Multi-Year Accountability Agreement (MYAA) Report Back

Transcription

1 Multi-Year Accountability Agreement (MYAA) Report Back Institution Name: University of Windsor OVERVIEW The annual Multi-Year Accountability Agreement (MYAA) Report Back continues to provide the government with a tool for publicly reporting on the performance of Ontario postsecondary institutions on the principles of access, quality and accountability. Consistent with previous MYAA Report Backs, the MYAA Report Back maintains the system-wide performance indicators that reflect current government priorities for postsecondary education in Ontario. In addition, the MYAA Report Back maintains an institution-specific component that provides institutions with the opportunity to tell their unique story of how they are driving system-wide priorities. Where possible, to help streamline the MYAA Report Back process, the Ministry pre-populated University of Windsor's MYAA Report Back with data from a variety of confirmed institutional sources, including reports (e.g. Key Performance Indicators, Report Backs) and data sources (e.g. Full-Time Enrolment Headcount). Data that was prepopulated by the Ministry of Training, Colleges and Universities (the Ministry) in University of Windsor's MYAA Report Back is denoted with the symbol (+). University of Windsor Last Updated: November 01, 2013 Page 1 of 40

2 1) Enrolment - Headcount* *DEFINITION: Headcount is the actual enrolment for Fall 2012 as of November 1, 2012 including full-time undergraduate and graduate students eligible for funding as reported to the Ministry for the fiscal year (enrolment reported in remains subject to audit and/or correction). University of Windsor's total Headcount enrolment count in = 11,916 (+). Please indicate the number of students aged (age as of Novermber 1, 2012) from the total Headcount enrolment reported by University of Windsor to the Ministry for = 9,693. Please indicate the number of students aged 25+ (age as of November 1, 2012) from the total Headcount enrolment reported by University of Windsor to the Ministry for = 2,210. Please indicate the number of students under the age of 18 (age as of November 1, 2012) from the total Headcount enrolment reported by at University of Windsor to the Ministry in = 13. * The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Enrolment - Headcount. There are no students for which age is unknown. University of Windsor Last Updated: November 01, 2013 Page 2 of 40

3 Please provide one or more examples, in the space provided below, of highlights from University of Windsor's Enrolment Management Plan that University of Windsor used during to manage enrolment. Engineering Youth Outreach: Outreach activities in the Faculty of Engineering continue, which promote Engineering programs to high school students in Windsor-Essex. The University has funded a pilot program which includes a Science Outreach Coordinator to organize and coordinate the outreach program for the Faculty and to raise awareness of the strength of sciences at the University. A Strategic Enrolment Management (SEM) process continues to develop Year 1 enrolment targets. The targets were set through a consultation with each Dean. These meetings considered historical enrolment trends and demographics, new academic programs, and other issues that affect enrolment. Recruitment strategies were put in place to achieve these goals. In addition, meetings with each Dean occurred in order to develop Graduate Targets. These discussions incorporated funding issues for graduate students such as assistantships, and the targets were set with due consideration of the balance between ineligible and eligible students. Providing an exceptional student experience through the delivery of quality academic programs, strong student services, and a welcoming environment is essential. The University needs to ensure that there is a clear strategic direction for the growth of enrolment under the various categories of students. University of Windsor Last Updated: November 01, 2013 Page 3 of 40

4 2) Under-Represented Students: Students with Disabilities*, First Generation* and Aboriginal* *DEFINITION: Students with disabilities is the total number of students with disabilities (excluding apprentices) registered with the Office for Students with Disabilities and reported in Table 1 of University of Windsor's annual report to the Ministry for the Accessibility Fund for Students with Disabilities (AFSD). *DEFINITION: First Generation is a student whose parent(s)/guardian(s) has/have not attended a postsecondary institution. If a sibling of the student has attended a postsecondary institution, but the parent(s)/guardian(s) have not, the student is still considered a First Generation student. Parents/Guardians: one or more adults, over the age of 21, who are legally responsible for the care and management of the affairs of the student. Postsecondary Attendance: have attended (but not necessarily having obtained a credential from) any institution of higher education in Ontario or elsewhere including outside Canada after high school (includes programs that lead to a postsecondary credential e.g. degree, diploma, certificate). *DEFINITION: Aboriginal is a collective name for the original people of North America and their descendants. The Canadian Constitution, Constitution Act 1982, recognizes three groups of Aboriginal peoples - Indians (First Nation), Métis and Inuit. These are three separate peoples with unique heritages, language, cultural practices and spiritual beliefs. University of Windsor Last Updated: November 01, 2013 Page 4 of 40

5 *NOTE: Please do not include International Students in the calculations below. Students With Disabilities First Generation Students Aboriginal Students Please indicate the total number of Full- Time Students with Disabilities at University of Windsor who registered with the Office for Students with Disabilities and received support services in = 518 Please calculate the total indicated above as a comparative % of University of Windsor's Enrolment Headcount: (Insert Total From Above) ,916 (+) ( Enrolment Headcount) x 100 = 4.3% Please also indicate the total number of Part-Time Students with Disabilities at University of Windsor who registered with the Office for Students with Disabilities and received support services in = N/A Please indicate the total number of Full- Time First Generation Students enrolled at University of Windsor in = 1,678 Please calculate the total indicated above as a comparative % of University of Windsor's Enrolment Headcount: (Insert Total From Above) 1,678 11,916 (+) ( Enrolment Headcount) x 100 = 14.1% Please also indicate the total number of Part-Time First Generation Students enrolled at University of Windsor in = 554 Please indicate the total number of Full- Time Aboriginal Students enrolled at University of Windsor in = 179 Please calculate the total indicated above as a comparative % of University of Windsor's Enrolment Headcount: (Insert Total From Above) ,916 (+) ( Enrolment Headcount) x 100 = 1.5% Please also indicate the total number of Part-Time Aboriginal Students enrolled at University of Windsor in = 62 * The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Students with Disabilities, First Generation and Aboriginal Students. First Generation Students - Based on NSSE 2011 margins of error: Full Time /- 244 (margin of error = 2.2%) Part time 554 +/- 144 (margin of error = 6.5%) Students with Disabilities The full or part-time status of students is not tracked so the total of 518 could include both full and part-time students. For the above calculation, we have assumed that the number reported represent full-time students. University of Windsor Last Updated: November 01, 2013 Page 5 of 40

6 Students With Disabilities First Generation Students Aboriginal Students In the space below, please provide one or more highlights of an activity in , which contributed to maintaining or improving University of Windsor's initiatives for Students with Disabilities. A highlight could be a strategy, initiative or program viewed by University of Windsor to be an innovative practice, success story and/or key accomplishment. In the space below, please provide one or more highlights of an activity in , which contributed to maintaining or improving University of Windsor's initiatives for First Generation Students. A highlight could be a strategy, initiative or program viewed by University of Windsor to be an innovative practice, success story and/or key accomplishment. In the space below, please provide one or more highlights of an activity in , which contributed to maintaining or improving University of Windsor's initiatives for Aboriginal Students. A highlight could be a strategy, initiative or program viewed by University of Windsor to be an innovative practice, success story and/or key accomplishment. Alternate format processes were reviewed and enhanced resulting in stronger collaboration between Student Disability Services and Document Imaging; and improved customer service for alternate format needs from our Leddy and Law libraries Note taking support was improved based on best practices at other institutions resulting in a streamlining of processes that provides easier communication with volunteer note takers; a stronger focus for Disability Services staff on making and maintaining note taker matches; and simplified information provided to instructors re classroom recruitment of note takers 160 FG students participated in Connecting for Success First Generation Program (C4S), exceeding our goal of 150 students 30 Other FG students participated in the program, exceeding our goal of 30 students 100% of Other FG students successfully completed the academic year, exceeding our goal of 83% 95% of FG students would recommend the C4S program to incoming students, exceeding our goal of 85% 84% of FG students felt better prepared and able to successfully complete their academic year, thereby exceeding our goal of 80% Year 2 of the 4 Winds Science Technology Engineering Mathematics and Beginning Time Teaching - Aboriginal Science Camps funded by the University of Windsor Strategic Priority Fund ; a strategy to identify and support Aboriginal/First Nations youth in elementary school,grades 6, 7 & 8 and provide science and technology information and instruction combined with Aboriginal/First Nations knowledge. Continuation of partnerships with local school boards including the Aboriginal Mentorship Program; a partnership between the Aboriginal Education Centre and the Greater Essex County District School Board and the University of WindsorAboriginal Outreach program. The program is designed to support Aboriginal, First Nation, Inuit and Métis secondary school students with assistance from the University of Windsor, Aboriginal Outreach programs. University of Windsor Last Updated: November 01, 2013 Page 6 of 40

7 3) Student Access Guarantee Through its signed MYAA, University of Windsor committed to participate in the Student Access Guarantee (SAG). For , this meant meeting students' tuition/book shortfall in allocating financial aid, as set out in the SAG Guidelines. *NOTE: The table below has been pre-populated to identify SAG expenditures reported into the OSAP system by University of Windsor as of July 9, TUITION / BOOK SHORTFALL AID: TOTAL $ # of STUDENT ACCOUNTS SAG Expenditures towards Tuition/Book Shortfalls $3,051,073 (+) 1,563 (+) Other SAG Expenditures (towards other assessed shortfalls) $2,494,560 (+) 1,000 (+) Total SAG Expenditures Reported by University of Windsor $5,545,633 (+) 2,563 (+) Did University of Windsor meet students' tuition/book shortfall in allocating financial aid, as set out in the SAG Guidelines? Yes *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Compliance with the Student Access Guarantee (SAG) in Strategy for first-entry students: We review the Ministry's SAG download files in early November to determine the "Remaining SAG Obligation" at that point for each of these students. Students will be advised of their eligibility by early December (via U of W official notification and posting to tuition accounts accessible through the Student Portal). Students attending Fall only will be accommodated first to ensure funding can be released as soon as possible in the Fall term. Students attending both Fall and Winter terms will have their allocation placed in their tuition accounts before the Winter term fee due date of mid-december. Strategy for second-entry students: Second-entry program students may apply for consideration for supplemental institutional support if they face financial challenges. The application for need-based assistance is available through the Awards Search function of our Student Portal website. Students with applications on file by October 31 will be advised of their eligibility by early December (via U of W official notification and posting to tuition accounts accessible through the Student Portal). Students attending Fall only will be accommodated first to ensure funding can be released as soon as possible in the Fall term. Students attending both Fall and Winter terms will have non-repayable allocation placed in their tuition accounts before the Winter term fee due date of mid- December. Later applicants will be considered on an ongoing basis as time permits. Students who wish to manage their debtload through part-time employment income may request to be considered for a Work Study position to decrease their dependence upon external Line of Credit support, as appropriate. Students who are unsuccessful in securing a Student Line of Credit (for example, due to disqualifying credit histories) will have University of Windsor Last Updated: November 01, 2013 Page 7 of 40

8 recourse to document these circumstances through an appeal process. Students who have come from the most financially disadvantaged backgrounds will have had a strong reliance on government student assistance programs to finance their first undergraduate experience. They will receive proportionately more nonrepayable aid, while those students who have not assumed a high debt load through government student assistance programs throughout their first degree will be offered proportionately less non-repayable assistance. Second-entry students who have not accumulated any OSAP debt throughout their first undergraduate degree will be referred to the Student Line of Credit options available to graduate and professional program students through major lending institutions. Those students who have accumulated some OSAP debt throughout their first degree (total after Ontario Student Opportunity Grants have been factored in) will receive a portion of their shortfall in direct education costs as a non-repayable institutional award, and be referred to Student Line of Credit options for the remaining shortfall as appropriate: Up to $10,000 in OSAP debt outstanding 25% non-repayable aid Up to $20,000 in OSAP debt outstanding 50% non-repayable aid Over $20,000 in OSAP debt outstanding 100% non-repayable aid University of Windsor Last Updated: November 01, 2013 Page 8 of 40

9 4) Participation in the Credit Transfer System The Ministry is developing long-term indicators for credit transfer in consultation with the sector. The Ministry anticipates that as data collection systems in institutions evolve, data sets will become more complete. In future years, the Ministry will be expecting more complete data with respect to the number and type of transfer students applying to and registering for university, number of students transferring under transfer pathways, and amount of credit granted. Using Ontario Universities Application Centre (OUAC) reports, please provide data for Year Total Applications Total Registrations Transfer Applications* Transfer Registrations* (+) 2838 (+) 585 (+) 183 (+) (+) 2260 (+) 511 (+) 154 (+) (+) 2317 (+) 493 (+) 158 (+) (+) 2529 (+) 818 (+) 176 (+) *Transfers from publicly assisted colleges in Ontario NOTE: OUAC collects information on the number of transfer student applications and registrations. The Ministry recognizes that: the transfer data set only includes those students who have applied to university through OUAC and have self-identified on applications to OUAC; a significant number of transfer students apply directly to the university and as such, are not captured in OUAC data; only includes full-time students applying and registering in the fall to the first year of a university program. University of Windsor Last Updated: November 01, 2013 Page 9 of 40

10 The Ministry encourages University of Windsor to augment the OUAC data with its own institutional data, particularly pertaining to college graduates entering university. Reporting this data is optional. In the space provided below, University of Windsor should report institutional data which includes data from OUAC and other sources. Year University of Windsor's Total Applications University of Windsor's Total Registrations University of Windsor's Transfer Applications University of Windsor's Transfer Registrations (+) 2529 (+) 818 (+) 176 (+) *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Transfer applications and registrations - Institutional data. Starting with Fall 2012, we have designed a new report which counts any student in our Student Information System that has some college experience. Using this same methodology, the numbers for 2011 would have been: Applications - 12,846 Applicants - 9,192 Registrations - 2,757 Transfer Applications Transfer Registrations University of Windsor Last Updated: November 01, 2013 Page 10 of 40

11 Please provide one or more highlights, in the space provided below, of an activity that University of Windsor used in and which contributed to maintaining or improving University of Windsor's efforts to develop and enhance credit transfer. A highlight could be a strategy, a transfer pathway (e.g. transfer policies, new or expanded articulation agreements with specifically defined credits or a defined entry point), changes to student supports viewed by University of Windsor to be an innovative practice, changes to enhance transparency in credit transfer (e.g. improved timeliness of credit/credential recognition, new transfer policies/agreements uploaded to new website, etc.), a success story and/or a key accomplishment in each of the following categories: 4.1) Expanding Transfer Pathways excluding collaborative degree programs without transfer pathway (e.g. expanding bilateral articulation agreements to multilateral agreements, new/revised policies with specifically defined credits or defined entry point, projects to facilitate course-by-course transfer in General Arts and Science diploma programs, pathway projects to support university to university or college to college transfer, etc.) During , the College-University Partnerships Coordinator liaised with academic and administrative units responsible for credit transfer activities, in order to familiarize them with the current provincial credit transfer system and work with them to review and update existing transfer agreements and develop new ones. The Coordinator also met with Fanshawe, Lambton and St. Clair College faculty and staff to discuss the revision of existing agreements and the development of new ones. The Coordinator continued to serve as the University of Windsor ONCAT representative and attended the second annual ONCAT pathways conference as well as the PCCAT conference. In order to facilitate an integration of college and university programs, and to encourage college students to consider continuing to university, UWindsor and St. Clair offered a dual credit course on the St. Clair campus. The Faculty of Engineering hired a College Transfer Liaison Officer (CTLO) to work with Ontario colleges to develop Engineering programs for Ontario college graduates. The CTLO developed a 20-course (four semesters) BEngTech (Civil) degree and is also working with the Professional Engineers Ontario to identify the PEng exams required of BEngTech (Civil) program graduates. During , the Computer Science Undergraduate Program Chair evaluated all comparable Ontario college computer programs, rewrote existing transfer agreements to make them clearly multilateral, and promoted these pathways to eligible students. The Faculty of Arts, Humanities, and Social Sciences (FAHSS) Transfer Credit Specialist and the College-University Partnerships Coordinator guided a number of amendments to existing agreements through the approval process, including the St. Clair College Child and Youth Worker degree completion agreement, the General Arts and Sciences agreement, and a general transfer credit policy granting credit to transfer students not covered by other agreements, The University of Windsor Senate also approved four learning outcomes-based multilateral agreements that grant block transfers to graduates of all Ontario Child and Youth Worker, Developmental Services Worker, Early Childhood Education and Social Services Worker graduates. The College-University Partnerships Coordinator also initiated discussions among University of Windsor, Lambton and St. Clair faculty for the revision of existing Protection, Security and Investigation, Police Foundations and Journalism pathways and the creation of pathways. 4.2) Providing Support Services for Transfer Students (including student transition experience/activities and supports to promote student success) The Student Development and Support Department hired a Transfer Student Support Advisor (TSSA) to provide a central point of contact for incoming transfer students. The TSSA has provided academic advising to new and continuing transfer students and worked with her Student Affairs colleagues to develop and implement initiatives to facilitate a seamless transition for transfer students and continuing support to transfer students throughout their time at UWindsor. The Advisor is an integral member of the campus transfer team serving to identify and communicate to campus partners, gaps or issues consistent for transfer students. Initial support activities for 2012/13 included the development of an advising drop-in schedule for transfer students during the University of Windsor Last Updated: November 01, 2013 Page 11 of 40

12 summer months to assist with course selection and clarify transfer credits (Happy Hour Advising), the development of a transfer student orientation in late August and early January (Transfermations) to address the differences between college and university learning environments, to familiarize students with campus supports and services, and to identify the assets transfer students bring to their university level classroom experiences. Throughout the fall and winter semesters, one per month, transfer students were invited to a brown bag lunch session that included a short presentation of some aspect of student life, an opportunity for engagement with other transfer students, and a question and answer period. 4.3) Improving Transparency and Access to Information about Credit Transfer and Transfer Pathways The former York University registrar and former president of the Ontario and national registrars' associations led University of Windsor faculty and staff through a data gathering and workshop process so that we could assess progress made to date and develop a systematic plan for credit transfer activities. Ms. Duklas conducted telephone interviews and online surveys of University of Windsor academic and administrative unit faculty and staff involved in credit transfer, conducted an online survey of Ontario college and university registrars, and reviewed research on best practices and statistics on current trends in student mobility drawn from provincial and national databases. She distilled this information in her morning workshop presentation to a broad cross-section of the University of Windsor learning community and worked with UWindsor staff and faculty already involved in credit transfer activities to analyze progress made to date, to identify best practices and to put together a roadmap to guide our credit transfer activities over the next year. The evidence-based recommendations included in Ms. Duklas's Final Report were used as the basis for planning credit transfer activities, including the creation of an internal Community of Practice. Established a new site for course-to-course equivalencies which enables users to search for course equivalencies that have been established between the University of Windsor and other Ontario universities. The information is updated on a regular basis and is intended for planning purposes. University of Windsor Last Updated: November 01, 2013 Page 12 of 40

13 5) Class Size Per the 2012 Common University Data Ontario (CUDO) report for Fall 2011, the percentage of University of Windsor's undergraduate class size for first entry* programs was: Class Size Number of Classes First Year Second Year Third Year Fourth Year Percentage of Total Classes Number of Classes Percentage of Total Classes Number of Classes Percentage of Total Classes Number of Classes Percentage of Total Classes Fewer than (+) 24.4% (+) 67 (+) 27.9% (+) 119 (+) 44.9% (+) 108 (+) 69.2% (+) 30 to 60 students 36 (+) 20.5% (+) 86 (+) 35.8% (+) 109 (+) 41.1% (+) 38 (+) 24.4% (+) 61 to 100 students 33 (+) 18.8% (+) 37 (+) 15.4% (+) 25 (+) 9.4% (+) 6 (+) 3.8% (+) 101 to 250 students 53 (+) 30.1% (+) 48 (+) 20.0% (+) 12 (+) 4.5% (+) 4 (+) 2.6% (+) 251 or more 11 (+) 6.3% (+) 2 (+) 0.8% (+) 0 (+) 0.0% (+) 0 (+) 0.0% (+) Total 176 (+) 100.0% (+) 240 (+) 100.0% (+) 265 (+) 100.0% (+) 156 (+) 100.0% (+) * First entry programs include - arts and science, applied science, engineering. Second entry programs such as dentistry, law and medicine are not included in the above. University of Windsor Last Updated: November 01, 2013 Page 13 of 40

14 Please provide one or more highlights, in the space provided below, of an activity that University of Windsor used during , which contributed to maintaining or improving University of Windsor's class size initiatives. This could include a strategy, initiative or program viewed by University of Windsor to be an innovative practice, success story and/or key accomplishment that University of Windsor would like to highlight. In , the University re-allocated approximately $1.1 million from its Strategic Priority Fund to address the most pressing needs for new academic appointments across all faculties. These requests were adjudicated at the system level, enabling the University to examine proposals relative merits in terms of the university s strategic plan, relative growth in enrolment among programs, breadth of impact in terms of student class sizes and access, potential for revenue generation, support of curriculum re-design efforts, and areas which are most clearly demonstrating a commitment to improving efficiency, productivity and program growth. This process resulted in nine new appointments at the University. This has enabled the return to more consistent opportunities to replace retiring faculty members in this faculty. Overall, this initiative enabled the hiring of 9 new positions, while other processes enabled the establishment of another 13 new and 13 replacement positions at the University. The centralized approach used in making these appointments enabled the University to reward increased efficiency and to work across multiple units to address and resolve course access issues proactively and systematically. University of Windsor Last Updated: November 01, 2013 Page 14 of 40

15 6) elearning The Government of Ontario, in the recently released discussion paper, Strengthening Ontario's Centres of Creativity, Innovation and Knowledge, included a section regarding online learning as a potential method to increase access for all learners, particularly those who are prevented from attending in-class education as a result of barriers that may be financial, geographic, physical, family-related, or work-related. In spring 2010, the Ministry conducted a postsecondary survey on elearning activity and plans that proved to be very useful in helping the Ministry to develop a stronger understanding of the scale and type of elearning activity taking place across Ontario. In its MYAA Report Back, University of Windsor provided information on elearning that expanded on the information that was submitted in the Postsecondary elearning Survey, and contributed to establishing a general baseline of student participation and demand in online courses and programs. As part of the ongoing development of performance indicators that reflect current government priorities for elearning, and that will contribute to the Ministry's future priorities on technology-enabled learning, University of Windsor is asked to provide information on elearning courses, programs and registrations in Fully Online Learning* and Synchronous Conferencing* *DEFINITIONS: Courses: A Fully Online Learning (asynchronous) course is a form of distance learning delivered to individuals with access to the Internet, either at home, work or through an access centre. Although courses may have a set start date and set due dates for assignments, students can otherwise access and participate in courses at times and places of their own choosing. The online component is typically over 80% of the total delivery. For example, a fully online course may include occasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered online. A Synchronous Conferencing course is delivered through audio and video conferencing to provide synchronous communications (i.e., at the same time) between an instructor at one site and students at other sites. Conferencing can make use of the public telephone system (ISDN), dedicated wideband networks or the Internet. A course is considered to be offered via synchronous conferencing if 80% or more of the content is delivered this way. For example, a synchronous conferencing course may have occasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered through audio and video conferencing. Programs: A Fully Online Learning (asynchronous) program describes a program, which is considered to be fully online if 80% or more of its courses are fully online courses. As an example, suppose a program consisted of 10 courses where: 8 courses are delivered fully online and 2 courses are delivered via traditional face-to-face. In this case, 80% of courses in the program are fully online, and the program is defined as a fully online program. A Synchronous Conferencing program describes a program, which is considered to be offered via synchronous conferencing if 80% or more of its courses are delivered via synchronous conferencing and 2 courses are delivered via traditional face-to-face. In this case, 80% of courses in the program are delivered via synchronous conferencing, and the program is defined as a synchronous conferencing program. University of Windsor Last Updated: November 01, 2013 Page 15 of 40

16 Course, Program and Registration Data Based on the definitions provided above, provide University of Windsor's elearning data for : COURSES DATA UNDERGRADUATE GRADUATE Number of Ministry-funded, For-credit Courses Offered Through Fully Online Learning Number of Ministry-funded, For-credit Courses Offered Through Synchronous Conferencing Total Number of Ministry-funded, For-credit Courses Offered in elearning format PROGRAMS DATA UNDERGRADUATE GRADUATE Number of Ministry-funded, For-credit Programs Offered Through Fully Online Learning Number of Ministry-funded, For-credit Programs Offered Through Synchronous Conferencing Total Number of Ministry-funded, For-credit Programs Offered in elearning Format COURSE REGISTRATIONS UNDERGRADUATE GRADUATE Registrations in Ministry-funded, For-credit Courses Offered Through Fully Online Learning Registrations in Ministry-funded, For-credit Courses Offered Through Synchronous Conferencing Total Number of Registrations in Ministry-funded, For-credit Courses Offered in elearning format 10, , University of Windsor Last Updated: November 01, 2013 Page 16 of 40

17 *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: elearning Course, Program and Registration Data. The number of fully on-line or synchronous courses was based on the Spring 2012 to Winter 2013 academic year. Fully on-line courses were based on the definition provided where 80% or more or the total course delivery is through the Internet, primarily through the University of Windsor s learning management system. Each course, regardless of the number of fully on-line sections offered, was counted once in a semester (i.e. if there were three sections offered in the Fall semester, the course was counted as one offering). However, if the course was available in multiple semesters, it was counted once for each semester it was offered. This methodology was also applied to synchronous course offerings. The number of programs offered included certificate programs and were identified based on the courses available in an fully on-line format that could be used to satisfy at least 80% of the total program requirements, if students were to choose the on-line option. The course registrations were based on the final course enrolments at the end of each semester in each on-line or synchronous course. University of Windsor Last Updated: November 01, 2013 Page 17 of 40

18 Hybrid Learning* A Hybrid Learning course is a course where face-to-face teaching time is reduced, but not eliminated, to allow students more time for online study. This model comes in a number of formats; however the online component is typically 50%-80% of the total course delivery. In this case, a hybrid learning course may have components delivered via traditional face-to-face; however, over half of the course delivery should be online. A Hybrid Learning program is a program in which 80% or more of its courses are hybrid learning courses. In the space provided below, please highlight one example of University of Windsor's use of Hybrid Learning courses and/or Programs. Nursing has launched their first online postgraduate certificate in Oncology, targeting Nurse Practitioners or Masters students. These courses use a combination of synchronous and asynchronous learning opportunities similar to accounting. Several other nursing certificates are planned using this approach. Please provide one or more highlights, in the space provided below, of an activity that University of Windsor used during , which contributed to maintaining or improving elearning opportunities at University of Windsor. This could include a strategy, initiative or program viewed by University of Windsor to be an innovative practice, success story and/or key accomplishment that University of Windsor would like to highlight. The Office of Open Learning launched a grant program supporting development of new online courses and programs. The inaugural grants funded 11 projects impacting 20 courses directly and a further 20+ courses indirectly through the introduction of elearning tools to programs. These grants prioritized courses that are traditional bottlenecks to student progression, large enrolment courses, and core courses students struggle to access. The Online CA Pathways Accounting project has been quite successful. The entire program (including non-accounting courses) will be available online by Fall The program is delivered entirely online: each course offers live lecture/tutorial sessions each week, office hours, delivered synchronously through Blackboard Collaborate. The success of Accounting has led to a plan to develop online delivered versions of all core courses across all areas in the faculty. An online Certificate in Online Pedagogy is currently in development in the Faculty of Education. This is a collaboration between Education and several other units on campus. There are a number of courses and programs piloting mixes of online and face to face activities. Two Finance courses are being developed and piloted in a hybrid or flipped model where the majority of work is front-loaded online, with face to face time reserved for problem solving and team work. Similar courses are being developed for final year Accounting students, with intensive residential periods rather than reduced weekly meeting loads. The Faculty of Law is developing a joint online course between Windsor, Stanford, and Tilsonburg (The Netherlands) in Comparative Law. This unique course will feature live synchronous sessions delivered through Collaborate, asynchronous work in the LMS, and face to face meetings of all local cohorts. Students will collaborate on comparative law projects and problems across the three jurisdictions. They will become more digitally literate through development of their own web-based project resources shared to the open web through WordPress. A number of courses are utilizing flexible approaches to delivery where students may not always be able to come to face to face classes, and interact with others in their class through Collaborate. These models are becoming particularly popular in Social Work and Nursing theory courses. eportfolios (WordPress and Drupal-based) are being piloted in a number of disciplines. These are useful in capturing holistic records of student learning, including co-op and informal learning, promoting student engagement, reflective learning, and University of Windsor Last Updated: November 01, 2013 Page 18 of 40

19 autonomous learning. The use of Blackboard Collaborate continues to grow, with many areas now using it for ad hoc classes, recorded lectures, student project collaboration, thesis defences, guest lectures, and online office hours. We currently have 260 virtual classrooms and offices in the system and several thousand hours of recordings. Live Online Proctoring of exams is being piloted in Fall 2013 using the Canadian remote proctoring service, BVirtual Inc. This tool will allow students in online or hybrid courses to sit exams wherever they have access to a computer and relatively good internet connection. This provides greater flexibility for students, reduces administrative load in scheduling proctored exams off-campus, and reduces cost to students as the cost of the proctor is the same wherever they are. PeerWise, a free online tool that supports students in the creation, sharing, evaluation and discussion of assessment questions, is currently being piloted. Building on existing faculty development opportunities and formal courses, an additional full course in advanced online education is in development for Winter 2014, as well as a suite of professional development activities in online and hybrid teaching and learning. University of Windsor Last Updated: November 01, 2013 Page 19 of 40

20 7) International 7.1) Initiatives Please provide the number of For-Credit outbound students and inbound students participating in student exchanges/study abroad/internships/international experiences that University of Windsor had in : Outbound students* = 63 *DEFINITION: Outbound students are students who pay tuition at an Ontario college/university for credit received for study/work abroad. Inbound students* = 78 *DEFINITION: Inbound students are international students participating in student exchanges/study abroad/internships/international experiences at an Ontario college/university to receive academic credit towards a credential granted by their home institution. Please provide the gross revenue from international student tuition in Ontario in For-Credit academic programs at University of Windsor in = $34,400,000 Please provide the gross revenue for all off-shore activities, including campuses, development and enterprise projects, contract training and partnerships that University of Windsor had outside of Canada in = $0 Please list, in the table below, all For-Credit, Stand-Alone campuses, partner campuses or partnerships at which University of Windsor delivers courses and/or programs abroad (outside of Canada) in , including city, country, programs offered, and total enrolment in each program offered at each campus: Campus Name City/Municipality/Country List all programs offered at the Campus, Partner Campus or Partnership in Total Enrolment by Program N/A N/A / N/A N/A 0 *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: International Initiatives. University of Windsor Last Updated: November 01, 2013 Page 20 of 40

21 7.2) Enrolment In , University of Windsor reported to TCU the following top 5 source countries for international students: Source Country Number of International Students International Students from Source Country as a Percentage of University of Windsor's Total Full- Time International Student Enrolment (+) 1. China (+) 603 (+) 36% (+) 2. India (+) 347 (+) 20.7% (+) 3. Nigeria (+) 147 (+) 8.8% (+) 4. Iran (+) 64 (+) 3.8% (+) 5. Pakistan (+) 63 (+) 3.8% (+) University of Windsor reported to TCU that International Enrolment* in = 1,674 (+). *DEFINITION: International Enrolment is the headcount of Full-Time university (undergraduate and graduate) students who are a not Canadian citizens (includes Inuit, North American Indian and Metis) or permanent residents (i.e. Student Visa, other visa, non-canadian status unknown, or non-canadian no visa status) on November 1, 2012, who are taking part in university courses or programs normally leading to a post-secondary qualification (does not include ESL, continuing education, general interest or non-credit courses). *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: International Enrolment. University of Windsor reported to TCU that International Enrolment* in =1,674(+); University of Windsor Last Updated: November 01, 2013 Page 21 of 40

22 Please provide University of Windsor's Part-Time International Student Enrolment = 281 Ministry of Training, Colleges and Universities Please provide one or more highlights, in the space provided below, of an activity that University of Windsor used during , which contributed to maintaining or improving University of Windsor's international initiatives. This could include a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. The University is in the planning stages for a new broad based student recruitment model which is being implemented in Fall This new model will establish local university offices in key markets to market and recruit international students directly. University of Windsor Last Updated: November 01, 2013 Page 22 of 40

23 7.3 English as a Second Language Please provide the total number of International students who were enrolled in an English as a Second Language (ESL) course or program at University of Windsor in = 739 Please provide a highlight in the space provided below of an initiative, strategy or practice that University of Windsor used in to create pathways for International students from University of Windsor's ESL programming to postsecondary studies. Since 1999, the English Language Improvement Program (ELIP) has played a critical role in the university s international student recruitment efforts. In 2008, the acquisition of the Centre for English Language Development (CELD) increased enrolment opportunities and program expansion. The Centre's ELIP is accredited by Languages Canada (LC). We are currently an official test site for the CAEL test. CELD is actively pursuing options to host the IELTS, English Advanced (CAE) and the Pearson PTE English Exam. CELD continues to pilot a English proficiency measure. This is largely being used in China for recruitment of CEPE graduate students. Enrolment has increased by: Greater promotion of ELIP for both UG and GRAD programming. Revisions to standardize the curriculum and ensure greater consistency in learning outcomes. Targeted recruitment of graduate students for the Centre of Executive and Professional Education (CEPE). Expansion into additional markets Improved relationships with student groups from Saudi Arabia, Libya and Brazil. Student enrolment over is as follows. Please note numbers represent enrolment per term and not necessarily new enrolment in the program. A student may be captured more than once since a student may enroll every term as they progress from level to level. TERM/STUDENT ENROLMENT Intersession Fall Winter Total Enrolment Capacity for CELD is 300 students/term. This is achieved by offering classes in all available space from 8:30am to 9:30pm. We continue to work with the International Student Centre and Registrars to establish consistent processes for Conditional Offers of Admission that include ELIP. This is critical to increase student enrolment and expand recruitment in new markets. CELD invested in a new application platform that is more inutitive for our student population and robust in capturing data for our ESL students. 7.4 French as a Second Language Please provide the total number of International students who were enrolled in an French as a Second Language (FSL) course or program at University of Windsor in = 0 University of Windsor Last Updated: November 01, 2013 Page 23 of 40

24 Please provide a highlight in the space provided below of an initiative, strategy or practice that University of Windsor used in to create pathways for International students from University of Windsor's FSL programming to postsecondary studies. The University of Windsor does not offer FSL. *The space below is provided for University of Windsor to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: International Enrolment and ESL or FSL. 8) Supply Chain Compliance / Broader Public Sector Accountability Act SUPPLY CHAIN COMPLIANCE Effective April 1, 2010, Broader Public Sector organizations, including universities, that receive more than $10 million per fiscal year from the Ministry of Training, Colleges and Universities (TCU), are required to have Code of Ethics and Procurement Policies and Procedures in place within the university that are consistent with the principles outlined within the Government of Ontario's Supply Chain Guideline. TCU recognizes the importance of this guideline in supporting the postsecondary education sector to achieve a common standard of supply chain excellence and to carry out supply chain activities in an ethical, efficient and accountable manner. University of Windsor confirmed in its MYAA Report Back that it had adopted the Government of Ontario's Supply Chain Code of Ethics. Please confirm, that in , University of Windsor adhered to the Government of Ontario's Supply Chain Code of Ethics: Yes University of Windsor confirmed in its MYAA Report Back that it had adopted or was in the process of adopting all of the Government of Ontario's 25 mandatory requirements for Procurement Policies and Procedures. Please confirm, that in , University of Windsor adhered to the Government of Ontario's 25 mandatory requirements for Procurement Policies and University of Windsor Last Updated: November 01, 2013 Page 24 of 40

25 Procedures: Yes University of Windsor confirmed in its MYAA Report Back that it had participated in the Ontario Education Collaborative Marketplace (OECM). Please confirm, that in , University of Windsor participated in the Ontario Education Collaborative Marketplace (OECM): Yes If YES, please provide the approximate total dollar value of University of Windsor's OECM purchases in : 103,222 University of Windsor Last Updated: November 01, 2013 Page 25 of 40

26 Please provide one or more highlights, in the space provided below, of an activity that University of Windsor used during , which contributed to maintaining or improving University of Windsor's supply chain initiatives. This could include a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. The University, as result of a collaborative effort between Procurement, ITS and OHREA departments, created and developed an AODA Accessibility Wizard to be used to ensure compliance with requirements for University procurements identified under AODA. This Wizard is a web based system that allows campus end users to declare and identify accessibility issues and while maintaining a comprehensive vendor database with up to date records on compliance to requirements. University of Windsor Last Updated: November 01, 2013 Page 26 of 40