliest organisms. New avenues of research are attempting to search the
genome for thousands of active small RNA segments and to understand what these segments do.
The principles of RNA evolution in the primordial RNA-world apply to modern cellular function.
Understanding how changes in molecular building blocks alter their structure, dynamics and
function is the foundation for the science of molecular evolution. Such understanding is required for
the design of antibacterial and antiviral drugs against which pathogens cannot develop resistance,
currently a major health issue worldwide. Correlating the molecular foundations of evolution at the
organismal and societal levels requires an interdisciplinary effort between SFU’s molecular and
biological scientists, mathematical and computation scientists, behavioural ecologists and
psychologists, and other social scientists.
Biodiversity
Understanding and conserving biodiversity are now widely recognized as crucial for human
wellbeing. Several internationally renowned research groups at SFU, including those in wildlife and
behavioural ecology and salmon conservation, are focusing on the ecology, evolution, and
conservation of biodiversity. There is complementary strength in applied research on the ecology and
conservation of forests and fisheries. SFU is unusual among North American universities in that its
strengths in present-day biodiversity research are complemented by considerable expertise in past
biodiversity and human-environment interaction. SFU has invested heavily in the infrastructure
required to pursue research in biodiversity in multiple departments across several Faculties, and is
now exceptionally well positioned to perform biodiversity research in an era of global change and
unprecedented anthropogenic modification of natural ecosystems. Over the next five years, we will
focus on ensuring that the benefits of SFU’s ability to combine research and training on past, present
and future biodiversity are fully realized.
Human Evolution
In recent years a number of disciplines have experienced a significant growth of interest in the
application of Darwinian theory to questions concerning humans, and it is now clear that evolution
provides a powerful framework for understanding not only our genes and anatomy, but also our
cognition and behaviour. For example, evolutionary perspectives are increasingly used to understand
economic behaviour with respect to risk, time preference, and social status. As well, interest in
Darwin’s impact on social history and subsequent cultural conditions continues to intensify. SFU is
exceptionally well positioned to become a world leader in this rapidly growing area of
interdisciplinary endeavour. Many of our researchers are using the conceptual and analytical tools of
evolutionary ecology to understand key aspects of human biology. In addition, SFU has invested
heavily in the infrastructure required to carry out research on human evolution, including the creation
of laboratories for the extraction of ancient DNA and stable isotopes, research in the mathematical
and algorithmic underpinnings of bioinformatics, and a facility for the capture and analysis of 3D
shape data. Further investments will exploit the research and training synergies created by this
combination of an unusually diverse group of human evolution researchers and first-rate research
facilities.
The Development of Human Thought, Culture, and Institutions
SFU has long supported vigorous, historically grounded research into human societies, cultures, and
ideas. The study of the past is critical to these endeavours because it is through narratives about and
understanding of the past that we ground ourselves in the present. Human societies allot power and
resources, create systems of justice, and ultimately project themselves into the future through stories
about where we came from. We not only reveal the past through our work – we also explore the very
basis upon which we make sense of the world today. Inquiry into the past reveals ways in which
“ways of knowing” in the past and the present are conditioned by the value systems in which we live.
The critical study of the past is thus essential to the research and teaching agendas of many
departments and programs at SFU.
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Researchers at SFU explore culture and human development in a variety of contemporary domains,
including the links between social and cultural contexts that affect cognition, identity, values, family
relations, artistic and literary creativity, and individual and social welfare. With broad areas of
expertise including those in anthropology, business, english, first nations studies, history, humanities,
international studies, literary studies, philosophy, political science, psychology, sociology, and
women’s studies. SFU is poised to emerge as Canada’s foremost centre for the study of those factors
that underlie individuals’ perceptions of, influence over, and interactions with other people.
Researchers in archeology, economics, and history are currently exploring the origins of social and
economic institutions. In addition, SFU encompasses a number of research centres and individuals
involved in the contemporary and historical study of justice and ethics. SFU’s strengths can be found
in the diversity of research methods used in both laboratory and field settings, and in its focus on
both basic theoretical research and the application of theory to significant social issues. Such
research demonstrates that rigorous social science can and should engage questions of basic human
processes while also providing insights relevant to the society in which we live.
Communication, Computation, and Technology
SFU has a long history of leading-edge research in communication, computation and advanced
technologies. Our expertise spans research issues from theory to applications to policy, with researchers
from many disciplines involved, including chemistry and chemical biology, communications, computing
science, criminology, economics, engineering science, interactive arts and technology mathematics,
molecular biology and biochemistry, physics, psychology, and statistics.
Materials Science and Engineering
Materials Science at SFU has long enjoyed a strong national and international reputation. The effort
spans the spectrum from curiosity-driven research leading to the discovery of new materials and new
materials properties, to more applied research culminating in applications-driven engineering and
development. The original research direction of Materials Science –making materials ever more pure
and perfect – is ongoing. For example, SFU leads the world in the study of the novel properties of a
new and more perfect form of silicon. More recent directions involve the study of complex materials,
exemplified by the high temperature superconductors and the related field of highly correlated
electron materials. Economic forces drive continuing efforts to reduce the cost of materials without
reducing their functionality. Much new work is focused on understanding how the micro- and
nanostructure of materials can change their properties, leading to new applications in electronics,
communication, energy storage and conversion, and health sciences.
An interdisciplinary and collaborative approach by biochemists, biologists, chemists, engineering
scientists, molecular biologists, and physicists will permit new materials to be integrated with
existing technologies to create novel platforms and devices, such as biochips. An essential part of our
strategy is participation by SFU in national and international joint ventures such as the Tri-University
Meson Facility (TRIUMF) and the Canadian Light Source (CLS). For example, SFU researchers
form bridges to the Centre for Molecular and Materials Science at TRIUMF, with research foci in
environmentally friendly chemistry, superconductivity, and molecular magnetism, and are prominent
in the multi-university consortium that is turning a cluster of beam lines and spectrometers into a
national user facility for materials science. At SFU, 4D Labs provides an important centralized
processing and analysis infrastructure in support of the Materials Science effort.
Intelligent Systems and Computer-Aided Design
Intelligent systems are an integral part of modern technological products and processes. They can be
found in consumer products to advanced systems such as surgical robots and space stations. SFU has
a long history in intelligent systems research and their industrial applications. This area includes
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artificial intelligence, data mining, intelligent data processing, the semantic web, computer-aided
vision, sensors and sensor networks, robotics, mechatronic systems, microelectronics, embedded
computing and systems, and advanced instrumentation. Intelligent systems research is inherently
interdisciplinary and has its foundation in computer science, computer and software engineering,
electrical engineering, and mechanical engineering. SFU researchers are currently leading intelligent
systems development for applications in biomedical technology, energy systems, communications,
manufacturing, transportation, public safety and security and web-based applications. Our facilities
include a range of well-equipped laboratories and a micro-fabrication facility that plays a unique role
in training, research and specialized services to industry. Computer-aided design systems have
matured into comprehensive environments that enable users to efficiently work with their designs.
Research in this area explores the use of unified constraint and simulation-based modeling that
enables designers to create designs adapted to context and to the physical forces; and constraints and
simulation to establish a new design space in which histories enhance the ability to explore new
alternatives for designs.
Automotive Technologies
SFU has invested significantly in the Mechatronics Systems Engineering (MSE) program.
Mechatronics is the integration of mechanical, electronic, control, software, and computer
engineering for the development of advanced electromechanical products and systems for a wide
range of industrial applications. Research topics include next generation engine mounts, vibration-
based energy harvesting, airbags, and intelligent systems for autonomous vehicles. These efforts are
complemented by those of an internationally recognized group of researchers with expertise in
polymer/electrochemistry, modelling structures and processes in fuel cells, bio-fuel cells, and novel
methods for preparing proton-conducting membranes. This group has strong connections with the
NRC Institute for Fuel Cell Innovation, and will develop collaboratively the next generation of
nanostructured materials for fuel cell applications. SFU has also been a host node for a highly
successful mathematical modelling initiative associated with hydrogen fuel cell design.
Imaging Science and Visual Analytics
Imaging research draws upon investigations across the disciplines and campuses of SFU, involving
both foundational issues and applications. Investigation into the visual presentation of data and
relationships is fundamental to this field, as is the study of how human beings perceive and use
visualizations for communication, analysis and decision-making. The foundations of imaging
research incorporate work in the areas of modeling, signal detection and processing, mathematics,
statistics, data processing and storage, animation, language analysis, cognition and perception.
Building on these foundations, imaging research then deals with human-computer interaction,
reasoning, transformation and dynamic visualization in different manners, depending on the
application area and the type of processes being investigated. Areas as diverse as finance, aircraft
safety, crime reduction and public health all require information systems that support human
cognitive processes—discovery, insight, problem solving, and communication—and enable innately
human abilities to find meaning in information spaces composed of massive volumes of data that are
dynamic, complex and uncertain in nature. Key applications of the research include medical imaging,
visual analytics, data mining, business intelligence, finance, manufacturing, transportation, public
safety, health and the environment.
Information, Communication, and New Media Technologies
A cluster of excellence exists in information and communication technology research at SFU. Areas
of excellence are multimedia, wireless communications, RF/microwave communications, network
systems and modeling, algorithms, information retrieval and web-based systems and natural
language. Efforts are currently in progress to develop a formal collaboration with the
Communications Research Centre in Ottawa. SFU research labs have strong industry connections in
the above areas. In addition, research strengths exist in the areas of the IT sector of the economy, and
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life and mission-critical ICT for disaster management and public safety, coastal surveillance, and
disaster relief. Areas of expertise include ICT systems for extreme environments, early warning, and
integrated multi-disciplinary response. Business researchers study knowledge, innovation and
technology, with particular expertise in project management. ICT provides a necessary substrate for
many areas of research, and SFU has and will continue to build strong links between ICT and the
disciplines that use ICT in research.
Games, animation and new media are research areas in their own right and are also enabling
technologies for many aspects of culture, society, and industry. Research at SFU covers the spectrum
from technology to use in real contexts: from the use of multi-processor architectures for digital
games and enabling algorithms for simulation, digital games for learning and training, play interfaces
for culture, media-based pain therapy, believable character animation, and aesthetics of visualization.
SFU plays a major role in the research and management of the Network of Centres of Excellence in
Graphics, Animation and New Media (GRAND).
Communication, Collaboration, and Computation
SFU has internationally recognized expertise in communication, collaboration and computation,
including computational security and safety. This subtheme builds on extensive expertise in
combinatorial algorithm development and qualitative and quantitative modeling of complex social
systems using advanced mathematical, statistical, and computational methods. The Interdisciplinary
Research in the Mathematical and Computational Sciences (IRMACS) Centre provides critical
infrastructure required to communicate and collaborate with remote and difficult to access
communities, such as remote and Aboriginal communities in northern BC, as well as the ability to
provide remote collaboration and visualization capabilities for both research and educational
initiatives. SFU is a leader in the development and deployment of collaborative technologies in the
support of research at the national level.
Technology and the Arts
Ongoing developments in media and computing technologies link interactive arts and technology
with musicians, filmmakers, dancers, and other scholars in contemporary arts. In addition to
enjoying an international reputation for interdisciplinarity in artistic practice, SFU researchers are
studying historical and current dimensions of media culture in visual, filmic, aural, print, and digital
formats. Researchers are focusing on studying and designing technologies that empower and enrich
the users’ experiences within interactive spaces, understanding current interactive media designs, and
virtual environments to inform the design of next generation interactive media productions. We focus
on expressive systems that augment the users' experience, including the development of expressive
motion within visualization and virtual environments, expressive characters (both face and body
movements), and expressive interactive performances. An allied research thread is the development
of computational systems that produce or simulate creativity, and the construction of cognitive
models of human creativity and creative expression that can be the basis for computational creativity.
Another emerging area of research is the study of human-centered media and communication
systems for museums. A coordinated initiative that merges theory and practice in the artistic uses of
new technologies and the scholarly analysis of traditional media (including print and photography)
builds on current strengths and creates a distinctive research environment.
Culture, Society, and Human Behaviour
As a comprehensive university, SFU champions the liberal arts and sciences and promotes pioneering
interdisciplinarity. We enjoy the presence of hundreds of excellent researchers whose record of awards,
grants and publications demonstrates the University’s success in building a community of creative
thinkers and practitioners, a combination exemplified by a cluster of scholar-poets who excel as both
wordsmiths and socio-cultural theorists. Areas in which interdisciplinary innovation is receiving
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particular attention include, but are not limited to, the following potential targets for strategic
development. Alongside the role of humanities scholars in teaching and modeling critical thinking, the
social impact of the University is further enhanced by the qualitative methodologies of experts in such
specializations as anthropology, business, criminology, gerontology, political studies, psychology,
sociology, and women’s studies. In all these areas, the challenge is to develop focal points (individuals or
groups) to enable dispersed researchers to cohere in creative research groups that will be distinctive to
SFU.
Research in the Humanities
Philosophers, historians, classicists, literary critics and linguists investigate and describe the ever-
changing realities of contemporary life, and teach us how to question and critique the political,
social, sexual, economic, and historical frameworks within which we all live and work as world
citizens. Scholars of English study the entire spectrum of literary and textual activity, from the
genesis of a writer’s creative spark through the various stages of a manuscript’s development and
dissemination. Those specializing in print culture put particular emphasis on the socio-cultural
circumstances of a work’s production and reception (transcription, printing, illustration, publication,
branding, sales, adaptations), reception, and endurance over time. Others study the ways that literary
and public texts shape nationalist, ethnic, and global power relations, while specialists in rhetoric
analyze the conventions and subtleties of public discourse, covering the gamut from humour to
political documents. Dramatic literature and theories of performance constitute another focal point,
from medieval mystery plays to present-day film and theatre. Scholars of history, whose research
strengths are social history and cultural history, grapple explicitly, profoundly, and critically with
knowledge others often recognize only dimly or in passing: that the future was created yesterday.
Specific research specialties share themes that overlap time and region: indigenous peoples; empire,
colonialism, and postcolonialism; gender and sexuality; law and society; medicine and science; race
and ethnicity; religious and intellectual history; and oral history. With their focus on people,
communities, and culture, historians’ study of trends, changes, and transitions renders them uniquely
qualified to comment on new policies, planning, and resistance. Their knowledge that the past was
complex, conflicted, and contested results in research and tools that enable understanding of the
present and contribute to the future.
Foundations of Ethical Evaluation and Ethical Implications of Research
SFU possesses a broad range of research expertise both in the foundations of ethics and in applied
ethics; this expertise can be found in areas including archaeology, business, criminology, education,
environmental sciences, health sciences, philosophy, political science, and public policy. All
research, from the fundamental discoveries of science to the development of new technologies,
policies, strategies, and new ways of understanding, stand to have a significant impact on the way we
lead our lives. For example, the “Intellectual Property Issues in Cultural Heritage” (IPinCH)
international collaboration headed by SFU is working to explore and facilitate fair and equitable
exchanges of knowledge, including the theoretical, ethical, and practical implications of
commodification, appropriation, and other flows of knowledge about the past, and how these may
affect communities, researchers, and other stakeholders. At SFU, researchers are concerned about the
ethical implications of their research, and the university community as a whole takes seriously our
ethical responsibilities. We take a leadership role in ensuring that research has a positive impact on
human welfare, by pursuing the systematic investigation of our moral beliefs, from their
philosophical foundations to their applications in the form of general principles, to public policy
issues arising in the Canadian context.
Aboriginal Studies
Research into Aboriginal issues involves faculty members in anthropology, archaeology, economics,
education, health, history, linguistics, literature, psychology, resource management, and sociology.
SFU is conducting essential and leading-edge research on examining contemporary urban and rural
issues in the Aboriginal community, preserving Aboriginal languages, partnering with bands and
communities in Aboriginal education, examining classroom climate issues for Aboriginal/minority
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students, resource management in Aboriginal communities, barriers to Aboriginal labour market
success, and archaeological research. SFU researchers are well recognized for their critical analysis of
issues dealing with Aboriginal sites; their work links the historical past to current concerns, as in a
major collaborative research initiative to investigate the intellectual rights issues raised by
archeological practice. Other researchers focus on the spectacular rise of Aboriginal and Métis writers
and artists. With the appointment of a Director of the Office of First Nations and new space dedicated
to Aboriginal studies, the time is opportune to integrate researchers across the University.
International Studies
Canada’s Asia Pacific Gateway Strategy includes a focus on fostering strong relationships in
education, research, and the exchange of innovative ideas and technologies. By lending our
collective knowledge and building our research capacity through partnerships with Asia Pacific
institutions, we can play a valuable role in this strategy. SFU has had an intellectual engagement with
China for over two decades, and since then, we have expanded to create relationships with many
other Asia Pacific institutions for mutually rewarding flows of highly qualified human capital. Given
our geographical and demographic location, researchers at SFU are particularly interested in
examining connections between Asia and Canada from a number of different disciplinary and
interdisciplinary perspectives. This research emphasis is informed by a deep understanding of Asian
countries, cultures, and economies. SFU has also augmented its commitment to internationalization
of research through several important new initiatives. Research in this area includes international
studies and international policy, advanced by new endowed research chairs in religion and cultural
change, and international law and human security. The Human Security Report project analyses
global and regional trends in political violence and their causes and consequences, and has put SFU
on the map internationally as a resource for governments and nongovernmental organizations alike.
The Centre for the Comparative Study of Muslim Societies and Cultures represents another
interdisciplinary collaboration that has few Canadian counterparts. The World Literature program is
focusing on the way aesthetic forms and topoi pass from one culture or time to another, most often in
defiance of political and social boundaries.
Safety, Security, Criminal Behaviour Assessment and Treatment, and Forensic Studies
SFU has significant strength in the analysis of criminal behaviour and forensic studies. The Institute
for Canadian Urban Research Studies (ICURS) is one of three main centres for environmental
criminology, as well as computational security and safety. Together with IRMACS, internationally
recognized expertise exists in security research in computational criminology and the criminal justice
system. The Criminology Research Centre studies youth crime, violence against women, and the role
of some mental disorders in criminal behaviour. The Mental Health Law and Policy Institute, with
members from numerous countries, promotes interdisciplinary collaboration in research and training
in areas, e.g. psychology and criminology, related to mental health and policy. The Centre for
Restorative Justice is unique in Canada, and there are only a handful of such research centres
worldwide. The Centre for Forensic Studies links archaeology and biology in state-of-the-art labs
with a focus on forensic science and technology. These groups provide a powerful hub around which
crime-related research in other units can be focused. The newly appointed LEEF Chair in the
Reduction of Youth Violence partners with Children’s Hospital to reduce violence and victimization
among youth.
Another significant research focus builds on SFU's existing strengths in security and
health research. Its aim is to establish new research capabilities that will enable SFU to be recognized
internationally as a leader in public safety, security, and health science. Specifically, this initiative
builds on expertise in security research in ambient assistive living, disaster relief, violence risk
reduction, public health monitoring and intervention, public policy and health, the social and
psychological influences of health, and homelessness and addiction. SFU has invested in significant
infrastructure for secure computing facilities for research that involves highly sensitive datasets. This
infrastructure consists of a central, high-security computer lab coupled to secure networks, secure
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data storage, and secure satellite labs with data processing and visualization facilities. Strong
regional, national and international partnerships are in place, with access to highly secure datasets
from these stakeholders—a combination that places SFU in a leadership position in security and
health research.
SFU researchers are developing strengths in other aspects of security, such as polymer chemistry,
microelectronics, optics and nano-fabrication of new materials for new high-tech security
technologies. For example, research and training programs in advanced materials and engineering
take advantage of collaborative initiatives in materials science and business to foster and cultivate a
culture of innovation, by bringing safety and security technologies from the bench-top to the
marketplace and producing graduates with knowledge in entrepreneurship. The core expertise in
optical, electronic, magnetic, polymeric and nanomaterials puts SFU in an ideal position to target key
technologies including security inks and taggants for surveillance and identification, and sniffers for
pathogens, pollutants, toxins, contaminants and explosives. SFU researchers are also leading the
Human Security Report Project, researching global and regional trends in political violence and their
causes and consequences. SFU researchers are working on ways to increase the safety, health and
welfare of employees, and by extension to those who are impacted by safety issues in the workplace
(family members, employers, customers, suppliers, and nearby communities).
Evolution, Cognition, and Culture
The relationship between the sciences and humanities has long been fraught with difficulty–a tension
captured by C.P. Snow in the phrase "The Two Cultures.” Recently, researchers on both sides of the
sciences/humanities divide have recognized that the evolutionary and cognitive sciences have
advanced to a point where it is now possible to move beyond the two cultures and develop an
approach to the study of traditional humanities subjects such as ethics, religion, and literature that is
compatible with, but not reducible to, the way in which scientists approach their subject matter. SFU
is in an excellent position to become a world leader in this ambitious, interdisciplinary plan to
integrate the sciences, social sciences and humanities. For example, researchers in archaeology,
biological sciences, business administration, linguistics, and psychology, including the CRCs in
Human Evolutionary Studies and Management of Technology, are using phylogenetic methods from
biology to understand the evolution of a range of social and cultural phenomena, while researchers in
English are carrying out work in the area of biosemiotics, which focuses on the wide variety of forms
of communication in biological systems, and research in psychology focuses on the development of
communication in infancy. Through participation in the influential Centre for the Evolution of
Cultural Diversity currently sponsored by the UK Arts and Humanities Research Council, SFU is
poised to bring focus to this area of evolution, cognition, and culture in an international context.
Urban Communities
Located in one of the best-known “livable” cities in the world, SFU has research strengths covering a
wide variety of urban issues, from urban design and planning to the study of the individual resident,
including the social, artistic, and environmental aspects of urban life. Specific strengths exist in the
areas of urban studies, geography, computing science, mathematics, criminology, computing science,
economics, and forensic psychology. The Metropolis British Columbia Centre of Excellence for
Research on Immigration and Diversity is part of an international network that supports studies of
the economic, social and political dimensions of immigration, with British Columbia emphasized as
a case study in ethnic diversity. Cultural researchers are probing key and complex issues of social
cohesion, antiracist education, violence in society, multiculturalism and cultural adaptation,
citizenship, diasporic cultures, and nationhood. There are promising possibilities for interdisciplinary
research focusing on second-language learning, public education and the wellbeing of communities.
French language researchers in the Faculty of Education, for example, conduct research that focuses
on multilingual students from diverse origins and a growing population from Francophone Africa to
understand their linguistic and cultural practices and examine how the education system responds to
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their needs. The CTEF-funded “Modelling of Complex Social Systems” (MoCSSy) program brings
together extensive expertise in criminology, health science, urban dynamics, computer science, and
mathematical modelling, under the unifying theme of modelling the complex dynamics that drive the
linked epidemiologies of crime, disease, homelessness and other social ills in urban neighborhoods.
Intervention Impact Assessment
Rapid change in our underlying economic and technological world has led to rapid change in the
stratification of our society, with increasing inequality and poverty accompanying vast increases in
wealth. What are the social and economic impacts of effective transition programs for immigrants?
What happens when we do a better job of providing educational opportunities for Aboriginal peoples?
What role does effective Labour Market Information play in individual decision-making, and
ultimately, on the economy? How might the use of technology improve access to learning and/or
opportunity for disadvantaged groups? These are all examples of research questions that might fall
outside the traditional Tri-Council research programs, but that have large-scale implications. In
general, funding for most forms of service delivery, including educational and social programs, is
increasingly linked to the ability of the service provider to demonstrate results. Despite the increased
attention being paid to “accountability”, the mechanisms, tools and practices for effective impact
assessment remain, at best, blunt instruments (consider for example, the Fraser Institute ranking of
schools or the Macleans’ ranking of universities). An interdisciplinary approach, harnessing the
research approaches of economists, sociologists, psychologists and educators, would provide a
framework for significant advances. SFU researchers currently possess great strengths in each of
these areas, and are in an excellent position to develop more sophisticated research methods for
impact assessment and to subsequently apply those methods to a wide range of social interventions.
By doing so, SFU can capitalize on its acknowledged strength and leadership in the social sciences
and humanities, and position itself at the forefront of an emerging research need.
Economic Organization, Public Policy, and the Global Community
This theme covers a vast amount of research in the social sciences, business, and other areas. It includes
individuals and families, firms and markets, governments, and the global community.
Economic Organization
SFU has significant strengths in the theoretical analysis of firm organization, law and economics,
public economics, the study of economic institutions, and econometric analysis. Expertise in these
fields is complemented by strengths in computational, experimental, and evolutionary methods,
which are reflected in the Centre for Research on Adaptive Behaviour in Economics and the Canada
Research Chair in Economic Theory and Evolution. There are also strengths in a number of applied
fields including strategic change, corporate governance, capital and risk management, biotechnology
management, art management, and the environmental, ethical, and sustainable management of
organizations. Current efforts include concentrations in the CMA Centre for Strategic Change and
Performance Measurement, the Centre for Corporate Governance and Risk Management, and the
Global Asset and Wealth Management Centre.
Public Policy
The role of the public sector in our economic and social lives has increased as our private wealth has
grown over the past decades. This has spurred research on how policy is formed, what policies are
good and in what contexts, and on the unintended consequences of policy decisions. Such research is
carried out in economics and the Public Policy Program. For instance, the Centre for Public Policy
Research CPPR in the Public Policy program is unique in western Canada, with research drawn from
economics, political science, women’s studies, business, education, criminology, resource and
environmental management, and communications. It has current or planned strengths in tax policy,
Aboriginal policy, labour markets, environmental and natural resource policy both in Canada and
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developing countries, and governance issues in developing countries. Policy-related research is also
pursued in the CURA Economic Security Project, the Learning City project, the Institute of
Governance Studies, and the Mental Health Law and Policy Institute, among other venues. Expansion
of the CPPR would complement existing or projected policy research in health sciences, urban
studies, international studies, and communications.
The Global Community and Emerging Markets
SFU has several research groups concerned with international economic relations, transnational
organization, and global culture. One group focuses on issues of trade, international finance, and
economic development in low-income countries; another investigates the management of global
enterprises. The new Centre for Global Workforce Strategy carries out multidisciplinary research on
issues surrounding effective workplace management strategies. The Jack Austin Centre for Asia
Pacific Business Studies has a mandate to examine a broad range of issues relevant to the Asia Pacific
region, particularly Canada’s role in the area. The Centre for Global Political Economy addresses the
intersection between global and domestic political economy, while the MCRI Globalism Project
studies the effects of globalization on people in a range of individual countries. SFU researchers
examine issues of knowledge, innovation and technology, including issues related to the formation,
operation and growth of biotechnology firms and on the IT sector of the economy. The Global Asset
and Wealth Management Centre focuses on markets and risk management, to bridge the gap between
traditional finance theory and the growing field of behavioural finance. Research on global
institutions will focus on peace and security studies; development, environment, and international
economic relations; governance and civil society; and human rights and international law.
The Creative Economy
The Creative Economy, defined to include the whole of the creative chain for core cultural goods and
services, including their creation, production, manufacturing, distribution, and support, has emerged
as both a substantial and an expanding sector of the Canadian economy. It now accounts for 7.4
percent of GDP and 1.1 million jobs. Growing more quickly than the economy in general, creative
enterprise has become an economic driver in the contemporary world. Employment in the creative
economy is growing at a faster rate than other kinds of employment, and requires new patterns of
work built on flexibility and innovation from workers, employers, government and educators. The
creative economy also generates the social capital that is fundamental to social cohesion.
Understanding the nature and dynamics of the creative economy is critical to Canada's social,
cultural and economic future, and SFU’s strengths in the contemporary and interactive arts, literary
and publishing studies, and technology position it to play a leading role in research in this area.
Environment, Resources, and Conservation
SFU has an excellent record of high-profile research related to the environment. This research is
conducted throughout the University. The research approaches and topics span a range of sectors from
theoretical and mechanistic studies to applied management strategies. Mirroring the major natural
resources of British Columbia, research clusters at SFU focus on the relationships between economic
development, conservation and biodiversity in terrestrial and aquatic ecosystems, as well as on natural
hazard prediction and prevention. Our research includes not only chemical, molecular biological,
toxicological, physiological, and behavioural studies, but also risk assessment, management, and historic
and economic considerations. The ultimate goal of this multifaceted approach is to provide a sound basis
for sustainable development and the responsible use of our natural resources.
Planning, Development, Management, and Sustainability
SFU will pursue research in a number of areas related to the development, planning, management,
and sustainability of human settlements and the impact of human and natural disturbances on
environments and communities. Research foci include governance and equity issues, spatial and labor
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market dynamics, consumption patterns, industrial restructuring, and ecological, economic and social
sustainability. Related foci include sustainable development policy; sustainability and quality of life
indicators, assessment and evaluation; public space and urban/regional livability; health care and
access; property rights and spatial inequities; local economic development; and the development of
mathematical tools in resource allocation and management. Research related to development and the
environment in selected world regions, especially Latin America and Asia, will include health and
water use, property rights in natural resources, land use conflicts, tourism development and
management, shifting cultivation and cash cropping, environmental governance and co-management,
environmental policy at local level (including protected area issues), various applications of
economics and social theory to conservation and management, and the role of foreign investment in
development. SFU research integrating the social and natural sciences focuses on the impacts of
human development and natural disturbances on natural and urban environments and communities.
Emphasis is placed on the causes of and responses to natural hazards, such as earthquakes and
landslides, and on sustainable development strategies that integrate economic, social, and
environmental objectives. Research on both geoscientific and biological phenomena in the ocean
environment is integrated within the SFU-supported Neptune Canada project. Research in
environmental education and education for sustainable development will be key to understanding
human interactions with the environment.
Ecosystems and Resources
In the 21
st
century, environmental research has broadened to encompass concerns such as species at
risk, biodiversity, sustainability and endangered habitats. SFU researchers, including those in the
Centre for Wildlife Ecology (CWE) and the Cooperative Resource Management Institute (CRMI),
conduct basic and applied research in wildlife, fisheries and forest ecology and provide knowledge
and personnel that will help meet the challenges of conservation. Information, ideas, expertise,
resources and opportunity flow back and forth from SFU to government agencies such as
Environment Canada (EC) and Fisheries and Oceans Canada (DFO), as well as FORREX (the Forum
for Research and Extension in Natural Resources) to help inform policy and decision-making, while
SFU faculty and students benefit from enhanced opportunities for discovery and applications-based
research. SFU will partner with EC, DFO, and FORREX to accommodate new research areas under
their broadened mandates.
SFU continues to be a major player in research aimed at the understanding and management of fish
populations in their marine and freshwater habitats, as well as the broader management of the coastal
zone. Such research encompasses the genomic analysis of salmon, fish disease prediction and
management, socio-economic studies on fishing communities, stock and risk assessment, sustainable
management of wild and farmed species, coastal tourism and socio-economic studies of fishing
communities. Strategic initiatives will strengthen the links between applied ecological approaches
and coastal management. SFU researchers are also investigating the ecosystem science of large
rivers, carbon and nutrient cycling in lakes, hydrology of lakes and river floodplains, biogeochemical
mass fluxes to the ocean from small catchments, plant water interactions, glacial processes and soil
erosion. Marine investigations focus on understanding natural variability and biogeochemical
linkages within the ocean and climate system and responses to perturbations.
SFU research related to terrestrial ecosystems includes ecological, institutional and economic
approaches to the conservation of ecosystem services, biodiversity conservation and invasive
species, and ecosystem-based forest management (including an understanding of natural disturbance
regimes and forest dynamics) and industrial forestry issues. Energy and materials management is
also emphasized, through developing and applying sustainable policy models that are both
technologically explicit and behaviorally realistic. Management of protected areas, advisory and
advocacy issues in the environmental policy process and the valuation of ecosystem goods and
services are key interests. SFU researchers also study the modern and ancient geological
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environments, natural hazards, and geological resources. Fundamental research on Earth materials is
connected to the overall Earth system and relevance to society. Tracking Earth conditions from past
conditions to the present and into the future is providing an improved view of the changing
environment and climate. Understanding temporal changes in water resources and ice conditions, and
the nature and mitigation of geological hazards, are key foci. Geological resources presently under
study include metallic mineral occurrences, gemstones, oil and gas deposits, and subsurface water.
Investigations range from direct studies of the resource commodities to methods of ore extraction,
establishment of scientific infrastructure, and predictive models for resource exploration. SFU will
also focus on geoscience research linked to the exploration and development of BC shale gas, and
BC hydrocarbon resources in general.
SFU has a strong spatial research emphasis in health and environment, including optimal location of
health services and population health. This concentration is augmented with visualization
approaches, such as multi-dimensional geovisualization and geospatial interface research. Modeling
of complex spatial environmental systems, land use, land cover and urban growth continue to be
important activities, together with modeling of dynamic spatial phenomena in forestry and landscape
ecology.
Climate Change Solutions
As a founding member of the Pacific Institute for Climate Solutions (PICS), SFU researchers are
well positioned to contribute to the development of innovative climate change solutions, seek new
opportunities for positive adaptation to climate change solutions, and lead the way to a vibrant low-
carbon economy in BC and globally. PICS seeks to support transformative change in response to the
many challenges raised by climate change through multidisciplinary research conducted in
partnership with governments, the private sector, other researchers and civil society, in order to
undertake research on, monitor, and assess the potential impacts of climate change, and to assess,
develop and promote viable mitigation and adaptation options to better inform climate change
policies and actions. The Institute’s research strategy is currently focused on four key
interdisciplinary themes: a low carbon-emissions economy, sustainable communities, resilient
ecosystems, and social mobilization.
Researchers involved with SFU’s Adaptation to Climate Change Team (ACT) are studying critical
climate change impact topics: biodiversity, extreme weather, energy, water security, crop and food
supply, population displacement, health risks, new technologies, and sea level rise. Working in
conjunction with leading experts, ACT will explore these issues and the linkages between them, the
problems they pose as well as potential solutions, and produce policy recommendations for
adaptation. Researchers in SFU’s CTEF-funded “Climate Change Impacts Research Consortium” are
taking a risk-based approach to the study of the secondary effects of climate change on human and
ecosystem health.
Alternative (Green/Clean) Energy Technology
SFU is well positioned to become a leader in green energy technology research. Interdisciplinary
initiatives in this area will focus on energy production, distribution, and utilization, along with
related manufacturing technology and green IT. Current research includes fuel cell materials, design
and diagnostics, energy management and harvesting, new generation fuel injectors for hydrogen
technology, green IT technology, green computing, smart grids and smart houses. Another key area
of research involves investigating human-centered sustainable systems at the intersection of
conservation, sustainable design, alternative energy production and social behaviour around our
ecological footprint. The rise of ubiquitous computing, smart environments and the widespread use
of mobile devices offers an opportunity to enable occupants to dynamically interact with building
technologies through digital media.
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Aboriginal Communities and the Environment
Aboriginal issues in relation to the environment have been a significant focus at SFU and will grow
in importance over the coming years. We have substantial research strengths in applications of
resource management and resource planning to Aboriginal communities, with a particular focus on
Aboriginal and place-based community co-management, forest management, fisheries and aquatic
management, protected areas and heritage planning, and strategic land-use planning. Other areas
with a strong Aboriginal focus include heritage tourism, and coastal zone management and
planning, geographic information science, and community planning and development.
Commensurate with increasing control over lands, waters, and resources by Aboriginal people in
Canada and worldwide, we will continue to develop our strengths in issues related to resource and
environmental management and planning by Aboriginal people on their traditional lands. This will
focus on applications related to sustainable community development, economic strategies and
resource use as well as conservation strategy and heritage protection. These activities will draw
both on our existing strengths in management and planning, and analytical tools such as geographic
information systems, but also on existing strengths at SFU in Aboriginal resource management
practices and traditional ecological knowledge. We will also develop our engagement with
Aboriginal peoples, both in a research context and an educational context, through collaborative
research projects and field-schools especially with local Aboriginal communities (First Nations and
Métis), and increased Aboriginal curriculum throughout our programming.
Health and Biomedical Sciences
A common goal for health-related cross-disciplinary research at SFU is to describe human health in its
full context, including the diverse impacts that social inequities have on health. SFU has developed a
reputation for excellence and innovation in health research, involving faculty from across the spectrum of
disciplines and organizational units at the University. With such a wide array of health sciences interests,
SFU seeks to strengthen a number of interrelated research areas that impinge directly on human health.
We have particular strength in genomics, bioinformatics, and health informatics, biostatistics, biomedical
sciences, neuroscience, medicinal chemistry and drug development, biomedical devices, biomedical
imaging, mental health and addictions, as well as in health policy and cultural and population studies,
from basic investigations to clinical applications. The establishment of the Faculty of Health Sciences and
its state-of-the-art facilities provided a special opportunity for innovative new multidisciplinary research
initiatives and graduate programming. Novel research and graduate programs have or are being developed
in population and public health, global health, infectious diseases, aging and chronic illness, and brain
function and development. Partnerships between SFU and the hospitals and health authorities in the
Lower Mainland enhance these opportunities. SFU is a leader in the secure analysis of sensitive data.
Population Data BC, a platform for supporting research on human health, wellbeing and development run
by a consortium of researchers from institutions around BC including SFU, will provide researchers with
access to linkable individual data for integrated analysis of health outcomes using a range of secondary
sources. Our goal is to develop interdisciplinary collaborations and partnerships that bridge the
biomedical, clinical, and social sciences and involve the wider community, building on SFU’s tradition of
innovative and effective outreach. Examples are the new Institute for the Reduction of Youth Violence, a
joint partnership between SFU and Children’s Hospital that aims to reduce adverse health and mental
health consequences of youth violence; and the Centre for Research on Early Child Health and Education,
that links scholars in universities and research centres to increase access to universal health and education
programs for young children.
Genomics, Bioinformatics, Health Informatics, and Biomedical Technologies
The completion of the Human Genome Project in 2003 produced the first DNA sequence of a human
genome and has stimulated the functional genomic analysis of thousands of additional organisms and
the development of higher throughput and cheaper sequencing technologies. Genome structural
variations among individuals are being revealed at single base-pair resolution, promoting exploration
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of the relationship between genotypes and phenotypes. Genomic sciences are redefining the research
landscape of the fundamental life and biomedical sciences and their applications, including cell and
molecular biology, structural biology, population and evolutionary biology, microbiology,
aquaculture, agriculture, fisheries management, forestry, environmental sciences, drug discovery and
assessment, neuroscience, and biotechnology. The concept of personalized medicine is being realized
based on the application of the genomics of cancer, aging, mental health, chronic and infectious
diseases to the diagnosis and treatment of patients. Genomic technologies have important
applications in disciplines such as anthropology (e.g., tracing human migrations), conservation
biology (e.g., assessment of biodiversity), and forensics. The explosive development of genomics has
created demand for more effective computational data management systems and bioinformatic tools
for data analysis and interpretation, and has spawned new fields including transcriptomics,
proteomics, and systems biology. SFU already has considerable expertise in genomics,
bioinformatics, and data mining, spread across several Faculties, and is developing interdepartmental
teaching and training programs. SFU has taken a leading role in the development of a regional
Genome Sciences Institute that builds on its partnership with the Genome Sciences Center based at
the B.C. Cancer Agency.
SFU also has significant strengths in biomedical technologies. Current research focus areas are
medical imaging, radiopharmaceuticals, computational anatomy, bio-sensors, biomedical optics,
signal processing, biomechanics, assistive technologies, haptics, micro / nanotechnologies for
medical applications, micro-fluidics, biochips, bioinformatics, computational biology, health
informatics, and chronic disease management. Research in this area is highly interdisciplinary and
involves computer scientists, engineers, interactive arts researchers, biomedical scientists,
kinesiologists and psychologists from SFU working in teams with clinicians to develop new tools
and products. The combined effort is intended to address issues of individual human health, ranging
from molecular, cellular, and systems biology to population health and its modeling.
GE3LS Analysis
The consequences of scientific and technological innovation are significant, especially when it
comes to genomics and its Ethical, Economic, Environmental, Legal, and Social aspects (commonly
called GE3LS). Research will inform new legislation to control innovative growing practices in
agriculture, and economic and environmental practices in fisheries and forestry, where genomics
techniques can be used to select fish or trees able to withstand the effects of climate change.
Genomics research has economic and social implications in such applications as bee colony
collapse, bioremediation for industrial waste from Canada's resource industries, and diagnostic tools
for disease and mental disorders. As whole genomes of organisms become known, together with
their subtle variations and functional characterizations, there will arise issues of intellectual property
and ownership of such information. What's more, genomic information is published in publicly
available databases, and questions arise as to the social impacts of how the public will use this
information. Such information can be used by experts in risk communication of health-related
genomic information, both for public health events such as pandemics, and for individual's health-
related information. It can also be used in repatriation and other claims of cultural relationships and
affiliation. Issues of cost-benefit and potential quality of life benefits associated with early diagnoses
will have to be explored. Finally, research can ultimately extend to the choice of a partner in a world
where a mate's genome can predetermine life expectancy, personality, and mutual compatibility.
How society deals with such a brave new world will be the focus of research in this subtheme.
Chronic and Infectious Diseases
SFU has outstanding researchers studying both chronic and infectious diseases. Considerable
strength exists in the realm of genomics, bioinformatics, biomolecular interactions, psychological
and psychiatric disorders, and we are developing strength in proteomics and metabolomics.
Researchers on the CTEF-funded “Bioinformatics for Combating Infectious Diseases” project are
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focused on the development of more accurate and faster bioinformatics algorithms and tools for
identifying anti-infective drug targets, candidate drugs and potential vaccines. The interdisciplinary
team is capitalizing on SFU’s unique strengths in computational, physical, chemical and biological
sciences to discover potential new therapeutic targets and test them first
in silico
and then in the
laboratory. Another CTEF-funded team of researchers with expertise in organic and inorganic
materials, bio-organic chemistry, molecular biology, biochemistry, biomedical physiology and
kinesiology and computer sciences are working together with experts in ethics, medicine and medical
imaging to take novel molecules and nanomaterials from the chemistry lab into the clinical setting,
and to develop new and innovative strategies for medical imaging, diagnostics, surgery and drug
delivery. The team is working synergistically to create, apply and test novel approaches for the
diagnosis and treatment of prostate cancer and kidney stones as their first targets.
Significant investment in personnel and physical infrastructure at SFU has ensured that the drug
development pipeline from genomics input to pharmaceutical output is well represented at SFU.
SFU, with its strength in medicinal chemistry, is an important node of the Centre for Drug Research
and Development (CDRD), focusing on the development and evaluation of new drug candidates.
Since one-third of approved drugs will go off patent by 2012, SFU is well poised to discover the
next-generation of drugs and to partner with pharmaceutical companies. Additional strengths exist in
virtual reality therapy and training, visualizations and accessible tools for managing pain over time,
and the extension of these tools to the community via social media and mobile technologies.
Continued growth in this area will require strengths in clinical and health psychology, developmental
biology, environmental toxicology and receptor biology, climate change, cardiovascular disease,
healthy aging and the social determinants of health, and support for emerging strengths in
neuroscience and mental health, HIV/AIDS and addiction research, violence reduction research,
vaccine and drug development, bioinformatics, and genetic and epigenetic studies, infectious disease
modeling at both molecular and population levels, microbial epidemiology, ecology and evolution,
the innate immune response to infection and the cellular/molecular basis of infectious disease
pathogenesis.
Strategic research that bridges nutrition, biomedical and behavioural science would complement
existing strengths. Collaborations in this area require support of a wide range of technologies
including biomarkers, transgenic animals, nanotechnology, novel imaging and visualization
modalities, province-wide comprehensive data and geographic information systems, and complex
social modeling.
Human Development and Aging
Research strength in human development and aging exists in basic biomedical, population, and social
sciences. These include the areas of children’s social, emotional, and mental health, brain
development, brain function and problem-solving, mammalian developmental biology, birth defects,
molecular-genetics, epigenetics of cellular differentiation, health policy, adolescent mental health,
health behaviour and risk, youth crime and violence, gender and aggression, and longitudinal studies
on aging. The broad field of neuroscience offers an exciting area for strategic investment, especially
in areas focusing on aging and degenerative diseases of the nervous system and its connection to
behavior and health. SFU strength exists in clinical psychology, neurobiology of addiction and of
age-related degenerative disease, and psychological mechanisms underlying youth aggression. SFU
will apply its combined strength in imaging, neuroscience, genetics, epigenetics, and cellular
physiology to the study of development and aging.
Population and Public Health and Health Services
Population and public health is a major focus of SFU research. There are many areas of overlap with
the other two focus areas, for example cardiovascular and chronic disease management and
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environmental and occupational health. Another important crosscutting element is the flagship
program in Global Health. Expansion of population sciences and public health practice across areas
of shared research focus, such as in infectious diseases and global health, mental health,
environmental, occupational health and earth systems, and Aboriginal health and the impact of social
disparities on health could increase synergies in emerging areas of cross-disciplinary strength at
SFU. Bridging SFU’s substantial strengths in biomedical sciences and health services to population
and public health would result in a competitive advantage. Such an approach would build on newly
established research strengths focused on population level interventions and health policy sciences,
such as: research chairs in Children’s Health Policy, Applied Public Health, Cardiovascular Health,
Reduction of Youth Violence; the research centres, including the Centre for the Study of Gender,
Social Inequities and Mental Health, the Centre for Children’s Health Policy, and the Centre for
Applied Research in Mental Health and Addictions; the Canadian Multi-site Research Demonstration
Project in Mental Health and Homelessness; emerging research capacity in toxicology and
environmental and occupation health with faculty recruitment in the area of Children’s
Environmental Health, and partnerships with BC Children’s Hospital, Health Canada, Environment
Canada, and the Pacific Institute for Climate Solutions; and SFU’s Community Trust Endowment
Fund investment in two cross-Faculty interdisciplinary teams, the Modeling of Complex Social
Systems and Secondary Effects of Climate Change on Human and Ecosystem Health.
Continued growth to support this subtheme would include bridging areas in social inequities of
health, global and Aboriginal health, ethics, health economics and health policy including new health
services models, intervention trials and uptake of best practices in primary health care. Growth of
research strength in environmental and occupational health would include a focus on molecular
toxicology, genomics, proteomics, and metabolomics that study the cellular and molecular responses
to drugs and to xenobiotics associated with environmental exposures, and would include the
development and use of biomarkers, medical imaging, and basic neuroscience.
Health Systems
There is a growing need to understand how health systems function, and this presents an important
and exciting area of research that is largely neglected in Canada. Foci include comparative studies of
international primary health care systems, explorations of the cost effectiveness of chronic disease
prevention and management approaches, estimates of health resource needs and mix of specialists,
organizational studies of inter-professional training and practice structures, performance outcomes of
innovations in primary care practice and incentive structures, organizational studies of leadership and
processes in health system change management, forecasts of health care needs and health system
responses, assessments of the impact of primary care interventions on indicators of population
health, community assessments of the social determinants associated with chronic disease
distribution, and the issues of health equity, social justice, and ethics in health care. The resulting
research outcomes will provide objective information to aid decision-making by Canadian provincial
and federal government agencies and ministries. It also provides an opportunity for global outreach,
as comparative studies will form a significant component of the research activities. SFU would be a
vital hub in a network of similar endeavours, providing the opportunity for research collaboration
and faculty and student exchanges. Global organizations with an interest in the strengthening of
health systems, e.g. the World Health Organization and the World Bank, are potential clients and
partners.
Pedagogy
Pedagogy stresses the mutually constitutive and intersecting activities of scholarship, teaching, and
engagement. It concerns both the art and the science of teaching, and involves teachers engaging learners
spontaneously and methodologically. Boundaries between teachers and learners are not always fixed.
Research in this theme is conceptualized as a framework of four essential components: understanding,
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research use, knowledge mobilization, and reciprocity.
Understanding
involves fundamental explorations
to map what is and can be in education, what we value of education practices, and how processes of
education unfold and can be transformed to benefit individuals and society.
Research use
refers to
investigations about how understanding may be applied to address education issues. It includes, but goes
beyond, developing and refining methods across the spectrum of educational practices and forms of
educational inquiry.
Knowledge mobilization
refers to critical and self-reflective occasions where we
apply research in practice, for example, determining the impact of educational interventions across
individual and systemic levels. Finally, the notion of
reciprocity
concerns our studies of collaborations
with the educational community, the settings for research mobilization, with an emphasis on designing
and using feedback loops to inform and refine future research throughout the framework. Future research
vitality lies in actively inter-relating these four framework components, and these components
individually and together represent significant foci for emerging scholarship.
As represented in the draft recommendations of the SFU Task Force on Teaching and Learning, one of
the principles of teaching and learning is to “engage in inquiry about teaching, and support pedagogical
innovation to enhance our practices and student learning.” This leads in turn to the recommendations that
relate to research, including determining mechanisms to develop, recognize and integrate more research,
experiential and international learning opportunities into the curriculum and recognize these with
academic credit. Evaluation of alternative approaches to learning opportunities should be examined
critically. The pilot program LUCID (Learning for Understanding through Culturally Inclusive
Imaginative Development) is an example of imaginative education that incorporates culturally relevant
stories, games, and images to promote imaginative thinking in the K-12 curriculum beyond the standard
modalities of textbooks, worksheets and testing. The program has been shown to also strengthen
children’s language and collaborative learning skills.
Foundations for Success
We have been extraordinarily successful in designing and implementing the Foundations of
Academic Literacy program. There is urgent need to better understand the short- and long-term
impacts of this particular program, as well as complementary programs in other areas key to success
in academe and the workplace. For example, there is significant need to amplify research in
mathematics education that advances our understandings about cognitive and affective mechanisms
in learning mathematics, that designs and tests strategies for learning mathematics, and that invents
supports for teaching mathematics. SFU researchers are exploring the professional development of
teachers; designing and teaching "Q courses"; the role of technology in teaching, collaborative group
teaching and problem solving; virtual worlds for course delivery; understanding student
mathematical cognition and learning, including studies into the aesthetics of mathematics, the nature
of insight, concept formation, and anxiety; investigating ways in which the brain and body are
implicated in learning and understanding mathematics; developing approaches to teaching
mathematics that are responsive to cultural differences; and Masters and Ph.D. programs in
mathematics education. Another cornerstone for success in today’s world is technical literacy. This
arises in the context of fast-paced evolution and occasional revolutions in technologies that affect
education and people’s readiness for new jobs. Research should be conducted on the benefits of the
Undergraduate Curriculum Initiative through ongoing inquiry into the effectiveness of writing-
intensive, quantitative and breadth courses.
Education and Human Development
Education is central to focusing and fostering human growth and development. These terms are used
in a broad sense, to encompass: acquiring knowledge, developing skills, becoming prepared to apply
and transfer achievements, exploring and articulating attitudes, generating and controlling
motivation, and nurturing a positive sense of self in a context of connection to others. SFU pursues
this research across the lifespan from early childhood through later adulthood in a variety of settings
within and beyond schools. Research in this subtheme will enable us to better understand how
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development happens, to identify factors affecting it, and to determine how to best intervene for the
benefit of individuals and their social groups.
Education for Diverse Populations
SFU has significant expertise in second language acquisition and pedagogy, civics (in a broad sense
grounded in ethical and moral considerations), issues in international education, and working in close
and productive partnership in multi-cultural or cross-cultural contexts. For example, SFU researchers
associated with the Metropolis British Columbia Centre of Excellence for Research on Immigration
and Diversity have made significant contributions to the study of immigrant education at the urban
and regional levels. Another example is the Imaginative Education Research Group and its projects
such as “Building Culturally Inclusive Schools” that have furthered our understanding of successful
educational practices in diverse cultural settings. The CTEF-funded research team, “Education
Systems and Outcomes in Diverse Communities,” brings thematic coherence to the work of a diverse
set of researchers in areas of public policy, economic organization, aboriginal learning, immigration,
urban studies, and population health. It builds on well-established strengths in economics,
psychology and education, integrating them with one another and with emerging strengths in public
policy, dialogue, and health sciences. Similarly, the Centre for Research on Early Child Health and
Education represents an interdisciplinary approach to improving the lives of young children who are
vulnerable to poor developmental outcomes due to biological and/or economic disadvantage. SFU
research has also led to advances in our understanding of areas such as multicultural practices,
philosophies of language, and the roles that language and culture play in pedagogical practice. SFU
researchers have taken a leading role in the development and testing of innovations in the uses of
media (e.g., video), technology (e.g., web-assisted learning) and pedagogical methods (e.g.,
applications of cognitive neuroscience to mathematics learning) to support education for diverse
populations. For example, an exciting area of research is the role of mathematics and music, and
interactive arts technologies, for instruction of autistic children.
In Canada, there is a clear need to improve both the participation and success rates of Aboriginal
peoples at all levels of education. Accomplishing this goal will require new ways of understanding
Aboriginal educational issues, exploring the current roadblocks and problems in the system that
exacerbate the problem of low Aboriginal graduation rates, and new modalities of learning and new
forms of engagement for Aboriginal Education. The central vision of the Accord on Indigenous
Education (Association of Canadian Deans of Education) is that “indigenous identities, cultures,
languages, values, ways of knowing, and knowledge systems will flourish.” A strong foundation for
this critical work exists at SFU. Our research builds on an almost 40-year tradition of engagement
with Aboriginal communities in teacher education, Masters’ programs and other credit- and non-
credit ventures. The LUCID pilot program has shown that the gap in learning between Aboriginal
and non-Aboriginal cultures in schools can be reduced, and this could result potentially in increased
high-school graduation rates among Aboriginal populations. Other work has explored Aboriginal
knowledge, Aboriginal pedagogies, Aboriginal science, Aboriginal language and culture
revitalization, and intergenerational teaching and learning, among other topics. Critical components
of this research agenda include the further development and refinement of respectful and culturally
appropriate research methodologies, the development, implementation and assessment of new
pedagogical strategies, and the incorporation and mobilization of Aboriginal knowledge and
philosophies into the mainstream educational system.
New Models for the Delivery of Medical Education
Alternative models of medical education are necessary to better manage Canada’s health care
system. SFU will explore a system of integrated care, built around integrated clinical disciplines that
reflect patient care needs such as mental health, developmental health, acute care, chronic disease
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management, rehabilitation, and palliation. A program based on preventive medicine, generalist
training, primary care, community health, and innovative practice models such as integrated
diagnostic services for primary care physicians could be developed. Activities would also build on
the current pedagogical strengths of SFU in the areas of e-health and health promotion, nutrition and
metabolism, virology, immunology, physiology, genetics, epigenetics, epidemiology, biostatistics,
demography, mathematical modeling, virtual reality, social and policy science, and ethics, as well as
in the complementary areas of molecular biology and biochemistry, chemical biology, biological
physics, cognitive (neuro) sciences, biomedical engineering, and imaging sciences.
Technology and Education
Much is being made of the “21st Century Learner” who has both intention and capacity to gain
maximum benefit from technologies in formal and self-directed education. We need to better
understand the pedagogical basis of this online and blended learning, and are poised to take a
leadership role in this research domain. A necessary but not sufficient component of this research
naturally focuses on transformative tools; such as hardware and software that help learners study and
learn more effectively. However, “technology” is not isolated from or independent of the people and
settings in which it is used, nor should the concept of “technology” be falsely limited to machines and
software. The goal in this area of research is to enhance, not replace, the human interactions that are
the foundation of education.
Research in this area entails the active pursuit of knowledge about a range of mechanisms, designs,
and means for achieving societally-valued and personal educational goals. Important topics for
research therefore include mechanisms of learning, models of teaching, designs for curricula, policy
assessment and development, leadership, and professional conduct in technologically-enhanced
teaching and learning, among a wider array of factors.
SFU is an important centre of innovation in the study of learning and the development of educational
technologies. Major research initiatives are underway in education, communication, and computing
science, with psychology, statistics, and engineering science planning further involvement. Current
projects build on a distinguished record of accomplishment in educational technology. For example,
there is conceptualization of a research centre that will provide infrastructure and a locus for scholars
to pursue groundbreaking research about education and new technologies across the spectrum of
education settings, including tools that support administering and instructing online, research on
virtual and blended methods of discussion, the development of research tools and software for
personal study, and investigations about how simulations, learning objects and digital games can be
used to achieve best practices.
Education for Sustainable Development
Education enables us to understand ourselves and others as well as our links with the wider natural
and social environment, and this understanding serves as a durable basis for building respect. Along
with a sense of justice, responsibility, exploration and dialogue, education for sustainable
development aims to move us to adopting behaviours and practices that enable all to live a full life
without being deprived of basics. Sustainability is a concept, a goal and a strategy. The concept
speaks to the reconciliation of social justice, ecological integrity, and the wellbeing of all living
systems on the planet. The goal is to create an ecologically and socially just world within the means
of nature without compromising future generations. Sustainability also refers to the process or
strategy of moving towards a sustainable future. What we teach, what we don't teach, and how we
teach are all considered when creating sustainability education. Sustainability education is a process
of creating a space for inquiry, dialogue, reflection, and action about the concept and goals of
sustainable development. The research agenda includes the development, monitoring, and evaluation
of environmental learning initiatives and the ongoing identification of sustainability indicators and
evaluation tools. Such work includes: (1) developing and validating instruments for measuring
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learning environments in community or ESD oriented programs, (2) creating rich descriptions of
how these learning environments are characterized quantitatively and qualitatively, and how they
differ from other educational settings, and (3) developing, implementing and testing a variety of
program interventions in these learning environments while accounting for variations in learning,
teacher engagement and other effects.
Institutional Support for Research
SFU provides critical personnel infrastructure support to facilitate research endeavours. Faculty mentors
and grants facilitators provide aid to faculty in the preparation and critical evaluation of research grant
proposals. The Vice-President, Research Office facilitates nominations for major national and
international award opportunities, and enhances the profile of research at SFU by producing
communications reflecting the value of our contributions in research and technology transfer activities.
The Office of Research Services provides support in the identification, application and negotiation of
research grants and contracts. Support is provided for research safety (Environmental Health and Safety),
and for the approval of research involving animals (Animal Care Services) and human subjects (Office of
Research Ethics). The University / Industry Liaison Office provides intellectual property and
commercialization support. The Office of Research Accounting administers grants and contracts, and
provides oversight and audit functions.
SFU recognizes that external funding of scholarly research through traditional avenues might be biased
towards science and technology. Therefore, in the past five years, SFU has augmented its efforts to ensure
that scholarly endeavours in the social sciences and humanities not be compromised and be supported
adequately. Support for SSHRC small grants and travel grants, support for SSHRC 4A grants,
publications, and safeguarding library collections are a top priority. To increase our participation in
programs for major projects such as the Major Collaborative Research Institute (MCRI) and Community
University Research Alliance (CURA) through SSHRC, as well as in social science research funded by
provincial and federal ministries, support for grant preparation and administration is provided. Support
for exhibitions and performances is also provided.
In addition, through SFU’s Community Trust Endowment Fund (CTEF), we will continue to invest in
major initiatives under the seven integrative research themes. The expectation is that the CTEF funding
will enable these research initiatives to advance to a level that makes them competitive for major external
awards. In keeping with this concept, funding will be ramped down over the years of a particular project.
We propose also to provide CTEF networking grants to bring together faculty from different disciplines
in workspaces to pursue interdisciplinary thematic research projects. We expect that these efforts will
result in major cogent proposals submitted to external agencies.
Institutional Support for Students
SFU provides financial support for graduate students to facilitate their contributions to the research
enterprise of the University in the form of entrance awards, fellowships, scholarships, bursaries, and
teaching assistantships. In addition, SFU has an extensive array of private awards to support its graduate
students. Fifteen SFU Community Trust Endowment Fund Graduate Fellowships in the Humanities for
one semester of study will be granted to doctoral students in the humanities each year. These fellowships
were created in recognition that research in the humanities in general is an essential element of the fabric
of a research-intensive university. Another unique program supported by SFU is the Graduate
International Research Travel Awards. These awards provide support for students to travel and live
abroad to conduct their research. The Dean of Graduate Studies Office also provides support in terms of
applying for and administering external graduate scholarships. The Dean of Graduate Studies works with
the Office of Research Services to develop and administer policies related to intellectual property, and
non-disclosure agreements related to externally funded contractual support for graduate students. A large
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number of programs exist at SFU and are expanding to address the critical professional skills sets needed
to participate in collaborative and interdisciplinary research. SFU is committed to using the resources at
its disposal to attract and train outstanding international and domestic graduate students to SFU, including
Vanier and other Tri-Council award holders, through the creation of special awards such as the "Provost
Prize of Distinction" and the "Provost International Fellowship", and through enhancing the opportunity
for scholarly activity. In addition, SFU is committed to provide opportunities for undergraduate students
to engage in scholarly research and to support these activities through provision of research assistantships
and internships.
Library Services
The library is a core service that supports research in all disciplines in a variety of ways. Foremost are the
library collections. In addition to the book collection, the library has close to four million digital items,
including seventy-two thousand online subscriptions. Primary research materials used by all disciplines
are provided through special collections and membership access to the Centre for Research Libraries, as
well as the online data library and memberships in data organizations such as the Inter-university
consortium for political and social research (ICPSR). ICPSR maintains and provides access to a vast
archive of social science data for research and instruction and also offers training in quantitative analysis.
The Library offers services to digitize and permanently house online collections of data, electronic
content, and reports, theses and articles related to specific research projects in all disciplines. About
825,000 print items are circulated or used in the library and about 3 million journal database connections
are made every year. This published collection (both online and print) of secondary research receives
significant usage from all disciplines. The Library works with researchers and publishers on initiatives
such as the Public Knowledge Project, Synergies, Canadiana.org and the Canadian Research Knowledge
Network to transform scholarly communication. Finally, the library works to control the cost of
publication of research results through funding submission costs associated with Open Access journals
and undertaking events and communications to raise awareness of publication options. These library
services are highly valued and must be supported.
Librarians work with researchers to identify and retrieve primary materials essential to research and
scholarship. Librarians also work with faculty during grant proposal preparation to develop proposals
relating to data and information storage and, as research progresses, provide advice and facilities to store
research papers, data, and information in secure and reliable institutional repositories.
Government Support for Research
In addition to the support that the federal government provides to the three national granting agencies, it
has made a strong commitment to university-based research by investing in the Canada Research Chairs
(CRC) program, the Canada Foundation for Innovation (CFI), the Networks of Centres of Excellence, the
Centres of Excellence in Commercialization and Research, Genome Canada, Western Economic
Diversification, and the Indirect Costs of Research program. These investments have rejuvenated
Canadian research by attracting and focusing the efforts of stellar researchers, providing state-of-the-art
infrastructure, and providing critical support to the universities to augment resources for research and
technology transfer activities. This investment has significantly enhanced Canada’s international
competitiveness, and has caused other countries to examine the new Canadian model of research. While
this progress is admirable, continued and increased support for discovery research is essential to creating
knowledge that is the foundation for translation of ideas to innovation and new ventures.
The provincial government provides support through the BC Knowledge Development Fund (BCKDF),
Genome BC, the Michael Smith Foundation for Health Research (MSFHR), the Pacific Institute for
Climate Solutions (PICS), the Centre for Drug Research and Development (CDRD), through provincial
ministries such as the Ministry of Health, the Ministry of Public Safety and the Solicitor General, the
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Ministry of the Attorney General, and the Ministry of Children and Family Development, and through the
Health Authorities. The provincial government also provides support through the Leading Edge
Endowment Fund (LEEF) Leadership Chairs. To date, SFU has appointed four LEEF chairs in critical
strategic areas: the Tom Buell Chair in Salmon Conservation and Management, the Chair in
Pharmaceutical Genomics and Drug Development, the Chair in Cognitive Neurosciences, and a Chair in
Prevention of Youth Violence. An additional search is underway for a Chair in Medical Imaging. The
CRCs, LEEF, and other prestigious Chairs at SFU serve to seed and catalyze new initiatives as well as
strengthen existing programs. We recognize the future value of further investment in selected areas that
complement the resources of the Chairs. To this end, SFU has been highly proactive in providing or
seeking matching funds for some of these initiatives.
Implementation
The Vice-President, Research, in conjunction with the Vice-President, Academic and the Faculty Deans,
coordinates strategic investment in the thematic areas through major granting opportunities such as those
provided by the Canada Foundation for Innovation, Major Collaborative Research Institutes Grants,
Community University Research Alliance Grants, National Centres of Excellence, CIHR Team Grants,
and Genome BC. Investments may also take the form of strategic faculty positions, seed funding for
workshops and conferences, distinguished scholar visits, research support for undergraduate students, and
other initiatives as opportunities arise. Initiatives that are demonstrably cross-disciplinary will receive
higher priority, as we believe that promising research areas which cross Faculty and departmental
boundaries will benefit most from targeted investments coordinated by the Vice-President, Research.
Impact of the Strategic Research Plan
We will undertake a periodic evaluation of research outputs using metrics appropriate to the diverse
individual and interdisciplinary activities, as determined in consultation with the Faculty Deans. These
data could include publications, conference proceedings, books, monographs, patents, government and
public panel contributions, workshops, policy papers, performances, exhibitions, other forms of research,
and awards and distinctions. This task is most readily accomplished by soliciting data from faculty
through the Deans’ offices once a year at the time of review of faculty for progress through the ranks. A
common framework for reporting will establish a baseline from which we can gauge advancement in a
particular discipline. Measures of output will also be obtained through the use of bibliometric analysis
tools such as Thomson-Reuters’
InCites
using data from
Web of Science
, or Elsevier’s
SciVal
that
produces graphical representations of an institution’s research performance using data from
Scopus
.
Annual data from Re$earch Infosource and CAUBO will be used to evaluate SFU’s research performance
relative to other Canadian universities, including measures of research income, publication intensity, and
publication impact. Data to evaluate the growth of SFU’s internationalization efforts as they pertain to
research will also be solicited, for example, the number of international research grants, the number of
publications co-authored with international scholars, the number of international graduate students and
visiting international faculty engaged in research at SFU, and the number of international awards received
by SFU faculty and students. Together, these data will be used to monitor our progress towards achieving
the objectives of this Plan, and to evaluate our overall research performance and research capacity.
