Georgian College Multi Year Accountability Plan 2007

Ministry of Training, Colleges and Universities

Multi-Year Accountability Agreement Report-Back College:

Georgian

Year:

2008-09

As noted in the Multi-Year Accountability Agreement for Colleges for 2006-07 to 2008-09 (MYAA), the government appreciates that implementing this and future agreements will be part of an evolutionary process which will incorporate maturing consensus on how to best measure and indicate access and quality. This will require a strong collaborative partnership between institutions and the Ministry of Training, Colleges and Universities. This Multi-Year Accountability Agreement Report-Back Template has been designed to assist with the ministry’s continuing efforts to measure the participation of students from underrepresented groups, and as outlined in Appendix B (the Multi-Year Action Plan) of the MYAA, access and quality improvement strategies and the strategies and programs that will be used by your institution to participate in the Student Access Guarantee initiative. The ministry will also use the completed Multi-Year Accountability Report-Back Template to review the progress made on the commitments outlined in your Multi-Year Action Plan. As in previous years, MTCU will withhold a portion of your institution’s yearly allocations until the completion of the annual Report-Back review and confirmation that your institution is on track for meeting its commitments, or the approval of an improvement plan by the ministry. MYAA Transition Year 2009-10 As outlined in the MTCU memo to colleges and universities dated March 31, 2009 the MYAAs have been extended into 2009-10 in order for the government and its postsecondary education partners to transition into a re-aligned accountability framework that reflects the future directions for the system in 2010 and beyond. The expectation for the transition year is that institutions will maintain their commitments for access, quality and accountability as outlined in the original agreement. This includes reporting enrolment through the established protocol, providing information to assist the Higher Education Quality Council of Ontario (HEQCO) with its research on access and quality, and compliance with the Tuition Fee Framework and the Student Access Guarantee. MTCU does not require your institution to set additional targets in 2009-10. The attached Report-Back Template provides space for you to identify how your institution-specific access and quality improvement strategies for 2006-07 to 2008-09 will be extended, consolidated and/or best practices applied in 2009-10. You are also asked to outline how you will continue to monitor the impact of these access and quality improvements over the transition year. You will find appended to this Report-Back Template a summary of consolidated access and quality improvement strategies developed from the previous Report-Back years. The expectation is that by strategically aligning activities and focusing on evaluation of outcomes that your 2009-10 year will provide the basis for your institution to develop a new Multi-Year Action Plan with corresponding targets in 2010.

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Ministry of Training, Colleges and Universities A. ACCESS Increased Participation of Under-Represented Students — Measurement As stated in the MYAA, the ministry is committed to working with institutions and HEQCO to develop a system measure that will track the participation of under-represented students in a manner that is sensitive to privacy concerns. To assist with these efforts, please refer to the measurement methodologies outlined in your approved MultiYear Action Plan to track these students, and provide the total number of students who have self-identified as a member of each of these groups. Particularly valuable are methodologies and results that complement those of the Ontario College Student Engagement Survey (OCSES). The ministry recognizes that these measurement methodologies may require students to self-identify, which may result in under-reporting. Individual students may belong to more than one group. In the cells counting respondents for each underrepresented group, do not adjust for this potential double-counting. To the extent that you are able to do so, eliminate any double-counting in the column, “Total Number Self-Identifying as Member of Under-represented Group”. Student Groups in Your Student Population Measurement Methodology (including description)

Aboriginal

First Generation

#

#

#

#

Total Number Self-Identifying as Member of Underrepresented Group

Entering Student Success Survey (first semester students only)

124

610

216

451

1401

145

2869

5%

21%

8%

16%

49%

5%

100%

KPI Student Satisfaction Survey – Georgian‟s customized questions

150

1136

272

837

2395

108

4262

3.5%

26.7%

6.4%

19.6%

56.2%

2.5%

100.0%

108

307

169

24

511

26

1340

8.1%

22.9%

12.6%

1.8%

38.1%

1.9%

100.0%

Ontario College Student Engagement Survey

Students with Disabilities

Mature Students

Francophone Students

Total Number of Students Surveyed, if applicable

If you would like to provide any other comments, please do so in the following space:

In 2008/09, Georgian College used one of the five customized questions on the KPI Student Satisfaction Survey to give students the opportunity to self-identify as a member of one of the four under-represented groups: Aboriginal, First Generation, Students with Disabilities, and Mature Students. Thus, our measurement methodology has changed from previous MYAA Report Back submissions; this method does, however, better represent our student body as all students, other than first semester are surveyed. Georgian’s surveys define a mature student as anyone over 25 years of age, while the Ontario College Student Engagement Survey defines a mature student as anyone over 18 years of age and without a high school diploma. From April 1, 2008 to March 31, 2009, the overall numbers of students serviced by programs and services in the Student Success Department is 6,022; note that students use multiple services and

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Ministry of Training, Colleges and Universities are counted once per service they have accessed. Because many students have booked more than one appointment with each service, this is also tracked: 16,859 appointments were booked at the Student Success Department. There are significant numbers of Students with Disabilities who choose not to self-identify on surveys, but who make use of the services available, as shown in the table on the previous page. Table 1 below shows the numbers and types of disabilities of students, according to principal disability, who used the services available to them last year at Georgian. Table 2 below shows the total number of students in Table 1 receiving supports and services for multiple disabilities. Note that the College implemented a system changeover in 2008/09 that uses the Banner tracking system for improved accuracy and prevents duplicate counting of individuals.

TABLE 1: TOTAL NUMBER OF STUDENTS REPORTED ACCORDING TO PRINCIPAL DISABILITY April 1, 2008 to March 31, 2009 Primary Disability

Actual Number of Students

Acquired Brain Injury

20

Attention Deficit / Hyperactivity Disorder

80

Chronic Illness/Systemic/Medical

175

Deaf/Hard of Hearing

15

Learning Disability

283

Low Vision, Blind

11

Mobility/Functional

35

Psychiatric

112

Autism Spectrum Disorder

10

Mild Intellectual Disability

13

Other

39

College Total

793

TABLE 2: TOTAL NUMBER OF STUDENTS SERVICED, ABOVE, FOR MULTIPLE DISABILITIES Total # of Students in Table 1 who received services and supports for multiple disabilities

1060

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Ministry of Training, Colleges and Universities Increased Participation of Under-Represented Students — Programs/Strategies MYAA Report Back 2008-09 Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your institution has not achieved your proposed results, please explain the variance and your planned improvement activities in the column provided. Strategy / Program

Indicator

Students w/ Disabilities: Services

# of students served; retention rate

Proposed Result

Achieved Result

Achieve targets set in 07-08 (0708 15.8% of students accessing services)

See table on Page 3. Data pertaining to Students with Disabilities are collected as students request special services and accommodations. These numbers have been statistically tracked since 1998-99. Results are compiled annually and submitted to both MTCU and the College Committee on Disabilities. We are successfully tracking usage of services and types of disabilities, but currently face challenges in determining the retention and graduation rates.

FG Students: Outreach

Enrolment; graduation rates

Achieve targets set in 07-08 (0708 49.2% FG students)

Enrolment data is available from the KPI Student Satisfaction Survey: 26.7% of our full-time student body, excluding first semester students, self-identify as first generation.

Explain Variance between Proposed and Achieved Results (if applicable) and Any Improvement Activities You Expect to Take The tracking of individual students is a provincial challenge and is subject to Freedom of Information and Protection of Privacy issues. We understand the provincial government is examining the assignment of individual student identification numbers to individuals from elementary school-age onwards that will significantly facilitate the process of determining retention and graduation rates of under-represented students; we are monitoring the progress of this. In the meantime, Georgian is currently investigating simple solutions to track these rates for under-represented students while addressing FOI issues. Our First Generation outreach program received funding in January 2009. With the program in its infancy, we do not yet have enrolment or graduation rate data that relates directly to this program.

Data from the Entering Student Survey shows that 21% of first semester students self-identify as first generation. Aboriginal Student Recruitment

Enrolment; graduation rates; FN Manager survey; AC survey

Achieve targets set in 07-08 (0708 4.6%)

The Terms of Reference has been reviewed and our Aboriginal Council (Anishnabe Education and Training Circle) had some suggestions and proposed revisions. These revisions require input from the President and the Board of Governors so the ratification of the Terms of

Through the funding received through the Access to Opportunity funding we have been able to have reports written through our current Student Information System (SIS) to now track Aboriginal students from the point of OCAS application right through to graduation. These reports will be accessible for our Fall ‟09 intake.

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Ministry of Training, Colleges and Universities Reference is in process with an expected completion date of October 2009. Georgian unexpectedly received $250,000 from MTCU, Access to Opportunities (Aboriginal) in December 2009, to be spent by year end (March 31st, 2009). This funding allowed us to initiate numerous recruitment and retention activities for Aboriginal students. We also used this funding to engage in consultation with our Aboriginal Community members. Since we were able to hold focus groups and consult face to face with community members, we decided against doing a survey. 34 Aboriginal community members, students, and faculty attended our three focus groups, titled the “Indigenous Cafés”. In addition to the Indigenous Café consultation, two other groups were also consulted: the Employer Advisory Circle, with a total of 34 participants, and an Alumni Circle with 12 Alumni participating. Enrolment data are available from the KPI Student Satisfaction Survey and the Entering Student Survey. Data from the Entering Student Survey show that 5% of first semester students selfidentify as Aboriginal. 3.5% of our full-time student body, excluding first semester students, self-identify as Aboriginal. We continue to track students manually through our Native Community and Social Development and Shki Miikan program and report anecdotally on their employment rate. However, this will change with the changes that have been made to Georgian‟s Student Information

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Ministry of Training, Colleges and Universities system (SIS). Mature Student Services

# of students served; graduation rates

Achieve targets set in 07-08 (0708: 1192 students served)

Adaptive Technologist: 70 Counselling: 552 Disability: 429 Learning Strategist :70 Peer Services: 60 Write-On: 676 Math Lab: 150 Total Number of 25+ Students Served: 2,007

MYAA Transition Year 2009-10 Please provide 3 to 5 examples of how your strategies/programs to support increased participation of underrepresented students will be extended, consolidated and/or best practices applied in 2009-10 in the following space: Strategy / Program 1. First Generation – Student Outreach

2. Aboriginal Recruiting

3. Students with Disabilities - CICE

Brief Description All ten full-time recruiters for Georgian College will promote the First Generation Project in the fall of 2009. Potential students will be able to fill out a ballot for a promotion sponsored by First Generation at Georgian College; we will use this data to track and communicate with potential First Generation learners. The First Generation Project will have its own page on the Georgian College website and will be rich in information important to First Generation students. Georgian College will connect with rural and remote communities in our catchment area to provide information regarding post-secondary options and provide on-campus workshops to these potential students. The results and recommendations of the numerous focus groups will be implemented in our recruiting plans. Some of our other initiatives include increasing our Niwijiagan (Peer Mentor) as well as our Elder hours at each campus. We are also in the process of setting up an Aboriginal Resource Centre at the Midland campus so we can increase our focus on recruitment into Apprenticeship. The proposed Community Integration through Co-operative Education (CICE) program is a two year postsecondary certificate program designed for individuals with intellectual disabilities, brain injuries, mental health issues, and other learning challenges who have demonstrated academic needs that require curriculum modification. This program provides students with an opportunity to enhance academic skills by offering the required supports in and out of the classroom. CICE enables students to develop vocational abilities in a number of career-related, supervised field placement experiences.

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Ministry of Training, Colleges and Universities Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10 in the following space (e.g. through feedback, surveys, tracking participants’ progress, etc.). Strategy / Program 1. First Generation – Student Outreach

Brief Description of Monitoring and Evaluation of Outcomes This initiative is monitored by Georgian‟s Enrolment Management Steering Committee. OCAS is evaluating adding an option for applicants to self-identify as first generation which would ideally serve to track the success of the project. It would also to benchmark our successes with our Colleges and Universities since we have no complete baseline data. Currently we are tracking First Generation students by our First Semester Student and KPI Student Satisfaction surveys, which give us an aggregate number. Our outreach will also be measured by the success of our full-time recruiters who will be actively promoting the First Generation Project.

2. Aboriginal Recruiting

The new reports that we have designed and written through our current Student Information System (SIS) will track Aboriginal students from the point of OCAS application right through to graduation.

3. Students with Disabilities - CICE

This program is subject to the rigorous program review process that all academic programs at Georgian face. The review process incorporates curriculum review, primary research (student and faculty surveys and/or focus groups, KPI Student Satisfaction Surveys), and secondary research (competitive analysis, employment profile and outcomes).

French Language College Collaboration MYAA Report Back 2008-09 This table applies only to the two French language colleges — Boréal and La Cité collégiale. Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your institution has not achieved your proposed results, please explain the variance and your planned improvement activities in the column provided. Strategy / Program

Indicator

Proposed Result

Achieved Result

Explain Variance between Proposed and Achieved Results (if applicable) and Any Improvement Activities You Expect to Take

Not applicable

MYAA Transition Year 2009-10 Please describe how your institution will continue to build on your existing college collaboration strategy in 2009-10 and how you will monitor and evaluate the outcomes of this strategy in 2009-10. Collaboration Strategy for 2009-10

Brief Description

Not applicable

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Ministry of Training, Colleges and Universities College Small, Northern and Rural MYAA Report Back 2008-09 This table applies only to institutions that receive funding through the Small, Northern and Rural (SNR) Grant. Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your institution has not achieved your proposed results, please explain the variance and your planned improvement activities in the column provided. Strategy / Program

Midland Campus

Indicator

Program seats w/ identified programs; community partnerships

Proposed Result

Increase and continue (0708 49.9% enrolment increase)

Achieved Result

We continue to have increased enrolment in almost all of our post secondary or apprenticeship programs at the Midland Campus. Our Small Engine and Marine Engine Program increased to 72 FT students. We also offered Small Engine and Marine Engine Apprenticeship programs for the first time and it was very successful. In total, we offered programs and training in this field alone to over 450 students and clients.

Explain Variance between Proposed and Achieved Results (if applicable) and Any Improvement Activities You Expect to Take All enrolment targets for our post secondary and apprenticeship programs, except for RV Technician, were either achieved or exceeded. Many of our part-time studies courses as well as our Animal Care program (offered in Midland, Barrie, and Newmarket) have experienced growth in enrolment.

Our electrical and plumbing program also had increases and we delivered the second offering of a preapprenticeship electrical program. We were able to maintain enrolment in our Precision, Machining and Tooling courses. We continue to receive donations of equipment and resources in all of our programs.

Muskoka Campus

Program offerings

Expand identified offerings (0708 Carpentry program offered)

Our successful Food Services Worker program has been approved as funded activity starting the fall of 09. 08/09 approval received to add Prehealth to Muskoka program offerings as of Fall 09. 08/09 was the second year of the post secondary Carpentry techniques program.

Achieved. Muskoka is continuing to add post secondary and preapprenticeship programs in order to address retraining needs for people laid off and/or underemployed. The campus also helps to meet the needs of first generational learners. 09/10 will see the addition of Pre-

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Ministry of Training, Colleges and Universities

Collingwood Campus

Program offerings

Expand identified offerings (0708 tourism and recreation programs)

Guest Services Studies Certificate of Achievement successfully delivered to people working in the hospitality industry.

Orangeville Campus

Program offerings

Expand identified offerings (0708 youth employment programs)

2003/09 saw the following additional programming:

health and Bookkeeping Ontario College certificates, Women in Skilled Trades Pre-apprenticeship carpentry program and Academic upgrading expansions in order to allow potential students to meet their entrance requirements. Achieved. The Guest Services Studies Certificate of Achievement will be offered again Fall 09 with delivery modifications that will allow people to better access OSAP and other funding for the program. Achieved.

A second full-time PSW program. Two programs will now run at the same time, spaced by a semester. A second part-time Practical Nursing Program. This has increased our offering of this alternative for students that wish to remain in the workplace while going to college. A Rapid Re-employment contract at the Centre for Career and Employment services. This has increased our capacity to serve unemployed individuals in Dufferin. The “Step up” program that is a Service Canada Contract. This provides assistance to highly barriered youth and prepares them to interview for employment. Increase of classes for Academic Upgrading with a 23% increase in student enrollment in preparation for Post Secondary.

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Ministry of Training, Colleges and Universities Owen Sound Campus

Review implementation

Expand as appropriate (07-08 schoolcollege-work programs)

Two new programs successfully implemented: Culinary Skills – Chef Training and Personal Support Worker (moved from Part-time Studies to Full-time PostSecondary).

Achieved. An additional intake of PSW will be offered in September 20

The installation of one Class A marine simulator, three Class B simulators, and one Class C simulator was completed, In November 2008, the Centre officially opened.

MYAA Transition Year 2009-10 Please describe how your institution will continue to build on your existing college SNR strategy in 200910 and how you will monitor and evaluate the outcomes of this strategy in 2009-10. SNR Strategy for 2009-10

Brief Description

1. Pursue targeted offerings to meet local community demand.

1. Programs include part-time studies and continuing education (credit) offerings.

2. Pursue a permanent campus facility for Collingwood Campus.

1. We will continue to monitor local community demand and will be responsive so programs are implemented in a timely way and delivery methods are realistic to the targeted population.

2. We continue to investigate and examine alternative options and locations. Brief Description of Monitoring and Evaluation of Outcomes

2. Opportunities for land and/or suitability facilities will be analyzed and a business case/opportunity analysis will be created that follows Georgian processes for implementing a permanent campus.

2008-09 Student Access Guarantee Through your signed MYAA, you committed to participate in the Student Access Guarantee. For 200809, this meant meeting students’ tuition/book shortfall in allocating financial aid, as set out in the 20082009 Student Access Guarantee Guidelines. Yes The institution met students‟ tuition/book shortfall in allocating financial aid, as set out in the 2008-2009 Student Access Guarantee Guidelines

No

X

If you answered no, please explain.

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Ministry of Training, Colleges and Universities Please complete the following table, using the most recent available year-to-date information from your institution’s 2008-09 OSAP student access guarantee report screen (This screen can be accessed by your Financial Aid Office). 2008-09 TUITION / BOOK SHORTFALL AID:

TOTAL $

# ACCOUNTS

Expenditures for Tuition / Book SAG Amount

453,631

464

Other SAG Expenditure to Supplement OSAP

1,248,407

1,039

Total

1,702,038

1,503

Date screen was last updated: 12 / 06 / 2009

2009-10 Student Access Guarantee As an extension of the commitments made under the original Multi-Year Agreements, your institution will participate in the Student Access Guarantee (including the new Access Window which allows Ontario students to identify costs and sources of financial aid). The detailed requirements for participation in the student access guarantee are outlined in the 2009-10 Student Access Guarantee Guidelines. Please complete the following template to update the strategies and programs that your institution will use in 2009-10 to participate in the Student Access Guarantee initiative. Describe how your institution will meet students‟ tuition/book shortfalls. As part of your description identify whether aid towards tuition/book shortfalls will be: a) Provided to those students who apply for institutional financial aid; or b) Automatically issued to students based on their OSAP information If your answer to the above question was „a,‟ please identify what specific internet portal(s) or program(s) students at your institution apply through to be considered for tuition/book assistance provided as part of your participation in the student access guarantee. - Identify any applicable deadlines. - Identify your communications strategies to inform students of how to apply.

Students with tuition/book shortfalls will be identified through the application process for institutional financial aid.

All students who have applied for OSAP have the same opportunity to apply for bursary assistance. Students with a tuition shortfall are identified by the Financial Aid Office through Student Support Branch reports and the OSAP AS400 system. Students receive an entrance bursary application form within their acceptance package, which they complete and submit to the Financial Aid office by May 30th for the fall semester, November 28 for the winter semester, and March 27 for the summer semester. Georgian bursary applications are available online from the Financial Aid, Georgian College website. The deadline is the last day of the first month of each semester (although applications will be considered beyond the deadline). Work study applications are available through the department employer. Financial Aid Officers also identify applicants through an interview process. Students are advised of bursary opportunities at the time of OSAP release. Also availability is advertised on our

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Ministry of Training, Colleges and Universities Financial Aid website, by email and the notice board in our office. Identify whether your institution plans to provide loan assistance in values greater than $1,000 to meet tuition/book shortfalls of students in any of your second entry programs. If so: a) Identify the programs by name and by OSAP cost code; b) Describe how you determine how much loan aid to provide

There are no plans at this time, other than the financial support programs described below.

Describe other financial support programs and strategies that your institution will use to assist students facing financial barriers to access, including identification of programs that provide case-by-case flexibility to respond to emergency situations that arise for students.

We provide the following financial support programs: a. New full time, if eligible, may receive up to $500 through the Entrance Bursary Program. b. Additional funding is also provided through the Georgian Bursary Program to students in need based on their budget. c. Students in crisis can obtain emergency funding through the Emergency Bursary Program. d. The Georgian Work/Study Program also assists students with financial assistance and provides job experience. Students who are unable to pay their fees may defer fees or, in special circumstances, make arrangements for a personalized payment schedule.

Briefly describe your review process for students who dispute the amount of institutional student financial assistance that is provided as part of the Student Access Guarantee.

Students are able to meet one-on-one with Financial Aid Officers to obtain advice on budgeting, repayment options, methods to finance tuition and related costs, appeals, etc. A student who wishes to dispute the amount of financial assistance that is provided may submit additional documentation in support of their application and have their file reviewed. A further appeal to the Registrar is available for any case which remains unresolved.

If you would like to provide any other comments, please do so in the following space:

B. QUALITY Quality of the Learning Environment MYAA Report Back 2008-09 Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your institution has not achieved your proposed results, please explain the variance and your planned improvement activities in the column provided.

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Ministry of Training, Colleges and Universities Strategy / Program

Student Success Centre

Indicator

Proposed Result

Student satisfaction; feedback; usage data; retention rates

Achieve targets set in 07-08 (07-08 7452 students served)

Achieved Result

Explain Variance between Proposed and Achieved Results (if applicable) and Any Improvement Activities You Expect to Take

All of Georgian‟s three main campuses have implemented a single point of access for student services: students gain access to services as a “one stop shop” in that they go to the student success main service desk and can book a counselling appointment, see a disability specialist, meet with a learning strategist, get referrals to the adaptive lab or the learning labs, connect with a peer tutor, book a psyche assessment, or book a test accommodation.

We are successfully tracking usage of services and satisfaction levels as indicated, but currently face challenges in determining the retention rates due to the factors described on page 4.

Number of students serviced by programs and services (students can access more than one service): Adaptive Technologist: 357 Counselling: 2,814 (07/08: 2,327) Disability: 2,190 (07/08: 1,284) Learning Strategist : 357 (07/08: 835) Peer Services: 304 (07/08: 159) Write-On: 3,448 (07/08: 1,873) Math Lab: 763 (07/08: 577) Total: 10,233 Student satisfaction of these services are measured through the KPI process. The 08/09 results were: Counselling 65% (65% in 07/08) Disability Services 67% (68% in 07/08) Learning labs 63% (60% in 07/08) Peer Services 61% (58% in 07/08) Centre for Teaching &

Participation; staff feedback; # of

Achieve targets set in 07-08 (07-08 2423

2,981 Georgian staff participated in 225 in-house workshops at

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Ministry of Training, Colleges and Universities Learning

Library Holdings

offerings

participation; 236 offerings)

Open Computing

# of inquiries; # of students instructed in library literacy; # of hours open; # of inter-library loans; # items circulated; # of books purchased; # of periodicals; # of electronic dbases # of work stations per student

Achieve targets set in 07-08 (07-08 11,420 inquiries; 6,260 students; 3,300 interlibrary loans; 48,080 items; 2,480 books purchased; 586 periodicals; 43 dbases) Achieve targets set in 07-08 (07-08 1 per 16.5 students)

Learning Labs

# of users; graduation rate

Achieve targets set in 07-08 (07-08 1,748 users)

Georgian that were organized by the Centre for Teaching and Learning or Organizational Planning and Development. Participant evaluations are regularly administered for all courses, events, and workshops conducted by Organizational Planning and Development and are administered for conferences and larger workshops conducted by the Centre for Teaching and Learning. # of inquiries: 17,527 # of students instructed in library literacy: 4,596 # of hours open: 10,033 # of inter-library loans: 3,582 # items circulated: 50,722 # of books purchased: 6,313 # of periodicals: 579 # of electronic dbases: 105 The benchmark was one open access computer station for every 16.50 full time students. Last year, there was one station for every 17.11 full time students. A total of 4,211 students utilized the learning labs (Write On, Math Lab) at all campuses.

The ratio is slightly higher than the target due to increasing enrolment; however, it is still within the acceptable target range. We are unable to obtain the graduation rate of those utilizing the learning labs due to FOI issues in tracking individual students in this manner.

MYAA Transition Year 2009-10 Please provide 3 to 5 examples of how your quality improvement strategies will be extended, consolidated and/or best practices applied in 2009-10 in the following space: Strategy / Program

Brief Description

1. Student Success Centre

Continue to track the usage data associated with these services.

2. Centre for Teaching and Learning & Organizational Planning and Development

A departmental training needs analysis survey will be implemented in September 2009 to all administrators so that programs can be designed and delivered that directly address training requirements. We also plan to expand our offerings of the successful Aspiring Leaders series as well as the Georgian Management Institute.

3. Library Holdings; Open Computing Labs; Learning Labs

Continue to track the usage data associated with these services.

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Ministry of Training, Colleges and Universities Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10 in the following space (e.g. through KPI surveys, retention rates): Strategy / Program

Brief Description of Monitoring and Evaluation of Outcomes

1. Student Success Centre

Last year represented a systems changeover year in tracking student usage of these services. We will expand the use of the data associated with the new system to more accurately track the use of services. We will analyze KPI Student Satisfaction Survey results to ensure students are satisfied with service delivery and will make improvements as warranted by the data. Best practices will be monitored and adapted through regular consultation with in-house crossdepartment committees as well as with provincial committees.

2. Centre for Teaching and Learning & Organizational Planning and Development

Professional Development program offerings will be designed based on the outcomes of the training needs analysis. Participant evaluations will continue to be administered for all courses, events, and workshops conducted by Organizational Planning and Development; the Centre for Teaching and Learning will continue to administer evaluation forms for larger workshops and conferences. Best practices will be monitored and adapted through regular consultation with in-house crossdepartment committees as well as with provincial committees.

3. Library Holdings; Open Computing Labs; Learning Labs

We will analyze KPI Student Satisfaction Survey results along with usage data to ensure students are serviced and to determine the point at which services must expand to continue to meet the demands placed on services by our high enrolment growth rate.

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Ministry of Training, Colleges and Universities Student Success: Student Retention Rates MYAA Report Back 2008-09 Referring to your approved Multi-Year Action Plan, please report on the 2008-09 retention target achieved by your institution. If your institution has not achieved your proposed results, please explain the variance and your planned improvement activities in the column provided.

Proposed 2008-09 Retention Target

Retention Rate Achieved

1st to 2nd Year

+0.2% (07-08 +0.04%)

+0.3%

2nd to 3rd Year

+0.15% (07-08 -7.96%)

+1.0%

3rd to 4th Year

+2.0% (07-08 +4.88%)

+5.5%

Explain Variance between Proposed and Achieved Results (if applicable) and Any Improvement Activities You Expect to Take

If you would like to provide any other comments, please do so in the following space: In the absence of tracking individual students, which is a provincial challenge and is subject to Freedom of Information and Protection of Privacy issues, we have refined our approach to retention tracking and have presented our retention rate data with improved accuracy over previous MYAA Report Backs.

MYAA Transition Year 2009-10 Pending advice from HEQCO from the development of student retention measures and targets, we also ask that you continue to track student retention in 2009-10 according to your institution’s established practices. If you would like to provide any other comments, please do so in the following space:

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Ministry of Training, Colleges and Universities

C. ACCOUNTABILITY MYAA Report Back 2008-09 Please insert the current internet link to your posted Multi-Year Action Plan and 2007-08 Multi-Year Accountability Agreement Report-Back in the following space: http://www.georgianc.on.ca/bog/reports.php

This 2008-09 Report-Back document constitutes part of the public record, and as such, should also be made available on your institution’s web site. Please ensure that this document is posted at the same location as your Multi-Year Action Plan and 2007-08 Report-Back.

MYAA 2008-09 Report Back Contact Name:

Cheryl Simpson, Vice President, Student and Organizational Success

Phone:

705.728.1968 ext. 1667

Email:

[email protected]

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