Multi-Year Accountability Agreement (MYAA) Report Back

Transcription

1 Multi-Year Accountability Agreement (MYAA) Report Back Institution Name: Georgian College OVERVIEW The annual Multi-Year Accountability Agreement (MYAA) Report Backs 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 Georgian College's MYAA Report Back with data from a variety of confirmed institutional sources, including reports (e.g. Key Performance Indicators), data sources (e.g. Full-Time Enrolment Headcount) and pre-populated data from previous Report Backs (e.g ). Data that was pre-populated by the Ministry of Training, Colleges and Universities (the Ministry) in Georgian College's MYAA Report Back is denoted with the symbol (+). Georgian College Last Updated: October 18, 2013 Page 1 of 39

2 1) Enrolment - Headcount* *DEFINITION: Headcount is the un-audited enrolment count on November 1, 2012 in the Ontario College Application System(OCAS) (Full-Time funded students only: does not include Nursing, Second Career, Apprentice or International students). Georgian College's total Headcount enrolment count in = 8,145 (+). Please indicate the number of students aged (age as of November 1, 2012) from the total Headcount enrolment at Georgian College in = 6,389. Please indicate the number of students aged 25+ (age as of November 1, 2012) from the total Headcount enrolment at Georgian College in = 1,763. Please indicate (if applicable) the number of students under the age of 18 (age as of November 1, 2012) enrolled at Georgian College in = 0. * The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Enrolment - Headcount. The adjusted number for Georgian's total headcount enrolment in is 8,152. Georgian College Last Updated: October 18, 2013 Page 2 of 39

3 Please provide one or more examples, in the space provide below, of highlights from Georgian College's Enrolment Management Plan that Georgian College used during to manage enrolment. An enrolment planning tool was developed to facilitate integrated planning, forecasting and reporting through a new single source of data approach. The consultation approach with the academic areas to establish the annual enrolment targets was modified. By leveraging the new enrolment planning tool, discussions were streamlined and targets established with much less effort and more accurate forecasts. Work continued on the implementation of Business Intelligence functionality. When completed, this system will allow the college to work more strategically by providing a consistent, shared view of institutional data, as well as facilitating integrated planning and data-driven decision making. Georgian improved conversion rates of applicants to registered students and enhanced student engagement through targeted communications. Georgian College Last Updated: October 18, 2013 Page 3 of 39

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 Georgian College'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. Georgian College Last Updated: October 18, 2013 Page 4 of 39

5 *NOTE: Please do not include International students, Second Career students or Apprentices in the calculations below. Students With Disabilities First Generation Students Aboriginal Students Please indicate the total number of Full- Time Students with Disabilities at Georgian College who registered with the Office for Students with Disabilities and received support services in = 1,512 Please calculate the total indicated above as a comparative % of Georgian College's Enrolment Headcount: (Insert Total From Above) 1,512 8,145 (+) ( Enrolment Headcount) x 100 = 18.6% Please also indicate the total number of Part-Time Students with Disabilities at Georgian College who registered with the Office for Students with Disabilities and received support services in = 91 Please indicate the total number of Full- Time First Generation Students enrolled at Georgian College in = 3,256 Please calculate the total indicated above as a comparative % of Georgian College's Enrolment Headcount: (Insert Total From Above) 3,256 8,145 (+) ( Enrolment Headcount) x 100 = 40% Please also indicate the total number of Part-Time First Generation Students enrolled at Georgian College in = 621 Please indicate the total number of Full- Time Aboriginal Students enrolled at Georgian College in = 292 Please calculate the total indicated above as a comparative % of Georgian College's Enrolment Headcount: (Insert Total From Above) 292 8,145 (+) ( Enrolment Headcount) x 100 = 3.6% Please also indicate the total number of Part-Time Aboriginal Students enrolled at Georgian College in = 31 * The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Students with Disabilities, First Generation and Aboriginal Students. A total of 323 full-time and part-time students of Aboriginal ancestry self-identified through OCAS. We believe there are additional students of Aboriginal ancestry at the college who are enrolled in part-time, academic upgrading or trades and apprenticeship programs; however, currently students cannot self-identify in these areas. Moreover, many students of Aboriginal ancestry choose not to self-identify. Georgian College Last Updated: October 18, 2013 Page 5 of 39

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 Georgian College's initiatives for Students with Disabilities. A highlight could be a strategy, initiative or program viewed by Georgian College 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 Georgian College's initiatives for First Generation Students. A highlight could be a strategy, initiative or program viewed by Georgian College 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 Georgian College's initiatives for Aboriginal Students. A highlight could be a strategy, initiative or program viewed by Georgian College to be an innovative practice, success story and/or key accomplishment. As a result of increased numbers of students with autism attending postsecondary education, the Centre for Access launched a pilot social support group for students with Autism/Aspergers during the winter of Results of the pilot informed the department to continue with the social support group as students appeared to have benefitted from the pilot program. The Skills for Success transition program for students with specific learning disabilities continued to be successful. The Centre for Access now offers the same transition program/credit course (Lifestyles Management) for students considered to be on the Autism Spectrum. The course/transition program allows students the opportunity to attain a college credit and arrange and acquire the necessary supports to be successful both academically and socially. Students gain experience in the classroom setting and in residence and learn to navigate college processes and support services, all while adapting socially in these settings. The Centre for Access continued to upgrade adaptive technology/software with the latest versions, increasing access in all student public areas. Students no longer need to go to separate lab locations while on campus to access text-to-speech software (Read & Write Gold) as it has been launched on every student computer in the libraries and labs at all seven In , the First Generation Project supported enrolled First Generation students at all Georgian College campuses. First Generation Student Success Mentors (FG Mentors) provided one-on-one advising, workshop facilitation and organized events at all campus locations to connect First Generation students with support services, and other students. In the summer of 2012, the FG Mentors called all Fall 2012 new incoming first generation students at all campuses (which totaled 1,569 students) to introduce them to the First Generation project and supports available. FG Mentors encouraged students to attend orientation, provided information on services and important dates and answered questions regarding the student transition. The FG team hosted a two-day transition program for FG students at the Barrie campus. Students learned about the transition into college, supports available for their success, and services available through the First Generation program. A series of wellness workshops held in Winter 2013 at each main campus assisted students with developing skills and knowledge for success in college. More than 80 students attended. FG Mentors facilitated topics such as mental health, personal wellbeing, physical health, nutrition, sexual health and emotional wellness. Mentors also created online workshops delivered through You Tube to provide The School of Health and Wellness, in collaboration with Aboriginal Studies, offers a Pre-Health Sciences-Aboriginal Stream option that is open to all Pre- Health Sciences students. In this stream, students take courses including Ojibwe Language and Culture, which discusses the history of Indigenous languages; Ojibwe Language Studies, which introduces students to the spoken Ojibwe language; Personal Growth and Development, which includes such topics as the medicine wheel teachings and philosophy; and Aboriginal Cultural Identity. A core focus of the program is balancing emotional, spiritual, physical and mental well-being. Once again in , the Pre-Health Sciences-Aboriginal Stream program was a tremendous success. Most students in the program were not of Aboriginal ancestry and had limited knowledge of indigenous cultures. The classes were held in the Barrie campus Aboriginal Resource Centre. Students were invited at the onset of the program to make the Resource Centre their home and to take advantage of the services available and the physical space. Consequently, many students spent countless hours in the Resource Centre and learned a great deal about indigenous world view through osmosis by speaking with the visiting elders, participating in activities held in the Centre throughout the year, being part of the pow-wow planning, learning to drum and sing and, most importantly, Georgian College Last Updated: October 18, 2013 Page 6 of 39

7 campus locations; in addition, students can visit our adaptive labs and receive a download of the software for their own computers at no charge. To increase students' knowledge on the use of adaptive software, the department developed 39 instructional YouTube videos to date, resulting in 203 regular subscribers with 90,200 total views. This allows students 24/7 access to information and instruction on the use of their home adaptive software during non-business hours. In an effort to provide students with faster access to psychiatric services, the Student Success Services department collaborated with Georgian s Nurse-Led Practitioner Clinic to establish a process for students to receive services through the Ontario Telemedicine Network service. As a result, students who need a psychiatric diagnosis can quickly secure an appointment for an assessment / evaluation, followed up with on-going supports and medical assistance. information to students unable to attend in person workshops, or students who preferred an electronic format. The online workshops reached 120 students in Targeted marketing activities took place at each campus location, including posters, video displays, and pamphlets. Mentors connected with over 782 students through interactive displays at high traffic locations at all campuses, provided promotional materials to encourage students to access the First Generation supports on campus and directed students to further information on the First Generation website and Facebook page. In addition, the profile on the Georgian College First Generation Facebook page continued to increase and was used as a platform to inform students of events and activities that would benefit them throughout the year. Mentors liaised with Program Coordinators and Faculty to facilitate information sharing and promote First Generation services. Many faculty members invited the Mentors into their classrooms to provide information on services available to First Generation students. Staff also worked closely with internal departments including Marketing and Communications, Student Success Services, Co-op and Career Services and the Aboriginal Resource Centre s to establish partnerships and create referral networks. The First Generation bursary was actively promoted at all campus locations through e-blasts, one-on-one contacts and marketing tables. The Mentors provided direction to students on how to access and complete the bursary application. A record number of bursary applications received in demonstrated the increased marketing was effective. In an effort to educate FG students at Georgian on support services, events and resources, the team created two publications integrating service area interacting and studying along with fellow Aboriginal students both one-onone and in group settings. Many lasting friendships were established. At the end of year review, the faculty who taught these courses commented on how well the class performed in all aspects of their studies. The overall retention and completion rate was significantly higher than the overall average of the non-aboriginal stream program. This program brought 35 students together who, through a process of integration into the culture, created a balanced learning experience among themselves that was based on respect, knowledge and balance. Also in , Georgian College partnered with the Chippewas of Nawash Unceded First Nation to develop and pilot the Tools For Success Program to support Nawash secondary school students in transitioning to postsecondary life and ultimately achieving their academic goals. Through experience, we understand that Aboriginal students face a variety of barriers upon leaving their communities to attend postsecondary education. Many Aboriginal students are not prepared to succeed, resulting in low retention and graduation rates. Primary factors in low retention rates include the transition to a new environment, a lack of preparation and understanding of postsecondary rigor and adapting to a new educational setting. The mission of this program is threefold, including: 1. Increased motivation to complete high school. 2. Enhanced self-confidence of participants for postsecondary success through increased awareness and familiarity of postsecondary institutions. 3. Consideration of a post-secondary program of study. Tools For Success was designed as a student-focused outreach program to assist Aboriginal high school students in preparing them for college level Georgian College Last Updated: October 18, 2013 Page 7 of 39

8 information from across the campus. The first was the Parent and Family Resource Calendar highlighting important dates, events and services around the college. Second, the team produced a comprehensive campus services poster called the Quick Reference Guide. Both resources were distributed at all campuses. In partnership with the Alumni Association, the FG Team created Alumni Interview and advice videos to highlight the successes of First Generation Georgian Alumni. This project was designed to connect students to the opportunities within their field of study. expectations. The Tools For Success program was an opportunity for high school students to attend Georgian s Owen Sound campus where they participated in vital life skill workshops, attended Georgian classes and were paired with a Georgian peer mentor for a day. These high school students were able to receive a first-hand glimpse of what postsecondary education consists of and has to offer. Student evaluations of the program revealed that it was a very successful undertaking. We hope to deliver this program again next year and plan to open the registration to more Aboriginal high school students, particularly those from Saugeen First Nation and urban Aboriginal youth in the Owen Sound area. Georgian College Last Updated: October 18, 2013 Page 8 of 39

9 3) Student Access Guarantee Through its signed MYAA, Georgian College 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 Georgian College as of July 9, TUITION / BOOK SHORTFALL AID: TOTAL $ # of STUDENT ACCOUNTS SAG Expenditures towards Tuition/Book Shortfalls $1,216,048 (+) 1,107 (+) Other SAG Expenditures (towards other assessed shortfalls) $765,140 (+) 349 (+) Total SAG Expenditures Reported by Georgian College $1,981,188 (+) 1,456 (+) Did Georgian College meet students' tuition/book shortfall in allocating financial aid, as set out in the SAG Guidelines? Yes *The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Compliance with the Student Access Guarantee (SAG) in Georgian College Last Updated: October 18, 2013 Page 9 of 39

10 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. The Ministry is using the following data from the College Graduate Outcome Survey to inform the latest trends in college to university student transfers: Reporting Years Total # of Georgian College graduates who participated in Graduate Survey (A) # of Georgian College graduates who participated in Graduate Survey who indicated that they were enrolled in a university in Ontario at six months after graduation (B) % of Georgian College graduates who participated in Graduate Survey who indicated that they were enrolled in a university in Ontario at six months after graduation (B A x 100) Total # of all college graduates who participated in Graduate Survey (C) # of all college graduates who participated in Graduate Survey who indicated that they were enrolled in a university in Ontario at six months after graduation (D) % of all college graduates who participated in Graduate Survey who indicated that they were enrolled in a university in Ontario at six months after graduation (D C x 100) (+) 101 (+) 6.4% (+) (+) 3145 (+) 7.3% (+) (+) 90 (+) 5.1% (+) (+) 2725 (+) 6.7% (+) (+) 133 (+) 6.8% (+) (+) 3355 (+) 6.6% (+) (+) 120 (+) 5.4% (+) (+) 3463 (+) 6% (+) (+) 153 (+) 5.8% (+) (+) 3424 (+) 6% (+) Per the College Graduate Outcomes data reported in (based on graduates), the percentage of Georgian College students who were satisfied or very satisfied with academic preparation for university was 83.2% (+). Per the College Graduate Outcomes data reported in (based on graduates), the percentage of all college students who were satisfied or very satisfied with the transition experience to universities in Ontario was 84.9% (+). NOTE: The Ministry recognizes that this is a census survey in which the response rate is approximately 66%. The Ministry also recognizes that this only captures college graduates who have transferred within 6 months of graduation and is not the complete picture of college-university transfer students. Georgian College Last Updated: October 18, 2013 Page 10 of 39

11 Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , and which contributed to maintaining or improving Georgian College's efforts to develop and enhance credit transfer. A highlight could be a strategy, a transfer pathway (i.e. transfer policies, specifically defined credits or a defined entry point, new or expanded agreements), changes to student supports or program viewed by Georgian College to be an innovative practice, a success story and/or a key accomplishment. In addition, Georgian College may, if desired, identify below any factors, such as program mix, that affected credit transfer graduate survey outcomes. 4.1) Expanding Transfer Pathways, excluding collaborative degree programs without a transfer pathway (e.g. expanding bilateral articulation agreements to multilateral agreements, new/revised policies with specifically defined credits or defined entry point, pathway projects to support college to college or college to university transfer, etc.): Articulation and Transfer Agreement opportunities have grown significantly to over 500 with postsecondary institutions in Ontario, Canada and abroad. Georgian College is participating in and contributing to the ONCAT Course Equivalency Database project. Various program areas are collaborating with colleges in Ontario to develop seamless pathways for students transferring midprogram to another Ontario college. 4.2) Providing Support Services for Transfer Students (including student transition experience/activities and supports to promote student success): Georgian College has continued development of its Credit Transfer Centre and, over the past year, worked toward its growth and expansion through promotion, marketing and outreach activities across the college and beyond; revised and updated transfer policies and processes, website improvement and maintenance; and delivered advising services for students as well as faculty and staff delivering transfer services. Further, there has been significant growth in prior learning assessment and recognition processed at Georgian. Transfer services across the college are more consistent and visibility has increased. 4.3) Improving Transparency and Access to Information about Credit Transfer and Transfer Pathways: The Credit Transfer Centre has gathered all transfer agreements, MOUs, information and pathways from across the college to achieve a single source of information and to avoid duplication (this process is ongoing as new information arises). Policies and processes as related to Credit Transfer Centre services have been revised and updated, and Credit Transfer Centre service information documents have been developed. The Credit Transfer Centre is now present on the Employee Intranet. Credit Transfer Centre information is easily accessible on the Georgian College website, Office of the Registrar and through support services, and ongoing support and training is provided to college faculty and staff. Georgian College Last Updated: October 18, 2013 Page 11 of 39

12 5) Class Size *DEFINITION: Class size is the number of students per class in a section. A section is an organized course offered for credit, identified by discipline and number, meeting at a stated time or times in a classroom. Each section should only be counted once. Students who withdrew part way through should be included in the count. Labs and tutorials are considered and sub-sections and should be excluded from the count. One-on-one independent study and/or practicum should also be excluded. Class Size Calculation Example: FIRST YEAR - COURSES GSSC1109 Life Span Development Course Option #1: Offered Tues - 35 students enrolled (Class Size Reported in MYAA Report Back = 35) Course Option #2: Offered Wed - 25 students enrolled (Class Size Reported in MYAA Report Back = 25) COMP1082 Computer Skills Course Option #1: Offered Mon - 98 students enrolled (Class Size Reported in MYAA Report Back = 98) SWRK1026 Canadian Social Welfare Course Option #1: Offered Mon & Thurs - 10 students enrolled (Class Size Reported in MYAA Report Back = 10) Course Option #2: Offered Wed & Fri - 10 students enrolled (Class Size Reported in MYAA Report Back = 10) Course Option #3: Offered Tues & Thurs - 40 students enrolled (Class Size Reported in MYAA Report Back = 40) SWRK 1041 Preparation for the Field Course Option #1: Offered Tues - 30 students enrolled (Class Size Reported in MYAA Report Back = 30) Course Option #2: Offered Wed - 30 students enrolled (Class Size Reported in MYAA Report Back = 30) SWRK1043 Group Dynamics Course Option #1: Offered Mon - 60 students enrolled (Class Size Reported in MYAA Report Back = 60) COMM1007 College English* (*If this is a cross-listed course with another faculty, count only once) Course Option #1: Offered Mon & Thurs students enrolled (Class Size Reported in MYAA Report Back = 100) Course Option #2: Offered Wed & Fri students enrolled (Class Size Reported in MYAA Report Back = 101) Course Option #3: Offered Tues & Thurs - 76 students enrolled (Class Size Reported in MYAA Report Back = 76) Each of these course offerings should be counted once in the table below, in the appropriate class size section. For the MYAA Report Back, using the information above, the class size data would be recorded as follows - Class Size Number of Sections As a Percentage of All 1 st Year Sections Fewer than 30 students 3 3/12 = 25.0% 30 to 60 students 5 5/12 = 41.7% 61 to 100 students 3 3/12 = 25.0% 101 to 250 students 1 1/12 = 8.3% 251 or more students 0 0/0 = 0.0% Total 12 12/12 = 100.0% Georgian College Last Updated: October 18, 2013 Page 12 of 39

13 Using the class size calculation example above, please provide the percentage of 1st, 2nd, 3rd and 4th (if applicable) year class sizes for all programs at Georgian College in : 1 ST YEAR CLASSES: Class Size Number of Sections As a Percentage of All 1 st Year Sections Fewer than 30 students 2, % 30 to 60 students 1, % 61 to 100 students % 101 to 250 students 0 0% 251 or more students 0 0% Total 4, % 2 nd YEAR CLASSES: Class Size Number of Sections As a Percentage of All 2 nd Year Sections Fewer than 30 students 1, % 30 to 60 students % 61 to 100 students 6 0.3% 101 to 250 students 0 0% 251 or more students 0 0% Total 1, % 3 rd YEAR CLASSES: Class Size Number of Sections As a Percentage of All 3 rd Year Sections Fewer than 30 students % 30 to 60 students % 61 to 100 students 3 0.6% 101 to 250 students 0 0% 251 or more students 0 0% Total % Georgian College Last Updated: October 18, 2013 Page 13 of 39

14 4 th YEAR CLASSES (if applicable): Class Size Number of Sections As a Percentage of All 4 th Year Sections Fewer than 30 students % 30 to 60 students % 61 to 100 students 0 0% 101 to 250 students 0 0% 251 or more students 0 0% Total % *The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Class Size. Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , which contributed to maintaining or improving Georgian College's class size initiatives. This could be a strategy, initiative or program viewed by Georgian College to be an innovative practice, success story and/or key accomplishment that Georgian College would like to highlight. Georgian maintains class sizes that balance our commitment to student access and the provision of an optimal learning environment. We maximize our space utilization in conjunction with optimizing our class sizes by leveraging our scheduling/space utilization tools and procedures. Georgian College Last Updated: October 18, 2013 Page 14 of 39

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, Georgian College 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, Georgian College 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. Georgian College Last Updated: October 18, 2013 Page 15 of 39

16 Please indicate in the table below the number of Ministry-funded courses, programs Georgian College offered in and corresponding registration information - *An Ontario College Credential includes: Ontario College Certificate, Ontario College Diploma, Ontario College Advanced Diploma, or Ontario College Graduate Certificate (or the French-language equivalent). * Other Credential includes: local board certificates, non-credit courses and other similar course/program offerings. COURSES Ontario College Credential * Other Credential * # of Ministry-funded courses offered through Fully Online Learning* # of Ministry-funded courses offered through Synchronous Conferencing* 0 1 Total # of Ministry-funded courses offered through the above elearning formats PROGRAMS Ontario College Credential * Other Credential * # of Ministry-funded programs offered through Fully Online Learning* 2 12 # of Ministry-funded programs offered through Synchronous Conferencing* 0 0 Total # of Ministry-funded programs offered in the above elearning formats 2 12 REGISTRATIONS # registrations in Ministry-funded programs offered through Fully Online Learning* # registrations in Ministry-funded programs offered through Synchronous Conferencing* Total # of registrations in Ministry-funded programs offered in the above elearning formats Ontario College Credential * Other Credential * Georgian College Last Updated: October 18, 2013 Page 16 of 39

17 *The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: elearning Course, Program and Registration Data. Programs - Fully Online Learning: FUND (online at Georgian); BSFN (OL equivalents); note that Registrations reflect FUND only. Georgian College Last Updated: October 18, 2013 Page 17 of 39

18 Hybrid Learning* *DEFINITIONS: 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 or more examples of Georgian College's use of Hybrid Learning courses and/or programs in All Georgian courses have corresponding online course environments through our Blackboard Learning Management System. The Centre for Teaching and Learning (CTL) provides several hands-on workshops and one-to-one tutoring on the use of Blackboard as a teaching platform and as a resource to student learning. For Hybrid courses and to support the concept of a flipped classroom, many faculty have been engaged in recording and delivering segments online, reserving time for active and applied learning in the classroom. The faculty decide on the level and use of interactive on-line learning versus face-to face classroom delivery. Over the last two years, in addition to the ON Learn offerings, CTL has facilitated over 40 faculty in the development of online or hybrid courses which are currently available to students. Two examples of hybrid learning at Georgian: A professor of our Computer Aided Design (CAD) course built all of his lessons as webpages in Blackboard. These pages include screen captures that guide the students through concepts and methods. The students study each online lesson prior to attending class in the CAD lab. Once in the lab, they spend the entire session practicing and completing projects under the instructor s guidance. This makes better use of class time and improves learning. A psychology professor used hybrid learning with his students by splitting his three hours of course time each week with one hour in the classroom and two hours spent online. He reports the following accomplishments. Students are able to connect classroom activities and online activities. Students benefit from course materials (e.g. slide shows) being available for review anytime. The instructor s video lectures are always available for study. Fore planning allows for greater learner and teacher flexibility. Face time is used efficiently to organize online activities, which especially helps to motivate students. Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , which contributed to maintaining or improving Georgian College's elearning initiatives. This could be a strategy, initiative or program viewed by Georgian College to be an innovative practice, success story and/or key accomplishment that Georgian College would like to highlight. Georgian College Last Updated: October 18, 2013 Page 18 of 39

19 Georgian has initiated the Online Course Development Workshop (OCDW). This effort was developed by instructional designers in the Centre for Teaching & Learning (CTL) and is supported by the Academic Leadership as a way to achieve 30% online course offerings by the end of The process has Deans selecting specific courses from college programs for conversion to online delivery. Deans also select teachers who are offered a one course download off their SWFs to complete the task. The selected teachers (up to 15 per semester) join the OCDW. The team is led by two instructional designers. The process includes both training for teachers and guidance/assistance as they gain skills and knowledge needed to convert a face to face course into online. The process runs for 14 weeks and includes contextual training that incorporates both pedagogical and technical abilities. Teachers gain insights into online learning by participating in much of their own training via Georgian s Blackboard learning management system (Bb). Bb is used to present training and guidance to teachers involved in the OCDW, while face-to-face meetings with the instructional designers focuses on the actual practical steps of assembly. Teachers agree to meet targeted milestones over the 14 weeks. These include a course design, layout of the Bb course environment and quality testing. Teachers are assigned to run the first delivery of the online course in order to build improvements based on the first iteration. CTL instructional designers act as online mentors for the first offering and consult with teachers about revisions and improvements to the courses. Georgian College Last Updated: October 18, 2013 Page 19 of 39

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 Georgian College had in : Outbound students* = 20 *DEFINITION: Outbound students are students who pay tuition at an Ontario college/university for credit received for study/work abroad. Inbound students* = 1 *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 Georgian College in = $6,673,744 Please provide the gross revenue for all off-shore activities, including campuses, development and enterprise projects, contract training and partnerships that Georgian College had outside of Canada in = $21,142 Please list, in the table below, all For-Credit, Stand-Alone campuses, partner campuses or partnerships at which Georgian College 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 Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: International Initiatives. Georgian College Last Updated: October 18, 2013 Page 20 of 39

21 7.2) Enrolment In , the following were the top 5 source countries for international students at Georgian College: Source Country Number of Full-Time International Students from Source Country International Students from Source Country as a Percentage of Georgian College's Total Full-Time International Student Enrolment (+) 1. India (+) 301 (+) 66.7% (+) 2. China (+) 76 (+) 16.9% (+) 3. Nigeria (+) 12 (+) 2.7% (+) 4. South Korea (+) 10 (+) 2.2% (+) 5. Vietnam (+) 7 (+) 1.6% (+) Georgian College reported to the Ministry that International Enrolment* in = 451 (+). *DEFINITION: International Enrolment is the headcount of Full-Time international students who are a non-canadian citizen or non-permanent resident (i.e. Student Visa, other visa, non-canadian status unknown, or non-canadian no visa status) studying as of September 2012 at Georgian College, including students who are both eligible and ineligible for funding consideration, excluding ESL students from abroad who are taking short-term language training on a full-time basis. *The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: International Enrolment. Georgian College Last Updated: October 18, 2013 Page 21 of 39

22 Full-Time International Enrolment as a percentage* of Full-Time Enrolment at Georgian College in was: 5.25% (+) *Percentage calculation based on Georgian College's Full-Time International Enrolment, divided by Georgian College's Fulltime Enrolment Headcount plus Georgian College's Full-Time International Enrolment. Please provide Georgian College's Part-Time International Student Enrolment = 270 Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , which contributed to maintaining or improving Georgian College's international initiatives. A highlight could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment. In 2012, Georgian College received an impressive third place ranking (1st in Ontario, 2nd in Canada and 3rd in the world) on the International Student Barometer Survey (ISB). This is attributed to continuous improvement of service delivery as well as the implementation of a new model of service in the International Department. Georgian College Last Updated: October 18, 2013 Page 22 of 39

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 Georgian College in = 155 Please provide a highlight in the space provided below of an initiative, strategy or practice that Georgian College used in to create pathways for International students from Georgian College's ESL programming to postsecondary studies. A new model for recruitment has been implemented with an increase in student enrolment in the English for Academic Purposes program and an increase in students from emerging markets. In , Georgian College s International Department launched new websites in several languages - Chinese, Vietnamese, Japanese, Spanish and Korean. This has increased the college s capacity to reach out to students from ESL backgrounds. As a result, we have seen a significant increase in student enrolment from these countries and regions. 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 Georgian College in = 0 Please provide a highlight in the space provided below of an initiative, strategy or practice that Georgian College used in to create pathways for International students from Georgian College's FSL programming to postsecondary studies. N/A *The space below is provided for Georgian College to describe methodology, survey tools, caveats and other information regarding the numbers reported above re: Enrolment in ESL or FSL by International Students. Georgian College Last Updated: October 18, 2013 Page 23 of 39

24 8) Supply Chain Compliance / Broader Public Sector Accountability Act Ministry of Training, Colleges and Universities SUPPLY CHAIN COMPLIANCE Effective April 1, 2010, Broader Public Sector organizations, including colleges 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 college 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. Georgian College confirmed in its MYAA Report Back that it had adopted the Government of Ontario's Supply Chain Code of Ethics. Please confirm, that in , Georgian College adhered to the Government of Ontario's Supply Chain Code of Ethics: Yes Georgian College 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 , Georgian College adhered to the Government of Ontario's 25 mandatory requirements for Procurement Policies and Procedures: Yes Georgian College confirmed in its MYAA Report Back that it had participated in the Ontario Education Collaborative Marketplace (OECM). Please confirm, that in , Georgian College participated in the Ontario Education Collaborative Marketplace (OECM): Yes If YES, please provide the approximate total dollar value of Georgian College's OECM purchases in : 4,157,058 Georgian College Last Updated: October 18, 2013 Page 24 of 39

25 Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , which contributed to maintaining or improving Georgian College's supply chain initiatives. This could be 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. One of the new OECM contracts developed in was for audio visual equipment. The recommended vendor was the same one that the college has been using, and the OECM contract reinforced the validity of the college vendor selection process. The annual spending with this vendor is in the range of $400,000. Another OECM contract that the college participated in was for promotional items. The college is currently participating in the development of an RFP for computer servers. It is anticipated that this new contract, once implemented, will help to achieve further cost savings for the college. Georgian College Last Updated: October 18, 2013 Page 25 of 39

26 BROADER PUBLIC SECTOR ACCOUNTABILITY ACT All colleges were to be in compliance with the Broader Public Sector Accountability Act, 2010, proclaimed on April 1, The Act, through three new directives (procurement, expenses and perquisites), established new expense, procurement and perquisite practices for large broader public sector (BPS) organizations and adds accountability measures. BPS Procurement Directive The BPS Procurement Directive provides mandatory procurement practices for BPS organizations to improve accountability and transparency for procurement decisions and processes, and maximize the value that BPS organizations receive from the use of public funds. To comply with that Directive, institutions must: i. formally adopt the supply chain code of ethics in accordance with their governance processes; and ii. comply with the mandatory requirements of the Directive. By checking this box, Georgian College confirms that it was compliant with the BPS Procurement Directive and all of its mandatory requirements as of March 31, Please provide one or more highlights, in the space provided below, of an activity that Georgian College used during , which contributed to Georgian College's compliance with the BPS Procurement Directive. A highlight could be a strategy, initiative or program viewed by Georgian College to be an innovative practice, success story and/or key accomplishment. To ensure the competitive bidding process is used, Purchasing would not entertain any sole or single source requests unless formal documentation stating the rationale has been signed off by the required authority. Georgian College Last Updated: October 18, 2013 Page 26 of 39