north island college board of governors regular … · 2018-03-28 · correspondence dated june 11,...

NORTH ISLAND COLLEGE BOARD OF GOVERNORS REGULAR MEETING

TO BE HELD AT KOMOUX HALL BOARDROOM, COMOX VALLEY CAMPUS THURSDAY, JUNE 26, 2014 @ 12:00 NOON

AGENDA

1. PRESENTATION

1.1 ASTTBC Honourary Member Certificate Presentation to John Bowman To be presented by John Leech, ASTTBC CEO

1.2 2014 Year-End Retrospective: Exceeding Expectations http://youtu.be/6aOP3Uts-RU

*The meeting will recess for lunch after the presentations and re-convene at 1:00 p.m.

Topic Attachment Action

2. CALL TO ORDER

2.1 Adoption of Agenda To adopt2.2 Minutes of the Regular Meeting of May 29, 2014 To approve

3. BOARD BUSINESS

3.1 Board Action Log as of June 26, 2014 Information3.2 ACCC 2014 Conference Updates Information3.3 Executive Committee Report Information3.4 Governance and Human Resources Committee Report 3.4.1 Bylaw No. 5 – Reimbursement of Business Travel and Out of

Pocket Expenses

To approve

3.5 Finance and Audit Committee Report Information3.6 Roundtable Regional Reports Information

4. REPORTS

4.1 President 4.1.1 President’s Report Information

4.2 Vice President, Education 4.2.1 Program Cancellation – Women’s Studies Program To approve4.2.2 Revision of Credential Name – Business Administration PDD

Pre-Chartered Professional Accountant

To approve

4.2.3 New Credential – Tourism and Hospitality Management Diploma - Adventure Guiding Option

To approve

4.2.4 Regional Highlights Report Information

4.3 Vice President, Student and Educational Services & Planning 4.3.1 2013/2014 Institutional Accountability Plan and Report

Approval To approve

4.4 Director, Facilities and Management 4.4.1 Five Year Capital Plan for F2015/16 to F2019/20 To approve

4.5 Executive Director, NIC Foundation 4.5.1 NIC Foundation Report Information

4.6 Chair, Education Council 4.6.1 Education Council Report Information

5. INFORMATION

Correspondence dated June 4, 2014 to recipients of the President’s Awards for Academic Excellence and the Governor General’s Collegiate Bronze Academic Medal.

Correspondence dated June 11, 2014 from the NIC Financial Aid Advisors on student successes.

6. NEXT MEETING DATES

Regular meeting – Thursday, September 25, 2014, Komoux Hall Boardroom, Comox Valley Campus

In-Camera meeting – Thursday, September 25, 2014, immediately following the regular meeting

7. ADJOURNMENT

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS MAY 29, 2014 FINAL DRAFT Page 1 _____________________________________________________________________________________________________________________

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS HELD IN ROOM 099, MOUNT WADDINGTON CAMPUS

COMOX VALLEY CAMPUS THURSDAY, MAY 29, 2014

BOARD MEMBERS PRESENT B. Calder, Community Member, Comox Valley Region, Chair J. Bowman, President S. Kenny, Community Member, Port Alberni Region R. Grant, Community Member, Campbell River Region V. Mundy, Community Member, Port Alberni Region K. Nelson, Community Member, Mount Waddington Region R. Reid, Executive Assistant to the Board of Governors C. Reyno, Support Staff Representative Via teleconference B. Bell, Community Member, Comox Valley Region, Vice Chair C. Hodgson, Faculty Representative D. Lamb, Community Member, Campbell River Region J. Lobay, Student Representative BOARD MEMBERS ABSENT A. Hamilton, Community Member, Comox Valley Region H. Howie, Chair, Education Council J. Round, Community Member, Comox Valley Region A. Walia, Student Representative ALSO PRESENT S. Auchterlonie, Director, College and Community Relations/

Executive Director, NIC Foundation C. Baert, Vice President, Finance and Facilities J. Carrie, Vice President, Education L. Domae, Vice President, Student and Educational Services &

Planning K. Crewe, Director, Human Resources and Organizational

Development ___________________________________________________________________________________________

1. PRESENTATION

B. Calder, Chair, called the meeting to order at 1:00 p.m. and welcomed Chelsey Beckman, an NIC student of the Health Care Assistant Program.

1.1 C. Beckman, Student, Health Care Assistant Program

C. Beckman talked about how it was a big transition for her and her family when they moved from Vancouver to rural Port Hardy and described how both difficult and at the same time rewarding it was to access health and education in the area. She added that she now appreciates living, working and studying in a rural area and is now working to get her LPN.

C. Beckman left the meeting at 1:12 p.m.

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2. CALL TO ORDER

2.1 Adoption of Agenda

Moved K. NELSON/Seconded C. REYNO: THAT THE BOARD ADOPT THE REGULAR AGENDA OF MAY 29, 2014 AS CIRCULATED.

Motion carried

2.2 Adoption of the Minutes of the Regular Meeting of March 27, 2014

Moved S. KENNY/Seconded K. NELSON: THAT BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE MINUTES OF THE REGULAR MEETING OF MARCH 27, 2014 AS CIRCULATED.

Motion carried

2.3 Adoption of the Minutes of the Special Electronic Meeting of May 2, 2014

Moved S. KENNY/Seconded R. GRANT: THAT BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE MINUTES OF THE REGULAR MEETING OF MAY 2, 2014 AS CIRCULATED.

Motion carried

3. BOARD BUSINESS

3.1 Board Action Items Log as of May 29, 2014

The Board received the Board Action Items Log as of May 29, 2014.

3.2 Board Planning and Meeting Schedule 2014-2015

There was discussion of whether Friday could be a possible Board meeting day to enable student representatives to become more available to attend. However, Fridays will not work for the rest of the Board Members.

R. Reid was also requested to look into moving the proposed meeting in the Mount Waddington campus from May 2015 to another date as this will coincide with the ACCC Annual Conference in 2015.

3.3 Governance and Human Resources Committee Report

S. Kenny reported that the committee met earlier in the morning to discuss and review the following which will soon go to the Board for approval:

Amendment of Board Bylaw No. 5 – Reimbursement of Business Travel and Out of Pocket Expenses

Board Orientation and Information Manual – a general Board orientation is targeted for September

Transitioning Board Policies into Board Bylaws Selection of Chair and Vice Chair for the coming year – B. Bell will be sending an email to all

Board Members regarding this.


3.4 Finance and Audit Committee Report

The committee strongly recommends approval of the financial statements as presented. D. Lamb noted that the auditors had no issues and the committee itself was comfortable with the statements.

Moved D. LAMB/Seconded R. GRANT: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE F13/14 FINANCIAL STATEMENTS AS PRESENTED.

Motion carried

3.5 Regional Reports

J. Lobay reported on a few school events including the campaign “Squash the Squeeze” against reduced funding for post-secondary education. She also reported that she now holds the position of Treasurer in the Canadian Federation of Students. C. Hodgson reported on the Oceans Workshop which had over a hundred participants, the Math/Science Tea on June 6th, and the ACCC Annual Conference for which she will provide a report at the next meeting. All those who attended the ACCC Annual Conference are encouraged to provide a report at the June Board meeting. C. Reyno and V. Mundy both reported on the Oceans Workshop as well.

K. Nelson attended the North Island Trades Fair which was attended by a number of youth interested in what the North Island has to offer. R. Grant reported on the annual commercial buildings awards held in Nanaimo. He takes pride not only in Campbell River garnering a number of major construction awards but also in seeing commercial developments that lead to job creation and will take advantage of the programs offered by NIC. S. Kenny reported on a new beach park in Port Alberni and that the City is negotiating with the Port Authority to acquire ship-building contracts. C. Reyno went to the Fine Arts Grad Show at the Shadbolt Studios in the Comox Valley campus. She reminded the Board of the forthcoming Professional Photography Show to be held at the Courtenay Museum. V. Mundy reported on a language project she has been working on which she will be discussing with Bill Morrison for assistance on partnerships and/or possible funding.

4. REPORTS

4.1 President

4.1.1 President’s Report

J. Bowman highlighted the College Futures Committee’s inaugural meeting and the Cross Divisional Planning day. Regarding the Campbell River facility project, C. Baert reported that NIC and School District 72 will be crafting a message providing an update to all NIC and SD72 constituents sometime in the Fall.

4.1.2 BC’s Skills for Jobs Blueprint

J. Bowman referred to the email from Deputy Minister Sandra Carroll which highlights Government’s plan to target high demand occupations, indicating a requirement for post-secondary education institutions to develop a skills gap plan. He added that NIC’s programs are already aligned with most of the skills listed in the Jobs Blueprint.

4.1.3 NIC Multi-year Plan Process

J. Bowman updated the Board with the report which provides a preliminary description of what he is proposing to develop the College’s next multi-year plan.


4.2 Vice President, Education

4.2.1 Tuition MAT 122 – Logic and Foundations

J. Carrie presented the tuition for Math 122 which the Education Council recently discussed and recommended for Board approval.

Mover C. HODGSON/Seconder V. MUNDY: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE FOLLOWING TUITION WITH AN EFFECTIVE DATE OF AUGUST 15, 2014:

MAT 122

TUITION $114.06 per credit.

Motion carried

4.2.2 Tuition Horticulture Level II Apprenticeship

J. Carrie presented the Horticulture Level II Apprenticeship program which will be offered as a cost-recovery program because of reduced funding from the ITA.

Moved V. MUNDY/Seconded S. KENNY: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE FOLLOWING TUITION AND LAB FEE EFFECTIVE AUGUST 15, 2014:

LANDSCAPE HORTICULTURE – LEVEL II APPRENTICESHIP

TUITION $2,650.00

LAB FEE $124.84

Motion carried

4.2.3 Regional Highlights Report

Referring to the Hornby Island Carpentry Foundation program, J. Carrie reiterated how NIC is responding to the BC’s Skills for Jobs Blueprint by delivering programs in a non-traditional way. She also noted the School of Business update whose alumni are not just growing in numbers but also in bursaries to support BBA students.

4.3 Vice President, Student and Educational Services & Planning

4.3.1 2013/2014 Final FTE Enrolment Report

L. Domae presented the report which shows that NIC has either met or exceeded target FTEs and only slightly less FTEs than last year despite reductions in funding.

Moved S. KENNY/Seconded K. NELSON: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE 2013/2014 FINAL FTE ENROLMENT REPORT.

Motion carried

4.3.2 Fall 2014 Applications Report – Spring Update

L. Domae presented the report which is an update of the applications report submitted to the Board in January.


4.3.3 Domestic ESL Tuition

L. Domae reported that the Government has directed all post-secondary education institutions to not charge ESL tuition to domestic students.

Moved J. LOBAY/Seconded V. MUNDY: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE ELIMINATION OF TUITION FOR ENGLISH AS A SECOND LANGUAGE (ESL) TO BOARD BYLAW #4 – DOMESTIC TUITION AND FEE BYLAW FOR 2013 AND FOR 2014.

Motion carried

4.4 Executive Director, NIC Foundation

4.4.1 NIC Foundation Report

S. Auchterlonie provided a summary of the last Foundation meeting which reviewed its draft financial statements. She also welcomed Board Members to sit as ex-officio Foundation members. Board Members are requested to let B. Calder or R. Reid know if they are interested in this.

4.5 Chair, Education Council

4.5.1 Education Council Report

The Board received the Education Council Report.

5. INFORMATION

The Board received the following correspondence:

2014 Government Letter of Expectations http://www.nic.bc.ca/about_us/PDF/Gov_Letters_of_Expectations.pdf

Order-in-Council 168 dated April 11, 2014 regarding the re-appointments of B. Bell, R. Grant, V. Mundy and K. Nelson to July 31, 2016 and appointment of G. Phelps to July 31, 2015

Order-in-Council 173 dated April 11, 2014 regarding the re-appointment of D. Lamb to July 31, 2016 Correspondence received April 16, 2014 from Minister Virk regarding the Auditor General’s

Report on Board Governance Correspondence received April 22, 2014 from Minister Virk regarding progress on the Aboriginal

Post-Secondary Education and Training Policy Framework and Action Plan http://www.aved.gov.bc.ca/aboriginal/policy-framework.htm

Correspondence received April 23, 2014 from the Office of the Ombudsperson regarding its First Quarter Files Summary

Correspondence dated April 24, 2014from J. Bowman to NIC Emeritus Designees Correspondence dated May 1, 2014 from J. Bowman to the Lietutenant Governor’s Silver Medal

Award Recipient Correspondence received May 3, 2014 from Minister Virk regarding NIC’s presentation of its

Core Review Report College Futures Committee Terms of Reference April 4, 2014


6. NEXT MEETING DATES

Regular meeting – Thursday, June 26, 2014, Komoux Hall Boardroom, Comox Valley Campus

In-Camera meeting – Thursday, June 26, 2014, immediately following the regular meeting 7. ADJOURNMENT

Moved C. REYNO /Seconded K. NELSON: THAT THE BOARD OF GOVERNORS ADJOURN ITS REGULAR MEETING.

Motion carried Time: 2:28 p.m.

Bruce Calder, Chair Rachel Reid, Executive Assistant

NIC Board Action Items Log

# ITEM SOURCE ACTION ASSIGNED TO DUE DATE

1President to meet with VIHA re rural health program

BOG meeting - November 28, 2013

J. Bowman to meet with Brendan Carr; J. Carrie and J. V. N. Kenny are engaged with Island Health Steering Committee J. Bowman TBD

2 Committee EvaluationBOG 2014 Workplan - January 30, 2014

Evaluate committees' performance S. Kenny 26-Jun-14

3

Policy/Bylaw Updates (conflict of interest, student appeals, unruly behaviour)

BOG 2014 Workplan - January 30, 2014

Approve new revised policies/bylaws; BL 2 approved March 2014 S. Kenny Ongoing

4 Board OrientationBOG 2014 Workplan - January 30, 2014

New approach defined & prepared incldg. mentoring J. Bowman Sep-14

5Individual Board Member Objectives

BOG 2014 Workplan - January 30, 2014

Prepare individually & Board to approve B. Calder Sep-14

6Dr. Cross to report back re NIC impacts

BOG meeting - January 30, 2014

Another presentation to focus on applied research and benefits to NIC J. Bowman Oct-14

7BOG Member to sit on Foundation Board BOG meeting - March 27, 2014

Consider having BOG representation in Foundation Board J. Bowman Jun-14

6/11/2014

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ReportonACCCMeeting,OttawaConventionCentre,May25‐27,2014.SubmittedbyChristineHodgson,FacultyRepresentativeonBoardofGovernorsforNorthIslandCollege.Firstofall,IwishtoexpressmythanksandgratitudetotheNICBoardofGovernorsforallowingmetorepresentthemattheACCCmeetinginOttawa.IextendmythankstoRachelfororganizingthetravelarrangements.BelowareseveralcommentsregardingtheinteractionswithotherdelegatesandpresentationsIattended.1)ACCCBreakfastmeetingforGovernors,May26‐Twoindustrypresenterspresentedtheirviewofeducationalneedsfromtheirperspective.

‐ PaulCharette,ChairofBirdConstruction,expressedadesireforindustrytoassistinthedevelopmentofcurriculumforskilledlaborers.HeusedtheexampleofaprogramcurrentlyofferedatRedRiverCollege,theConstructionTechnologyManagementProgram,thatwasdesignedbyBirdConstruction.HereferredustotheBuildForceCanadawebsitewhichprovidesinformationonskillsshortagesintheconstructionindustry.

‐ NamirAnani,PresidentofInformationandCommunicationsTechnologyCouncil(ICTC),identifiedskillsshortagesintheemergingtechnologiesandtheparticipationofolderworkersusingnewtechnologies.HementionedtheappeconomyandhealthdiagnosticsusingtheCloudastwoexamples.Heidentifiedthreeareasofneedforeducation:

o Gettingyouthintotheworkforceo Needforup‐skillingforexistingworkerso Corporatetraining‐toensureexecutivesareknowledgeableofthe

emergingtechnologies.‐ Someissuesthataroseduringdiscussionincludedthedifficultyoffinding

instructorsfromtheindustry.Apossiblesolutionistoofferclassesintheeveningtoallowindustrymemberstoteach.

‐ IspokewithMr.AnanisafterhispresentationandmentionedourIMGprogram.HewasveryinterestedandsoIforwardedhimthelinktotheNICwebsitedescribingtheprogram.Hesaidhisorganizationoftenreceivesqueriesfromindustryaskingwheretheycangettheirworkerstrainedonnewtechnology.

2)VendorBooths

‐ CampusLivingCentres,locatedinToronto,managesseveralcampusresidencesinBC.Theyhandletheacquisitionofcommunitycontributions,theconstructionandthemanagementofthecampusresidence.BrianFreeman,VPofthecompany,wasatthebooth.([email protected]).

‐ EMSI(EconomicModelingSpecialistsIntl.),locatedinMoscow,ID.TheyhaveseveralCanadiancommunitycollegesastheirclients.Thecompanyprovideseconomicdatatohelpcollegesmakedecisionsregardingwhatprogramstooffertobestservethecommunity.Theyalsohaveawebsite

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called“CareerCoach”tohelpstudentsdecidewhatcareertheyshouldpursue.BrianBailey,theCanadianrep,wasatthebooth.([email protected])

3)University‐collegePartnerships‐Thissessionprovidedtwoexamplesofpartnerships.

‐ SenecaCollegeandYorkUniversity:inadditiontosigningagreements,etc.thetwoinstitutionssetupthefollowingmechanismstoprovidegoodcommunicationbetweenthetwoinstitutions.

o JointSteeringcommittee‐consistsofacademicadministratorso Partnershipmanager‐adedicatedpointpersontomanageany

activitybetweenthetwoinstitutionso Commonwebpagewithajointcommunicationstrategy

‐ LangaraandUNBChavedevelopedapartnershiptodelivertheUNBCMBAprogramatLangara.UNBCdeliversthecoursesatLangara3days/month+1weekwithUNBCprofessorstravellingtoVancouver.LangaradoesnotreceiverentoranyFTE’sfromthearrangement,butreceive2seatsintheprogramforfacultyorstaff.

o ThismightbesomethingNICmaywishtopursuewithUNBCtoallowstudentstoremainincommunityandpursueaMBA.

‐ InadditiontotheMBAagreement,LangaraalsohasguaranteedadmissionintoYear3atUNBCforanystudentswithanAssociateofScience.

4)CanadianArmedForcesseekingpartnershipswithColleges‐anentirepresentationwasdedicatedDNDexpressingtheirdesiretopartnerwithcollegestohelptrainprospectiverecruits.Theorganizationisseekingatleast20+partnershipswithcollegesinthefollowingareasofstudy:marineorweaponsengineer,aerospacetechnology,medicalradiationtechnologist.HowevertherearealsoseveralotherprogramsthatareeligibleforsponsorshipbyDND,includingcooks.Atpresent,onlyNLChastheircook‐trainingprogramsponsoredbyDND.Uponcompletion,studentsareabletoentertheworkforceintheArmedForceswithanother20daysoftraining.TheobligationtothestudentistoserveintheArmedForcesfor2monthsforevery1monthoftraining.

‐ thismaybesomethingNICmaywishtopursuefortheircookprogram,possiblytheiraviationmechanicprogram.

5)ServingIndigenousCommunities‐thissessionhighlightedworkdonebytwocollegesandtheirnovelapproachtoprovidingeducationincommunityforremotelocations.

‐ NorthernLakesCollegeinnorthernAlbertacurrentlyhas28campusesinoperationthroughouttheirregion.Theyusehi‐speedinternetprovidedbytheprovincialgovernmentanduseCollaborateandMoodletodelivercoursesatadistance.Theobjectiveistomakeavailableasmanyprogramsaspossibleateachcentre.Belowaredetailsregardingthemodelofeachcentre:

o Foreachcentre,thereisaCommunityEducationCouncilconsistingof5‐6communitymembers.Thisprovidesapointofcontactwiththecommunityandidentifytheirneeds.Theymeetonceeveryothermonth.

o TheChairofeachofthesecouncilsgettogetheronceeveryothermonth.

o Asinglecentrehasatleastoneperson,alearningfacilitator,andpossiblya2ndperson,anaccessfacilitator,whohasamoreclericalrole.

o Thecommunityandlocalindustrycoverthecostsofcentres.o Maintenancecontractsaregiventostudentso Eachinstructorteachingviadistanceisgivena1weekcourseonhow

toteachbydistanceo Theminimumnumberofstudentsforacentretoremainopenis20.A

centreisputonprobationforoneyearbeforeitisclosedtoprovideanopportunityforthecommunitytofindmorestudents.

o Atypicalcentrewillhave20studentsregisteredin6ormoreprograms,withnomorethan5registeredinasingleprogram.Inthismanner,thelocal‘market’isnotfloodedwithindividualswithidenticalskills.

o Programsthatareofferedareallpost‐secondary,includingECCE,HSW,ABT.

‐ NewBrunswickCommunityCollegeisanamalgamationof6communitycollegesandnowservestheentireruralareaoftheprovince.Theyusedtodeliverprogramminginaboriginalcommunitiesthroughcontracttrainingbutfoundthiswasnotafunctionalmechanismofdelivery.Instead,theydesignedaseatpolicy,oneaboriginalseatforevery20.

o Anyprogrammingisdeliveredthroughbasefundingandstudentsarechargedregulartuition.

o Theyallowupto2facultyforevery8students.o Foranyprogrammingoccurringinaboriginalcommunities,theFN

providesthespaceandequipment.Ifequipmentisnotavailable,thecollegeassiststheFNinwritinggrantstoobtaintheequipment,whichthenbelongstotheFNattheendoftheprogram.

o ThereisanAboriginalstudentadvisortoassiststudents.6)CollegeEntrepreneurialInitiative‐thissessioncoveredentrepreneurialactivitiesatCamosunCollegeandNovaScotiaCommunityCollege.TheexampleprovidedbyCamosunseemedmorerelevanttoNIC.CamosunhasaVPStrategicDevelopmentandEnterprise.Heisresponsibleforappliedresearchbutpreferstousetheterminnovativeproblemsolvingortechnologysolutions.CamosunaccessedfundsfromWEDandNSERCtobuildaone‐stoplocationforanyactivityunderthisumbrella.Thebuildingisdividedwithresearchononesideandnon‐researchontheother.Thecollegereceivesinexcessof$1millionfromlocalcompaniestodoworkatthiscentre.

NORTH ISLAND COLLEGE BOARD OF GOVERNORS

June 26, 2014, 2014

North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world.

AGENDA ITEM: Regular Meeting

3.2 President’s Report: Association of Canadian Community Colleges (ACCC)

Annual Conference and Pre-conference Symposium On May 24 and 25, I attended the Association of Canadian Community Colleges (ACCC) Symposium “Rural Colleges Matter – Leaders I Best Practices” (held at Algonquin College in Pembroke, Ontario) as well as the Annual Conference of ACCC held in Ottawa, May 25-27, 2014. The full conference program is available on-line at this link. The following were the highlights from my perspective. Rural College Symposium The symposium was attended by approximately 75 college leaders from rural institutions. Sessions were tailored to the experiences and interests of small colleges. Of particular value for were workshops focused on:

Strategic Enrolment Management; the Role of Continuing Education and Contract Training; Capital Fundraising Campaigns (in smaller rural communities); and, the Evolving Role of Rural Campuses in Canada.

Annual Conference Jason Kenney Minister of Employment and Social Development and Minister for Multiculturalism

Minister Kenny shared the Federal Government’s perspectives on skills training and the new Canada Job’s Grant program.

What Presidents Think: Perspectives on Leadership During Interesting Times

George Andrews, Vice-President, External Relations & Chief Development Officer – NAIT

The preliminary findings from a national survey of college presidents were presented.

Living the Transformation - A College’s Perspective

Claude Brulé, Vice-President, Academic - Algonquin College

Algonquin College’s recent experiences with quality improvement and the use of technology to transform its instructional and students services systems were presented.

Regional Meeting, British Columbia & Yukon

Attendees from B.C. gathered together to learn about and share thoughts regarding the national association’s progress and agenda for the future.

Fostering entrepreneurship among students, Industry and Community Partners College Entrepreneurial Initiative - The New Face of Colleges Tom Roemer, Vice President, Strategic Development - Camosun College

In today’s world of post-secondary education, institutions are increasingly faced with seeking greater revenue from new sources, which has challenged Colleges to be more creative and entrepreneurial in their approach to operating successfully in an era of flattening government support. To that end, Camosun College took on a bold new experiment, in part, sponsored by Western Economic Diversification, which allowed the creation of the Enterprise Point.

Emerging Leadership Perspectives Paula Burns, President & CEO - Lethbridge College Stephanie Forsyth, President & CEO - Red River College

The ground is shifting in our post-secondary education systems, and critically, many Presidents are re-imagining the leadership perspectives/models they bring to their institution. This session explored what is required of us as leaders, as we seek to meet the increasingly complex needs of our stakeholders and the changing post-secondary education paradigm.

Closing Address: His Excellency the Right Honourable David Johnston Governor General and Commander-in-Chief of Canada

In addition to the formal workshops and plenary sessions, during both the Rural Colleges Symposium and Annual Conference there were numerous opportunities to socialize and network with college representatives from across the country. I will be following up on several conversations initiated during the conference regarding potential collaborations and new opportunities (related to the Armed Forces, establishment of a Rural Colleges Network, Leadership Development, and the RWSL).


June 26, 2014 Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

3.3 Executive Committee Report Executive summary The Executive Committee met on Tuesday, June 10, 2014 to discuss agenda items for the June 26, 2014 Board meeting. The committee reviewed the draft agendas provided and confirmed the start time of the meeting. The committee also discussed and reviewed the following:

Board of Governors Annual Evaluation Questionnaire

The questionnaire was reviewed and edited by the committee. It will be distributed to the Board Members immediately following the June 26 meeting, with results to be reported in the September 2014 meeting

Community Partnerships Fund

This item will be brought forward to the next Executive Committee meeting for discussion.

Board Orientation

The committee reviewed plans for the forthcoming Board orientation in September as discussed and approved by the Governance and Human Resources Committee. Some suggestions were incorporated in the orientation and information manual.

Board Member Representative on NIC Foundation Board

The committee approved B. Calder as the Board’s representative on the NIC Foundation Board.


JUNE 26, 2014 Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

3.4 Governance and Human Resources Committee Report – Board Bylaw #5 – Reimbursement of Business Travel and Out of Pocket Expenses (attachment)

Executive summary

The Governance and Human Resources (GHR) Committee met on May 29th, 2014 to review proposed amendments made to Board Bylaw #5 – Reimbursement of Business Travel and Out of Pocket Expenses. GHR Committee Chair S. Kenny provided a verbal report of the committee’s work to the Board at its meeting on the same day. This 2014 Bylaw #5 incorporates current College and Provincial government policies on employee expenditures, applying those policies to all Board Members who perform Board duties on behalf of the College.

This is part of the committee’s ongoing work in reviewing existing bylaws and policies with the goal of integrating all Board policies into bylaws. Board Bylaw #2 – Code of Conduct and Conflict of Interest Guidelines was amended and approved in March 2014. Action: For the Board’s approval. Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES BOARD BYLAW #5 - REIMBURSEMENT OF BUSINESS TRAVEL AND OUT OF POCKET EXPENSES TO MEMBERS OF THE BOARD OF GOVERNORS IN THE DISCHARGE OF THEIR DUTIES ON BEHALF OF NORTH ISLAND COLLEGE AS PRESENTED ON JUNE 26, 2014.

NORTH ISLAND COLLEGE _____________________________________________________________________________________

BYLAW NO. 5, 2014

____________________________________________________________________________________

A BYLAW TO PROVIDE FOR THE REIMBURSEMENT OF BUSINESS TRAVEL AND OUT OF POCKET EXPENSES TO MEMBERS OF THE BOARD OF GOVERNORS IN THE DISCHARGE OF THEIR DUTIES ON BEHALF OF NORTH ISLAND COLLEGE. _____________________________________________________________________________________ THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE IN OPEN MEETING ASSEMBLED ENACTS AS FOLLOWS: 1. This bylaw shall be known and may be cited as Bylaw No. 5, 2014, “Reimbursement of travel and business-related expenses to Members of the Board of Governors”. 2. Members of the Board shall be reimbursed for reasonable business traveland out-of-pocket expenses necessarily incurred in duties carried out on behalf of the Board. The amount payable in respect of such expenses shall be established in accordance with the regulations set out in Schedule “A” attached hereto. Approved the 26th day of JUNE, 2014 _________________________________ _________________________________ Board Chair Executive Assistant, Board of Governors

NORTH ISLAND COLLEGE ____________________________________________________________________________________

BYLAW NO. 5, 2014

_____________________________________________________________________________________

NORTH ISLAND COLLEGE SCHEDULE “A” TO BOARD BYLAW NO. 5, 2014

REIMBURSEMENT TO MEMBERS OF THE BOARD OF GOVERNORS FOR BUSINESS TRAVEL AND OUT-OF-POCKET EXPENSES

1. Incidental travel and out-of-pocket expenses for Board of Governors business shall be reimbursed on presentation of original receipts.

2. The cost of overnight accommodation while on College business shall be reimbursed in accordance with government rates wherever possible. When a Board member stays in a private residence and does not have a hotel bill, the Board member may claim a payment in lieu of hotel receipt. Payment in lieu of a hotel for private accommodation will be $25.00 per day.

3. Meal per diem amounts while on travel status may be claimed for each meal that is appropriate for the trip up to a maximum of $46.25 per day. All rates include tips and taxes. On the date of departure, travel status must start before 7:00 a.m. to claim breakfast; before 12:00 noon to claim lunch; and, on the date of return, travel status must end after 6:00 p.m. to claim dinner. Meal per diem amounts may only be claimed by Board Members for themselves. Reimbursement of meals for other than the claimant will not be allowed unless the expense is a business meeting expense.

Part day meal per diem amounts are:

Breakfast $11.25 Lunch $13.00 Dinner $22.00

For travel in the United States, the meal per diem amounts will be at the rate outlined above, but will be considered to be US$ amounts. For other international travel, reimbursement amounts will be pre-approved by the Vice President of Finance and Facilities upon submission of a budget prior to travel.

Meal per diem amounts exclude alcoholic beverages.

4. A kilometre allowance shall be paid at the rate of $0.49 per kilometre.

When renting a vehicle, additional insurance coverage is not required if the vehicle is rented in the College name and the daily rental rate does not exceed $125/day ($100/day US$). For additional information regarding vehicle rentals or vehicle insurance coverage, please contact the Purchasing Agent.

5. Expenses must be first paid out of pocket and then reimbursed upon the timely submission of

authorized expense claims and receipts.

6. Only in exceptional circumstances will advances be considered by the Vice President of Finance

and Facilities upon submission of a budget prior to travel.

7. The rates contained within Schedule “A” to the Board Bylaw No. 5, 2014 come into effect June 26, 2014.

OFFICE OF THE PRESIDENT

PRESIDENT’S REPORT

TO THE BOARD OF GOVERNORS JUNE 26, 2014

This report will cover the period of May 30 to June 25, 2014. College Futures Committee Meeting On May 30th, the College Futures Committee met for a second time since its inception in April. I provided an overview of the draft college-wide Planning Process. We also discussed Advocacy and the institutional Core Review and ideas for the 40th anniversary celebrations. Our next meeting is scheduled for September 26th. PSEA Board of Directors Meeting On June 3rd, I chaired the Board of Directors meeting in Vancouver. At the meeting, we received a Ministry Report from ADM Claire Avison and a PSEC Report from Tom Vincent, VP PSEC Secretariat. We also received a report on the status of the PSEA Programs and Priorities and the 14/15 Financial Report from A. Bleick, PSEA CEO. College Administrative Succession and Organizational Structure Meetings On June 4th and 5th, I met individually with members of SLT and SET to discuss my decisions regarding the college administrative succession and organizational structure. Trades Training BC (TTBC) Board of Directors Teleconference Meeting On June 6th, I participated in a TTBC teleconference. Agenda items included the presentation and approval of TTBC Audited Financial Statements and an update on TTBC status. Ombudsperson of BC Meeting On June 6th, Lisa Domae, VP Student and Educational Services and Planning, Ken Crewe, Director of HR and Organizational Development and I met with Kim Carter, BC’s Ombudsperson. The meeting was organized by the Ombudsperson’s Office as part of her outreach tour. She delivered a presentation on the role of her office. NIC Year End Celebration On June 6th, I hosted the annual college-wide year-end celebration at the CR campus for all faculty and staff. Bus transportation was provided from the CV and PA campuses. I gave an address, followed by a video retrospective of the past year (http://youtu.be/6aOP3Uts-RU) as well as recognition of our Emeritus honorees. A BBQ lunch followed. The afternoon featured a presentation from guest speaker Leah Taylor entitled “The Faces of our Future: a snapshot of current literature on Student Engagement.” Other activities included a registration assistant workshop for Student Services staff, a Trades tour, and a nature walk through the Beaver Lodge Lands forest trails. Feedback has been very positive. PSEA Member Presidents Strategic Planning Session On June 10th, I travelled to Vancouver for PSEA’s Strategic Planning Initiative full-day strategic planning session. Directions Evidence and Policy Research Group (Dr. Charles Ungerleider) were engaged to assist

http://youtu.be/6aOP3Uts-RU

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President’s Report to the Board of Governors, June 26, 2014 Page 2

the members of PSEA by facilitating the dialogue necessary to inform the organization’s future strategic and business planning. What we came away with was an understanding of what are the sector’s needs and priorities of the sector and what factors need to be considered or highlighted when staff prepare PSEA business plans for the next 2 or 3 years. Board of Governors Executive Committee Meeting On June 10th, I participated in the Board of Governors Executive Committee meeting which focused on setting the agenda for today’s meeting. Graduation Ceremonies On June 11th, I travelled to Port Hardy for the MW Graduation Ceremony. On June 17th, I travelled to Port Alberni for the PA Graduation Ceremony. On June 19th, I attended the Comox Valley Graduation Ceremony held at the CV Sports Centre. On June 24th, I travelled to Campbell River for the CR Graduation Ceremony. I would like to offer my sincere congratulations to our graduates and award recipients and I also want to acknowledge the work of the college’s faculty, staff, administration and Board members who have supported our students to be successful. Each of the graduation ceremonies held in NIC’s region have their own unique characteristics that reflect the values and traditions of their community and the experiences of the students who attend at the campus. They also serve as a reminder of the important role the NIC plays in supporting the social and economic development of the communities where they are situated. BC Colleges Presidents’ Meeting On June 16th, Jan Carrie, VP Education and I attended a BCC Strategic Session which was primarily devoted to determining how the college system aligns to the Skills for Jobs Blueprint. Our primary focus was to find the opportunities in the Blueprint that can inform our advocacy strategy for this Fall. Forestry Industry/Wood Tech21 Meeting (Port Alberni) On June 17th, Andrea Baluchi, Regional Director, PA and Alberni-Clayoquot Region and I met with Forestry and associated Industry leaders at a breakfast meeting in Port Alberni. The event was hosted by WoodTech 21’s President Gillian Trumper. It was an opportunity to hear about local Industry’s training needs. NIC Foundation Board AGM and Meeting On June 19th, I attended the NIC Foundation Board’s AGM and meeting that were held at our CV campus. Colleges and Institutes Canada (CIC, formerly ACCC) On June 20th, Jan Carrie, VP Education and I met with Judith Perron, CIC’s new Director of Member Engagement for a discussion on how CIC can help support North Island College, how she can serve us in her new role, and how we can work together.

President’s Report to the Board of Governors, June 26, 2014 Page 3

Bachelor of Science in Nursing (BSN) Program Pinning Ceremony On June 20th, I had the privilege to be invited to NIC’s Nursing Pinning Ceremony which follows a long tradition of presenting Nursing School pins to graduates and is emblematic of their achievement in becoming a nurse. The pin also represents NIC and attests to the quality of our Nursing Program and those who enter the profession through it. Pacific Coastal University (PCU) On June 24th, I met with Robin Fisher, former Provost and VP Academic at Mount Royal University (in Calgary) and who is now doing consulting work with PCU. We discussed the NIC/PCU partnership and our Memorandum of Agreement. Robin’s visit to the CV campus also afforded an opportunity for introductions to some members of SLT and SET.



4.2.1 Program Cancellation – Women’s Studies Diploma (attachment)

Background:

According to Policy 3-20, Suspension, Relocation or Cancellation of Academic Credentialed Programs, final decision to cancel an academic credentialed program is the responsibility of the Board of Governors. The Board must seek advice on any academic program cancellation from Education Council before a final decision is made. When presented with a proposal or recommendation to cancel a program, the Board may choose to maintain, cancel or request amendments to the program. (Cancellation refers to an existing academic program credential where the intake of new students is discontinued on the approval of the Board of Governors and permanently removed from the Academic Calendar.)

In March, 2013, a decision was made by the Vice President, Education, to suspend the Women’s Studies Diploma program for the 2013-2014 academic year, due to a pattern of low enrolment. Further review of the Women’s Studies program has shown that the program is not tenable at NIC. Therefore, the Dean of Instruction, Schools of Business, Fine Arts, Humanities & Social Sciences, recently recommended a program cancellation to the VP Education. This recommendation was reviewed and endorsed by the Senior Education and Senior Leadership teams and subsequently taken to the June meeting of Education Council for review, discussion and decision on advice to provide to the Board of Governors. (See attached.) Education Council Chair, Heather Howie, has provided the following overview and advice per the Education Council discussion of June 13, 2014, for the Board’s consideration:

There was agreement that the number of students completing this credential were consistent with the decision to cancel this program. The program has been suspended for 1 year and transition plans implemented for affected students.

Concerns were raised about eroding academic course offerings and the possibility that we’re driving away the UT market by removing options that serve either as program requirements or electives, particularly at the second year level.

It was felt that younger students generally opt to leave after one year and more mature students would prefer to stay for the second year if possible, but this decision is also dependent on the desired program and whether students can get the courses they need.

Concern was raised about the general political/educational trend of moving from “learn to earn” and how we see ourselves moving forward in that context. Courses lacking explicit job preparedness aspects are being increasingly devalued.

How we at NIC prioritize in terms of offerings, given funding constraints, will require challenging discussions. This is exacerbated by student funding models as well; student funding is sometimes lacking for programs that are not explicitly job-related.

Do we promote ourselves enough to potential UT students in high school? The recruiter and our advisers regularly travel to our regional high schools.

Is there value in trying to find creative new ways to package academic offerings? Action: For the Board’s discussion and review. Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE CANCEL THE CREDENTIAL, WOMEN’S STUDIES DIPLOMA.

OFFICE OF THE VICE PRESIDENT, EDUCATION

2300 RYAN RD, COURTENAY, BC, V9N 8N6 WWW .NIC.BC.CA TEL: 250. 334. 5243 FAX: 250. 334. 5274 JAN.CARRIE@NI C.BC.CA

Memo

To: Education Counci l

From: Jan K. Carrie

Date: June 13, 2014

RE: Women’s Studies Diploma Program – Cancellat ion

BACKGROUND According to Policy 3-20, Suspension, Relocation or Cancellation of Academic Credentialed Programs, final decision to cancel an academic credentialed program is the responsibility of the Board of Governors. The Board must seek advice on any academic program cancellation from Education Council before a final decision is made. When presented with a proposal or recommendation to cancel a program, the Board may choose to maintain, cancel or request amendments to the program. (Cancellation refers to an existing academic program credential where the intake of new students is discontinued on the approval of the Board of Governors and permanently removed from the Academic Calendar. The Women’s Studies program was suspended in March 2013 for the 2013-2014 academic year. RATIONALE Further review of the Women’s Studies program has shown that the program is not tenable at NIC. Therefore, the Dean of Instruction, Schools of Business, Fine Arts, Humanities & Social Sciences, has recommended program cancellation to the VP Education. (See attached Information Note for further information.) Both the Senior Education and Senior Leadership Teams have reviewed this recommendation and are in agreement that the program is not tenable at NIC. ACTION REQUESTED/REQUIRED For review, discussion and subsequent decision on advice to the Board of Governors with respect to the proposed cancellation of the Women’s Studies Diploma Program. Attachment (1)

INFORMATION NOTE

TO: Jan Carrie, VP Education & Education Council

FROM: Gregory Cran, Dean of Instruction Schools of Business, Fine Arts, Humanities + Social Sciences DATE: June 2, 2014

ISSUE: Women’s Studies Diploma Program - Cancellation

The Diploma in Women’s studies is an interdisciplinary program that examines the role of gender in both a contemporary and historical context. The program introduced feminist theory and explores overarching issues, such as social justice, equity and fairness, women’s health and law.

The Women’s Studies Diploma program was first offered in 1990. Since its inception, registration in the program has been low. Only one student has graduated from the program (2010/2011) and courses such as WST 260, HIS 250 & HIS251, have not been offered since 2013 due to low enrolment. Notwithstanding, two WST courses are popular electives for University Studies and Health & Human Services students: WST 100 (20 students in fall 2012) and WST 101 (31 students in winter 2013).

There is much speculation about why program enrolments have been lower than expected. The question of whether there is a market for the diploma required a detailed analysis to determine viability and marketability or whether other credential options should be considered, especially given the popularity of some of the courses as electives.

In March 2013, an Information Note was prepared for Education Council that recommended the suspension of the Diploma program from September 2013 to September 2014. The suspension was approved. During this time there were two remaining students in the program who were scheduled to complete their studies in June 2014.

FOLLOW-UP:

In January 2014, a brief report “Women’s Studies at NIC – Planning for the Future…”was prepared and submitted by Richelle Gardiner-Hynds. The report outlined three opportunities for NIC for continuing Women’s Studies in a different way. These were: 1) Maintaining and increasing promotion of Women’s Studies to current student users emphasizing opportunities for additional credential offering from NIC;

2) a Post Undergraduate Certificate; 3) Pathway/Laddering into ‘selected’ existing 4 year degree programs.

Since receiving this report, numerous changes have occurred to the post-secondary landscape across the Province. Changes have led to budget reductions to the Provincial grant and a proposed ‘re-engineering’ of post-secondary curricula to focus more on labor market initiatives, such as trades and technologies. The impact of these reductions has resulted in courses being cut in the School of Humanities and Social Sciences. With this the case, along with low enrolment numbers in Women’s Studies, the climate for continuing the diploma is not conducive, at least not in the near future. Notwithstanding, WST 100 and 101 remain popular among those in health-related fields and are, therefore, seen as viable to keep as part of UT elective course offerings.

RECOMMENDATION:

In reference to Policy #3-20, it is recommended that the Women’s Studies Diploma credential be cancelled.

Women’s Studies Diploma

Table 1 WMST CREDENTIALS

YEAR PROGRAM PROGRAM TITLE CREDENTIALS

2010/11 WMST.DIPL Women's Studies Diploma 1

Table 2 09FA 10WI 10FA 11WI 11FA 12WI 12FA 13WI HIS 250 12 Not 14 11 HIS 250 17 Offered 11 15 8

Table 3 WMST APPLICATIONS

TERM PROGRAM PROGRAM TITLE RG QC IN RS AP WA WN Total APPLICATIONS

2009FA WMST.DIPL Women's Studies Diploma 1 3 4

2010FA WMST.DIPL Women's Studies Diploma 3 1 1 1 6

2010WI WMST.DIPL Women's Studies Diploma 1 1

2011FA WMST.DIPL Women's Studies Diploma 1 3 1 1 2 8

2011WI WMST.DIPL Women's Studies Diploma 1 1 2

2012FA WMST.DIPL Women's Studies Diploma 4 1 3 1 9

2012WI WMST.DIPL Women's Studies Diploma 1 1 1 1 4

2013WI WMST.DIPL Women's Studies Diploma 1 1 1 3



4.2.2 Revision of Credential Name - Business Administration Post Degree Diploma – Pre-Chartered Professional Accountant

Background: At the March 27, 2014 meeting, the Board approved the Business Administration Post Degree Diploma, Pre-Chartered Professional Accountant. However, prior to posting the new PDD on the Post-Secondary Institution Proposal System website, the CPA Executive informed NIC that it had copyright concerns over the use of the term Chartered within the program name. The proposed title revision is Post Degree Diploma–Pre-Professional Accountant. The first intake of students into this new program is scheduled for September 2014, therefore a name change will have no effect on students past or present. Action: For the Board’s discussion and decision. Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE NAME CHANGE OF THE CREDENTIAL, BUSINESS ADMINISTRATION POST DEGREE DIPLOMA, PRE-CHARTERED PROFESSIONAL ACCOUNTANT TO BUSINESS ADMINISTRATION POST DEGREE DIPLOMA – PRE-PROFESSIONAL ACCOUNTANT.



4.2.3 New Credential – Tourism and Hospitality Management Diploma - Adventure Guiding Option (attachment)

Background: NIC currently offers an eight month Adventure Guiding Certificate that provides students with certified guiding skills for employment across a wide range of recreation and adventure tourism activities. Graduates of the Certificate who wish to move into supervisory or management positions, or who want to start their own business, often need to further their education to acquire the management and marketing skills necessary to be successful. For this reason, faculty and the dean of the Tourism and Hospitality Department revised the Tourism & Hospitality Management Diploma to include an Adventure Guiding option-the objective to provide a pathway for students who wish to build on their guiding skills by acquiring a management diploma and/or a degree. This revision was approved by Education Council on April 11, 2014. The attached provides an overview of the program, including rationale and expected market demand, as presented by the faculty and dean. Fees for the Diploma are already established. Action: For the Board’s discussion and review. Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE CREDENTIAL TOURISM & HOSPITALITY MANAGEMENT DIPLOMA-ADVENTURE GUIDING OPTION.

1

PROGRAM: TOURISM AND HOSPITALITY MANAGEMENT DIPLOMA PROPOSED CREDENTIAL: Tourism and Hospitality Management Diploma, Adventure Guiding Option SUMMARY: The current Adventure Guiding certificate is an 8 month program that provides students with certified guiding skills for employment across a wide range of recreation and adventure tourism activities. The program helps students develop their leadership, interpersonal and interpretive skills as well as a level of expertise in specific skill areas, enabling them to find immediate year round employment. Graduates who wish to move into a supervisory or management position in the tourism industry or who wish to start their own business need to further their education in order to acquire the necessary management, financial, marketing and other skills necessary to be successful. The objective of the Tourism & Hospitality Management Diploma, Adventure Guiding Option is to create a pathway for students who wish to build on their guiding skills by acquiring a management diploma and/or a degree. Target Market The primary target market for the Adventure Guiding option of the Tourism and Hospitality Management Diploma is people who have a passion for the outdoors and who have chosen adventure guiding as the entry point into the larger tourism industry. They may be graduates of North Island College’s adventure guiding certificate or other programs who now want to take their career to the next step and require further education in order to do so. Rationale for Approach Taken Currently, NIC is accepting applications for the Adventure Guiding Certificate and while the response has been positive, some potential students (and their parents) have questions around educational pathways for this program. As a cost recovery program, the tuition is significant and they want to ensure that the investment is a first step towards a diploma or degree. Adding Adventure Guiding as a fourth option to the existing Tourism and Hospitality Management Diploma is a logical step for a number of reasons:

It will enhance the enrolments in the Adventure Guiding Certificate by providing a clear pathway into a Management Diploma as well as Business and/or tourism degrees in the province

No additional funding is required to include this option. The additional 14 courses included in this proposal are currently being offered by the Tourism and Business Departments. To that end this new option will augment enrolments in some tourism specific courses such as Entrepreneurship.

It will increase the competitiveness of NIC’s adventure offering. Currently TRU, Capilano and VIU all offer adventure/outdoor recreation diploma programs, which in turn ladder into their respective tourism degrees

While the guiding certificate offers a two week work practicum, the diploma would include mandatory coop which would enhance student learning and increase connections between the department and employers in this field

2

The Tourism & Hospitality Management Diploma, Adventure option meets the learning outcomes for the Tourism provincial core curriculum (see attached) and, as such, is eligible for block transfer (60 credits) to Tourism degrees in the province. (Note that NIC’s earlier Tourism Management Adventure Diploma is still included in BCCAAT as having transfer agreements with VIU, Capilano and UNBC)

The T & H diploma, Adventure Guiding Option will also receive transfer credits into the BBA at NIC as well as Business degrees at other institutions

Market Demand Since 1999, total tourism revenues have grown by 48% and despite fluctuations in visitation during the recent economic downturn, the B.C. provincial government is predicting tourism revenue growth of 5% per year for B.C. with total tourism spending of $18 billion by 2016. Jobs within the tourism sector in British Columbia are anticipated to increase from 255,860 in 2010 to 300,080 by 2021. The recreation and entertainment sector alone is expected to create more than 20,000 new openings by 2020. (Go2, 2012) On Vancouver Island, it is estimated that the recreation and entertainment sector will experience shortages reaching 6% of labour supply by 2020 and a significant number of these jobs will be at a leadership level. (Kunin, 2013) This projected growth is expected to exacerbate existing structural long-term labour supply issues in the tourism sector which are a result of seasonality, the predominance of small businesses, wage structure, changing demographics and competition from other industries. The situation is predicted to be even more acute in rural areas where decreasing populations as a result of demographics and urbanization are at odds with the increased demand for soft adventure products and the resultant increase in small business growth. (Go2, 2012) On Vancouver Island the average age of workers is higher than that of the rest of the province which implies that the need for replacement workers will increase the pressure on an already tight labour market. (Kunin, 2013) Lastly, BC’s Skills for Growth: British Columbia’s Labour Market Strategy to 2020 predicts that 78% of all new job openings in the next decade will require some sort of higher education including college diplomas, degrees, trade certification or other. All of the above implies that having a diploma option would increase a graduate’s chance of success in the adventure industry in the long term. Comparative Analysis There are currently three other key publicly funded institutions in British Columbia offering adventure/recreation programming. Thompson River University Capilano University Vancouver Island University

Adventure Sport Certificate (other industry certifications –i.e. mountaineering, hiking)

Wilderness Leadership Certificate (advanced) Biking certificate

1. Adventure Guiding Diploma 2. Adventure Management Diploma

Outdoor Recreation Diploma Recreation and Sport Management Diploma

Bachelor of Tourism Management Adventure Studies Major or Minor

Bachelor of Tourism Management Bachelor of Tourism Management

Post Baccalaureate - Adventure Studies

3

Each of the other institutions offers a diploma and degree, promote these pathways on their website and consider their diploma programs as their core program. At Capilano and Thompson River students in the certificate programs can exit after the first year or continue into the diploma program. North Island College’s Adventure Guiding Certificate is the only certificate program on Vancouver Island and while it has a strong marine focus, students can opt to include other speciality skills in their studies providing them with a wider range of employment opportunities. Under the current structure of NIC’s Tourism and Hospitality Management Diploma adventure students wishing to pursue a diploma would receive credit for some of their courses but would not receive recognition for their skills based courses. Students could transfer to one of the other diploma programs in the province however because of differences in focus and scheduling it would take an extra semester to complete their diploma studies. A Tourism and Hospitality Management diploma with an adventure option would provide graduates with a broader perspective of the tourism and hospitality industry as well as a strong managerial focus. The addition of an accredited Coop component would assist students in ensuring they maximize their work experience and meet their personal goals. Students would be able to complete their diploma within two years and could then choose to pursue a BBA at NIC or transfer directly into year three of one of three Bachelor of Tourism Management programs offered in the province. The three institutions mentioned above are all actively seeking two plus two block transfer agreements with colleges in the province. Resources All of the courses required to build the adventure option are currently in place so no additional funds are required to add the Adventure option. The Tourism & Hospitality Management Diploma, Adventure Option has 69 credits over the two years (as do the Hospitality and Sustainable Tourism options) and includes mandatory coop.

TOURISM AND HOSPITALITY MANAGEMENT DIPLOMA, ADVENTURE GUIDING OPTION

The Adventure Guiding Option of the Tourism and Hospitality Management Diploma is designed for students who wish to have it all – to gain the skills necessary to be an adventure guide but who also want to broaden their understanding of the tourism industry and gain some business skills as well. This is the fastest growing segment of a fast growing tourism sector, with significant labour shortages predicted for the region and province.

4

PROGRAM REQUIREMENTS - ADVENTURE GUIDING OPTION

YEAR ONE – ADVENTURE GUIDING

OPTION

YEAR TWO – ADVENTURE GUIDING

OPTION

Field Focused TGA-100 Guiding Skills 1 (3 credits) TGA-101 Interpretation (3 credits) TGA-103 Sea Kayaking 1 (2 credits) TGA-105 Canoeing (2 credits) TGA-106 Sea Kayaking 2 (3 credits) TGA-107 Sailing (2 credits) TGA-110 Guiding Skills 2 (2 credits) TGA-111 Wilderness First Aid (2 credits) NAU-016 Restricted Operator Certificate –

Maritime (7 hours) TCS-010 WorldHost Fundamentals

Applied Theory

THM-211 Sustainable Tourism THM-212 Tourism & Hospitality Law and

Ethics THM-225 Cross Cultural Tourism ENG-160 Effective Organizational Writing

BUS-100 Financial Accounting Fundamentals

BUS-217 Management Accounting

BUS-162 Basic Marketing Principles & Practices

BUS-170 Computer Applications in Business

THM-100 The Tourism Industry

THM-107 Accommodating Your Guest

THM-108 Human Resources Management

THM-112 Leadership & Management

THM-119 Tourism & Hospitality - Year 1 Field Trip (1 credit)

THM-219 Tourism & Hospitality - Year 2 Field Trip (2 credits)

THM-170 Food & Beverage 1

THM-222 Entrepreneurship in Tourism

*Students wishing to exit at this point must take TGA 700 Work Placement (1 credit) in order to receive the Adventure Guiding Certificate

Co-op – mandatory for all diploma students

Students must complete EMP-100 in the Fall term

as a prerequisite to Co-operative Education

Internship Work Term (THM-197) in the Spring.

EMP-100 Co-operative Education Pre-Employment Seminar (3 credits)

THM-197 Co-operative Education Internship Work Term (3 credits)

Total Credits for Diploma program

Year One - 31 credits

Year Two – 33 credits

Coop - 6 credits

Total: 69 credits

Go2. (2012). The British Columbia Tourism Labour Market Strategy (2012 ‐ 2016). Kunin, R. A., Inc. (RKA, Inc.). (2013). Regional Tourism and Hospitality Industry Labour Demand and Supply

Projections. Vancouver: Go2.

REPORT TO NORTH ISLAND COLLEGE BOARD OF GOVERNORS REGIONAL HIGHLIGHTS

JUNE 2014

CAMPBELL RIVER CAMPUS

NICcycles

SubmittedbySandraMilligan

NICcycles members from the Campbell River campus enjoyed a chance to meet and share cycling stories over lunch. Our Bike to Work Week Team includes members from different departments who had never met before. The Team lunch was a reward to the Team for their commitment to cycling to work, with the extra benefit of some socializing. Team members brought along their trusty "steeds" to show off and shared stories of flat tires and unexpected challenges. Karen Sale noted that she started commuting year round since joining BTWW some years ago. Another member is looking forward to continuing to ride once BTWW ends. The Team would like to acknowledge the support of Human Resources and the Environmental Sustainability Team for sponsoring our lunch. “I do believe a great new campus tradition has been born!” says Team Captain Sandra Milligan.

YearEndCelebration

SubmittedbyNatalieCrawshaw

As part of the Year End Celebration in Campbell River on June 6th, I led a walk through Beaver Lodge Lands. While there was some debate in the days leading up to Friday as to whether we would be able to walk in the woods with all the recent cougar and bear sightings, there were no recent reports and we had a group of 10 so off we went. A quick hour’s walk only gives you a hint of the beauty and the many trails that are available to explore right in our front yard at NIC Campbell River. We had fun and it was great to see people come out from all the campuses.

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RegionalHighlights–June2014 Page2

Teenflight

SubmittedbyNatalieCrawshaw

Teenflight is an aviation work experience program created in partnership between Sealand Aviation and School District 72. While it is not an NIC project, I want to highlight it for the Board as there are NIC Aircraft Structures students and NIC staff who have regularly been coming out as volunteer mentors and helpers, and NIC Board members who are also part of the Campbell River Airport Authority (Roy Grant) who have been supporters of the project.

The goal of the project is to learn while building a Van’s Aircraft RV-12 kit plane. Students have begun the work of assembling the tail section of the aircraft. The next phase will require additional fundraising and securing further sponsorship to purchase additional modules of the aircraft kit and engine.

For more information on this exciting project please read the press release from SD72 at this link http://www.sd72.bc.ca/Announcements/DispForm.aspx?ID=143 or come out to the CR airport on July 12th for the Wings ‘n’ Wheels open house in support of Teenflight. More information about the event is on the attached poster.

Anautomatedwaytoabrighterfuture

SubmittedbyPaulRudan‐CampbellRiverMirror

SeanDandy,asecond‐yearautomationstudentatNorthIslandCollege,makessomecomputerizedadjustmentstotheroboticarm.— image credit: Paul Rudan/The Mirror

It’s the age of digital and robotics and at North Island College the students are using this technology to produce… coloured, scented candles? Yup. Pretty candles with delightful aromas, but the students aren’t doing this by hand. They’re using an industrial robotic arm in conjunction with a student-built automated conveyor system that makes the candles and boxes them too.

“In the first year we took the electronics course. Now, in second year, we get to do this which is awesome,” says Karis Hutchins. “You get to see things actually moving rather than just a bunch of lights lighting up.”

Hutchins is one of the few female students taking the Industrial Automation Course at the Campbell River campus. Just 19, she graduates this month and already has a job in Calgary where she will work fixing automated machinery starting at $25-$30 an hour.

“It’s sure a big jump from A&W,” she says with a laugh.

Instructor Brad Harsell stands by the sidelines in the shop as he observes the students in action on this very big day. Each class, he explains, takes on a new project. This class selected the robotic, automated candle maker which they designed and built with the help of fellow students in the metal fabrication program.


Now, with students, faculty and guests filling the shop – while snacking on great appies provided by the culinary arts students – the time has come to “flip the switch.”

But there’s a delay, something’s not working right, and the young minds whirl as they draw upon their education, experience and cunning to figure out what the heck is going on. Meanwhile, Harsell sits back and smiles. “I don’t mind when something goes wrong because it highlights the students’ trouble-shooting capabilities,” he says.

But the instructor is likely breathing a quiet sigh of relief a few minutes later when the problem is solved and the robotic arm swings into action. It picks up materials, deposits them on the conveyor system which melts wax, combines it with colour and scent, drops it into a glass holder, cools it, and then sends the finished products along the way where they’re gathered and boxed.

Everyone’s smiling now too, including Pat Rokosh, Dean of Trades and Technology. “In a growing business you get to the point where you need robotics. Typically it’s not to replace workers, but to assist them,” she says, before sneaking in a recruiting message. “You know, gamers are good at this!”

COMOX VALLEY CAMPUS

BBAAlumniBursary

SubmittedbyBillParkinson

A group of our BBA Alumni has stepped forward to create a bursary for a student studying in our BBA program. They have expressed a real interest in giving back to the School of Business. The School of Business has invested a lot of time and effort in solidifying our relationship with our alumni group, and we are excited to be partnering with our alumni on this exciting initiative.

NISOD–ThankYou

SubmittedbyLaurieFisher,Facultyco‐chair,EarlyChildhoodCareandEducation;PatCorbett‐Labatt‐Instructor,AdultBasicEducation,Mathematics&Sciences;andDianeNewman,LibraryTechnician

We would like to express our gratitude for the opportunity to attend the NISOD (National Institute for Staff and Organizational Development) Conference last month. Not only did we feel very appreciated for our commitment and outcomes in our work at NIC, but we were able to share that experience with our husbands who each awarded us with our NISOD medals. We gained incredible knowledge at the conference in varying topics that will enhance our work with students and colleagues as we move forward.

The “Millennial” generation came up over and over again and threaded through the student engagement workshops. The Millennials (age range from 13 to 33 years of age) are the largest generation since the baby boomers (comprise about 20% of the population) and they are the ‘Y’ (or “WHY?”) generation. Brought up using digital technology and mass media, they are very team-oriented (thus used to collaborative learning) and are great achievers (want to achieve something daily or more). It was recommended that we need to be aware of this in order to connect and maximize the students’ potential.

We hope to present some of our collective learning to our peers at a Teaching and Learning session in August. Again, our thanks and appreciation for an incredible week!


Boomer’sLegacyRide–June13‐14,2014

SubmittedbySueBate

The 7th Annual BC Boomer’s Bike Ride, a two-day fundraising event with 100 participating cyclists, started at 0800 hours at the main gate of 19 Wing Comox on Friday, June 13th, 2014. We stayed overnight at the Brigadier D.R. Sergeant Armoury in Nanaimo and finished approximately at 5pm on Saturday, June 14th, 2014 at the Legislative Grounds in Victoria.

Six of the cyclists were from North Island College, including BSN Instructors Cathy Clark and Karen Silvester, second year BSN students Julene Martel and Maggie Cessford, Executive Assistant Sue Bate and soon-to-be Board of Governors member Greg Phelps (July 2014).

The BC Ride, a scenic 240 km trip along our beautiful coast of Vancouver Island, was an emotional journey of honour, awareness and remembrance for all 100 cyclists. Each of us made a commitment to fundraise for Boomer’s Legacy humanitarian projects at home and abroad. All of us commemorate the sacrifice of Canadian Forces soldiers by affixing photos and bios of the fallen soldiers on our bicycles. We were very fortunate to be escorted by volunteer RCMP officers and the 3rd Canadian Army Veterans Motorcycle Club. We are also supported by Thrifty’s Foods, Tim Horton’s and the Legions (Bowser and Nanaimo).

The Ride ended with a welcoming ceremony in Victoria at the cenotaph at the Legislative Grounds on Saturday, June 14th and was presided over by a military member from the Maritime Force Pacific and Maureen Eykelenboom, Founder of Boomer’s Legacy.

We are all looking forward to next year’s ride!

MajorITUpgradesStartthisSummer

SubmittedbyKevinWalters

The IT Department is set to launch a number of upgrades this summer which will improve our current systems at the Campbell River and Comox Valley campuses. Upgrades will occur in a wide range of categories including: Network/Internet, Software, Phone System, General IT and Distributed Learning, along with some cool features for our tech geeks. Please see attachment for details.

MOUNT WADDINGTON CAMPUS

NeucelsupportsEnglishLanguageTutoring

SubmittedbyGregoryBatt

Neucel Specialty Paper Mill in Port Alice BC contributes $1500 to support the Volunteer English Language Tutor Network. Here we see Mr. Zhao Wanli, CEO of Neucel, presenting a cheque to Gregory Batt, Regional Director for Mount Waddington Campus. After financial support for the Second Language Program was cut by the Federal Government, North Island College, Neucel Paper and Literacy Now


teamed up to provide funding for tutor training and coordination until the end of June. Since September, this program has assisted 69 new immigrants using 17 volunteer tutors in four communities – Port Hardy, Port Alice, Port McNeill and Sointula.

PORT ALBERNI CAMPUS

CompletionofEducationalAssistant/CommunitySupportWorkerCertificateinAhousaht

SubmittedbyMaryPatThompson

The HSW Department is very pleased to acknowledge the successful completion of an Educational Assistant/Community Support Worker certificate program offered in the remote Nuu chah nulth community of Ahousaht.

The Ahousaht Educational Authority contracted with NIC to deliver the certificate program over a two year period in their own community and using their own community members as teachers. Their intention was to offer training and certification to those currently employed in their community schools. Eight students of the original nine are in the final stages of completion. These students showed determination and commitment in facing the challenges of full time employment, family life and the extraordinary considerations of life in their remote and beautiful community. Their main instructor, Patti Burridge, who is a full time instructor in the high school in Ahousaht, also gave generously of her time, commitment and expertise to ensure the success of the program.

The Ahousaht Education Authority, under the leadership of Rebecca Atleo, made informed and professional decisions in support of their students' learning, were clear about their needs and successfully partnered in creating the program's success.

North Island College rose to the occasion of the community's request for training and demonstrated flexibility in delivery and design in a way that highlights academic leadership and responsibility.

The Ahousaht students will be present for the formal grad ceremony in Port Alberni on June 17th and have invited College representatives to participate in their community grad on the 19th.

This is an inspiring example of how our College can support diversity and flexibly meet the needs of individual communities. Congratulations to all involved!


NICEarlyChildhoodCareandEducationDiplomaStudentsHost:ECEBCBestChoices:EthicalJourney‐Module1Workshop

SubmittedbyShaunaBray–NICECCEDiplomaStudent–PortAlberniCampus

As part of the interactive, hands-on curriculum for ECC 268 (Supervising Early Childhood Centers), the North Island College ECCE Diploma students had an informative experience hosting the ECEBC Best Choices: Ethical Journey Module 1.

As a class we had the challenge of working together from a distance to plan our workshop, as our students are from three campuses; Campbell River, Comox Valley and Port Alberni. With the help of our instructors Cathy Batho and Paula Avender, the workshop ended with a joyful and prosperous group of women ready for the next module.

Upon entering the Comox Valley North Island College campus we had friendly, welcoming signs to make our classroom destination easy to find. We were warmly welcomed at the door to sign in and receive our name tags and workshop packages. After all of our online communication and interaction through our ITV course, it was finally time for us to meet our fellow classmates face to face. Some of us have been taking classes together for almost two years for one three-hour evening class per week, however seeing our classmates the size of Polly Pockets on the television is just not the same as in person.

Our environment was creatively set up with inspirational art work, handmade table covers and centerpieces that included flowers, candles, candies and chocolates. When scheduling the itinerary, we made sure we had adequate time to show each other our appreciation for all the hard work toward a very successful workshop.

We were honored to have our North Island College Elder, Fernanda Para present to give us a traditional welcome to the K’omoks Traditional Territory. Before we began our enlightening Ethical Journey workshop, we had an icebreaker activity that allowed us to share some entertaining stories and therapeutic laughter. This fun activity really helped us to relax and bond before we started into something a little more intense and thought provoking.

After the introductions of ourselves and the workshop guides, Charlene Gray and Kim Reid, we began our ethical journey together. The guides provided us with the information to better understand our own personal beliefs, values, ethics, and how we are influenced by them daily. An engaging and enjoyable teaching tool, “The Abigail Story,” had us evaluating and coming to an understanding of what our own personal ethics are. As early childhood educators and diploma students we really enjoyed the opportunity to have respectful discussions with our peers regarding ethics. This allowed us to gain an understanding of each other’s perspectives and provided us with an opportunity to address ethical differences in a professional manner.

Half way through our workshop we broke for a delicious lunch of soup and chili (donated by one of our fellow student’s father) which was absolutely amazing. We also had fresh fruit and vegetable platters, meat and cheese platters, buns, desserts and beverages, warm and cold. This was a complicated task for the students in charge because they were working their menu around dairy and gluten sensitivities. Some of us ate in a lovely decorated lunch room while others wandered outside to enjoy our meal in the sunshine.

Throughout the day we heard “beliefs, values and ethics” over and over. Each time it felt as if I gained a little more understanding and as our instructor, Cathy would say, “I had another ‘aha’ moment.” We worked through the understanding that beliefs are what you hold to be true, values are what you hold to be important, and ethics are rules for conduct. We discovered that values, ethics and beliefs are all interchangeable. We left with the understanding that your beliefs, values, and ethics are all woven together and they support each other.

When analyzing the workshop evaluations, we found that all of the students felt the workshop was very informative, inspirational and interactive. It was also stated that the students enjoyed listening to other people’s point of view and some found it interesting how their views were impacted by others. In the end, we left excited and intrigued with the desire to complete the remaining three modules of the Best Choices:


Ethical Journey.

In closing, we would like to take this opportunity to thank our Dean, School of Health and Human Services –Jocelyne Van-Neste Kenny, and Joseph Dunn – Success by 6 Vancouver Island North for providing the funding for this very valuable training opportunity.

ECEBCBestChoices:EthicalJourney‐Module1Workshop


CONTINUING EDUCATION AND TRAINING

Community Collaboration and Engagement

REGIONAL ACTIVITIES

Production of the Fall 2014 Learner’s Guide is underway with a release date of mid-August. All courses have been entered and Programmers have been reviewing and editing the extract as well as preparing additional content for Marketing to include in the final document.

The School is developing proposals for consideration under the Aboriginal Community-Based Delivery Partnerships Program funding envelop with emphasis on Forestry, Guardian Watchman Training and Fishery Observer Training in partnership with community and North Vancouver Island Aboriginal Society. Proposals are being reviewed by the Ministry in June 2014.

The School is advancing training proposals due mid-July to the Ministry of Jobs, Tourism and Skills regarding the expected release of program criteria aligned with ESA programming; funding support in community programming which aligns directly to employment.

The School is advancing the curriculum submission for Curriculum Committee review for Aquaculture Technician Training Program Levels I and II.

The School is in discussions with Provincial colleagues regarding collaborating to support delivery of the Underground Mining Essentials Program in Northern British Columbia.

The Dean continues to engage with the Provincial table of the Continuing Education and Training Association of BC with the AGM and collaborative program discussions scheduled for May 2014.

The Dean continues to engage with the Provincial Consortium for Skills Development initiative.

CENTRE FOR APPLIED RESEARCH, TECHNOLOGY AND INNOVATION (CARTI)/ NATURAL RESOURCE EDUCATION AND APPLIED RESEARCH INSTITUTE:

The Manager of CARTI, Naomi Tabata, attended the British Columbia Applied Research and Innovation Network (BCARIN) meeting and Applied Research Symposium at Langara College in collaboration and support of research initiatives at North Island College. She also attended North American Network of Science Labs Online (NANSLO) Business Plan Development meeting in Colorado with Albert Balbon, Lisa Domae and Tak Sato, participating in several workshops, including meeting with Consortium for Healthcare Education Online (CHEO) for discussions around Remote Web-based Science Lab (RWSL) developments.

A Letter of Intent was submitted for a Natural Sciences and Engineering Research Council of Canada (NSERC) – Innovation Enhancement Grant. The Benthic Monitoring of Hard Substrates in Salmon Aquaculture research project will continue to build North Island College’s applied research and technology transfer capacity in partnership with Vancouver Island salmon aquaculture companies. The BC Salmon Farming Association and Fisheries and Oceans Canada identified a need to strengthen capacity in monitoring of hard bed substrates for present and future fish farm sites. The project extends the current entry-level two-year NSERC Innovation Enhancement grant to a potential additional five-year research project.

Dr. Aisling Brady has been working with community partners, Centre for Aquatic Health Sciences (CAHS) and taxonomist Sandy Lipovsky, to identify and sequence the Opportunistic Polychaete Complexes (OPC) found during site sampling. A North Island College student is currently working on this project during the summer months, focusing on lab analysis of samples obtained in the field.

Dr. Stephen Cross continues to monitor the growth of kelp that has been seeded adjacent to a salmon farm operation near Tofino, and has reported the growth to be exceeding initial estimates. He has also installed prototype temperature and sensor equipment for remote monitoring, presented at the Oceans


Workshop in Ucluelet, and is collaborating with the Vancouver Aquarium on a potential new research initiative. Dr. Cross’ integrated, multi-trophic aquaculture facility is featured in the June issue of National Geographic.

Wireless Sensor Technology – Two students in the Industrial Automation program have been working closely with our industry partner, Island Telemetrics, to develop and test prototype wireless technologies.

Programming Activities

CAMPBELL RIVER

Wildfire Crew Member (Firetack) Training has been postponed. We will attempt to reschedule the offering to run in July to try and capture some graduating high school students.

We have submitted a funding proposal for the Coastal Forest Resources program. NVIATS and Strategic Forest Management are potential partners for the offering providing our proposal is successful. The program is geared to jobs available in the Forest Industry. The core will provide all of the essential skills required to work in the industry, plus sessions targeting specific skills required for work as a Field Assistant, Timber Cruiser or Silvaculture Assistant. Our focus will be on the fall session. Employers will be contacted to seek their participation in a Mentorship arrangement.

Coastal Log Scaling has wrapped up. The students presented in Port McNeill for the Ministry written and practical exam on May 27th and 28th. Instructors, check scalers and representatives of the examining committee from the Ministry of Forests met to examine and reach consensus on the logs that were part of the exam. The Ministry of Forests indicated that there was discussion about hosting a written exam more than once a year to accommodate special cases. This will be discussed in the coming months, however, systems remain status quo for the moment. The next intake for Coastal Log Scaling has been set for February 2015 to align with current Ministry exam guidelines.

We presented proposed changes for Metal Jewellery Design Certificate to the Curriculum Committee.

An info session for the Fall Metal Jewellery program was held May 24th. We also provided several private studio tours for potential students. We have been working with marketing on ads and promotional events for Metal Jewellery, including distributing promotional materials to other areas on the island.

We received feedback from the instructor on the Winter Landscape Horticulture Apprenticeship Level 1 program and continue to work towards getting Level 2 program up and running in the Comox Valley.

We met with Vancouver Island Health Authority (VIHA) Strathcona Food Hub Project team to discuss next steps with the project and the final contract with NIC.

CampbellRiverElderCollege:

o Elder College held their annual Volunteer Appreciation Luncheon on May 21st. The event was attended by 47 volunteer instructors and committee members. Representatives of North Island College were invited and attended. A special presentation was made to Monique Games in honour of her ten years volunteering for ElderCollege. She will be resigning as a member-at-large but has indicated that she will be an active participant in all ElderCollege offerings.

o Elder College Campbell River will be celebrating ten years of service to the community at the end of 2014. Isobel MacKenzie, Seniors Advocate for British Columbia, has accepted our invitation to be the guest speaker for the occasion. Event planning will continue over the summer.

COMOX VALLEY

We will have full Fall classes for both the Animal Care Aide Program and the Activity Assistant Certificate.

Foot Care for Nurses will also be running with a full class this summer.


ComoxValleyElderCollege

o All 2014FA Comox Valley ElderCollege scheduling is completed. There are now 52 courses offered including a 9-week Lecture Series. Important dates to remember include the Information Forum on Saturday, September 20th and first day of registration on Monday, September 22nd.

o The Comox Valley ElderCollege 2014 AGM was held on May 3rd with 32 members present. Everyone’s work was acknowledged by Gary Priestman, incoming Chair of the Executive Committee. Flowers were presented to outgoing committee members which was greatly appreciated. Some interesting stats that were shared: the ratio of male to female course participants (1/3 M to 2/3 F) and over the last 15 years, 12,000 plus registrants have enjoyed the 850 courses that have been offered.

o Information has been emailed to members recruiting volunteers to assist with the Comox Valley ElderCollege 15th Anniversary Celebration activities including Courtenay’s July 1st Canada Day Parade, Comox’s August 4th Nautical Days Parade and booths at the Farmers’ Market on September 6th and 13th and on August 4th at Nautical Days They also plan to do some interviews on Shaw TV in September.

PORT ALBERNI

Preparation of instructor contracts and ordering course materials for upcoming Fall/Winter courses is underway.

Professional Development training for the Volunteer Fire Departments in the surrounding area is continuing with new contracts scheduled.

Training quotes have been provided to Canadian Alberni Engineering and Hupacasath First Nation. Traffic Control training for seasonal employees at Pacific Rim National Park takes place in June.

PortAlberniElderCollege

o On May 28th we held an appreciation luncheon for the Port Alberni ElderCollege advisory committee members.

FIRST AID

In May we ran five contracts for a total of ten courses. So far in June we have four contracts for a total of six courses.

We hired a new instructor, Ray Hawkes, who will teach Red Cross Basic & Advanced courses in the area.

Email, Facebook and Twitter marketing is ongoing and we continue to promote our Red Cross courses through the Red Cross website.

MARINE TRAINING

We are happy to report that our tuition revenue has doubled in Marine training in the year since we’ve moved the program from CV to CR. Revenue for September 2012 to May 2013 at the CV campus was $82,031. Revenue for September 2013 to May 2014 at CR was $161,897. The move allowed us to fully review and upgrade our equipment and course materials. Our Campbell River instructors, Captain Jock Palmer and Captain Chris Marrie, have spent many hours ensuring we have the most up-to-date equipment. Course evaluations consistently mention the great training facility, instructors and real life scenarios and examples. Our goal for the upcoming year is to grow the business with the addition of six new courses which will help prepare students to sit Transport Canada exams specific to their desired Certificate of Competency. We have also added on-boat practical components to two of our current courses; Small Vessel Operator Proficiency and Marine Emergency Duties A1/A2. This will provide an added draw for potential students.

Chabanee Matilpi, Jo-Ann Rufus and Annie Puglas were among the eight students who successfully

completed Fundamental and Intermediate English and Math courses at CICLC this year.

Also pictured is Liz Robins, the North Island College ABE Instructor in-community at CICLC.

The Year-End Event held on June 5th at the CICLC was a great success. Students

and families celebrated with a lunch followed by presentation of certificates. In addition

to North Island College upgrading students receiving recognition of course completions,

community members who recently completed the Occupational First Aid Level 3 course

received their certificates. Also in attendance at this event were several participants

from the popular Computer Basics for Elders evening classes.

Plans for future programming at CICLC were addressed by a ‘Namgis First Nation

administrator as well as a council representative of the Village of Alert Bay. Gregory

Batt, the Director of the Mount Waddington Regional Campus, spoke on behalf of North

Island College.

June 2014 Network/Internet upgrades

Campbell River main Campus Internet Upgrade On August 12th, the internet connection to the CR main Campus will be upgraded from our current 100Mb connection shared with Timberline to an NIC‐dedicated 200Mb connection. Some local network outages will occur as a result of the upgrade. We will attempt to minimize the disruption as much as possible and will keep you informed.

Comox Valley Internet Upgrade

On August 18th, the internet connection to CV Campus will be upgraded from 100Mb to a 200Mb connection. Some local network outages and service disruptions will occur as a result of the upgrade. We will attempt to minimize the disruption as much as possible and promise to keep you informed closer to the date.

Port Alberni/Tebo Network cable upgrade

Working with David Graham and Facilities, NIC has received funding to completely update the network wiring infrastructure at both Port Alberi and Tebo Campuses. We have no definite timeline at the moment but will keep you informed.

Software Adobe Acrobat and Creative Cloud

Details of this have already been announced with installations currently underway but as a reminder: Unless otherwise requested, all student computers will have the full Adobe Creative Cloud software installed and all Faculty/Staff devices will have the full Adobe Acrobat.

Office 2013 NIC is upgrading to Office 2013! Installations have begun and will be underway all summer. Office 2013 will look very familiar however we’re sure you’ll be discovering new features all of the time. Training resources will be available on the MyNIC IT Information site.

Exchange and Lync 2013 These IT upgrades will be complete by this summer each bringing a host of new features. If you haven’t already, you’ll be seeing a new Lync client appearing on your desktop, but most exciting will be a new Lync client that will be available in your browser for students, guests and anyone away from their NIC computers! OneNote is even more fully integrated into both Outlook and Lync and will allow two Lync users to simultaneously edit a OneNote notebook. Another exciting Lync feature will be Persistent chat rooms, great for those ongoing topical discussions! Outlook Webmail has added a lot of exciting functionality! The SPAM filtering system will also be changing: SPAM, Quarantine, Whitelist & Blacklist folders will be inactivated and instead we will be using the Junk Folders and “Blocked Senders”. We promise to update you on

the use of all of these new features as we roll them out. Look for them on the MyNIC IT Information site.

BlackBoard Learn / MyNIC Portal Integration

Latest features: All course sections will have a course site created on Learn (except for short‐term vocational and general interest courses) and students will be automatically enrolled. The sites will not be visible to students until the course is made available by an Instructor. For instructions on how to do this, Faculty are directed to: https://portal.nic.bc.ca/employee_resources/information_technology/Pages/default.aspx

Phone System Upgrades

New Voicemail Our old system is no longer supported, so over the summer we are moving to an integrated Exchange Voicemail system. You can still access this exactly as you currently do, however among the tons of new features is voicemail that is transcribed and emailed to you along with an audio file of the message. Training and advanced feature discussion will be available on the MyNIC IT Information site.

New Teleconferencing

We are replacing our current Telus telephone conferencing with a Lync and Outlook integrated system. Regular users of this will receive individual emails when this is out of the pilot stage and ready to go. We expect this to occur sometime during the summer. Setting up and running a teleconference will be as easy as sending a meeting invitation and anyone can now join a Lync meeting over a phone! Training and feature discussion will be available on the MyNIC IT Information site.

Lync Phone For those of you who are constantly on the road, we can enable your Lync client to replace your deskphone. (I’ve been using it for several months!) If you are interested, please contact the Helpdesk.

General IT and DL

CR A221 ITV meeting room Campbell River staff and faculty may have noticed some new equipment in the small A221 boardroom. CRC now has their own ITV meeting room! Booking of A221 and of ITV meetings should both be handled through normal processes and departments. Make sure to indicate that this is an ITV meeting and remember that other locations will need to be coordinated. The room will work best with no more than 6 people, but could accommodate 8. Remember that if you have a webcam and a headset that you can join an ITV meeting from your desktop using Lync. You will need to coordinate this with the Distributed Learning department.

In Community technical lending program

This program initiated by SET, is directed towards supporting our Faculty who are operating long‐term offsite In Community. For more information, please contact your Dean!

ITV, Live Streaming & Capture capabilities for Stan Hagen Theater

Work is pretty much complete, if you would like to utilize, please contact the DL Department.

More Epson Interactive MMPs being installed this summer Look for them at a Campus near you! New versions no longer need a pen in order to interact! Training information graciously provided by Library services at http://libguides.nic.bc.ca/content.php?pid=472566

Upcoming changes to IT Information Site on MyNIC

More information, better organization, more training resources! Initial updates by the end of June!

For Geeks Only Storage Spaces – upgrade/modernization to our network storage systems. Controlled by a small cluster of servers and communicating at 10Gb speeds, it’s bigger and much faster and part of a continuing upgrade to our server cluster infrastructure for both physical and virtual servers.


JUNE 26, 2014 Vision: North Island College is a premier community and destination college, in a

spectacular west-coast environment, that inspires and prepares students for success

in a rapidly changing world.

AGENDA ITEM: Regular Meeting

4.3.1 INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT FOR THE 2013/14 REPORTING CYCLE (attachment)

L. Domae, Vice President, Student and Educational Services and Planning, will present the draft Institutional Accountability Plan and Report for the 2013/14 Reporting Cycle. British Columbia’s Ministry of Advanced Education, in consultation with public post-secondary institutions, has developed a results-based Accountability Framework for the public post-secondary system. As participants in the Accountability Framework, all public post-secondary institutions in British Columbia, including North Island College (NIC), prepare annual, publicly available accountability plans and reports. NIC’s Institutional Accountability Plan and Report for the 2013/14 Reporting Cycle includes core content that aligns institutional efforts with Ministry objectives. The College’s accountability to the Ministry and to our communities is represented in this document. The report describes NIC’s achievements in 2013/14 measured against the Ministry’s required performance indicators and against our own objectives as defined in the North Island College 2011-2015

Strategic Plan. As such, this report indicates how NIC’s results compare with Accountability Framework targets, and how our achievements contribute to those of British Columbia’s public post-secondary system as a whole. The Institutional Accountability Plan and Report for the

2013/14 Reporting Cycle also articulates results or outcomes that NIC wishes to achieve going forward. NIC was assessed on 19 Accountability Framework performance measures for the 2013/14 reporting cycle. Sixteen performance measures were exceeded or achieved, and two performance measures were “substantially achieved”. The Total Student Spaces target, which represents Ministry funded FTEs, was the only performance measure that was not achieved (i.e. 89% of target). NIC will submit the Institutional Accountability Plan and Report for the 2013/14 Reporting

Cycle to the Ministry of Advanced education on, or before, the submission deadline of July 18, 2014. Action: For the Board’s discussion and approval.

Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APROVES THE INSTITUIONAL ACCOUNTABILITY PLAN AND REPORT FOR THE 2013/14 REPORTING CYCLE.

Institutional Accountability Plan and Report 2013/14

Table of Contents

Accountability Statement ................................................................................................................................................. 1

Institutional Overview ...................................................................................................................................................... 2

Our Mission .................................................................................................................................................................... 3

Our Vision for the Future ........................................................................................................................................... 3

Our Values ...................................................................................................................................................................... 3

Programs and Partnerships ......................................................................................................................................... 4

Student Population ........................................................................................................................................................ 5

Aboriginal Students ................................................................................................................................................... 6

International Students .............................................................................................................................................. 6

Planning and Operational Context ................................................................................................................................ 7

Overview: The Past, Present, and Future of the NIC Region ............................................................................ 7

Social and Health Context .......................................................................................................................................... 7

Population: Historic and Projected Change ............................................................................................................ 8

NIC Region Population Levels by Age Group .................................................................................................... 8

Educational Enrolment and Outcomes: Historic and Projected Change ......................................................... 9

Primary and Secondary School Enrolment Trends ........................................................................................... 9

Educational Attainment .......................................................................................................................................... 10

Employment and the Labour Market: Historic and Projected Change........................................................... 11

Vancouver Island / Coast Development Region .............................................................................................. 11

Employment and Occupational Trends in the NIC Region ........................................................................... 13

NIC’s Regional Economic Impact ............................................................................................................................ 14

Goals and Objectives ...................................................................................................................................................... 15

Strategic Plan 2011–2015: Participation, Partnership and Pathways ............................................................... 15

#1 Responsive Curriculum.................................................................................................................................... 16

#2 Student Success ................................................................................................................................................. 16

#3 Active Community Partner ............................................................................................................................. 17

#4 Strategic Partnerships....................................................................................................................................... 17

#5 Raising Awareness ............................................................................................................................................. 18

#6 Employee Engagement ..................................................................................................................................... 18

NIC’s Achievements ................................................................................................................................................... 19

Regional and Responsive Program Delivery ..................................................................................................... 19


Educational Collaboration – Transitions and Pathways ................................................................................. 22

Community and Industry Collaboration ............................................................................................................ 24

Performance Measures, Targets and Results ............................................................................................................ 25

Financial Information ....................................................................................................................................................... 29


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Accountability Statement

July 2014

The Honourable Amrik Virk Minister of Advanced Education Government of British Columbia Dear Minister Virk, We are pleased to submit to your office North Island College’s Institutional Accountability Plan and Report for the 2013-2014 Reporting Cycle. This document has been prepared following the guidelines provided by your Ministry’s Accountability

Framework for the public post-secondary system. It describes North Island College’s achievements in

2013/14 measured against the Ministry’s required performance indicators and against our own goals as we approach the final year of the North Island College 2011-2015 Strategic Plan. The report also articulates outcomes that the College wishes to achieve going forward to its next Multi-Year College Plan. North Island College continues to respond to our communities’ needs as those needs shift with economic

demand for more trades and technology training while ensuring that the Ministry’s objectives and the

communities’ need for life-long learning are being met. We are a small but proud rural college that continues to deliver relevant in-community programs, develop partnerships with industry and other agencies, and create innovative solutions to increase efficiencies in program delivery. This report will tell you the story of how our “little college that can” continues to rise to the challenge of ongoing budget cuts

while remaining a staunch advocate for the North Island communities that we serve. As the Ministry’s arm in the North Island region, we urge the Ministry to take note of our successes and thus increase support for our College not only financially but also by recognizing the initiatives we have taken in applied research and teaching technologies. We are proud to be at the forefront of innovative distributed-learning technologies that look to the future of post-secondary education to continually increase access for residents in NIC’s wide geographical reach. Where we may not be able to provide

opportunities directly, NIC continues to expand educational partnerships with other post-secondary institutions by creating educational pathways and transition programs for students from various walks of life. NIC employees work hard beyond expectations because we all hold close to our hearts the College’s

core value of “students first”. You will see that this report is proof positive of that value as the College

exceeded, achieved or substantially achieved almost all of the required performance measures in the 2013/14 reporting cycle. Sincerely, Bruce Calder John Bowman Chair President Board of Governors


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Institutional Overview

North Island College (NIC) is a comprehensive community college with a service area that spans over 70,000 square kilometres on central and northern Vancouver Island and parts of the BC mainland coast, from Desolation Sound to Klemtu. With approximately 159,000 residents in its region, NIC serves the largest population of all BC rural colleges. NIC acknowledges that it is a guest on the traditional territories of 35 First Nations from the Coast Salish, Kwakwaka’wakw and Nuu-chah-nulth traditions.

Established in 1975 as a distance education institution, the story of NIC is one of innovation, change, challenge, and success. The College began building permanent campuses in the 1990s and now operates four campuses in Campbell River, Comox Valley, Port Alberni, and Mount Waddington and a learning centre in Ucluelet. In August of 2013, NIC welcomed John Bowman as its fifth president and CEO and has entered into a new period of growth in fulfilling its mission and vision under his leadership.

In keeping with its roots, NIC is distinguished by its commitment to serving its diverse and geographically dispersed communities through campus-based pathway programming, technology-enabled distance learning, and face-to-face in-community programming. The College offers a full range of educational, financial aid, disability, counseling, and student advising services, including a dedicated student Employment Resource Centre that supports nationally accredited co-operative education programs. The College continues to increase its scholarships and bursaries, and in 2014/15 the NIC Foundation will distribute awards totaling $265,000.

“Students first” is a core value held by all NIC employees across all programs, services, and locations. This commitment is at the heart of NIC’s work in optimizing and expanding its offerings to efficiently provide relevant and accessible programs to its communities; meet the labour market needs of its region; and help build a strong provincial economy


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Our Mission NIC is committed to meeting the education and training needs of adults within its service region by: providing high quality, affordable higher education and skills training, collaborating with our partners to create pathways to learning, and empowering individuals to achieve their full potential.

Our Vision for the Future NIC holds a vision of being a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. NIC will fulfill its vision by being:

a vibrant community of learners – embracing their goals and shaping their worlds;

a gateway to education, work and life;

a central force in improving the cultural and socio-economic well-being of the communities we serve; and

a respectful steward of our unique natural setting.

Together, we will create a workplace that inspires personal growth and delivers results to our students, partners, and citizens.

Our Values At NIC, our values frame everything we do and express our commitment to our students, communities, residents of our region, and ourselves.

Student success - We empower students to become self-reliant, lifelong learners capable of integrating what they learn with how they live and work.

Access – We ensure access to learning opportunities, regardless of geographic, technological, financial, social, educational, or historic barriers.

Accountability – Our individual and organizational performance fosters public trust and community confidence.

Quality – We are committed to continuous improvement and achieving the highest quality possible.

Relevance and responsiveness – We provide learning opportunities that are relevant to the lives and work of our students and delivered in a creative, flexible, timely, and collaborative manner.

Positive organizational culture – Ours is an organizational culture that operates in an open and honest manner, is based on mutual trust and respect, values creativity and risk taking, encourages innovative and strategic thinking, and affirms excellence.

Social and environmental responsibility – We are actively engaged in the economic and social development of our communities and are active stewards of the unique natural environment in which we reside.


4

Programs and Partnerships To meet the education and training needs of its region, NIC offers over 100 programs and more than 1,000 courses in the following areas: adult basic education, English language training, university transfer, business, tourism, health care, fine arts, Aboriginal education and Industry Training Authority (ITA) approved foundation trades, technical, and apprenticeship training. The College also offers a significant range of sector specific industry training on a cost recovery and contract basis. NIC also hosts and supports ElderCollege, which provides lectures and courses on a wide range of topics at low-cost for individuals 50 years of age and older (55+ at the Comox Valley Campus). Developmental programming1 and trades/technology programming, account for nearly half of full-time equivalent (FTE) enrolment and NIC.2 University transfer programs constitute 25% of NIC’s

programming and health and human services programs comprise 15% of programming. Contract, cost-recovery and Employment Skills Access (ESA) funded, sector-specific industry training have blossomed in recent years, now comprising 15% of NIC’s offerings. Figure 1: 2013/14 FTEs by NIC’s Major Program Areas

By working closely with our community, industry and educational partners, NIC ensures that programs and institutional resources are aligned with regional economic- and labour-market needs. NIC develops innovative ways to deliver responsive programming on a when-needed, where-needed basis. Curriculum, programs, and services that respond to the shifting occupational structure of the North Island region are

1 Includes adult basic education, English language training and access programs for students with disabilities. 2 A Full-Time Equivalent (FTE) is an enrolment measure representing the enrolment activity accumulated by a typical full-time student in an academic year. Each full-time student in a full-time program generates one FTE, and enrolments for part-time students are converted to a Full-Time Equivalent based on their course registrations as a proportion of a full-time course load (e.g. a student taking 50% of a full course load generates 0.5 FTEs).

University Transfer 25%

Trades / Technology25%Developmental

20%

Contract Industry Training, 15%

Health and Human Services, 15%


5

continuously in development. Many of these programs are aimed at meeting the training needs of transitioning primary industry workers.

More information about NIC’s program offerings can be found online by visiting http://www.nic.bc.ca/programs/default.aspx. A complete list of NIC’s current partnership agreements

can be found online at http://www.nic.bc.ca/about_us/Partnership_Agreements. NIC’s programs and

partnerships are also discussed in more detail in the “NIC Achievements” section later in this document.

Student Population 9,110 students took courses at NIC in 2013/14, with 4,685 students enrolled in credit courses and 4,425 students enrolled in short-duration courses such as community education, first aid, marine or industry training. The chart below disaggregates enrolment by type of course (short duration or credit) and mode of delivery (campus-based, in-community and distributed learning).3 Figure 2, 2013/2014 Unduplicated Headcount by Location and Course Type, NIC

* Students often take courses at multiple campuses. This can result in the same person being “duplicated” when the campuses are added together. “Unduplicated headcount” removes any duplications, providing a more accurate college-wide headcount.

The median age of students in credit courses in 2013/14 was 25, and 60% were female. Students enrolled in short-duration courses, which tend to be interest-based or offer retraining for workers already in the labour market, had a median age of 40 with equal numbers of males and females. Nearly all (90%) of NIC students were local residents of the College’s service area. The demographic characteristics of course

3 Includes online, distance and interactive television delivery.

0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000

College-wide Total Unduplicated*

Comox Valley Campus

Campbell River Campus

Distributed Learning

Port Alberni Campus

Mount Waddington Campus

In-Community

College-wideTotal

Unduplicated*

Comox ValleyCampus

CampbellRiver Campus

DistributedLearning

Port AlberniCampus

MountWaddington

CampusIn-Community

Short Duration Headcount 4,425 1,812 1,225 202 582 292 446

Credit Course Headcount 4,685 2,297 1,022 1,272 728 170 207

Total Headcount 9,110 4,109 2,247 1,474 1,310 462 653

http://www.nic.bc.ca/programs/default.aspx

http://www.nic.bc.ca/about_us/Partnership_Agreements/


6

takers at NIC has, over the last few years, been relatively stable in terms of median age and distribution by sex.

Aboriginal Students

1,200 students of self-declared Aboriginal ancestry took courses at NIC in 2013/14, comprising 13% of the student population. Aboriginal student representation has consistently been at or above this level for the past five years.

The proportion of Aboriginal students at NIC exceeds the proportion of Aboriginal people (12%) living in the College’s

service area.4 As the map of First Nations and traditional territories makes clear, First Nations are widely distributed throughout the NIC region. Many First Nations communities are not within close proximity to one of NIC’s four

campuses. To increase access and relevance for Aboriginal learners, the College is committed to a regional delivery model of education whereby programming and instruction are delivered in-community, based on specific community needs.

International Students

NIC hosted just under 200 international students in 2013/14 from over 30 countries, including India, China, Japan, Brazil, Libya and Nigeria. International student enrolment grew by almost 50% from 2012/13 and has more than doubled since 2011/12. As a proportion of all students at NIC, international students grew from 2.6% in 2011/12 to 5.3% in 2013/14. NIC is becoming a destination for Chilean and Mexican scholarship students who are part of the federally funded Emerging Leaders in the Americas Program and the Brazilian-government sponsored Science Without Borders program.

4 BC Stats. (2012). College Region 11 – North Island: Statistical Profile. Retrieved from http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx on May 27, 2014.

http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx


7

Planning and Operational Context

Overview: The Past, Present, and Future of the NIC Region The current context and predictions described in the following sections represent important considerations for strategic and short-term planning and operations as NIC works to achieve its mandate, mission and vision over the coming years. The information also provides context for the performance measures presented later in the report. Guided by goals and priorities defined in NIC’s strategic and

educational plans, and supported by well-established organizational values, the College operates within a fluid environment of trends, conditions and forces.

In the community college tradition, nearly all (90%) NIC students are residents of the College’s service area (see map in Institutional Overview section above). NIC’s student population is distinguished by its strong need for adult education and training. The NIC region has a significantly higher level of children and youth in care compared to the provincial average, moderately higher levels of mental health issues, and slightly higher general health issues. There are also high levels of income assistance and employment-insurance dependency in the region. Relative to other BC college regions, the NIC region has the third highest percentage of employable individuals 15 years or older receiving income assistance - more than double the provincial average. Likely related, the College’s service area has elevated high school and post-secondary non-completion rates among 25-54 year-olds compared to the provincial averages. There are also positive trends in the NIC region: crime is declining significantly, use of hard drugs is below the provincial average, and the percentage of 18 year-olds who did not graduate high school has declined slightly to about the provincial average of 26%.

Educational and economic preparedness for post-secondary education and training varies considerably across the region that NIC serves. Secondary school non-completion tends to be greater in NIC’s smaller and more remote communities. This pattern confirms an ongoing, strong demand for upgrading and access pathway programming.

The NIC region’s population is shifting toward an older demographic with the 65+ age category growing as a proportion of the total population. Enrolment in K-12 public schooling is expected to decline slightly over the next two years before turning around and growing by approximately 900 students by 2022 to about 21,500 students. The grades K-7 segment is expected to demonstrate a consistent growth trend over the projection period; however, the grades 8-12 segment, which provides the region’s near-term supply of high school graduates, is expected to decline for a few years before beginning a modest recovery. Already the largest, with nearly half of all students in the traditional NIC catchment area, the Comox Valley School District is projected to account for the bulk of enrolment growth. Regional major projects and/or shifts in sector-based employment, both impacting labour market demand, are key drivers for post-secondary institutions like NIC that are engaged in developing relevant programming to prepare the workforce and strengthen local economies. Predicting change in labour market demand in the NIC region over the next decade is challenging as there are a number of major projects that may or may not proceed depending on investment and/or approval. In particular, potential multi-billion dollar liquid natural gas (LNG) projects in Port Alberni and in Campbell River could significantly alter the economic and labour market environment for the North Island.

Social and Health Context The NIC region is notable for its relatively high level of children (aged 0-18) in care. In the NIC region there are 16.3 children in care per 1,000 people, well above the provincial average of 9.1. The NIC


8

region is similar to college regions like Northwest (17.2), New Caledonia (17.6), and Thompson Rivers (19.4) where familial struggles appear to be far more frequent than regions like Capilano (5.3), Vancouver (4.9) and Douglas (4.9). This challenge facing the NIC region correlates with mental health issues among the population. Measured by potential years of life lost due to suicide/homicide (per 1,000 population), the NIC region rate of 5.8 years is well above the provincial average of 4.0 and second highest among college regions in BC.5

Population: Historic and Projected Change The population of the NIC region6 is expected to increase by about 7% between 2013 to 2022. Within the regional districts, population growth is anticipated for the Comox Valley (+13%), Strathcona (+6%), and Central Coast regions (+5%). The Alberni-Clayoquot and Mount Waddington regions are expected to see a very small decrease in population of around 1% each.

NIC Region Population Levels by Age Group

Like the rest of the province, the NIC region’s population structure is aging, with those 65+ growing as a proportion of the total population.

Figure 3, Population Projections by Age Grouping, NIC Region and BC, 2013-2022*

* Total populations: NIC Region 2013 = 158,900; NIC Region 2022 = 169,988. BC 2013 = 4,663,580; BC 2022 = 5,190,802.

18-24 Age Group

The traditional post-secondary population of 18-24 year olds in the NIC region is projected to decrease by just over 19% between 2013 and 2022 (see Table 1). The Comox Valley and Central Coast regions expect the smallest decreases.

5 BC Stats. (2012). College Region 11 – North Island: Statistical Profile. Retrieved from http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx on April 4, 2014. 6 BC Stats. Custom table from P.E.O.P.L.E. 2012.

18% 18% 18% 18%

9% 7% 9% 7%

54% 51%56% 55%

19% 24% 16% 20%

0%

10%

20%

30%

40%50%

60%

70%

80%

90%

100%

2013 2022 2013 2022

NICR BC

65+

25-64

18-24

0-17



9

Table 1, 18-24 year-olds, NIC Region by Regional District, 2013-2022

2013 2022 % Change

Alberni-Clayoquot 2,887 2,134 -26%

Strathcona 4,169 3,324 -20%

Comox Valley 5,778 5,006 -13%

Mt Waddington 1,217 932 -23%

Central Coast 324 293 -10%

NIC Region Total 14,375 11,689 -19%

Looking at year-over-year population change over a longer period in Figure 4, the decline in the number of 18-24 year-olds in the NIC region is, like the province as a whole, predicted to gradually slow by 2022.

Figure 4, Year-Over-Year % Population Change for Ages 18-24, NIC Region and BC, 2006-2022*

* BC 18-24 population for 2005 = 401,284; BC 18-24 population for 2022 = 379,134 NIC Region 18-24 population for 2005 = 11,752; NIC Region 18-24 population for 2022 = 11,716

Educational Enrolment and Outcomes: Historic and Projected Change

Primary and Secondary School Enrolment Trends

The overall number of K-12 students in the NIC region is expected to remain relatively stable over the next decade.7 As Figure 5 suggests, however, uneven growth rates mean a compositional shift will occur toward younger students as K-7 enrolment grows fastest. By 2022 grades K-7 are expected to be around 6% larger than 2012 enrolment, representing just under 700 additional students. The decline in grades 8-12 enrolment is expected to end around 2016. By 2022 enrolment in grades 8-12 is predicted to have recovered to around the 2012 total of 10,261 students. Overall, enrolment in grades K-12 will dip slightly over the next five years but should recover by 2022, growing just over 4% from 20,709 in 2012 to around 21,500 in 2022.

7 BC Ministry of Education (May 2011). Projection Report for Public School Headcount Enrolments: 2011/12. Retrieved May 27, 2013 from http://www.bced.gov.bc.ca/capitalplanning/resources/.

-8.0%-6.0%-4.0%-2.0%0.0%2.0%4.0%6.0%8.0%

10.0%

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

% Change from 2005 Base Year

18-24 BC 18-24 NICR

http://www.bced.gov.bc.ca/capitalplanning/resources/


10

Figure 5, Projected School District Enrolment in the NIC Region, % Change from 2012 Base Year, 2013 – 2022*

*2012 (Non-Adult) Base Totals: Grades K-7 = 10,438; Grades 8-12 = 10,261; Grades K-12 = 20,709.

Educational Attainment

Both high school graduation rates and post-secondary completion rates are lower in NIC’s catchment

area than the corresponding provincial rates.

High School Attainment

From 2009/10 to 2011/12, the most recent years for which information is available, NIC’s region experienced a slight rise in high school graduation and the average percentage of 18-year-olds who did not graduate high school was nearly identical to the BC average (26%). The high school non-completion rate for the NIC region is not as high as the Northwest and Northern Lights regions (i.e., NIC region has a greater rate of HS graduation), but the rate of non-completion remains higher (i.e., worse) than the Okanagan, Rockies and Selkirk.8 Within the NIC region, secondary school non-completion tends to be greater in small, remote, and/or economically struggling communities. For example, among school districts, average non-completion rates for the 2009/10 to 2011/12 period were 20% for Comox Valley and 21% for Campbell River. These rates contrast with high school non-completion in the other school districts in NIC region, including Alberni (38%), the Central Coast (49%), and Vancouver Island North (35%).9

Post-Secondary Non-Completion

Social science research has firmly established that children of parents with post-secondary schooling are much more likely to both attend and graduate from post-secondary themselves,10 a fact important to recruitment, enrolment and long-term planning at NIC. As of 2006, the percentage of 25-54 year olds in the NIC region who hadn’t completed a post-secondary credential (46%) was higher than the BC average (37%).11 Examining regional districts (RD) within the NIC region, levels of educational

8 BC Stats. (2012). College Region 11 – North Island: Statistical Profile. Retrieved from http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx on April 4, 2014. 9 BC Stats. (2012). School Districts 49, 70, 71, 72, 85. Retrieved from http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx on April 4, 2014. Note that no data is available for Vancouver Island West. 10 Statistics Canada. Intergenerational education mobility. Retrieved from http://www.statcan.gc.ca/pub/11-008-x/2011002/article/11536-eng.htm on April 10, 2014. 11 BC Stats. (2012). College Region 11 – North Island: Statistical Profile. Retrieved from http://www.bcstats.gov.bc.ca/StatisticsBySubject/SocialStatistics/SocioEconomicProfilesIndices/Profiles.aspx on April 4, 2014.

5.4%

6.6%

-5.0%

1.8%

0.2%

4.2%

-6.0%

-4.0%

-2.0%

0.0%

2.0%

4.0%

6.0%

8.0%

2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

% Change from 2012 Base Year

Grades K-7 Grades 8-12 All grades



http://www.statcan.gc.ca/pub/11-008-x/2011002/article/11536-eng.htm%20on%20April%2010

http://www.statcan.gc.ca/pub/11-008-x/2011002/article/11536-eng.htm%20on%20April%2010



11

attainment are uneven. The 2011 National Household Survey found that the percentage of the 25-64 year-olds who have no post-secondary credential is over half in the Central Coast RD, around half in the Mt. Waddington Regional District (RD) and the Alberni-Clayoquot RD, over 40% in the Strathcona RD, and just over a third in the Comox Valley RD.12

Employment and the Labour Market: Historic and Projected Change A basket of indicators—including unemployment levels, occupational composition, and actual and predicted job openings—shape the decision-making of students, current workers and NIC policy-setters. In the subsections below occupational trends and outlook are presented for the Vancouver Island Coast economic development region, for the NIC region, and for the regional districts that make up the NIC region. The section closes with a review of the major projects in the NIC region that are on hold or have been proposed.

Vancouver Island / Coast Development Region

Long-term predictions (through 2020) are currently available only for the entire Vancouver Island / Coast economic development region (VICR). The VICR aggregates Victoria, Nanaimo, and much of the NIC region. While the 0.8% growth rate for the VICR is comparable with the rest of the province, the relatively large size of labour force means that the VICR is expected to have more than 152,620 job openings by 2020 (118,070 replacements + 34,550 new openings). This is the second highest in the province behind only Mainland / Southwest (which includes Vancouver).

Around two-thirds of total job openings are based on the replacement of retiring workers, with the largest share of replacement-openings in management, primary industries and processing, manufacturing and utilities. Within the VICR, like many other regions, the occupations with the largest number of total new openings (i.e. not including replacement of retiring workers) relate to health care and personal services:

nurse supervisors and registered nurses (2,320 new jobs by 2020);

physicians, dentists and veterinarians (770 new jobs by 2020);

technical occupations in personal services (600 new jobs by 2020); and

optometrists, chiropractors and other health diagnosing and treating professionals (130 new jobs by 2020).

Trades in the Vancouver Island / Coast Economic Development Region

The VICR (which includes Victoria and Nanaimo) has the second largest number of trades, with nearly one-fifth of all trades in BC. The “BC Trades Occupation Outlook” predicts the VICR, while having a

relatively low growth rate,13 will have a robust 14,480 trades job openings between 2010 and 2020. This includes 1,450 new jobs and 13,030 replacements of retiring trades workers.

Figure 6 below shows the expected job openings for trades occupations by expansion and replacement. Growth in the VICR is expected to be dominated by chefs and cooks, technical jobs in personal services, and

12 Data for 2011 is based on the National Household Survey. Retrieved from http://www12.statcan.gc.ca/nhs-enm/index-eng.cfm on June 4, 2014. 13 Growth of trades jobs is expected to be led by North Coast & Nechako (2.7%), Northeast (1.8%), and Mainland / Southwest (1.6%).

http://www12.statcan.gc.ca/nhs-enm/index-eng.cfm


12

auto technicians. The greatest number of job opportunities will be found among these three, as well as carpentry and cabinetmakers and occupations in electrical trades and telecommunications.

Figure 6, Trades Job Openings, VICR, 2010-2020

1,350

410

700

180

1,340

670

620

2,400

660

1,300

1,120

1,050

290

140

800

830

110

600

20

10

-60

70

-490

-160

-280

150

590

100

-10

-40

2180

520

1300

200

1350

610

690

1910

500

1020

1270

1640

390

130

760

-1,000 0 1,000 2,000 3,000

Chefs and cooks

Butchers and bakers, retail andwholesale

Technical occupations in personalservice

Machinists and related occupations

Electrical trades andtelecommunications occupations

Plumbers, pipefitters and gas fitters

Metal forming, shaping and erectingtrades

Carpenters and cabinetmakers

Masonry and plastering trades

Other construction trades

Machinery and transport equip.mechanics (except vehicle)

Automotive service technicians

Other mechanics

Crane operators, drillers and blasters

Heavy equipment operators

# of jobs

Replacement

Expansion

Total Job Openings 2010-2020


13

Employment and Occupational Trends in the NIC Region

Historic Composition in the NIC Region and Subregions

Occupational data are available for the five regional districts (RD) within the NIC region for 200614 and 2011.15 Total employment is dominated by the Comox Valley RD (CVRD), with just under thirty thousand people in the labour force as of 2011. The Strathcona RD (SRD) includes almost twenty thousand people in the labour force. Alberni-Clayoquot RD (ACRD) has a labour force of just under thirteen thousand, Mount Waddington RD (MWRD) is just over five thousand, and the Central Coast RD (CCRD) is just over one thousand.

Composition of the labour force is relatively similar across the regional districts, and was quite stable between 2006 and 2011. Sales and service occupations are largest in all RDs except Mount Waddington. Trades, transport and equipment operator occupations are under a fifth for all RDs. Management occupations and business, finance and administrative occupations are both just over a tenth in all RDs. Occupations in education, law and social, community and government services account for around a tenth of all jobs in ACRD, CVRD and SRD, but play a more major role in MWRD and CCRD. Health occupations, occupations in art, culture recreation and sport, natural and applied science occupations, natural resources and agriculture occupations, and occupations in manufacturing and utilities each make up less than a tenth of the labour market in all the RDs.

Table 2, Occupational Distribution by Regional Districts, NIC Region, 2011

Comox Valley Strathcona Alberni-

Clayoquot Mount

Waddington Central Coast

Management 11% 10% 11% 11% 12%

Business, finance and administration 13% 13% 11% 12% 13%

Natural and applied sciences and related 6% 6% 5% 7% 5%

Health 8% 7% 7% 4% 7%

Education, law and social, community and government services 14% 10% 10% 13% 19%

Art, culture, recreation and sport 4% 3% 3% 1% 4%

Sales and service 24% 24% 25% 17% 18%

Trades, transport and equipment operators and related 14% 17% 18% 18% 15%

Natural resources, agriculture and related prod. 4% 7% 6% 11% 4%

Manufacturing and utilities 2% 3% 5% 6% 2%

Total 100% 100% 100% 100% 100%

Total N 29,260 19,825 12,765 5,560 1,374

14 Data for 2006 is based on census data. Retrieved from http://db.library.queensu.ca/census_of_canada/ on May 12, 2014. 15 Data for 2011 is based on the National Household Survey. Retrieved from http://www12.statcan.gc.ca/nhs-enm/index-eng.cfm on May 14, 2014.

http://db.library.queensu.ca/census_of_canada/

http://www12.statcan.gc.ca/nhs-enm/index-eng.cfm


14

Labour Market Outlook for the NIC Region: The Importance of Major Projects

Any labour market prediction is, of course, subject to both macro-level and local effects. The NIC region is likely to be especially impacted by large public and private sector projects over the next decade. The Ministry of Jobs, Tourism and Skills Training (and Responsible for Labour) maintains a “major project

inventory” for economic development regions in the province.16 The NIC region has around 11 projects underway, five projects on hold pending approval or rezoning, and 25 projects proposed. Projects are diverse, though private-sector energy generation and/or transmission projects tend to dominate both in number and in cost-per-project.

The large LNG projects planned for Port Alberni and Campbell River are projected to cost over a billion dollars each and will, if they proceed, have a tremendous impact on the economy and on direct and indirect employment. Less clear is the impact on enrolment at both the public and post-secondary levels. The construction phases may draw many families but the number of post-secondary age students who remain, post-construction, is difficult to predict.

There are two hospitals planned for the NIC region: a 153 bed, $334 million facility in the Comox Valley and a 95 bed, $266 million facility in Campbell River. The purchase of the Comox Valley land from NIC includes a $2.75 million education-program development agreement. The construction phase will also bring in significant funds and may boost enrolment as families relocate, either temporarily or permanently.

NIC’s Regional Economic Impact In 2014, Economic Modeling Specialists International (EMSI) completed an economic-impact and return-on-investment analysis of NIC. Findings suggest the College and its students added over $223 million in 2012/13 to the region through operations, spending, higher earnings and increased productivity. This is over 4% of the Gross Regional Product. College operations accounted for more than $36 million, with a third of this money directed toward expenses for facilities, professional services, and supplies. Spending by out-of-region students generated over $2 million. Those NIC graduates working in the region generated higher earnings and productivity gains of almost $187 million.

Individually, EMSI estimates that students receive $3.20 for every dollar they invest at NIC. The province receives, on average, a 6.4% rate of return on the funding directed to NIC. Broken out, this includes over $290 million in added income and savings of over $5 million based on reduced crime, increased employment, and positive health outcomes.

16 Ministry of Jobs, Tourism and Skills Training (and Responsible for Labour). BC Major Project Inventory. Retrieved from http://www.jtst.gov.bc.ca/ministry/major_projects_inventory/pdfs/December%202013%20MPI.pdf on April 10, 2014.

http://www.jtst.gov.bc.ca/ministry/major_projects_inventory/pdfs/December%202013%20MPI.pdf


15

Goals and Objectives

Strategic Plan 2011–2015: Participation, Partnership and Pathways NIC’s 2011-2015 Strategic Plan17 was launched in September 2010, setting an ambitious and future-focused path for the period ahead. Through an open and consultative planning process, strategic goals and objectives were linked to every level of daily operations across all organizational units, from registration and instruction to facilities and payroll.

Since the Strategic Plan’s inception, ideas continue to be shared and developed in departmental tactical planning sessions and annual cross-divisional collaboration events. Alignment of institutional resources with the Government of British Columbia’s priorities continues to be a primary focus. In this context, NIC’s Strategic Plan is able to reflect changing circumstances and the concerns of the students, staff and stakeholders who have a vested interest in NIC’s success.

As NIC enters the final year of this strategic planning cycle, the College is flexible and ready to respond to new opportunities as it moves closer to achieving its collective vision of becoming “a premier

community and destination college that inspires and prepares students for success in a rapidly changing world.”

The six over-arching strategic goals that form the core of NIC’s 2011-2015 Strategic Plan are outlined in the following section. Institutional objectives associated with each goal are presented in graphical form, showing how they align with the BC post-secondary system objectives and associated Accountability Framework performance measures.

17 North Island College’s 2011-2015 Strategic Plan, Participation, Partnerships and Pathways, can be viewed online at http://www.nic.bc.ca/PDF_docs/NIC_StrategicPlan_issuu.pdf.

http://www.nic.bc.ca/PDF_docs/NIC_StrategicPlan_issuu.pdf


16

#1 Responsive Curriculum

NIC will develop dynamic and responsive curriculum and educational services to attract, engage and retain a diverse range of students to be successful in a rapidly changing world.

#2 Student Success

NIC will improve our ability to support the diverse needs of our students and their engagement in learning.

Accountability Framework Performance

Measures

System ObjectiveInstitutional ObjectivesInstitutional

Goal

Responsive Curriculum

Establish a Program Development Fund and a President’s Strategic Activity Fund to support curriculum, program and service development. Increase connections at the program level with community agencies, employers, articulation and professional bodies to advise on program relevancy.Internationalize curriculum and increase international programs to expand the global awareness of our students. Create centres of excellence, aligned with NIC program strengths, that promote regional interests and economic activity.Establish a schedule of base and rotational program offerings for each campus that serves local community needs.

Relevance

Student assessment of the usefulness of knowledge and skills in

performing job

Unemployment rate


Measures


Goal

Student Success

Increase access to post-secondary education through flexible delivery of services and programs.Expand services specifically designed to promote the success of Aboriginal students.Implement strategic enrolment and retention strategies.Work with our students and community partners to enhance campus life at each of our campuses. Work with community partners to improve public transport to and between campuses.Assess the feasibility of and develop opportunities for on-campus and off-campus student housing options.

Quality

Student satisfaction

with education

Student assessment of

quality of instruction


skill development


17

#3 Active Community Partner

NIC will work with our communities as an active partner to increase opportunities for involvement and participation, and for proactively sharing resources for mutual benefit.

#4 Strategic Partnerships

NIC will strengthen and expand partnership opportunities with Aboriginal and business communities, and educational organizations locally and internationally to deliver outstanding results.


Measures


Goal

Active Community

Partner

Increase our connection to community by expanding use of service learning, internship, co-op and practicum training.Enhance financial sustainability through careful stewardship of our resources and expansion of revenue generation activities that support our educational goals.Increase our fundraising capacity to support student bursaries, scholarships and capital projects.Seek to involve a broader base of community members in College activities.Work with our communities to promote awareness of the beauty of our natural setting and support implementation of environmentally sustainable practices.

Capacity

Student spaces

Credentialsawarded


Measures


Goal

Strategic Partnerships

Partner with Aboriginal communities to address their local education and training needs through programming that recognizes their history and culture.Increase degree and diploma opportunities through expansion of partnerships with Vancouver Island post-secondary institutions and with other universities or institutes.Increase partnership agreements with international universities and colleges to support student and employee exchange and development of joint curriculum and research projects.Work with community partners to expand applied research that enhances development and growth of our communities.

Relevance

Student assessment of the usefulness of knowledge and skills in

performing job

Unemployment rate


18

#5 Raising Awareness

Working with our communities, NIC will explore new and innovative ways to effectively promote post-secondary education throughout our region.

#6 Employee Engagement

NIC will strengthen and develop employee skills and enhance employee engagement.


Measures


Goal

Raising Awareness

Collaborate with regional organizations to promote North Island College and the region as a quality education and outdoor lifestyle destination.Engage North Island College students and alumni to connect with our community and to participate in promotional activities.Develop a comprehensive educational campaign, inclusive of social media technology, to raise awareness in the North Island region of the value of post-secondary education.Work with community partners to promote pathways from high school to college, further education, training and employment.Work with ElderCollege to inspire and support lifelong learning

Capacity

Student spaces

Credentialsawarded


Measures


Goal

Employee Engagement

Integrate the College’s values into all aspects of hiring, performance management and professional development planning.Increase employee involvement in decision making through open sharing of information and use of inclusive consultation processes.Expand training offerings for employees through an institutional model that links training to skill development, career paths and College strategic directions.Use a comprehensive performance management approach to provide timely and useful feedback to employees.Enhance recruitment and orientation of employees through improved communication and use of technology.

Quality

Student satisfaction

with education


quality of instruction


skill development


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NIC’s Achievements NIC’s strategic plan, Participation, Partnerships & Pathways,18 and education plan, Gateway to Learning and Employment,19 have, in many ways, anticipated BC’s Skills for Jobs Blueprint. In addition to its campus-based programming, NIC is a provincial leader in delivering in-community education and training. NIC is an active partner in creating healthy, resilient and economically secure communities by partnering with First Nations, industries, school districts, Island Health, and local governments to increase access to post-secondary education and training. Quick response, flexible learning, student employability and labour market alignment have all been key drivers of decisions on programming and services.

Regional and Responsive Program Delivery

NIC is meeting the needs of rural and remote communities through a regional delivery model that centres on in-community, Aboriginal programming, and rotational program delivery. Innovative distributed-learning technologies are another way that NIC is increasing access for students in rural and remote areas of NIC’s geographically dispersed service area. The creation of regional learning councils in the Alberni Valley, West Coast (Tofino/Ucluelet) and Mount Waddington regions will ensure that programs and resources are aligned with regional community, economic, and labour market needs.

In-Community Programming and Aboriginal Capacity Building

NIC works with Aboriginal communities, organizations, funding agencies, and First Nations economic development entities to provide access to educational programs and training; these offerings integrate cultural awareness and Indigenous ways of knowing and being with outcomes that are relevant to meeting local labour market needs and regional First Nations community needs. Many of the labour market needs in our region are too small to be captured by labour market data, yet they are real and cannot operate without trained employees, government social services, and small businesses like daycares. By working directly with communities, NIC identifies those needs and develops programming that meets them.

Experience has shown that training local residents is a far more efficient and effective solution to meeting labour market needs than recruiting and relocating people from urban areas. In this approach, instead of students travelling to college campuses, NIC instructors deliver programs in communities at the request of its partners, collaborating to improve the employment skills of residents. Communities often provide free training-space and support local students by contributing to program costs. Programs offered in the community dramatically reduce barriers to education such as transportation, childcare, and living allowances.

In partnership with nine First Nations bands, NIC is currently delivering 10 upgrading and career programs in remote Aboriginal communities. Community-based programming provides greater relevance and responsiveness to students, facilitating delivery of specialized programs designed to ensure that learners achieve all levels of required coursework. In-community learning is culturally appropriate and leads to greater program completion.

18 North Island College’s 2011-2015 Strategic Plan, Participation, Partnerships and Pathways, can be viewed online at http://www.nic.bc.ca/PDF_docs/NIC_StrategicPlan_issuu.pdf. 19 North Island College’s 2012-2015 Education Plan, Gateway to Learning and Employment, can be viewed online at http://www.nic.bc.ca/about_us/PDF/Publications/NIC_2012_EdPlan_digital_web.pdf.

http://www.nic.bc.ca/PDF_docs/NIC_StrategicPlan_issuu.pdf

http://www.nic.bc.ca/about_us/PDF/Publications/NIC_2012_EdPlan_digital_web.pdf


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Regional Learning Councils

NIC is spearheading the creation of regional learning councils in the Alberni Valley, West Coast (Tofino/Ucluelet) and Mount Waddington regions. Consultation with the many local government, industry, First Nations, school district, post-secondary, and other community stakeholders to develop and advise on NIC’s program and service offerings is necessary to our collective success. The primary purpose of the learning councils is to identify adult and post-secondary education needs and opportunities in each region in a model where participants collaborate and share resources.

Rotational Programming

To meet the labour-market needs of the many smaller communities it serves, NIC rotates programs in health, human services, and trades at different campuses throughout the region. Over the past few years, NIC has rotated both basic and advanced levels of human-service worker and early-childhood education programming throughout its service region. The Ministry of Advanced Education’s Short Health Program

has also funded the rotation of the Health Care Assistant and Practical Nurse programs to the Mount Waddington campus. Carpentry has also been rotated to the Mount Waddington campus.

Innovative Teaching Technologies

With its roots in distance education, NIC has a long history of developing innovative responses to address the challenge of serving a vast geographic area. The college continues to be a leader in using educational technologies to efficiently and effectively deliver programs and services while maintaining a high quality learning experience for students.

Interactive Television (ITV) - Twenty-five years ago, NIC pioneered the in-house development of a teaching- and learning-focused ITV system and continues to be a provincial leader in using this technology for course/program delivery. ITV provides students across our region with access to face-to-face course delivery while reducing costs by having one instructor teach students at multiple locations. NIC is increasingly using its ITV capacity to teach students at other BC post-secondary institutions.

Blended Learning - Blended learning occurs when a course and/or program is organized so that some instruction occurs face-to-face, in either a physical or virtual classroom, and some is delivered using online tools. These efforts support NIC’s goals of increasing access for working people and parents and of reducing the amount of time students must attend class on-campus without sacrificing learning outcomes. Such arrangements reduce student costs in attending NIC while making more efficient use of physical resources on each campus.

Remote Web-Based Science Lab (RWSL) - The RWSL is a NIC innovation that gives students and educators access to high quality labs online in real-time, both from home and in the classroom. NIC developed the RWSL to give any student with an internet connection access to high quality, interactive science labs. The RWSL also brings lab demonstrations into the lecture hall, improving on traditional lectures by making it easier for students to understand and interpret the theory behind the science. Students and educators manipulate data in real time, supporting active learning both at home and in the classroom. Instructors can access a greater number of labs and equipment than ever before, adding depth to the curriculum available at a single institution. Institutions can save money by accessing high quality, high cost equipment located at NIC, thus reducing their own purchasing and maintenance costs.


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Program Relevance

By working closely with our community, industry and educational partners, NIC ensures that its programs and institutional resources are aligned with regional community, economic and labour market needs. As funding allows, NIC continues to develop innovative ways to deliver responsive programming on a when-needed, where-needed basis. Curriculum, programs and services that respond to the shifting occupational structure of the North Island region are continuously in development. Many of these programs are aimed at meeting the training needs of transitioning primary industry workers.

By working closely with our community, industry and educational partners, NIC ensures that its programs and institutional resources are aligned with regional community, economic and labour market needs. As funding allows, NIC continues to develop innovative ways to deliver responsive programming on a when-needed, where-needed basis. Curriculum, programs and services that respond to the shifting occupational structure of the North Island region are continuously in development. Many of these programs are aimed at meeting the training needs of transitioning primary-industry workers.

NIC’S recent actions to expand programming included:

Offering advanced levels of the Heavy Duty/Commercial Transport apprenticeship program, Landscape Horticulture and other trades and technology programs in response to industry need.

Developing new programming in labour market specific areas such as renewable energy, mine training, coastal log scaling, marine training, horticulture, coastal forestry resources, oil and gas, health and safety, and aquaculture technician training.

Developing post-degree diplomas in Human Resources, Accounting, Global Business Management, and International Business to serve students looking to augment their existing credentials with business education.

NIC’s recent actions to re-align and re-allocate programming include:

Completing a major revision to the Tourism and Hospitality program to include Sustainable Tourism, Hospitality, and Adventure Guiding and to align the program with NIC’s Bachelor of

Business Administration (BBA) program. The program was also relocated to the Comox Valley campus to increase enrolment.

Redesigning the Interactive Media Graphics (IMG) curriculum to include a new certificate in Mobile Applications Development. In addition, the Web Development diploma program has been updated to include new courses in mobile applications.

University Transfer programming was tailored to meet the requirements of career and professional programs offered at our partner post-secondary institutions. For example, pathways in engineering, dental hygiene, kinesiology, occupational therapy, medicine, pharmacy, optometry, and veterinary sciences have recently been developed in response to student demand.

Developing a continuous-entry, blended design, part-time Early-Childhood Care and Education diploma to facilitate the ongoing professional development of working early-childhood educators.

Relocating the Plumbing programs to the Trades and Technology Centre at the Comox Valley Campus to better serve the student population attending from southern parts of the College’s

region.


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Implementing on-line delivery of the Business Certificate program to increase regional and other access to the program. This allowed NIC to consolidate two poorly enrolled face-to-face streams into one, well-utilized offering.

Cancelling the undersubscribed joint Bachelor of Fine Arts program with Emily Carr University of Art and Design. Following the transition of current students, return of the 40 FTEs allocated to this program will allow NIC to provide programming that supports regional skills training.

Suspending the delivery of the Drafting Certificate following successive years of declining enrolment.

Educational Collaboration – Transitions and Pathways

NIC is a provincial leader in increasing collaborations and partnerships with secondary and other post-secondary institutions to facilitate the transition of students from the K-12 system to post-secondary education and training. Additionally, expanding domestic and international educational pathways and opportunities for students are key priorities for NIC. Working collaboratively with school districts, post-secondary institutions, and professional associations, NIC creates new opportunities for seamless transitions and pathways for students from high school right through entry into the workforce. Individuals who are already in the workforce have access to post-secondary training and education that provides opportunities for career advancement or transition.

Secondary School Transitions

NIC has developed partnerships with six school districts (SD 69 Qualicum, SD 70 Port Alberni, SD 71 Comox Valley, SD 72 Campbell River, SD 84 Vancouver Island West, and SD 85 Vancouver Island North) to deliver post-secondary level, dual credit courses and ACE-IT programs to high school students in a wide variety of programs. The College welcomes over 1,500 high school students from Parksville to Port McNeill annually at open house events in order to foster secondary-school transition and increase secondary-school student awareness of the benefits of post-secondary education, including programs, services, and educational pathway opportunities offered by NIC.

Access Pathway Programming

Enabling access to post-secondary education and training through the provision of multiple entrance and exit points is a key theme at NIC. Over the last few years, NIC has dedicated resources to increase access-pathways for students. These pathways facilitate the transition of adult learners to college-level credit programming by providing upgrading education in short, accessible pieces. Opportunities for students to continue their learning has also been increased with new bridging programs, laddering options and block transfers to programs at NIC and beyond. Recent examples include: Aboriginal focused foundation skills courses and the Bridge to Success Program; trades oriented essential skills courses; and access programs such as the Construction Labourer (for students with disabilities) program and the Carpentry Access program.

Dual and Guaranteed Admissions Programs

With 12 dual and guaranteed admission programs, NIC ensures that students enjoy a largely seamless university transfer experience that includes full credit-transfer and a NIC facilitated transition (including a single application and fee and free transfer of their academic record). These collaborations significantly


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increase the efficiency of our post-secondary system. NIC provides first- and second-year courses at a substantially lower cost than universities. Through a seamless transfer process, universities then receive fully prepared third-year transfer students. College students are able to remain at home for the first two years of their degrees, saving tens of thousands of dollars with a guarantee that they will not lose credit and have to repeat coursework. Universities with which NIC has a dual/guaranteed-admissions partnership include the University of Victoria, Simon Fraser University, the University of Northern British Columbia, Vancouver Island University, and Royal Roads University.

Educational Partnerships

NIC is committed to expanding educational partnerships and collaborating with post-secondary institutions, school districts, and secondary schools in BC, across Canada and internationally. These partnerships increase degree and diploma opportunities for students, support development of joint curriculum and research projects, and achieve institutional capacity and resource efficiencies.

In 2014, Vancouver Island’s five post-secondary institutions – Camosun College, NIC, Royal Roads University, Vancouver Island University and the University of Victoria – signed the Vancouver Island Post-Secondary Alliance agreement, re-affirming their commitment to work together to further support students and contribute to the social and economic prosperity of Vancouver Island and the province of BC. The alliance is particularly beneficial to our region, enabling NIC, through partnership and collaboration, to offer greater educational opportunity to the residents of the north Island. This agreement improves students’ ability to access Vancouver Island’s full range of post-secondary education and training opportunities and to move seamlessly between institutions as they discover the pathway that best suits their needs.

Other recent agreements include:

NIC has signed a MOU on Teaching and Learning with Camosun College to share teaching and learning resources in keeping with our mandates as colleges.

NIC has signed a MOU with Pacific Coast University in Port Alberni, BC to expand opportunities for students to pursue post-secondary education and to enhance the capacity of both institutions to collaboratively serve student learning needs.

NIC is jointly delivering two first-year physics courses with the College of the Rockies to students transitioning to engineering programs at the University of Victoria and the University of British Columbia.

NIC has signed a MOU with the Justice Institute of BC to explore and pursue collaborative activities and joint initiatives.

NIC has joined forces with 19 Wing, Comox to increase access to post-secondary education and training for members of the military and their families. NIC has also signed a MOU with the Department of National Defence and spearheaded the signing of a MOU between Canadian colleges that have a Canadian Forces air force base in their region.

NIC has developed seamless educational pathways with the University of Manitoba for Canadian Forces members to complete their degrees by distance education.

NIC has jointly developed and is offering an on-line pathway with Vancouver Island University that allows Licensed Practical Nurses (LPN) to access Bachelor of Science in Nursing programming, thereby eliminating unnecessary course repetition, saving costs and increasing the number of nurses in the province holding baccalaureates.


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A complete list of current partnership agreements can be found at http://www.nic.bc.ca/about_us/Partnership_Agreements.

Community and Industry Collaboration

NIC has engaged in a broad spectrum of collaborations and partnerships with industry to serve the educational needs of its residents, promote community stability and foster regional economic growth. NIC’s recently created Centre for Applied Research, Technology and Innovation (CARTI) also builds

connections with industry and community partners while extending opportunities for student learning and future employment.

Sector-Specific Partnerships with Industry

NIC has embraced its role as a community-capacity builder and, on a cost-recovery basis, works to grow community economic and social development. Through its School of Continuing Education and Training, NIC has expanded programming by working with industry to develop and deliver quick-response training aligned with the BC Jobs Plan. Industry stakeholders partner with NIC by providing access to work experience opportunities as well as to stakeholders’ sites, equipment and personnel. Over the last two years, NIC has met the needs of business and industry through the development of over 20 new programs and delivery of over 150 contracts. In fiscal 2013/14, NIC delivered more than 90 training programs across the region in response to industry needs and served over 400 remote learners across the North Island and Central Coast regions, extending as far north as Bella Coola and Bella Bella. Examples of training programs offered include: mine training, coastal log scaling, marine training, wildfire crew training, oil and gas certifications, and horticulture training.

Rural and Remote Health Care

Island Health has committed $2.75M over 10 years to NIC for the development of health-related programming. NIC is working closely with Island Health to consider regional occupational forecasts and to develop new programing. These activities coincide with the construction of a new hospital adjacent to NIC’s Comox Valley campus and a new hospital in Campbell River. These recent developments position NIC to become a leader in rural and remote health-care.

Applied Research – Training for the Future

NIC is committed to strengthening the communities of the North Island region by providing residents, organizations and First Nations with access to the skills and knowledge critical to their future success. The Centre for Applied Research, Technology and Innovation (CARTI) was created in 2012 to facilitate solutions to challenges confronting these organizations. Key values include fostering community resilience, supporting sustainable projects and preparing graduates for emerging demands. National Science and Engineering Research Council (NSERC) grants, such as NIC’s two-year, $199,464 Innovation Enhancement Grant and five-year $999,325 Industrial Research Chair Grant, fund essential research into sustainable aquaculture, guide business development, and identify essential labour market skills that inform the development of training at NIC.

http://www.nic.bc.ca/about_us/Partnership_Agreements


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Performance Measures, Targets and Results

The tables at the end of this section show NIC’s 2013/14 performance targets, results and assessments for each applicable performance measure included in the Ministry’s Accountability Framework for public

post-secondary institutions in BC. Detailed specifications for the performance measures, including target assessment methods, can be found in the Accountability Framework Standards Manual online at http://www.aved.gov.bc.ca/framework/docs/standards_manual.pdf.

NIC exceeded, achieved or substantially achieved eighteen of the nineteen assessed performance measures in the 2013/14 cycle. The “Total Student Spaces” full-time equivalent (FTE) performance measure was the only one not achieved, with the College generating 1,947 Ministry funded FTEs countable toward the 2,198 FTE target. As an institution with a distributed campus model serving vast geographical area with a diverse population, NIC faces many structural challenges to achieving this measure. Considerable progress has, however, been demonstrated in recent years with respect to FTE utilization and overall FTE production.

FTE utilization in Ministry funded programs was 89% in 2013/14, on par with last year, which was the second highest in over a decade. Strong enrolment in community-based occupational skills and industry training programs delivered by the School of Continuing Education and Training was a major contributor as was enrolment in developmental/upgrading programs, including adult basic education, English language training and access programing for students with disabilities. NIC has been consistently achieving high FTE and FTE utilization levels since 2009/10 when utilization first broke above the 80% level (83%) and total FTEs broke above the 2,500 level (2,524 FTEs).

NIC produced a total of 2,669 FTEs in 2013/14, the second highest ever produced after 2010/11’s 2,683

FTEs. These include the 1,947 Ministry funded FTEs mentioned above as well as 570 FTEs in Industry Training Authority funded foundation trades, technology and apprenticeship programs, and 153 FTEs in international education. International education FTEs were the highest ever in 2013/14, having increased by almost 50% from the previous year and more than doubling from 2011/12. The College also produced an additional 53 domestic FTEs delivered in partnership with Vancouver Island University (Nursing and Liberal Arts Bachelor’s programs), Emily Carr University of Art + Design (Fine Arts Bachelor’s program)

and BC Campus (Applied Business Technology programs).

NIC has demonstrated a consistent trend of improvement in FTE utilization with respect to Ministry targets for the past six years (low of 73% to a high of 89%) despite many external challenges to achieving efficiencies in educational delivery. The College’s core business of providing high quality, affordable higher education and skills training to the communities of the North Island region is well-aligned with Ministry goals and objectives, as demonstrated throughout this document. However, the substantially lower secondary school completion rates of North Island residents in comparison to the provincial average, the part-time nature of our student population, the sheer size of our geographic region (70,000 square kilometres), and NIC’s commitment to providing responsive programming as close to home as possible for regional communities all serve to increase the complexity of achieving Ministry FTE targets.

http://www.aved.gov.bc.ca/framework/docs/standards_manual.pdf


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Performance measure

Reporting year

2012/13 2013/14 2013/14 2013/14

Actual Target Actual Assessment

Student spaces2

Total student spaces 1,972 2,198 1,947 Not Achieved

Nursing and other allied health programs

224 169 204 Exceeded

Developmental 571 572 649 Exceeded

Credentials awarded3

Number 562 562 573 Achieved

Aboriginal student spaces4

Total Aboriginal student spaces 408 N/A 479 Not Assessed

Ministry 346 409

Industry Training Authority (ITA) 62 71

Student satisfaction with education5

% +/- % +/-

Former diploma, associate degree and certificate students

92.4% 1.7%

≥ 90%

94.1% 1.5% Achieved

Apprenticeship graduates 97.3% 2.7% 97.0% 2.1% Exceeded

Bachelor degree graduates 100.0% 0.0% 97.0% 3.4% Exceeded

Student assessment of the quality of instruction5

% +/- % +/-


93.7% 1.5%

≥ 90%

95.9% 1.3% Achieved

Apprenticeship graduates 95.9% 3.2% 99.0% 1.2% Exceeded


Student assessment of skill development5

% +/- % +/-


80.2% 2.7%

≥ 85%

81.3% 2.7% Substantially achieved

Apprenticeship graduates 81.7% 7.6% 84.7% 5.6% Achieved


Student assessment of usefulness of knowledge and skills in performing job5

% +/- % +/-

Diploma, associate degree and certificate graduates

84.7% 3.8%

≥ 90%

84.2% 4.2% Substantially achieved




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Unemployment rate5,6

% +/- % +/-

Diploma, associate degree and certificate graduates

13.3% 3.2%

≤ 12.4%

10.9% 3.2% Achieved



Notes:

TBD - for measures where results are still to be received, the fields have been labelled as "To Be Determined".

N/A - Not applicable1 Please consult the 2013/14 Standards Manual for a current description of each measure. See http://www.aved.gov.bc.ca/framework/docs/standards_manual.pdf2 Results from the 2012/13 reporting year are based on data from the 2012/13 fiscal year; results from the 2013/14 reporting year are based on data from the 2013/14 fiscal year.3 Annual performance is measured using a rolling three-year average of the most recent fiscal years, e.g., the results for the 2013/14 reporting year are a three-year average of the 2010/11, 2011/12 and 2012/13 fiscal years. 4 Results from the 2012/13 reporting year are based on data from the 2011/12 fiscal year; results from the 2013/14 reporting year are based on the 2012/13 fiscal year. A descriptive measure only.5 Results from the 2012/13 reporting year are based on 2012 survey data; results from the 2013/14 reporting year are based on 2013 survey data. For all survey results, if the result plus or minus the margin of error includes the target, the measure isassessed as achieved. In all cases, the survey result and the margin of error are used to determine the target assessment. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is 10% or greater.6 Target is the unemployment rate for those aged 18 to 29 with high school credentials or less for the Vancouver Island/Coast region.

Target assessment scale Description

Exceeded 110% or more of the target

Achieved 100% - 109% of the target

Substantially achieved 90% - 99% of the target

Not achieved Less than 90% of the target

Not AssessedSurvey results with less than 20 respondents or a margin of error of 10% or greater, descriptive measures, and measures without targets


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Performance measure (skills development details)

Reporting year

2012/13 2013/14 2013/14 2013/14

Actual Target Actual Assessment

Former diploma, certificate, and associate degree students' assessment of skill development

% +/- % +/-

Skill development (avg. %) 80.2% 2.7% ≥ 85% 81.3% 2.7% Substantially achieved

Written communication 74.9% 3.4% 77.9% 3.2%

Oral communication 74.8% 3.6% 74.1% 3.4%

Group collaboration 80.5% 2.6% 80.3% 2.6%

Critical analysis 86.4% 2.2% 85.8% 2.3%

Problem resolution 77.1% 2.7% 81.6% 2.5%

Learn on your own 85.3% 2.2% 84.4% 2.4%

Reading and comprehension 82.7% 2.5% 85.0% 2.3%

Apprenticeship graduates' assessment of skill development

% +/- % +/-

Skill development (avg. %) 81.7% 7.6% ≥ 85% 84.7% 5.6% Achieved






Learn on your own 82.9% 6.5% 88.7% 4.1%


Bachelor degree graduates' assessment of skill development

% +/- % +/-

Skill development (avg. %) 89.4% 6.4% ≥ 85% 90.7% 6.0% Exceeded






Learn on your own 84.6% 7.4% 93.8% 5.1%



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Financial Information

Please see NIC’s most recent audited financial statements available at www.aved.gov.bc.ca/gre/financial.htm.

http://www.aved.gov.bc.ca/gre/financial.htm

NORTH ISLAND COLLEGE BOARD OF GOVERNORS JUNE 26, 2014

Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

4.4.1 Five Year Capital Plan for F2015/16 to F2019/20 Attached is the F14/15 5-Year Capital Plan for Board approval. The plan is due to the Ministry on June 30. The Plan is consistent with the prior year submission except for adjustments to the timing of projects and to adjust costs for inflation. A number of project timelines overlap. We have no way of knowing which, if any, projects will be funded, so we have looked at when we would like to start each project independent of the others. If we receive approval to proceed with the next phase of planning for one or more projects, timelines will to be re-worked as part of that process. The Campbell River project is still on the plan. We have received approval for the first phase of planning but not project approval and funding. Until we receive project funding, it will remain on our plan. The RWSL project is not included on this plan because it was submitted under a different category – innovation projects – and the Ministry is not accepting submissions under that category this year. As previously reported, we have received approval for the first phase of planning for RWSL. Inclusion in the College’s 5-year Capital Plan does not guarantee projects will receive funding. Action: For discussion and approval Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE FIVE YEAR CAPITAL PLAN FOR F2015/16 TO F2019/20.

# Institution Campus Project Description Project Category

Anticipated Construction

Start Date

Anticipated Occupancy

Date

Total Project Budget

Total Provincial

Budget

NIC Contribution

1North Island College Campbell River

Replacement of Vigar Vocational Centre/ Consolidation of Campbell River Campus

Whole Asset Replacement & Renewal Project April, 2016

Phased until August 2018 $10,500,000 $9,500,000 $1,000,000

2North Island College Comox Valley

Replacement of Portable Classrooms and Office Facilities

Whole Asset Replacement & Renewal Project May, 2018 Dec, 2019 $15,000,000 $12,000,000 $3,000,000

3North Island College Port Hardy

New location for Mount Waddington Regional Campus

Whole Asset Replacement & Renewal Project April, 2015 Dec, 2015 $500,000 $500,000 $0

4North Island College Comox Valley Library Learning Commons New Priority Project Mar, 2016 Sept, 2016 $1,900,000 $1,700,000 $200,000

5North Island College Port Alberni

Purchase of Tebo Vocational Centre Facility New Priority Project N/A Jan, 2016 $1,300,000 $1,300,000 $0

TOTAL $29,200,000 $25,000,000 $4,200,000

# Institution Campus Project Description Project Category

Anticipated Construction

Start Date

Anticipated Occupancy

Date

Total Project Budget

Total Provincial

Budget

NIC Contribution

1North Island College Comox Valley

Student Residence, Comox Valley Campus New Priority Project Apr, 2016 Aug, 2017 $9,750,000 $0 $9,750,000

5 Year Capital Plan Instructions (2014/15-2019/20)Attachment 3 -- Prioritized list for both Proposed Category 1: New Priority Projects and Category 2: Whole Asset Replacement & Renewal Projects

SELF FUNDED PROJECTS

Education Council Report for the Board

June 2014 Education Council was established in 1996 in response to the then new College and Institute Act. Clauses 14, 15 and 18 of the Act define the role and composition of an Education Council. The mandate of the Education Council at North Island College is to ensure educational quality. Education Council extends a standing invitation for members of the Board to attend Council meetings. This report is provided to update the Board on work done by the Council. Approved Curriculum Program Revisions:

Health Care Assistant Certificate Early Childhood Care and Education Certificate Practical Nursing Diploma Metal Jewellery Design Certificate

Course Revisions:

MJD 110 Fundamentals of Design I MJD 111 Northwest Coast Metal Jewellery Art I MJD 112 Metal Techniques I MJD 113 Metal Casting I MJD 113 Metal Casting II MJD 114 Drawing & Rendering MJD 115 Final Project I MJD 120 Fundamentals of Design II MJD 121 Northwest Coast Metal Jewellery Art II MJD 122 Metal Techniques II MJD 123 Metal Casting II MJD 124 Gemmology MJD 125 Final Project II MJD 126 Professional Business Practices

Pursuant to Part 4, Section 23(1)(e) of the College and Institute Act, and North Island College policy 3‐20 Suspension, Relocation or Cancellation of Academic Credentialed Programs, advice was provided to the Board of Governors regarding the cancellation of the Women’s Studies Diploma program. The next Education Council meeting is September 12th. Heather Howie Chair, Education Council

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north island college board of governors regular … · 2018-03-28 · correspondence dated june 11,...

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