Emba~ oed to Novembe~ 28, 2008

COLLEGE OF NEW CALEDONIA

BOARD AGENDA

November 28, 2008

COLLEGE OF NEW CALEDONIA

AGENDA

REGULAR MEETING OF THE COLLEGE BOARD

Friday, November 28, 2008, 1 :00 pm

1. CALL TO ORDER

2. APPROVAL OF CONSENT AGENDA

a) Minutes of October 24, 2008 b) Program Advisory Committee Appointments

3. ADOPTION OF AGENDA

4. REPORTS

a) PRESIDENT - Handout

b) BOARD COMMITTEES

i. Executive ii. Finance and Audit iii. Board and President Evaluation iv. Policy and Bylaw

c) EDUCATION COUNCIL CHAIR

5. ACTIONIDECISION ITEMS

i. President's Performance Plan, 2008/09 ii. Board Governance Plan, 2008/09 iii. Policy on Presentations to the College Board

6. INFORMATION/DISCUSSION ITEMS

i. College Advocacy ii. Regional Campus Programs/Enrolments, Fall 2008 iii. Financial Statements, October 2008 iii. Notice of Motion - Tuition Fees 2009/10 iv. Professional Development Report Summaries v. Educational Leave Reports

7. NEW BUSINESS

8. BOARD CALENDAR - Regional Meetings; January/09 Burns Lake, March/09 Mackenzie

9. DATE OF NEXT MEETING - Friday, January 30,2009

10. ADJOURNMENT

DRAFT ONLY - SUBJECT TO REVISION AND CORRECTION

Col/ege of New Caledonia MINUTES

Regular Meeting October 24, 2008

Prince George Campus

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CALL TO ORDER: Board Chair, Bruce Sutherland called the meeting to order at 1 :OOpm.

Board Members in Attendance:

P. Baird J. Bowman v. Crawford M. Beaulieu, Secretary

R Gerow J. Hoyer R Murray L Smerychynski

Regrets: M. Braithwaite, B. Haluschak

A McLeod D. Rourke B. Sutherland P. Warner

Administration: C. Wishart, P. Fahlman, L Jacques, S. McAllister

Regrets: D. Bradshaw

APPROVAL OF CONSENT AGENDA

MOTION Baird/Crawford

MOVED that the Consent agenda be approved as presented. The consent agenda included the Regular Minutes from the September 26, 2008 Board meeting.

CARRIED

ADOPTION OF AGENDA

MOTION MOVED that the agenda be adopted as presented. SmerychynskilMurray CARRIED

REPORTS

President's Report

President Bowman commented on meetings held with the Ministry of Advanced Education, October 16, 2008, and the BC College and Institutes (BCCI) Presidents October 6, 2008. President Bowman and Board member Robert Murray attended the BCCI meeting; Board member Robert Murray attended on behalf of Chair, Bruce Sutherland. President Bowman further commented on the success of the Secondary School Teachers and CNC Faculty dinner held at the college October 23,2008.

BOARD COMMITTEE REPORTS

Board Executive Report

Events;

• Board member Robert Murray attended the BCCI meeting with President Bowman on October 6, 2008.

• Board member Ray Gerow attended the Citizen of the Year Awards, October 17, 2008.

Meetings;

• Board and President Evaluation Committee, October 14, 2008.

Finance and Audit Committee

Finance and Audit Committee; committee did not convene this month.

Board and President Evaluation Committee

Ray Gerow, Chair of the Board and President Evaluation Committee provided an update. This committee held a meeting October 14, 2008 to finalise the President's evaluation process.

Board Self Evaluation Survey results have been collated and reviewed by the Board, this information will be helpful for future board planning.

Policy and Bylaw Review Committee

Peter Warner, Chair of the Policy and Bylaw Review Committee provided an update. The committee sought approval from the Board to merge the existing CNC College Board Bylaws and Policies into a singular set of bylaws. This document will be revisited over time with recommendations to individual bylaws.

MOTION: MOVED THAT the Policy and Bylaw Review committee be authorized to consolidate the existing CNC College Board Bylaws and Policies into a singular set of bylaws.

Crawford/Warner CARRIED

Policy #6 - Presentations to the Board, draft document distributed for information; the committee awaits input from constituent groups. The Policy and Bylaw Review committee are scheduled to meet October 28, 2008 to finalize the draft.

Education Council Report/Action Item

Report from the Education Council will be presented at the November 28, 2008 Board meeting. This report will include decisions around Power Engineering, Medical Lab Technology program and Residential Building Maintenance program.

ACTION ITEMS

College Action Plan 2008/09 - 2009/10

President Bowman reviewed College Action Plan 2008/09 - 2009/10 addressing action plan items. Discussion followed.

MOTION

Warner/Crawford

MOVED THAT the College Action Plan 2008/09 2009/10 be approved as presented.

CARRIED

CNC Budget 2009/2010 Assumptions

Vice President Finance Penny Fahlman presented the budget assumptions, noting that the preliminary budget assumptions are used to prepare the first draft of the budget.

MOTION

Crawford/Baird

MOVED THAT the initial 2009/10 Budget is prepared on the basis of the assumptions presented at this meeting and that the final budget assumptions are approved by the Board after consultation with the various faculty, staff and administrative groups and Education Council. The assumptions will be brought forward in final form at the January Board meeting.

CARRIED

INFORMATION ITEMS

Financial Statements

Financial Statements, September 2008

Vice President Finance, Penny Fahlman reported expenditures are on track, 50.1 % budget remains to date and all tuitions are recognized at this point in the budget.

Vice President Finance is available to meet with the Board to provide a comprehensive overview of the financial statements.

OTHER BUSINESS

Clarification was requested concerning the process with regard to Advisory Committee letters. Letters are signed by President Bowman on behalf of the Board.

BOARD CALENDAR - revised calendar will be emailed prior to the next Board meeting.

ADJOURNMENT

MOTION MOVED THAT, the meeting adjourns.

Crawford/Baird CARRIED

College of New Caledonia (Public Session - For Action)

TO: College Board DATE: November 7,2008

RE: PROGRAM ADVISORY COMMITTEE APPOINTMENTS

Recommendation:

THAT the attached Program Advisory Committee appointments be approved.

Background:

Program/Community Advisory Committees normally have from 6 to 12 members with terms of appointment from 1 to 3 years to allow for systematic rotation of membership. The maximum length of service is 6 years. Faculty and administrators serve as a resource to the committees.

The following program has review and revised its membership for new appointment letters:

Arts, Science & Business Division • Accounting Program Advisory Committee • Fine Arts Certificate Program (2 additional new members) • Marketing / Management Program Advisory Committee

Community & International Education Department • Aboriginal Advisory Committee • Valemount Advisory Committee

Available to Speak to This Item:

Respectfully submitted,

Vice President, Academic

ohn Bowman President

/tl Attachments

Lynn Jacques

ACCOUNTING PROGRAM ADVISORY COMMITIEE

Arts, Science and Business Division

NAME

Colleen Ballantyne (Chair) KPMG

Neil Gray Northern BC & Yukon Tax Services Office

Terri Smith FMC of Canada Limited

Jeff Janzen Terlesky, Braithwaite, Janzen

TYPE OF APPOINTMENT

Re-appointment

Re-appointment

Re-appointment

Re-appointment

Two Years

Two Years

Two Years

Two Years

FINE ARTS CERTIFICATE PROGRAM ADVISORY COMMITTEE Arts, Science & Business Division

David Persad Community Arts Council Prince George

Anna-Maria Lawrie Student

Type of Appointment

New Appointment

New Appointment

Term of Appointment

Two Years

One Year

Members previously appointed by the Board on February 16/07 and continuing to participate for the period of 2007-2009 are:

Carolyn Holmes - Two Rivers Gallery Annette Schroeter - Artist Angela Willis - Community Arts Council Gail Hunt - Central Interior Regional Arts Council Sharon Bird - Carrier Sekani Tribal Council Fyre Jean Graveline - UNBC Jennifer Rubadeau - Community Arts Council Andrea Palmer - Central Interior Regional Arts Council

MARKETING/MANAGEMENT PROGRAM ADVISORY COMMITTEE

Arts, Science & Business Division

NAME

Wayne Dobson Senior Account Manager CKPG Radio & TV

Wes Pederson

Financial Advisor

CIBC Wood Gundy Investments

Sherry Sethen

Executive Director

Prince George Chamber of Commerce

Jason Cage

Warehouse/Receiving

Brewers Distributing

TYPE OF APPOINTMENT

Re-appointment

Re-appointment

New Appointment

New Appointment

Two Years

Two Years

Two Years

Two Years

ABORIGINAL COMMUNITY PLANNING ADVISORY COMMITTEE Community & Continuing Education

Type of Appointment Term of Appointment

Ray Gerow (Chair) President/CEO PG Aboriginal Business Development Centre

Barb Ward-Burkitt Executive Director PG Native Friendship Centre

Keith Henry PG Native Friendship Centre

Doreen Spence Program Coordinator Metis BC Nation

Zandra Ross Consultant

Ben Berland Education Technical Advisor Carrier Sekani Tribal Council

Deanna Poole Education Coordinator T'say Keh Dene

Toni Carlton Peer Counseling Coordinator UNBC

Rena Zatorski Education Coordinator Lheidli T'enneh

Charlotte Henay District Principal, Aboriginal Education School District #57

Reappointment 1 year

Reappointment 1 year

New appointment 2 years

Reappointment 1 year

Reappointment 1 year

New appointment 2 years

Reappointment 1 year

Reappointment 1 year

Reappointment 1 year

New appointment 2 years

Page 1 of 2

VALEMOUNT ADVISORY COMMITTEE Community & Continuing Education

NAME TYPE OF APPOINTMENT TERM OF APPOINTMENT

Silvio Gislimberti, ED Officer Re-Appointment One Year Valemount Economic Development

Wayne VanVelzen, Re-Appointment One Year Area Supervisor, Mt. Robson Provincial Park

Brian Hanson, Counsellor Re-Appointment One Year Valemount Secondary School

Jeannette Townsend, Mayor Re-Appointment One Year Village of Valemount

Erin Teunissen New Appointment One Year Lodge Manager CMH Cariboo Lodge

Riette Kenkel, New Appointment Two Years Marketing Coordinator, Village of Valemount

Jana Skerlak, New Appointment Two Years NORE Graduate

Curtis Pawliuk, Exec. Director New Appointment Two Years Vale mount Area Rec. & Development Association

Joyce Roberts Nechako Metis Elders

Tom Spence President PG Metis Community Association

Marlene Erickson Manager, FNESS and Senior Policy Advisor College of New Caledonia

Barbara Old Dean of Community and International Education College of New Caledonia

Type of Appointment Term of Appointment

New appointment 2 years

New appointment 2 years

Resource

Resource

Page 2 of 2

College of New Caledonia (Public Session - For Action)

TO: College Board November 20, 2008

RE: EDUCATION COUNCIL RECOMMENDATIONS

******************************************************************************

Recommendation:

THAT subject to budgetary or resource implications, the College Board approve the following recommendation made by the Education Council at their meetings of September 23. 2008 and October 21. 2008.

• Program Adjustment (or tlte First Nations Studies ("FNST") - replacing two Geography courses with a History and a Geography course

• Approved • 3'" Clllss Power Ellgineerillg - offering a full-time day program rather than a continuing

education program • Approved

• Leadership Lab Proposal·_· offer two courses in Leadership - Lead 101 and Lead 20 I -­which will be located as an elective in the Business Administration Diploma Program but open to all students interested in this as an elective in their program

• Approved • Medical Laboratory Tee/lllologv Sciellce Program - revision of the Medical Laboratory

Teclmology Science Program matrix to lengthen the program and meet the 20 I 0 Canadian Society of Medical Laboratory Sciences (CSMLS) competencies.

• Approved • Residelltial Bllilding Maintenallce Worker Program - This is a new trades course

developed by the Industry Training Authority (IT A). Nechako campus would like to offer Level I of this course now, then present Level 2 and Level 3 at a later date, once ITA has developed.

• Approved

Available fo Speak to These Items: David Rourke

Respectfully submitted, ;;"

David Rourke, Chair Education Council

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TO: College Board

College of New Caledonia (Public Session - For Action)

DATE: November 17, 2008

RE: President's Performance and Evaluation Plan, 2008/09

Recommendation

THAT the President's Performance and Evaluation Plan, 2008/09 be approved.

Background

The President's Performance and Evaluation Plan is developed on an annual basis to provide clear directions and expectations for the work to be performed and the results to be achieved by the college President in the year.

The attached President's Performance and Evaluation Plan reflects the priorities identified in the College Action Plan, 2008/09 - 2009/10. The plan also builds on and continues work that began in the 2007/08 year.

Feedback for improvement generated through the 2007/08 President and Board Evaluation processes has also been addressed through the addition of new and revised objectives and actions for 2008/09.

Available to Speak to This Item

J. Bowman

Respectfully submitted,

J. Bowman President

November 10, 2008

President's Performance and Evaluation Plan College of New Caledonia ~ E for the period September 1, 2008 to August 31, 2009

I---~oal Outcomes/Results -

Strategic Process/lmlliementation Objective Performance IndicatorslTargets

~~~~ategiC Planning and

Plan Goals -

All R Complete development and support the - Board Approval of College Action Plan , Implementation implementation of a comprehensive

~-- College Action Plan, 2008109-2009/10. _ .. _. --

I b. Develop and implement a process to - Board Approval of process

I review and update CNC's overall Strategic

- Updated Strategic Plan (December 2009) Directions and Priorities

I~~~~tive ;~pport of the College 3.-6. a. Provide information necessary to enable - Monthly Reports to the Board Board the Board to properly exercise its

Regular/semi-monthly meetings with the governance responsibilities -

Chair and/or Board Executive Committee ' . _--- -_ ..

Board Evaluation of Orientation ~rogram I i b. Improve Orientation Program and -

I Handbook for Board members __ I -

c. Support development and implementation - Board Plan implemented/evaluated of the Board's Annual Governance Plan

Calendar of Activities I 2008109, and Calendar of Activities -

I '--"''''0' "';.ffi"', " ,~", I .-

All a. Model values and behavioural - 360 Feedback Survey competencies (see appended list) that

I support a positive learning culture at CNC

I r---.. _._. - .. _--P"""" Moo'g,m,o',' 5 a. Manage the 2008109 operating budget to - Audited Financial Statements

College Finance result in a small surplus

b. Implement activities to educate the internal - "College Finance1 01" presentations

I i "'",,0 "mm,",', ,,,,,."009 "".g. I i , finance

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c Develop and obtain Board approval for a - Board approval of 200911 0 budget balanced 2009/10 operating budget

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November 10, 2008

President's Performance and Evaluation Plan College of New Caledonia ~ E for the period September 1, 2008 to August 31, 2009

~~oal Outcomes/~esults Strategic Process/lm~lementation Objective Performance Indicators/Targets Plan Goals r Comm,,","o, .• "'~" 4. 6. a. Increase/improve internal communication Reports published

internal communication and through various strategies: Meetings attended collaboration leading to more

- Monthly E-mail Reports Board and Executive Administration

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positive relationships - Dept.lDivisional Meetings Survey/Evaluation Form

, - Campus Town Hall Meetings Blog and Web page visits/hits

I,· COO,",,,,,, ,~"'" .,' --t ' - President Blog and Board Web pages

4 a. Strengthen bi-Iateral, and multi-lateral - Regular meetings with each group -stakeholder engagement consultation with the FACNC, PPWC, and agendas that are developed together

I i CNCSU through regular interaction, - feedback from various groups , meetings and other processes 1- --~. -

b. Increase consultation and effective co- - Education Council agendas and feedback working and engagement of Education

- College Board agendas, reports. feedback I Council and the College Board. . __ .

.~.-

7. Strengthened connections and 3.6. a. Increased visibility and presence of college - '"q"eoo, eo, q","" of ,"N" =omge I college leadership "presence"l leadership (President, Vice Presidents, and - Attendance/participation in events profile in communities Board members) in public / media.

b. Attend and speak to regional Chambers of - Four presentations to be delivered Commerce, Service Clubs, on the theme: I

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t-"GNG Delivers . .. "

c. Attend and speak to municipal and regional - Four presentations to be delivered , governments, on the theme: ,

"GNG Delivers . .. " ..

~ .. FundraiSing 5, a. Implement an Annual Fundraising - Campaign plan developed / implemented Campaign

I I b. Expand and diversify the volunteer - Additional new members involved

L I I Fundraising Committee

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President's Performance and Evaluation Plan

for the period September 1, 2008 to August 31, 2009

9.

10.

Goal Outcomes/Results

Increased advocacy and -i~-positive government relations

Strategic r Plan Goals I

~~.~.--~

November 10, 2008

College of New Caledonia ~ Process/lmplementation Objective

Increase effectiveness of Management Team meetings and decision-processes

p,rt"m"" ,"d;"'o~IT,,,,~ ~

Year-over-year donations received ,

MLA meetings (quarterly) ~ Legislative Committee presentations

various MInisterial Briefings / Meetings ~"'------i

Increased AVED funding to CNC in 2009/10 and future years

Management Team feedback

- 3 -

President's Performance and Evaluation Plan

for the period September 1, 2008 to August 31, 2009

Goal Outcomes/Results

14. Decision-making processes

Strategic Plan Goals

4.

November 10, 2008

College of New Caledonia ~ E

Process/Implementation Objective I Performance IndicatorsiTargets

n:~"~ -"Scenario Plannmg" and Policy Evaluation Administration agendas and f:=Jedback Into Executive Administration and College Board declslo~-maklng and processes I _ _

Item 3a. Behavioural Competencies to be demonstrated

1. Commitment to educational values

2. Commitment to quality

3. Seeks and uses information

4. Thinks strategically

5. Makes effective decisions

6. Solves problems

7. Displays confidence, courage, stamina and tenacity

Agreed and Approved:

Date:

John Bowman

President

8.

9.

10.

11 .

12.

13.

Creates and maintains positive professional relationships

Motivates and influences others

Values teamwork and the contribution of individuals

Communicates effectively

Gives focus and direction

Commitment to own learning and continuous professional development

Bruce Sutherland

Board Chair

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President's Performance and Evaluation Plan

for the period September 1,2008 to August 31,2009

Evaluation Mechanisms

1. Board Survey/Evaluation Form

2. Senior Administrative Team (EC) Survey/Evaluation Form

3. Surveys of Faculty, Staff, Administrators and External Contacts

4. Other Data Relevant to "Performance Indicators/Targets"

Overall Assessment/Outcome

Unsatisfactory Performance: Signifies lack of success at achieving a minimum level of performance regarding the key performance goals and/or the expected job competencies for the position;

Partially Successful Performance: Signifies success in achieving several of the key performance goals and in acquiring and demonstrating several of the expected competencies for the position. This level could apply to a newly hired president with less than one year's experience in the position.

Fully Successful Performance: Signifies success in achieving most/all of the key performance goal(s) and in acquiring and demonstrating most/all of the expected job competencies for the position. Flexibility has been built into this level to recognize employees who achieve several (but not all) of their key performance goals;

Exceptional Performance: Signifies success in surpassing expectations regarding the achievement of the key performance goals in a measurable way and in acquiring and demonstrating all of the expected job competencies for the position.

November 10, 2008

College of New Caledonia ~ E

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College of New Caledonia (Public Session - For Action)

TO: College Board DATE: November 17, 2008

RE: Board Governance Plan, 2008/09

Recommendation

THAT the Board Governance Plan, 2008/09 be approved.

Background

The attached Board Governance Plan, 2008/09 has been updated to incorporate additions and changes that were identified during the Board's October 24, 2008 Planning Session. These additions and changes largely resulted from the Board's discussion of the 2007108 Board Self­Evaluation results.

The items have been grouped and re-order under the six key areas of board governance work that are described in the "Strategic Leadership Systems Model" of Board Governance (refer to http://www.banffexeclead.com/NewsletterAug02.html)

Available to Speak to This Item

J. Bowman

. Bowman President

College of New Caledonia ~ E November 12, 2008

BOARD GOVERNANCE PLAN, 2008/09

Notes and Actions

-~~~~--f- ~~1 I __ Theme I Objective

I A. Network Scanning

1 ~ Effective collaboration between College Board and Education Council

2~ Learn about the programs and services provided by the College

B. Relevancy and Community

I 0 Board Member to be appOinted as liaison representative to attend Education Council meetings

o Other members to attend Education Council meetings

o Include presentations about programs and services on each Committee of the Whole agenda

o

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Ed Council Chair, President and Board Chair to review other colleges' practices

Implement "best practices" at CNC

Engagement 1-----1

3~ Review constating documents

C. Oversight, Perspective and Ethical Reflection

~. Policy and Bylaw Review ~~~---

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o Review Colleges and Institute Act and Board By-laws

o Committee established in 2007108 to continue its work in 2008109

o Include in governance education discussions early in 2009

o Work Plan to be deve/o~ed by Committee ~

r'-- G~~ernance Education

I 16. Review of Governance Model

17 Board and President Evaluation Committee

~.-.

L DiQlomacll and Influence Leverage

[8. Annual Advocacy Plan

9. Succession Planning

E. Risk Management

10. Emergency Response ProtocollPlan and other risk management issues

, 11. Improve and strengthen Board I Member orientation.

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[12. Ensure Board member fluency . __ With College financial information

0 Include discussion about board governance topics at each meeting

0 Include in governance education discussions

0 Committee to develop workplan for improvements to Board Self-Assessment and President's

._~tion

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Continuously review and update Advocacv Plans and activit ..

Develop Board Succession Plans

r~d:te and consolidate Boar~ I Member Handbook and other

resources

. 0 Provide educational briefings on

reading Financial Statements

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Annual Schedule of Topics, November Meeting

Process feedback from October 24, 2008 Planning Session to be incorporated in 2008/09 workplan

---.----~

Invite Minister CoelJ to Prince George in November December '08 - meeting with MLAs

"---.

Review Board Members areas of expertise and ensure

Annual report to Board on Progress (February 2009)

To be completed in 2008/09

~~mmunication and Board

~~:eness. --fl~~~~~ ________________________ _ cnual Board Calendar ! 0 Continue to update monthly 0 Board member attendance and participation at

11.1 Implement web-based meeting I document management system I

Implement improvements to Board Website

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(e.g. ICompass - Civic Web)

15. Board Agendas and Meeting Processes

I 0 Include in Policy/Bylaws 0 Policy Committee to action - include in reVis,::-ns-1 .

I explanation of meeting types and

I agenda development process .

for each item L._ j 0 Include anticipated time allotment ~ ----- .

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College of New Caledonia

(Public Session - For Action)

TO: College Board Date: November 18, 2008

RE: Policy #6 - Presentations to the College Board

Recommendation

THAT, the College Board approves the attached revised Policy #6, Presentations to the College Board.

Background

At the June 25, 2008 Board meeting it was moved that the Policy and Bylaw Review committee convene to examine Policy #6, Presentations to the College Board, and provide recommendations and improvements concerning this Policy to the Board.

Draft Policy #6, Presentation to the Board was distributed for information at the October 24, 2008 Board. The Faculty Association of CNC, PPWC Local 29 and the CNCSU received a copy of Draft Policy #6 for input and comment; the constituent groups were invited to meet with the Policy and Bylaw review committee October 28th to further discuss the draft policy.

Available to speak to this item:

Peter Warner, Board Member Policy and Bylaw Review Committee Chair

John Bowman, President

Respectfully submitted,

Peter Warner, Board Member Policy and Bylaw Review Committee Chair

~------President

POLICY:

Title:

Effective date:

Policy Statement

PRESENTATIONS TO COLLEGE BOARD

Draft #3

October 28, 2008

Policy #6.0 Page 1 of2

The Board of Directors of the College of New Caledonia, in conducting its affairs, will strive to develop and maintain convenient and open access to the Board for faculty, employees, students and members of the public.

Procedures

The Board shall set aside one halfhour during each day of its Board Meetings to hear hom delegations or members of faculty, employees, students, members of the public or public advocacy groups who wish to address the College Board.

Applicants shall make this request through the Board Secretary and indicate a preference for addressing the Board informally during the closed "Committee of the Whole" Board Mceting or during the open, public portion of the Board Meeting. The presentation should not exceed ten minutes unless a longer time is granted at the discretion of the Board Chair. The Board Chair and President will determine the approximate time for the submission during the Board Meeting and the applicant will be advised. The Board would not normally hear from an applicant on a topic which is in the midst of a legal or administrative due process procedure such as a grievance or arbitration, or where the topic ought to be dealt with by such process.

Presentation Process

If the applicant requests and is granted time for the submission during the open public Board Meeting then applicants must submit a copy of the submission or a detailed summary or outline through the Board Secretary one week in advance. This will ensure distribution to and consideration by Board Members, and will encourage discussion with the applicant.

lfthe applicant's submission is set for the closed "Committee of the Whole" Board Meeting. Written submissions in advance are not required (but are encouraged) Presentations should be brief and recommendations are welcome. Normally, the Board would not debate the topic but the Board is free to question the applicant for c1ariikation. At the end of the presentation the Chair will indicate a process and time for a response.

Contributions from the Public Gallery

Policy #6.0 Page 2 of2

During Open meetings of the full Board, the Board Chair may acknowledge a speaker from the public, faculty, staff or the student body who may wish to make a brief comment or submit a question on a topic being discussed, but such speakers are encouraged to take advantage of the more fonnal process outlined above, whenever possible.

Forums for Public Input

The Board must convene at least one public forum per academic year to enable the Board to receive public input, either around specific topics or with an open agenda. The Board must convene one public fOlUm each year early in the Board's budget deliberation process, at least four weeks prior to the Board making final budget decisions. Presenters shall limit their presentation to ten minutes and may submit documents through the Board Secretary, ideally one week in advance of the fOlUm to ensure distribution to and consideration by Board Members.

Scope and Limitations of the President

The President will work with the Board Chair and Board Secretary to implement this policy.

Information Monitoring Requirement

The Board shall annually review this policy and its effectiveness and seck input from j~lCUlty, staff, the Student Association and members of the public on its effectiveness.

(Since the Board's "Policies" are being transformed into "Bylaws" some wording will have to be amended above to refer to "Bylaw" instead of "Policies")

TO: College Board

College of New Caledonia (Public Session - For Information)

DATE: November 17, 2008

RE: College Advocacy 2008/09 (with Provincial Government)

Background

1. CNC's Invitation to Minister Coell to Visit Prince George

On October 23, the Board Chair and President invited the Minister of Advanced Education (see attached letter) to visit Prince Georg for a meeting to discuss the College's 2009/10 budget preparations, as well as CNC's progress and plans for the future. Local MLAs Bond, Bell and Rustad were also invited to the meeting. The Minister's office has advised us that he is unable to visit Prince George until January 2009 (possibly in conjunction with the Northern Economic Conference), however no date has been confirmed. We will continue to seek confirmation of a date for this meeting. An earlier meeting, with the three government MLAs will also be requested.

2. Minister Coell's Letter to Board Chairs re 2008109 GLEs

On November 4, 2008 Minister Coell sent a letter (attached) to all college board chairs in response to the board chairs' letter of July 15, 2008 regarding the new Government Letter of Expectations (GLE) process. Amongst other points, the Minister indicates that "with respect to base funding issues, a sector-wide approach to addressing matters such as the $30 million adjustment referenced in your letter, is not under consideration at this time."

3. Provincial Board Chairs Representatives Meeting with Minister Coell

On November 6, three college board chairs (Langara, Camosun, Okangan) met with Minister Coell to present the attached briefing paper on behalf of all 12 colleges. The briefing paper advocates that the provincial government support the college system through the allocation of funding to strengthen the mandate and image of the provincial community colleges and provide an increased investment in the colleges during both 2008/09 and 2009/10 in order to place all colleges on a solid financial footing.

Available to Speak to This Item

J. Bowman

President

College of New Caledonia

October 23, 2008

Honourable Murray Coell Minister of Advanced Education and Labour Market Development (ALMD) PO Box 9059 STN PROV GOVT Victoria BC, V8W 9E2

BOARD OF GOVERNORS

Via E-mail: Aved,Minister@gov,bc,ca

Dear Minister Coell:

Re: Invitation to Visit the College of New Caledonia (CNC)

On behalf of the CNC Board of Governors, we would like to invite you to join us for a dinner meeting at our Prince George Campus on any date in Novernber or December that can be accommodated on your calendar.

It is also our hope that Minister Shirley Bond, Minister Pat Bell, and MLA John Rustad will also be able to attend as our guests for this meeting,

We would very much appreciate having the opportunity to discuss with you, in some detail, CNC's progress, plans, challenges and most importantly our exciting vision for the future of technical education in the CNC region and across the North,

Marlene Beaulieu our Board Secretary will be in touch with your office, and those of your government colleagues to confirm a date and details for this get together.

We very much look forward to your next visit to CNC in Prince George,

Sincerely,

Bruce Sutherland Board Chair

{f:$1A/7Yl0--/ John Bowman President

cc, Honourable Shirley Bond, Deputy Premier and Minister of Education Honourable Pat Bell, Minister of Forests and Range John Rustad, MLA Prince George - Omenica Robin Ciceri, Deputy Minister, ALMD

3330 22no Avenue, Prince George, Be Canada V2N 1 P8 tel: 250 561 5825 toll· free: 1 800 371 8111 fax: 250 561 5829 www.cnc.bc.ca

BRITISH COLUMBIA

CO,e Best Place on Earth

NOV 042008 Our Ref. 63447

BC Colleges and Institutes Board Chairs 101-1124 Fort St Victoria BC V8V 3K8

Dear Board Chairs:

I am writing further to your meeting with Deputy Minister Robin Ciceri, on issues of importance to colleges in British Columbia. Thank you for your letter regarding clarification of celiain aspects of the Government Letter of Expectations. I understand that you have requested a formal. response to your letter regarding clarification of certain aspects of the Government Letter of Expectations (GLE).

I appreciate that you have taken the time to bring your collective views to my attention on behalf of BC Colleges and Institutes. British Columbia has built a high quality and responsive post­secondary education system. By working together, I am confident that we can bettcr dcvelop opportunities that will contribute to improve post-secondary education, and to ensure that we meet the learning and training needs oftoday's and tomorrow's learners, as well as the needs of our economy.

With respect to your suggestions regarding the GLE, I would like to provide the following inforn1ation which J hope will be of assistance.

J can assure you that the overarching mandate of institutions is not anticipated to change substantively from year to year. The statement is intended to reflect government's desire for continued specialization of each institution. Within its overall mandate, each institution should strive to have particular programs or areas of expertise for which it builds a reputation fix being the best in the province.

I appreciate your positive comments regarding the Provincial Government's climate action agenda in British Columbia. I also understand the challenges in meeting the goals and can advise you of some new developments which may assist institutions. The Ministry has started planning information sessions this filll, 2008, to advise institutions about implementation of "Smart Tool" software which will be used to calculate carbon emissions. In addition, under the Public Sector Energy Conservation Agreement between BC Hydro and the Province of British Columbia, several colleges have applied for and have been awarded grants for the replacement of capital infrastructure.

Ministryof Advanced Education and labour Market

Office of (he I",j inislcr

Be YEARS

"n1(' Best Place on Earth

J\hiling Address: PO Box ~)05') Stn Prov Govr Victoria Be V8W 9E2

. . .12

Location:

Parliament Buildin~s, Vi\:wria

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With respect to base funding issues, a sector-wide approach to addressing matters such as the $30 million adjustment referenced in your letter, is not under consideration at this time. Ministry staff will continue to work with each institution to review budget issues.

There is no question that attracting the best qualified executives and professional staff in the public post-secondary system of the province is important. As you lmow, Government did undertake a comprehensive review of compensation levels and practices within British Columbia's public sector and in other jurisdictions.

As a result, new maximum levels of total compensation for Chief Executive Officers (CEOs)/Presidents of public sector organizations, and new disclosure requirements, have been approved. The framework was established to ensure that public sector CEO compensation is fair and, at the same time, that compensation levels accommodate high calibre leadership in our public sector organizations. It is not anticipated that the compensation levels will be reviewed in the near future. However, government will monitor compensation levels to ensure the province is competitive with other jurisdictions in recruiting and retaining talented individuals critical to our sector.

Should colleges or institutes have recruitment and retention issues regarding academic and professional staff, I encourage institutions to work directly with the Post Secondary Employers Association which has statutory responsibility for the co-ordination of these issues.

Finally, with respect to your points regarding performance measures, the 100 percent utilization rate targets refer to the priority spaces only. Each institution's overall full-time student equivalent funded spaces will be reviewed in conjunction with detailed enrolment plans which were to be submitted to the Ministry on August I, 2008.

Thank you again for sharing your views. Your suggestions will be very helpful in moving forward to ensure that all British Columbians will be able to participate in the growth and the prosperity of our province.

Sincerely,

,/711 , ;/v

/ k

Minister

pc: Distribution List Follows

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Distribution List

Ms. Robin Ciceri, Deputy Minister Ministry of Advanced Edncation and Labour Market Development

Mr. Robin Adair, Chair Camosun College

Mr. Bruce Sntherland, Chair College of New Caledonia

Mr. Ron Toyota, Chair College ofthe Rockies

Mr. Andrew Taylor, Chair Douglas College

Mr. Hngh Gaffney, Chair Justice Institute of British Columbia

Mr. David Chaing, Chair Langara College

Ms. Chris Gibson, Chair North Island College

Ms. Wendy Normandeau, Chair Northern Lights College

Ms. Irene Seguin, Chair Northwest Community College

Ms. Janet Shaw, Chair Okanagan College

Mr. Christian Schadendorf, Chair Selkirk College

Mr. Don Fairbairn, Chair Vancouver Community College

Ms. Marilyn Luscombe, President and CEO Selkirk College

Dr. Elizabeth Ashton, President Camosun College

Mr. John Bowman, President College of New Caledonia

Dr. Nicholas A. Rubidge, President College of the Rockies

Ms. Susan Witter, President Douglas College

Mr. Jack McGee, President Jnstice Institute of British Columbia

Ms. Linda Holmes, President Langara College

Dr. Lou Dryden, President North Island College

Ms. D. Jean Valgardson, President Northern Lights College

Ms. Stephanie Forsyth, President Northwest Community College

Mr. Jim Hamilton, President Okanagan College

Mr. Dale Dorn, President Vancouver Community College

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Ms. Ruth Wittenberg, Assistant Deputy Minister Ministry of Advanced Education and Labour Market Development

1)( (OlltGES

AND INST!TUTES

community colleges serve aI/

regions of the province

Bella Coola • Burns Lake

Campbell River' Cast/egar

Chetwynd • Coquitlam

Courtenay • Cranbrook Creston 1/ Dawson Creek

Dease Lake II Fernie Fort Nelson

Fort St. John • Gold River

Golden Grand Forks

Hazelton 1/ Houston

Invermere II Kelowna Kimberley' Kitlmat • Langley

Mackenzie • Maple Ridge

Masset • Nelson

New Westminster Pent/cton • Port Alberni

Port Hardy • Prince George

Prince Rupert • Quesnel

Salmon Arm • Smithers

Sparwood 1/ Terrace 1/ Tofina

Trail· Tumbler Ridge • Ucluet

Va/emount 1/ Vancouver Vanderhoof • Vernon

Victoria

PREPARING AN EDUCATED AND HIGHLY SKILLED WORKFORCE

The Mandate of BC's Community Colleges

For more than forty years the mandate of Bes community colleges has been the preparation and education of a highly skilled workforce to meet the economic and social needs of the province and its citizens.

Every community in the province has access to a community college and as such the colleges play an important role in the growth and development of local communities throughout the province.

The results of recent surveys of employers show that both business and industry and the social apparatus of the province need the steady stream of job-ready employees with advanced skills that our community colleges graduate if they are to continue functioning successfully.

With the province facing a downturn in the economy, now more than ever, colleges will play an pivotal role in ensuring the province's labour force remains robust, competent and competitive.

To match the changes in the nature of work and the economy, the colleges have ensured that the workforce needs are met by continuously changing and developing the range and content of the programs and courses they offer.

The colleges offer programs in:

• undergraduate degree programs in applied areas;

• university transfer and associate degree programs;

• para-professional, career, technical and applied studiesj

• trades and apprenticeship programs;

• developmental education, including programs for students with disabilities.

As recently as June 2008, Minister Coell reaffirmed this mandate for the province's community colleges.

Some Quick Facts

• 12 colleges and institutes serve 250,000 students in 50 communities throughout the province.

• 96% of BC college graduates stay and work in Be.

• BC colleges and their past students contribute $7.7 billion or 4.3% of the income of the provincial economy.

• BC colleges return $3.80 to the provincial economy for every dollar of taxpayer financial support.

• An estimated 42% of skilled shortages are in occupations that require a college education.

• Colleges are the largest provider of highly skilled, job-ready graduates for employers.

• Statistics Canada estimates that over the next decade, college enrolment could rise by 30%.

• Survey of CFIB members facing severe labour shortages required the skills of college grads on a ratio of 6:1 compared to university grads.

The BCCI has two key needs regarding the continued success of Be's community colleges. We are asking the Minister to provide his support in two critical areas.

Camosun CollEge· College of ~-Jew Caledonia· College of the Rockies· Douglas College· Justice Institute of Be Langara College· North Island Colle~je • Northern Lights College· Nort.hwest Community College· Okanag,'ln College

Selkirk CoHege • Vancouver COl"nmunity Co!!ege

:I.. Strengthen Mandate and Image of Colleges

The social and economic development of regions depends upon colleges providing the programs that produce a well educated and highly skilled workforce. Economic challenges facing our Province will place added pressure on colleges to respond to the changing labour market demands for educated and highly skilled workers.

While Minister Coell's letter of June 6th on college mandate was welcomed and appreciated by all college Boards, the college system continues to experience challenges in establishing a strong market position with the public. With research universities, teaching universities, institutes and colleges to choose from, the post secondary system is more diffuse than ever, the college brand and its value in the marketplace is perceived to be weak by some in relation to other institutional sectors.

What has contributed to this perception'

• Significant expansion of seats in first year and lowering of GPA entrance requirements to 70 percent by research universities has impacted college UT

• Enrolment quotas and GPA thresholds by research universities on the number of college transfer students accepted for entrance in research university raises doubts about college transferability

• BC government messaging, that anybody with a "B" average can get into university

• Expansion of five new teaching universities competing for same students

• Boards of Education involved in adult literacy, trades/apprenticeship training

• Aggressive competition by universities for college students to fill 1

st year seats

• Colleges have undertaken initiatives to address these challenges and to combat these perceptions:

• Initiating collaboration between other colleges, universities or institutes on programs and services. For example:

A Vancouver Island Accord (Camosun, NIC and VIU); Okanagan/Kootenay (Okanagan, Selkirk and CoTR); Northern Collaborations (NWCC, NLC, CNC, UNBC); all agreements commit to collaborate and partner on programs and services

A Trades Training Consortium of BC (includes all colleges, teaching universities & BClT)

A BCCI/AACTI MOU: bi-Iateral agreement to collaborate in strategic labour market areas

A Education Partners Leadership Council (Presidents and School Superintendents)

• Establishing transfer agreements or protocols between colleges and research universities. For example:

A Camosun College and UVIC transfer agreement; NIC and VIU joint degrees in nursing

• Many colleges have conducted extensive market research and have initiated local marketing and student recruitment campaigns

• Several colleges have introduced highly successful applied degrees that respond to local industry and community requirementsj these programs, oriented to meeting needs of practitioners provide employers with graduates with relevant, applied education and advanced skills.

These examples are illustrative of colleges' commitment to strengthen their role in the post secondary system and improve their image with the public. Colleges are committed to continuing to apply strategies that improve their market position within the post secondary system and would significantly benefit from assistance by the Minister to strengthen the college mandate within the post secondary system and generate positive imaging with the public.

Be colleges respectfully requestthe IVlmlSterto provIde th" following assistance:

• Publicly affirm the colleges' pivotal role in ensuring the province's labour force remains robust, competent and competitive

• Provide incentives for collaboration and partnership within the post secondary system by rewarding those that partner

• Encourage universities to enter into more transfer agreements with colleges

• Confirm colleges' lead role in adult literacy and trades training locally, regionally and provincially

• Commit to supporting a multi-year, province-wide marketing campaign for colleges, starting with $1M in 2008/09

• Establish messaging that places high and equal value on a college education and encourage students to start their post secondary education at a college

Carnosun CollegE" CollegE of New Caledonia" College of the Rockies" Douglas College" Justice Institute of- Be Lan~lara College" NOlth Island Colleg€ .. Northern Lights College" NorthWEst Community College" Okanagan Colle<;y'!

Selkirk College" V2lncouver Cornrnunity CollegE

2.lnvest in the Future - Invest In The Colleges

Overview

Thriving in a knowledge-based economy requires government to invest in the development of new knowledge, and to invest in the deployment and application of the new knowledge in the economy. It is the colleges that educate and train the workers who will perform the new work in our economy.

By making the right level of investment in the colleges, government assures the employment market that its labour force supply is protected. As but one example, this investment assures the supply of:

• highly skilled trades people; • applied technologists or technicians (e.g. for

resourced based, environmental industries, etc.)i • nurses and technical support for the health

professionals; • computer and network operators or web technicians

Colleges also provide access to entry-level learning opportunities for the traditionally underrepresented in society (e.g. the undereducated, unemployed, immigrants, aboriginal peoples, disabled, etc.). These developmental programs prepare people for further study or training and the ability to enter and stay in the labour market. The students served by these unique programs require special services and support.

During difficult economic times, the provinces' labour market needs will change, and the colleges will be critical in providing the education and training for people in all regions of the province.

The ability to leverage the under-represented talent within each of these groups will depend upon the resources colleges are able to deploy from within their institutions.

To ensure that the government's labour market goals are met, the use and application of funding must be channeled through the community colleges.

Ensuring the continuous supply of job-ready graduates in our continuously evolving economy requires new levels of investment by government to establish instructional programs and ensure the financial sustainability of teaching infrastructure as efficient and effective.

We know that government's investment is returned several-fold. A recent report prepared by CCbenefits Inc. shows that the colleges, within their individual regions, and as a collective, provide a 14% rate of return on the investment of public funds in support of the colleges.

This ROI compares very favorably with private sector rates of return on similar long~term investments.

The Required Investment

Recent studies contracted by AVED (e.g. Perrin Review) noted colleges have been faced with almost no grant funding increases (except for those associated with expected growth in services) for more than '5 years. Failure to fund inflationary increases has impacted colleges' financial, program and service capacity, which in turn, has affected FTE utilization. A recommended base adjustment for the colleges and institutes of $25.9M in 2007/08 was not implemented. The financial circumstances for colleges has only gotten worse since the last funding review.

For 2008/og, the 2.6% budget reduction has provided further challenges for colleges. Colleges started the 2008/og year with a combined budget shortfall of approximately $24.2M. College boards and administration have managed the budget challenge by applying various decisions depending upon local circumstances:

• program reductions or eliminations

• closure of campuses

• layoff of faculty, staff and administration

• hiring freeze and reassignment of responsibilities

• reduction in support services

• deficit management plan and draw down of reserves

These budget decisions have had the effect of taking the $24.2M shortfall down to a projected structural deficit of approximately $7.1M. The net result is that college boards have managed their budgets appropriately and they still face significant challenges for the remainder of 2008/og.

BC college chairs request that colleges be the top priority for anNime funding ill 2008/09 to elimihat" the defiCit at all colleges and place all colieges on a sgild finandal footing,

Carnosun College· College of New Caledonia" College of the RockiES· Douglas College· Justice Institute of Be Langara College· I'·lorth Island College· Northern Lights College· Northwest Comrnunity College· Okanagan College

Selkirk College" Vancouver Community College

2009/:10

For 2009/10, assuming status quo budget from 2008/09

as well as the 2.1% salary increase is funded:

• The combined projected structural deficit for all colleges would be approximately $13.8M

• The estimated operating reserve at March 31{09

would be approximately $14.9M (this represents less than 4% of the total estimated budgets)

This financial situation. would require college boards and administration to consider a variety of options, each option presenting certain consequences. While each institution will handle its budget challenge in its own way, the overall general effect can only be to further impair the capacity of colleges to deliver their mandate and the reduction of access to education and training for students. In economic terms it means the ability to meet the workforce needs of business and industry in the short to mid-term future will be impaired.

This impairment will manifest itself in:

• reduced access for students;

• reduced student support services;

• a narrowing of the scope of existing programs and courseSi

• a reduced ability to develop new programs and courses to met the needs of the province's changing economy; and,

• undoubtedly, some layoffs within the college workforce.

At a time When Be's economy is facmg significant challenges, the labour m'lrket will regUire programs that produce a more highly skilled ~nd educatedyvorkforce, we respectfully request the province:

• add the one time funding that was prOVided to eliminate 2008/09 college deficits to the colleges' base budget for 2009{10

• add 2009/10 negotiating framework allocations and pension adjustments to the 2009/10 base budget

• increase base funding to colleges by 5% (2.5% to build capacity in priority labour market areas and providing an additional 2.5% to account forthe unique operational and service costs of students in colleges' campuses throughout the province)

• conduct a funding review in 2009/10, the purpose of which would be to establish the correct base level of funding and to fund the actual costs of college programs and services

Colleges appreciate that the province is about to enter challenging economic times and they recognize that these challenges call for all institutions to make a contribution and be part of the solution. Our institutions are prepared to make appropriate program and service adjustments that respond to the province's economic and labour market requirements. Colleges will continue to increase collaborations and partnerships and explore new ways to leverage our resources. It is clear that the health of Be's economy will require the deployment of a highly skilled workforce in every region of the province.

Colleges will continue to look for ways to contain costs and will utilize partnerships to extend programs and services to students.

Colleges will continue to responsibly manage their resources, by containing costs, introducing efficiencies and developing alternate revenue sources. The reality is that, unlike the research universities, our colleges have limited means to access alternate revenue to support the operations of the institutions. We rely on government to provide the investment that will sustain the programs that are vital to the economic and social development of each region ofthe province.

BI:; CQHeget !lsk the Minlsf:l!r to carefully consider this request for additional sUpport ar\d InVestment which wi!! fUrther assist in providing the requiSite capacity for colleges to respond to I()(:al, reSional and provlnclallilbour market needs,

Camosun College· College of New Caledonia· College of the Rockies· Douglas College· .ilJstice Institute of BC Langara Co\lege • ~'lorth Island College· Nmthern Lights (oHege • Northwest Community College • Okana~Jan (oH'2:9~

Selkirk College· Vancouver Community College

Victoria, DC \/SV 3K8

Phone 250-S9S·'lJJDG

Be COLLEGES AND INSTITUTES

November 10,2008

Honourable Murray Coell Minister of Advanced Education PO Box 9059, Stn Prov Govt Victoria, BC V8W 9E2

Dear Minister Coell:

I wanted to thank you for taking the time out of your busy schedule to meet with me and my three colleagues, David Chiang, Robin Adair and Jim Reed.

We oppreciate the effort you are making on behalf of the colleges, and welcomed the opportunity to brief you yesterday, on two critical issues facing the colleges outlined in our presentation, Preparing an Educated and Highly Skilled Workforce (attached to this letter). This presentation provides a good representation of the issues and the oction required so that the colleges continue to playa pivotal role. in ensuring the province's labour force remoins robust. competent and competitive.

As we discussed, all chairs take our fiduciary responsibilities very seriously. We are all committed to our institutions, the students and the communities we serve.

Minister. we recognize that the next few years will be challenging for the province and we want to reiterate all our colleges' commitment to work with government exploring funding and partnership opportunities that will ensure BC has the well educated and highly skilled workforce so vital to the health of BC's economy.

In closing, Minister, I want to repeat our invitation to a meeting of the presidents and chairs early in the New Year to continue our dialogue on the post secondary education matters that are of mutual interest to all of us.

Thank you again for meeting with us.

Sincerely,

Csh~r BCCI Chairs' Committee

cc. Robin Cicer!. DM BCCI Presidents/Chairs Jim Reed, President

Regional Campus Enrolment Report Nechako - November 2008

The Nechako region continues to see considerable activity this academic year. We are pleased to offer programs including: Foundation and Apprentice level trades programs, Office Administration, Health Care, Human Services and University-level credit courses. Enrollments in all program areas are strong with both adult learners and School District #9 I dual credit students participating. We anticipate an increase in Continuing Education and contract training activities and a number of proposals have been submitted for additional programs and services.

We recently completed a student 'head count' for the 2007/08 academic year and were delighted to find that 2,975 individuals participated in programming across the Nechako region. Nechako FTE's (full time equivalents) for 2007/08 were 164.8, an increase of 135% over last year. The spring and fall headcounts for 2008 are at 2114, an increase of95% from the same time last year.

The following programs/courses are currently running or will be offered in 2008/09:

Fall 2008 • Foundation Level Plumbing (V) • Applied Business Technology (V,FSJ) • Welding Level 'C' (FSJ) • Home Support/Resident Care Attendant (continuing from Spring 2008) (V) • Residential Building Maintenance Level I (FSJ) • Aboriginal Early Childhood Education (FSJ) • 3 University Level credit courses

o Biology 104 (FSJ) o Math 190 (FSJ) o Carrier Language Level I - Saik'uz Dialect (V)

Spring 2009 • Culinary Arts (FSJ) • Carpentry Apprentice Level 2 (V) • Carpentry Apprentice Level 3 (V) • Foundation Level Electrical (FSJ) • Office Worker Preparation Program (FSJ) • 2 University Level credit courses

o First Nation Studies 100 (FSJ) o Carrier Language Level 2 (V)

In addition, there are a number of other initiatives underway across the region including the implementation of the Aboriginal Services Plan, two Literacy initiatives, English as a Second Language, Diversity, FASD Dialogue, Supporting and Advocating for Vibrant Youth (SA VY), Commercial Pilot Feasibility Study and Career Centre activities.

Quesnel Campus Enrolment Report November 2008

The Quesnel campus has experienced growth in some program areas and reductions in other program areas. However, the Quesnel campus has continued to expand and diversify program delivery in response to community and labour market needs.

Seat utilization within University Transfer courses has soften somewhat, with a reduction of approximately 43 registrations. A number of initiatives have been enacted to address this situation while realizing there are annual fluctuations due to the number of high school graduates and the state of the local economy.

In the area of health programming, a second consecutive Home SupportlResidential program was delivered and a Practical Nurse program is being delivered for a total of 32 seats. The campus has continued to diversify trade programming by offerings of third year Plumbing and Carpentry. In addition to the ongoing Foundation trade programs, Quesnel offered a Millwright! Machinist program. In the 2007/08 academic year a 132 students participated in trade programs for a total of 74 FTEs. Current applications and registrations suggest a similar numbers for the 2008/09 academic year.

Lastly, the benefit of expanding and diversifying programming is evident in the FTE growth; from 2006/07 to 2007/08 FTEs increased from 209.67 to 296.61 respectively for an approximate 41.6% increase in one academic year. The 296 FTEs is expected to be maintained in 2008109 in spite of enrolment shifts between programs.

College of New Caledonia Lakes District Campus

Box 5000, Burns Lake, Be VOJ lEO -- PH: (250)692-1700 FAX: (250)692-1750

TO: John Bowman FROM: Rob Filipkowski

RE: Enrolments / Headcounts (Lakes) DATE: Oct 30, 2008

Listed below are the enrolments for programs, service programs, and CE for Lakes Campus. The headcount is generated from April1 , 2008 to-date.

......,. . " .:; . .......... ; . ...• " .. , ..•......

.PROGRAMS/·.:. ::",,-,'--.-<.--.-,<:--:-.;,--?-;

." .' . . ........ '. . ENROLMENT Applied Business Technology , 11 Adult Education Centre 235 Culinary Arts

.- -~ Welding 16

_.

CE ! 1118 DSTC - 2 UT Courses 22 FASD Online 76

---Forestry Online (RPF / RFT) 55

-26 Misc. UT Courses

! Early Intervention Services 16 FOCUS Employment 13 Supported Work Placement 4

I

F,mily Ecd Pco9mm" ~, 1_ 471 HBBF, FCP, Kids' Edge, SAVY,

(ThiS program also hosted FASD Awareness Day - 330 people

Lttend.."'iL . Total ------w"79

Regional Campus Enrolment Reports CNC Mackenzie

November 2008

The community of Mackenzie continues to experience severe economic conditions as result of the downturn in lumber manufacturing; full-time programming options improved considerably in an effort to provide access to educational programs and services, College and Career Preparation courses in English and Math were made available during the summer months in response to many displaced forestry workers wanting to meet entrance requirements for post-secondary programming or to complete the Adult Graduation Diploma to meet employment requirements, Additional sections in Trades math and courses in Biology, Physics and Chemistry are fully subscribed, At this date we report 156 registrations in CCp, Intake for CCP courses will continue until the start of the Spring Semester. We project that this program area alone will see registrations triple comparatively to last year.

CNC Mackenzie launched the Aboriginal Early Childhood Education Certificate and 18 students arc engaged in this online program, Most students are enrolled part-time and are from various communities across the province, A partnership agreement with Northern Lights College, North West Community College and Yukon College is taking root and the development of a collaborative model of delivery is being considered for implementation, Online programming continues to appeal to students living in remote and rural communities and enrolment in the Office Assistant and Legal Administrative Assistant Certificate programs continues to keep our campus reception busy; to date we processed 199 registrations for these two programs alone,

Full-time Trades programs started this fall include Welding, Heavy Duty Mechanic, Carpentry, and Culinary Arts, Early in the New Year, another section of Millwright will also begin, 52 FTE's will be realized in Trades by the second semester. In addition, the theory component of Power Engineering, 4th Class will be delivered on a cost-recovery basis to a minimum of 10 students with documented firing time, The Home Support/Resident Care Attendant Certificate started in eagerness and the support from the District Hospital, hospital staff, and community nurses will be invaluable to 14 student<;,

Community and Continuing Education activities are also on the rise, To date, 166 individuals have participated in H2S Alive, WHMIS, Transportation of Dangerous Goods, Airbrakes training, Traffic Control, or Class I Professional Driving, A wide range of Occupational First Aid is also available at our campus: OF A I, OF A III, EMP, EMR, Red Cross Childcare, The demand for these short certificates is significant as result of employment opportunities in the Oil and Gas and Mining sectors in the region, 290 First Aid certificates were issued for a total of 456 individuals receiving certification.

There is a new dimension to enrolment for our campus this year; all students arc sponsored and usually involved with two sponsors, This implies fee deferrals and multiple transactions for most students, In addition, in order to be successful with sponsorship applications, prospective students must defend their training choice and produce rationales for employment. Students may meet entrance requirements, receive acceptance notification from the college but may not qualify for sponsorship,

College of New Caledonia

MONTHLY FINANCIAL STATEMENTS October 2008

The attached financial statements have been prepared expeditiously for information and control purposes and the following caveats apply:

1. The statements have been compiled from "raw" data entered into the financial system and the resulting printouts have not yet been reviewed or checked by managers. Reallocations and errors or omissions for the month will be amended in subsequent months.

2. Full accrual accounting is not done on a monthly basis, in particular for tuition fees, part time salaries, services partially completed and goods in transit.

3. The budget is compiled on an annual basis.

4. The statements have not been audited and, therefore, have not been subjected to the normal year-end analysis to ensure that all outstanding transactions and amounts have been recorded.

Is me <s: \F S\Accou ntant\Boa rd Reports \ca veats >

Revenue

Regular Base Funded Programs

Ministry & ITA Grants

Tuition

Other

Special & Temporary Programs

Programs

Other

Tota! Revenue

Expenditure

Regular Base Funded Programs

Instructional

Support

Special & Temporary Programs

Programs

Support/Other

Operating Fund Capital Contributions

Tota! Expenditure

Surp!us/(Deficit)

College 01 New Caledonia

Financial Statements

for the seven months ending October 31, 2008

2008/09 2008/09 Available Budget

Actual Annual Budget Amount Percentage

$ 18,665,090 $ 30,619,231 $ (11,954,141) (39.0)

4,054,709 4,650,019 (595,310) (12.8)

884,968 1,081,073 (196,105) (18.1)

23,604,767 36,350,323 (12,745,556) (35.1)

3,229,407 5,065,299 (1,835,892) (36.2)

104,713 129,413 (24,700) (19,1)

3,334,120 5,194,712 (1,860,592) (35.8)

26,938,887 41,545,035 (14,606,148) (35.2)

15,010,909 24,024,778 9,013,869 37.5

6,577,754 12,501,281 5,923,527 47.4

21,588,663 36,526,059 14,937,396 40.9

2,664,605 3,719,071 1,054,466 28.4

841,769 1,549,948 708,179 45.7

3,506,374 5,269.019 1,762,645 33.5

25,095,037 41,795,078 16,700,041 40.0

$ 1,843,849 $ (250,043) $ 2,093,892

Page 1

Prior Year

Actual

$ 18,315,319

3,299,360

866,934

22,481,613

2,285,651

84,870

2,370,521

24,852,134

13,158}40

7,353,595

20,512,334

2,018,083

847,698

2,865,781

23.378.1 15

$ 1,474,018

College of New Caledonia

Financial Statements

for the seven months ending October 31, 2008

OPERATING FUND· REVENUE

2008/09 2008/09 Available Budget Prior Year

Actual Annual Budget Amount Percentage Actual

Regular Programs

Grants

Ministry of Advanced Education - Base $ 15,850,230 $ 27.249,459 $ (11,399,229) (41.8) $ 14,966,481

Ministry of Advanced Education - Additional $ 325,795 $ 325,795 n/a 854,267

ITA $ 2,489,065 $ 3,369,772 (880,707) (26.1) 2,494,571

18,665,090 30,619,231 (11,954,141) (39.0) 18,315,319

Tuition

University Transfer 922,235 1,238,796 (316,561) (25.6) 791,192

Career Technical 1,054,985 1,687,277 (632,292) (37.5) 967,104

Vocational 2,077,488 1,723,946 353,542 20.5 1,541,064

4,054,709 4,650,019 (595,310) (12.8) 3.299,360

Other

Daycare 33,074 95,500 (62,426) (65.4) 39,857

Dental Clinic 15,633 21,000 (5,368) (25.6) 14,758

Interest 242,892 258.500 (15,608) (6.0) 248,036

Materials Fee 48.955 75,775 (26,820) (35.4) 38,575

Printroom 20,491 40,620 (20,129) (49.6) 20,632

Registration/Application Fee 109,647 162,085 (52,438) (32.4) 103,096

Resource Centre 9,671 24,800 (15,129) (61.0) 12,287

Rentals 37,299 39,450 (2,151) (5.5) 43,106

Student Services 10,513 16,490 (5,977) (36.2) 9.674

Sundry 260,616 196,853 63,763 32.4 244,158

Technology Fee 96,178 150,000 (53,822) (35.9) 92.754

884,968 1,081,073 (196,105) (18.1) 866,934

Total Regular Programs 23,604,767 36,350,323 (12,745,556) (35.1) 22,481,613

Special and Temporary Programs

Prince George 1,041,238 1,188,387 (147,149) (12.4) 898,909

Fort SI James 69,978 69,978 n/a

lakes 1.186,309 2,435.844 (1,249,535) (51.3) 898,824

Mackenzie 401,424 862,136 (460,712) (53.4) 172,030

Nechako 461,959 550.845 (88,866) (16.1) 285.568

Total Special and Temporary Programs 3.334,120 5,194,712 (1,860,592) (35.8) 2,370,521

TOTAL REVENUE $ 26.938,887 $ 41,545,035 $ (14,606.148) (35.2) $ 24,852,134

Page 2

College of New Caledonia

Financial Statements

for the seven months ending October 31, 2008

OPERATING FUND EXPENDITURES

Instructional

Prince George

Vice-President Academic

Arts & Sciences

Business & Technologies

CoUege Foundations

Communlty, Industry, & Business Initiatives

Health Sciences & Social Services

Student Support Services

Trades

Fort St James

Lakes District

Mackenzie

Nechako

Quesnel

Valemount

Other Regional

Total Instructional

Support

VP Finance/Admin

College Board

Communication Services

Information Technology Services

Facilities

Financial Services

Fundraising

Human Resources

Incentive Payments

President

Printroom

Purchasing

Resource Centre

Sports/Recreation

Student Services

Development/Contingency reserve

Total Support

Total Regular Programs

Special and Temporary Programs

Prince George

Fort SI James

lakes

Mackenzie

Nechako

Quesnel

Total Special and Temporary Programs

TOTAL EXPENDITURES

$

2008/09

Actual

2008/09

Annual Budget

739,091 $

2,340,760

986,735

1,495,687

143,482

2,353,549

223,462

2,513,486

10,796.252

162,513

1,135,287

848,114

490,939

1,440,392

121,340

16,072

15,010,909

220,382

29,619

405,807

1,009,731

1)93,361

291,010

43,956

559,539

279,274

41,443

176}08

600}47

44.067

1,082,112

6,577,754

21,588,663

1,208,195

68,151

1,168,976

432,359

458,521

170,173

3,506,374

1,004,890 $

4,059,197

1,544,580

2,641,001

232,982

3,985,274

331,132

4,026,584

17,825,640

164,715

1,539,253

1,225,621

550,034

2,465,799

229,005

24,711

24,024,778

377,337

87,650

705,938

1,729,884

3,251,658

594,356

66,500

1.104,068

543,328

57,688

297,778

1,072,645

98,667

1,836,697

677,087

12,501,281

36,526,059

1,310,273

32,060

2,395,994

915,390

497,360

117,942

5,269,019

$ 25.095,037 $ 41,795,078 $

Page 3

Available Budget

Amount Percentage

265,799

1,718,437

557,845

1,145,314

89,500

1,631,726

107,670

1,513,098

7,029,388

2.202

403,966

377,507

59,095

1,025,407

107,665

8,639

9,013,869

156,955

58,031

300,131

720,153

1,458,297

303,346

22,544

544,529

264,054

16,245

121,070

471,899

54,600

754,585

677,087

5,923,527

14,937,396

102,078

(36,091)

1,227,018

483,031

38,839

(52,231)

1,762,645

26.5 $

42.3

36.1

43.4

38.4

40.9

32.5

37,6

39.4

13

26.2

30.8

10.7

41.6

47.0

35.0

37.5

41.6

66.2

42.5

41.6

44.8

51.0

33.9

49,3

48.6

28.2

40.7

44.0

55.3

41.1

100.0

47.4

40.9

7.8

(112.6)

51.2

52.8

78

(44.3)

33.5

Prior Year

Actual

678,616

2,268,884

1.249,153

1,611,620

78,668

1,837,360

190,880

2,084,119

9,999,302

865,578

464,796

450,084

1,256,835

109,612

12,532

13,158,739

154,339

27,584

428,561

968,848

1,775,562

294,461

4,186

644,655

841,931

260,210

41,399

159,615

566,541

48,047

1,137,657

7.353,596

20,512,334

948,548

1,163,388

259,863

383,420

110,562

2,865,781

16,700,041 40.0 $ 23,378,115

College of New Caledonia

Financial Statements

for the seven months ending October 31,2008

ANQILLARY FUNDS

2008/09 2008/09 Available Budget Prior Year

Actual Annual Budget Amount Percentage Actual

College Store

Revenue

Sales $ 1,339,669 $ 1,958,500 $ (618,831) (31,6) $ 1,242,672

Less: Cost of Sales 1,020,828 1,492,377 $ (471,549) (31.6) 943,188

Net Revenue 318,841 466,123 (147,282) (31,6) 299,484

Less: Expenditure 207,307 330,106 $ 122,799 37.2 185,718

Surplus/(Oeficit) $ 111,535 $ 136,017 $ (24,482) $ 113,766

Cost of sales percent 76.2% 76.2% 75.9"'/"

Food Services

Revenue

Sales $ 301,203 $ 579,740 $ (278,537) (48,0) $ 289,004

Less: Cost of Sales 152,409 293,348 140.940 48.0 157,507

Net Revenue 148,794 286,392 (137,597) (48,0) 131,497

less: Expenditure 127,712 263,704 135,992 51,6 112,684

Surplus/(Deficlt) $ 21,082 $ 22,688 $ (1,606) $ 18,813

Cost of sales percent 50.6% 50.6% 54.5%

Cost of sales is based on March 31 inventory count

StUdent Residence

Revenue

Rentals/Sales $ 214,152 $ 321,260 $ (107,108) (33,3) $ 224,348

less: Operating Expense 115,303 186.247 70.944 38.1 122,404

Net Revenue 98,849 135,013 (36,164) (26,8) 101,945

less: Loan Expense , 38,605 254,480 115,875 45.5 138,605

Surplus!(Oeficit) $ (39,756) $ (119A67) $ 79,712 $ (36,660)

Page 4

ANCILLARY FUNDS (CONT"D)

Parking

Revenue

Rentals/Sales

Less: Operating Expense

Surplus/(Deficit)

TOTAL ANCILLARY FUNDS

INTERNATIONAL EDUCATION

Revenue

Programs

Other

Expenditure

Development Fund contribution

DAYCAAE

Revenue

Expenditure

Surplusl(Deficit)

College of New Caledonia

Financial Statements

for the seven months ending October 31,2006

$

$

$

$

$

$

2008109

Actual

2008109

Annual Budget

39,535 $

7,209

91,162 $

49,187

32,326 41,975

125,187 $ 81,213 $

2008109 2008/09

Actual Annual Budget

867,003 $ 1,386,000 $

12,651 16,000

879,653 1 A02,000

869.983 1,402,000

9,671 $ $

2008/09 2008/09

Actual Annual Budget

33,074 $ 95,500 $

46,165 115,157

(13,091) $ (19,657) $

Page 5

Available Budget

Amount Percentage

(51,627)

41,978

(56.6) $

85.3

(9,649)

43,974 $

Available Budget

Amount Percentage

(518,997) (37.4) $

(3,349) (20.9)

(522,347) (37,3)

532,017 37.9

9,671 $

Available Budget

Amount Percentage

(62,426) (65.4) $

68.992 599

6,566 $

Prior Year

Actual

46,740

7,193

39,547

135,465

Prior Year

Actual

1,113,162

13,463

1,126,625

776,929

349,697

Prior Year

Actual

39,857

51,150

(11,292)

Revenue

Ministry Grants

Donations

Interest

Other

Expenditures

Scholarships/Bursaries

Other

Net Aevenuel(Expenditure)

Opening Fund Balance

Current Fund Balance

College of New Caledonia

Financial Statements

for the seven months ending October 31, 2008

Special Scholarships! Endowment

Programs Bursaries Fund

$ 18,414 $ 69,319 $

43,906 24,277

4,720 70,048

(0) 22,915

23,134 113,225 117,240

$ $ 43,324 $ 8,275

(237,735) 6,926

(237,735) 50,250 8,275

260,869 62,975 108,965

567,258 243,921 3,221,532

$ 828,127 $ 306,896 $ 3,330,497

Other

Funds TOTAL

$ $ 87,733

68,183

74,769

22,915

253,599

$ $ 51,599

$ (230,809)

(179,210)

432,809

43,769 4,076,480

$ 43,769 $ 4,509,288

Special Programs consists of the following accounts: Ed Leave, Professional Development, Western Geography

Journal, APSD , Woodlot and Northern Team

Page 6

College of New Caledonia (Public Session - For Information)

TO: College Board DATE: November 13, 2008

RE: Notice of Motion - Tuition Fees 2009/10

Background

As required under the By-laws of the College Board, a "Notice of Motion" is being given that the College plans to increase 2009/10 tuition and mandatory fees by the inflation rate. The actual motion to increase tuition and mandatory fees will be presented to the Board to be debated and voted on at the January Board meeting.

The Ministry of Advanced Education requires that colleges restrict tuition and mandatory fee increases to the rate of inflation as provided by the Ministry. The inflation rate for 2008/09 fees was 2%. The rate for 2009/10 has not yet been provided.

Over the next two months the College will welcome comments and suggestions from students and employees regarding the proposed fee increase.

Available to Speak to this Item

Penny Fahlman

Respectfully submitted,

P. Fahlman Vice-President Finance and AdministrationlBursar

College of New Caledonia

(Public Session - For Information)

TO: College Board DATE: November 17,2008

RE: PROFESSIONAL DEVELOPMENT REPORT SUMMARIES

Background:

The Collective Agreement between CNC and the Faculty Association provides each faculty member "a minimum of twenty (20) full working days of liaison or professional development time per working year". Faculty in most programs schedule the twenty days at the end of the academic year, prior to summer vacation. Due to the extended term of their programs, the faculty members in Trades and Nursing schedule their PD time throughout the year.

The attached summaries clearly reflect the dedication and scholarship of the faculty at our College; the diversity of the projects undertaken is noteworthy. This is an annual opportunity for employees to improve their professional expertise, to focus on new ideas, to develop fresh perspectives and to become professionally 'recharged'.

Available to Speak to This Item: Lynn Jacques

Respectfully submitted,

~~ Lynn Jacques Vice President, Academic

President

It I

PROFESSIONAL DEVELOPMENT SUMMARY REPORTS

FOR 2007 / 2008

ARTS, SCIENCE AND BUSINESS

COLLEGE FOUNDATIONS

COMMUNITY AND CONTINUING EDUCATION

HEALTH SCIENCES AND SOCIAL SERVICES

LAKES DISTRICT

MACKENZIE

NECHAKO

QUESNEL

STUDENT SERVICES

TRADES

ARTS, SCIENCE AND BUSINESS DIVISION

Professional Development Reports 2007-2008

Dan Aitken: Read books and articles on ecology and climate change and dendrochronology.

Bruce Allan: Reviewed documentation regarding the Truth and Reconciliation Commission and transferred cassette tape recordings of elders' stories and experiences.

Bryan Andrews: Visited 100 properties in the US to review Hospitality Industry practices and taught in Australian and New Zealand universities.

Bruce Bennett: Attended the Train the Trainer program at BCrT, taught a third year Commerce course at UNBC, worked with a publisher to develop web-based supplemental materials for a textbook, and did service excellence workshops with Student Services at CNC.

Nicholas Buck: Worked on thc BC Colleges Secondary School Mathematics Contest. Read books on Probability and Statistics.

Jessica Card: Reviewed medical pathology literature and interned with the pathology department at Prince George Regional Hospital.

Sheldon Clare: Reviewed notes taken during his visit to European battlefields in 2007 with an eye to using them in presentations, reviewed contemporary resume writing techniques, and rewrote the bylaws for a national organization.

Kara Crosina: Attended the College Chemistry Canada Conference, did reading on the topic of scicnce education and why so fcw students pursue it, and learned to use "Chem Sketch" software.

George Davison: Attended the History articulation meeting, attended the FPSE AGM and the Canadian Association of University Teachers convention. Gave a paper at the Coalition of Contingent Academic Labor conference, and read history articles.

Kathy Deyo: Audited a Cognitive Psychology course at UNBC, did survey work with PG Youth Soccer Association, and read journals in her field.

Peter Ewart: Incorporated a new text into NMCD 111 and 121. Enhanced his skills with Blackboard as a tool for English and New Media courses. Attended the "2008 Book Passage Mystery Writers' Conference" in California.

Eric Griffith: Reviewed various business education readings, attended a seminar on "Experiencing MIS" and attended a combination trade show/conference on IT in Toronto.

Rosalie Hilde: Evaluated Dreamweaver and Expression Web software, attended an online teen behaviour seminar, attended a conference in San Francisco, and attended the Grant 101 grant proposal writing workshop.

Cameron Hopkins: Attended a conference on "First Year in Focus," attended the Conference ofthe Canadian Society for Chemistry in Edmonton, and worked on organizing a research project in collaboration with professors in Newfoundland and Nova Scotia.

John Ibberson: Read books on language and mathematics.

Christine Jackman: Improved her skills in digital photography and in Adobe Photoshop.

Terry Jackson: Read two plays by Shakespeare, read critical books and articles about Shakespeare, and read articles from PMLA.

George Kaweesi: Explored new features in Office 2007, reviewed advanced concepts in the Java programming language and attended a computer conference in Las Vegas.

George Kennedy: Updated his skills in Word 2003, Microsoft Excel, and Microsoft Powerpoint.

Barb Lee: Attended the Massive Technology Trade Show in Toronto, the "Unveiling the Retirement Myth Conference" in Vancouver, and the International Financial Accounting Standards Conference in Vancouver.

Raymond Lo: Attended the Health Educators' Group meeting, attended the Human Anatomy and Physiology Society Annual conference, and reviewed journal articles in his field.

Bruce Loerke: Obtained a TESOL Certificate from Vancouver Community College and reviewed mathematics and English.

Peter Maides: Took French 120 and 121 over the academic year, revised several courses, and planned the Cinema CNC season.

Jan Mastromatteo: Attended FPSE conferences prepared marketing materials for the Women's Studies and Gender Relations program and has done preliminary work on a Sex/Gender Diversity Course.

Snsan McCabe: Took a summer course at Vancouver School of Theology.

Anna McLauchlan: Read criticism of Canadian literature and attended the conference of the Association of Canadian College and University Teachers of English.

Angus McLeod: Worked extensively on the renewal of the Forestry program.

AJ Mittendorf: Did initial work on planning the production of his play. Wrote a series of poems with musical accompaniment. The project has been submitted to the PG Symphony for possible performance in the future.

Ed Morrice: Attended the Northern Silviculture Committee, worked with the COFI natural resource education programs, attended the Association ofBC Forest Professionals and a number of other conferences.

Lindy Munk: Familiarized herself with the Therapeutic Community Addictions Treatment Centre at Baldy Hughes and read books in the areas of Developmental Psychology and Gender Relations.

John Neumann: Attended the ~Human Anatomy and Physiology Society Annual Conference in New Orleans and the Biology articulation meeting in Whitehorse, Yukon. Read in the area of anatomy and physiology. Examined an interactive learning system that comes with a textbook he uses.

Shudao Ni: Learned software for use in the Forestry program and prepared new courses to be taught in 2008/2009.

Dana Parmenter: Took an Instructor Diploma course, familiarized herself with Ot1ice 2007 and other computer programs, and read books and articles in her field.

Patti Peach: Read books and journals in anthropology and attended a conference on "Experiencing diversity and mutuality" in Ljuhljana, Slovenia.

Graham Pearce: Attended the FPSE AGM and the English Articulation meeting. He also worked on setting up the next Caledonia Writers' Series season, finished work on a long poem, and began work on an art project.

Cliff Raphael: Worked on the student leadership development initiatives and improved his expertise in Trades Math and Business Statistics.

Bill Rea: Developed resources for Criminology 101 and 106 and made significant updates to Blackboard resource for his courses.

Barb Robertson: Worked with Dr. lakobson on data analysis for a paper on attentional difiiculties in children and updated her knowledge of genetics and the role genes play in complex behaviours by reading books and articles.

David Rourke: Attended the Professional Development colloquium of the Physics articulation group, did PASCO Scientific Xplorer GLX interface training, and did reading in physics.

Barbara Rudecki: Completed a Provincial Instructor Diploma course and did reading in physics and engineering.

Ron Ryan: Attended the BC Business Computer Simulation Competition with a team of students, worked on learning Photoshop and GJMP; reviewed textbooks and computer simulations.

John Shepherd: Attended articulation, gave a paper at a conference in Victoria, took doctorate exams in Calgary, undertook a European Union Study Tour, and attended the American Accounting Association Conference in Anaheim, California.

Chris Sidsworth: Worked on blackboard components to support face-to-face sections of English 217 and 103, and prepared an on-line version of English 107.

Marie Sinnott: Read books in her field, attended conferences at K wantlen and UBC Okanagan, and worked on familiarizing herself with Office 2007.

Dave Stearns: Took an educational trip to China with the majority of the time spent at Zhejiang Forestry University.

Dawn Sturt: worked on learning Office 2007 and Windows VISTA.

Lyndia Susag: Completed the writing of her MSc thesis, attended the Chemistry articulation meeting, and refreshed her acquaintance with organic chemistry.

Eric Tompkins: Revised readings and content for two Sociology courses.

Greg Tyndall: Read in the area of Psychology 102 and updated his clipping file.

Bonnie Williams: Did online training courses on Office 2007 and read a book on Oftlce 2007.

COLLEGE FOUNDATION DIVISION

Professional Development Reports 2007 - 2008

Brbot, Rosemary - TARGET (FT): reviewed 15 new resources for the new combined program and attended 6 workshops that were related to ASE.

Caputa, Jolanta - ESL (FT): Reviewed the ESL placement test, reviewed textbooks for the Intermediate level of the program, researched what other colleges are doing in regards to continuous intake, took pmi in August Connections and continued to work on learning how to use Blackboard.

Carver, Beth - CCP (FT): No report submitted. Currently on sick leave.

Christian, Ron - Culinary Arts (FT): Visited 4 other Culinary Arts programs in the province to compare instructional methods and pick up any new ideas on instruction. He also attended the annual International Chefs Conference in Boston.

Currie, Beverley - CASS (FT): Completed the three courses in the Blackboard Product Specialist Program for CE and Vista.

Davies, Paula - CCP (FT): Participated in Phase One of the national research project Connecting the Dots: Improving Accountability in the Adult Literacy Field in Canada.

Duperron, Alison - CCP (FT): Completed all of the second year courses and project for her Master of Business Administration.

Emerson, Cheryl - ECE (FT): Attended four workshops related to ECE, worked on her power point computer skills and developed an exit survey for students.

Graham, Ralph - Culinary Arts (FT): Spent time in the industry improving his skills and techniques and attended the Society of Vocational Instructors.

Hanki, Pat - ESL (FT): Attended the national TESL conference in Moncton, reviewed a new placement test, researched Internet ESL sites and reviewed new material to lise in specitic courses.

Jackson, Christine - ECE (Sessional & PT): Completed 2 courses towards her Masters of Education degree, attended 2 workshops related to Child Care and participated on the YWCA Advisory Committee.

Jones, Maureen - CCP & ESL (Sessional): attended an intensive language program in Spain to learn techniques to improve her abilities to teach listening and comprehension to ESL students.

Latala, Mike - ESL (PT and Sessional): continued to work on his thesis for his masters, developed curriculum for a cohort of Korean students and developed his poetry collection.

Lefebvre, Suzanne - ESL (FT): participated in May Days and August Connections, researched a number of websites, reviewed the new Canadian Language Benchmarks and took a Spanish class to review the way language acquired.

Little, Jennifer - CSS (PT) completed the ISW, reviewed the Student Success material, Trades Math, English 045 and 050 curriculum.

MacNeil, Debbie - ECE (FT): attended workshops sponsored by the Human Early Partnership Foundation and attended the ACCC faculty forum for ECE educators in Toronto.

Michael-Didier, Dani, CCP (FT): continuation of graduate research at UNBC, attended the ACCC conference in Prince George, and participated in May Days.

McCabe, Susan - CCP (FT): Enrolled in a summer course at the Vancouver School of Theology entitled: A Larger Memory: Connecting to Voices of Local People.

Pacheco, John - CCP (FT): attended two presentations on Dark Matter, May Days, read a number of science journals and strengthened his knowledge of various Mathematical concepts.

Ritch, Elizabeth - CCP (FT): completed research at the UNESCO site and ecological reserve in Slovakia and attended the Botany 2008 conference at UBC.

Smith, Beth - ESL (FT): Attended May Days, reviewed new placement tcst and began work on grammar reference booklet.

Stuart-Clark, Patricia "-CASS (PT): Conducted research in the arca of motivating the adult learner.

Tamkin, Marian ~ ESL (FT): reviewed the curriculum guide book for ESL Grammar, learned how to make power point presentations, attended a seminar on Developing World Connections, attended the Chorfest at UBe.

Tejero, Marta-ESL (FT): attended the Federation of Post Secondary Educators Conference, the TESL conference in Moncton, August Connections, researched the usc ofwikis for group collaboration in ESL writing, listening and speaking classes.

Tobin, James - CCP (FT): reviewed textbooks for Trades math, reviewed literature regarding the instruction of Trades Math and reviewed the use of Microsoft equation.

Tobin, Marina - CCP (FT): Attended the ABEABC conference, read a number of novels in preparation for the fall semester, reviewed the use of Microsoft equation.

VanNice, Michelle - CSS (FT): Attended the Becoming a Master Student conference, ACCC, UNBC instructional workshops, August Connections and May Days and revamped the English 155 curriculum.

Wang, Mei - CCP (FT): Completed the Windows Vista and Office 2007 course at UEC, attended May Days and updated Computer Science courses.

Waughtal, Val- CASS (FT): Completed the Product Specialist Certification for the Blackboard Learning Systems and a number of courses in the Onlinc/eLearning Certificate. Also attended the Educational Technology Users Group Workshop at Emily Carr.

Worfolk, Melinda - ESL (FT): researched current literature on teaching literacy to ESL adults, attended a conference at MIT on Women, Action and the Media and attended a TESOL convention.

COMMUNITY & CONTINUING EDUCATION DEPARTMENT

Jane Williams:

Professional Development Reports 2007 - 2008

COMMUNITY EDUCATION

.:. Attended University of Calgary • CORE 603.11 - Ethics and Disability - introduced various ethical frameworks

which were applied to the field of Disability Studies . • :. Interview with CNC student

• To learn what respect means to him as a disabled student and how he would like/expect to be treated .

• :. Research studies • Agencies that provide service to persons with development disabilities in order to

develop an ethical framework and subsequent code of conduct for a mock agency.

Patricia Stuart-Clarke: .:. Independent Research Project for the purpose of understanding further basic education

practices, communications skills and adaptations for the sensorially handicapped individuals, using the following 2 reference materials:

• Strategies for Helping Severely & Multiply Handicapped Citizens, author John G. Greer, Robert M. Anderson, Sara J. OdIe., by University Park Press-Baltimore.

• Communication Skills, author Sara 1. OdIe, Chris E. Wcthcred and Suzanne Selph.

CONTINUING EDUCATION

Pat Archer: .:. Beginner's course for Microsoft Dynamics Great Plains (an accounting programme)

Training on Office 2007 . • :. CA Magazine (for accounting changes).

Dave Petitclerc: .:. Reviewed the new manuals for Air Brakes, Man Lifts, Aerial Manuals and Forklift and

researched new regulations (manuals) with D.O.T, ICBC and WCB.

Gerard Sinnott: Gerard subscribes to a technical news service provided by Tectarget.com (formerly called Whatis.eom). This service provides daily cmails discussing current and future changes in the information technology environment. Material from this service is regularly included with in­class material, especially now wi th the change to Office 2007.

C & CE Professional Development Report.s' Page lof2

Tom Simpson: .:. Reading new legislation re: CFC module and any environmental issues arising with

CFC's and researching on provincial websites to discover new equipment technologies . • :. Reading new legislation re: LPG and discussions with local gas inspectors. And

researching any new equipment technologies pertaining to LPG . • :. Reading new legislation re: Environmental Awareness and researching federal websites.

C & CE Professional Development Reports Page 20f2

HEALTH SCIENCE & SOCIAL SERVICES DIVISION

Greg Ames

Professional Development Reports 2007/2008

DENTAL STUDIES

Greg ran the PGDDS Continuing Education system this year, attended the Pacific Dental Conference in March and continues working in private practice.

Ebony Bilawka Ebony attended the NBCDHS AGM and has re-activated the literature review study club. She attended the Pacific Dental Conference. She also completed a review of program documents to ensure she was up to date on program changes upon her return to teaching Sept, 08 from a maternity leave

Heather Brown Heather took several continuing education courses on infection control, implant therapy and forensic identification and attended the Pacific Dental Conference. She observed in a local orthodontists office and worked with an orthodontic lab technician. Heather also created and revised several clinic forms for the dental programs.

Carrie De Palma Carrie maintained regular clinical private practice work as a dental hygienist. She completed a 4th year UBC course "Leadership and Management in Health Care". Carrie attended several dental continuing education courses and reviewed the content from her previous Adult Education courses.

Georgina Jones Georgina attended PGD CDA meetings, the national CDAA AGM and conference and the Pacific Dental Conference. She volunteered at the Emergency Dental Outreach Clinic and worked with the New Hope Society to help address the residents' oral health needs. She has also been active in the Public Relations committee for the CDABC. Georgina co-authored an article about the CNC Dental Studies "Seal A Smile" project for students in school district 57, this article was published in the Sept-Oct Journal of the CDHA journal.

Wendy King Wendy attended the Pacific Rhapsody Conference and several other dental continuing education courses. She also participated in an accreditation team for the CDAC.

Heather Mohr Heather attended the Pacific Dental Conference and other dental continuing education courses. She is Chair of the board of the College of Dental Hygienists of BC and also chair of the CDHBC Quality Assurance Committee. Heather maintains regular clinical practice as a dental hygienist

Kathy Rodall Kathy attended several dental continuing education courses and computer skills sessions.

Margit Strobl Margit maintains regular clinical practice as a dental hygienist. She currently serves as the chair of BCDHA and is a board member of the Northem Family Health Society. She completed her UBC Bachelor of Dental Science Degree in Dental Hygiene and convocated May 2008.

Carole Whitmer Carole attended several disability management conferences. She attended the Pacific Rhapsody conference and other dental continuing education courses. She is completing self directed research on student selection criteria and processes. She spends time as a volunteer administrator for the Emergency Dental Outreach Clinic.

HOME SUPPORT/RESIDENT CARE ATTENDANT

Lynn Whitfield Lynn completed 4 PlOP courses. She also attended a NH lifting and transferring workshop and the gerontogical nursing conference and AGM

Bonnie Lambkin Bonnie attended the BC Gerontological nursing conference and AGM and an in-service by NH on how to transfer and move clients. In conjunction with the Associate Dean, she worked on how the SAIL program will be implemented in the HS/RCA program. Bonnie has put much of the HS/RCA program materials into formats that will be more easily transferable to other instructors and CNC regional campuses offering HS/RCA. Bonnie will be retiring Dec 31, 2009 and I thank her for her service to the program, institution and the health care system.

MEDICAL LABORATORY TECHNOLOGY SCIENCE PROGRAM

Karen Bowers Karen has completed all of the VCC Provincial Instructor Diploma courses and is currently registered for the practicum component. She attended the national ML T conference and teleconferences put on by the BCSMLS. She spent 2.5 days observing in the Transfusion Medicine department at PGRH

Chris Taruc Chris completed 2 PlOP courses. She attended the national ML T conference and educators meeting. Chris also attended the CBS & Provincial Blood Coordinating office annual education session.

Kathleen Thompson Kathleen completed 3 PlOP courses. She attended the national ML T conference. Kathleen has also completed 3 home study courses to complete her CSMLS speciality certification.

Yvonne Yaschuk Yvonne completed 3 PlOP courses. She attended the national ML T conference. Yvonne preformed a site visit for NH to assess concerns regarding the microbiology area at a regional hospital. She has also been completed self-directed reading for ML T non-core subjects.

NORTHERN COLLABORATIVE BACCALAUREATE NURSING PROGRAM

Laura Connell No report submitted. Currently on medical leave.

Nancy Esopenko Nancy completed the "Clinical Teaching and Learning" course in her master's program at Athabasca University. She completed PGRH hospital orientation, "buddy" shifts, and then worked several casual nursing shifts on the surgical ward to prepare to lead student clinical groups. Nancy also attended the Instructor Skills Workshop and the UNBC/CNC instructor professional development day.

Nicole L'ltalien Nicole resumed casual nursing shifts at PGRH to maintain the level of practice competency in relation to the subject areas she is teaching in the program. She also completed a literature review of 3 year accelerated BSN programs and trends in nursing education. Nicole has also reviewed and revised the pathophysiology course she teaches to incorporate various teaching and learning approaches into a course that was traditionally lecture style formal.

Sherri Leon Torres Sherri completed 3 courses toward her MSN at University of Athabasca.

Tara MacKenzie Tara worked casual nursing shifts at PGRH to maintain her clinical skills. She has also completed PlOP courses this year and participated as the CNC representative to nursing articulation meeting.

Sherry Preston Sherry completed the final courses and clinical internship for the Masters in Science of Nursing: Family Nurse Practitioner program at UNBC. She will be completing program project, board exams and OSCEs this year.

Dave Steindl Dave attended PGRH in-services on managing aggressive behaviours in clients and indwelling venous access devices. He works casual shifts at PGRH to maintain his clinical skills. He has revised his course power point presentations to videos and pictures.

Jody Vaughan Jody completed 5 courses for the post diploma Bachelor of Science in Nursing at BCIT. Anticipated completion date is in 2009.

Kathy Yeulet Kathy attended several NH in-services and CRNBC sessions. She also attended the NH Nurse Leaders forum.

PRACTICAL NURSING

Bev Larsen Completed 4 PlOP courses this summer at VCC. She continues her course work for the Bachelor of Nursing degree completion program at BCIT. Bev also works casual shifts at PGRH to maintain her clinical skills.

Donna MacDonald Donna completed 3 PlOP courses and practicum and received the certificate in June. She also attended the Gerontology nursing conference.

Jacguie Scobie Jacquie completed 2 project management workshops, which are beneficial to various project work she has been doing for CNC. She attended the NH Palliative Care Conference. She completed self directed learning on adult learning and teaching activities.

SOCIAL SERVICE WORKER PROGRAM

Lana Coldwell Lana attended the "Old and Smart" workshop that looks at aging from a holistic perspective. She took an on-line prep course and studied the manual for the clinical Registered Social Work (RSW) exam. She plans to take that exam in spring 2009.

Bruce Northey Bruce attended the ACESS conference in May and he will be one of the organizers for their next conference in 2009. He also continues private practice work in counselling and youth forensics. He attended 2 days of training as a presenter and participant at Youth Forensic Psychiatric Services.

Jackie Stokes Jackie worked on the gathering and analysis of research data for her Ed.D. Her research project is exploring practice wisdom in child protection decision making. She also spent time learning more about community development and will utilize that information in SSWK 242. She updated a previous publication, which has been selected to be published in "Best of the Best" Northern Social Work Practice.

Gera Benoit

LAKES DISTRICT CAMPUS

Professional Development Reports 2007 - 2008

A conference on adolescents and adults with FASD developed skills in counselling these individuals. Common issues such as suicidality, addictions, and depression were addressed. Seminars in FASD Northern Community provided the opportunity to share counselling and support strategies. Ongoing studies in the Diamond Approach built knowledge and skill in making connections in relationships.

Jill Elliott Entering a new program for FASD-affected adults (the Focus program) led to studies about common difficulties these individuals face (e.g. time management, money management, relationships, hygiene, and memory). Working with such a renowned mentor as Linda Schmidt reinforced understandings of the variety of symptoms expressed, and enhanced connections with, and recruitment of students from the community.

Anne Guarasci Studies in FASD prevention and intervention included Malbin's Efficacy of Neurobehavioural construct: Interventions for children and adolescents with Fetal Alcohol syndrome/Alcohol Related Neurodevelopmental Disabilities; a curriculum review of language and philosophy around fetal alcohol; Hightower's My Patients and Mercury (a look at overlapping behaviours and conditions of mercury poisoning and prenatal alcohol exposure); and other readings and workshops on sexually exploited youth, best practices in FASD, and perspectives on women's substance use.

Sandy Haskett Studies and workshops this year covered the Biennial Conference on Brain Development and Learning (the impact of stress on the brain, and brain changes of ADHD); a paediatric physical therapy workshop; and Malbin's Empowering Infants and Young Children Affected with FASD. Ongoing meetings with hospital and home care nurses develop discharge and treatment plans; and regular EIS meetings develop transdisciplinary service and knowledge.

Paulette McKenzie The introduction of the new MS Office 2007 suite of computer applications poses a significant impact on an Applied Business Technology program, and has provided the main focus for development. The reorganisation of menus and commands (now 'ribbons' and 'galleries,' for example) across the suite provide previous and new options for the user. New texts for the program are based on the new software, and completing selected activities provided a testing ground for skills using this new software.

Waneta Nealis Changing to the Focus program required absorbing new information about FASD, researching a new training opportunity for students, and making community connections. Building on previous Focus program learnings (such as being consistent, being specific, being concrete, repeating teaching, etc.), together with the mentorship of Linda Schmidt, produced very tangible results. An essential attitude is to be open and honest in the class about the nature of FASD - a challenge for a new instructor. A new coffee service activity will provide students a hands-on opportunity to learn skills transferable to the marketplace.

Chantal Phillips The main foci this year were autism, community collaboration and First Nations groups, and FASD. Sample activities were a Research Focus Group on best practices in Early Intervention; a verbal behaviour approach to autism; SIRF/MCFD reporting training; Early Intervention training plan development with Carrier Sekani Family Services; a videoconference on paediatric feeding; and LEAP BC's preschool community collaboration workshop, among others.

Seiko Watanabe This year's development covered three main areas: development in motor, sensory, cognitive, and emotional function; ethics of practice; and expanding skills working with diverse ages and family configurations of clients. Sample activities include a FASD workshop, a palliative care conference, LEAP BC's HOP conference, ethics teleconference, and conferences on early neuro-developmental processes and brain development and learning.

MACKENZIE CAMPUS

Professional Development Reports 2007 - 2008

Shannon Bezo (ABT/ABT Online Instructor and Program Coordinator): attended two Business Educators' Articulation Conferences as the provincial chair of the Applied Business Technology/Office Administration Articulation Committee. As the chair and secretary of the CNC ABT Program Committee, Shannon engaged in program planning, proposal writing, and meetings with representative ABT faculty from each campus. Shannon was also the course team leader with BCcampus and attended regular online meetings to ensure continued support for CNC students and instructors. In addition, Shannon developed her skills in the Adobe Connect environment for delivering synchronous online courses.

Wanda Hartman (ABT/ABT Online Instructor): was team leader for the Keyboarding II course delivered collaboratively with other institutions across the province. Wanda found it both challenging and interesting to revise course materials to accommodate new versions of D2L as well as create web pages to incorporate changes as requested by online instructors.

Vida Robillard (English, Math, and Science CCP Instructor): expanded her knowledge of biology and physics by viewing several DVD's on a number of topics. These included Darwin's Dangerous Idea - Cycles of Life, an 11-hour set of science videos. Vida also read portions of Biology (seventh edition). In addition, every month, Vida reads Discover Magazine, a magazine with very good articles on a variety of science topics, many of which pertain to the course she teaches. This research enriches Vida's teaching and learning experience and some of the articles are also shared and discussed in class with her students. In addition, Vida furthered her knowledge of computer programs to allow her to use Math Type 5 and Math Type 6 on PC's and Mac computers. These prograrns allow the use of Math symbols and build rnath equations for use in the classroom. Being able to use these programs are invaluable in the creation of materials for the fundamental, intermediate and advanced levels of Math that Vida instructs. Vida also investigated at length appropriate text and resources for instructing Trades Math.

Barbara Godin (Distance Learning Support Centre Resource Coach): focused on safety in the workplace and attended a workshop that addressed connection, motivation and diffusing anger when working with men. Barbara also participated in a three-day workshop on violence against women which also included violence in the workplace. Barbara also continues her graduate studies in Integrated Studies - which is multi-disciplinary and delivered by distance; this experience provides first-hand knowledge and understanding of the joys and tribulations of distance learning -which in turn becomes valuable for the students using the Distance Learning Support Centre. In addition, Barbara continues to invest some time in learning new features of Microsoft Office.

Alice Winkel (Aboriginal Early Childhood Education, online Instructor and Program Coordinator): prepared for the final project presentation for her Masters of Education degree which highlighted the review process for the development of curriculum. In addition, Alice learned about D2L, the learning management systern for the online delivery of the Aboriginal Early Childhood Education Certificate program. Alice also researched resources that included literature on Aboriginal health and the history of child birth in Canada.

NECHAKO CAMPUS

Professional Development Reports 2007 -2008

Jennifer Little (Food Safe and HSIRCA Instructor) • Searched the internet and other media (newspaper) for up to date information on

the Listeria outbreak and the issue of Melamine in milk from China. • Read two new books on the principles of effective interpersonal communication.

Extra time was spent on non-verbal communication. • Searched on the intemet for the most recent information on Elder Abuse. • Read several chapters from a new Gerontological Nursing text with particular focus

on dementia, delirium, and depression. • Updated knowledge on care planning by reading books, consulting the internet,

speaking to hospital and Manor staff.

Peter Ouellette (Program Developer) • Looked at how technology is being used to assist learning both in the K-12 and

post-secondary environments. • Conducted a number of internet searches by visiting educational, commercial and

news sites. • Read articles in a number of magazines and specialized publications. • Interviewed people involved in learning technologies from the College of New

Caledonia and School District #91. • Learned some basic editing tools for use in audio/visual presentations.

College of New Caledonia - Quesnel Campus Professional Development Summary

2007/08

,-------------,-------------------,------------------------------------------, FACULTY NAME TEACHING AREA I PRO-D SUMMARY __ I

Forrest Beckman Electrical- Foundation & Researched alternative energy sources - did research on the Apprenticeship Instructor internet on solar, wind, and hydro energy. Installed a 2.2 KW

solar system over 3 days on a house in Quesnel - took many pictures at different stages to show students. Took part in wiring a "smart house" -lighting is completely programmable­what switch(es) turn on which devices at what wattage - will be I

f--------------+---------- ________ +m=a.:.:.kl"'·n"'g-=a video of this house when it complete. __ .-,-______ _ Howard Berlin Framing Tech & Refreshed trigonom~try skills for Carpentry 3'd Year by using ·1

Carpentry Instructor various resources: online sources, textbooks, and trigonometry i , CD. Worked on drafting software - ViaCAD 2D/3D to familiarize

himself with the basics of computer drafting. ~-----------+------~--~----+~~~.~~~~~~~~~~~.---~~--~-

CCP Math 030/044 Anthology of Canadian short stories - Penguin Book of Canadian Elena Borsato

Jan Gamble

Sally Hofemier

Bruce Landon

Math 045 Short Stories - consisted of 79 stories. Writing Activity with friends and family - picked a topic and people shared their ideas. Desire2Learn Learning Environment used the sandbox, writing

CCP - English 045

CCP and UT - Biology 107, 120, 103, 104, 105. Chemistry 113, 114

• Cou~selling

. activities, and question library. Developed a slide show using Microsoft PowerPoint. Attended May Days in Prince George - took the Creating Surveys , workshop. Took a website information session at CNC-Q. ~ Readings: The Revenge of Gaia, Scientists Confront Creationism: Intelligent Design and Beyond, Cool it: The Skeptical Environmentalists Guide to Global Warming, Good Germs, Bad Germs: Health and Survival in a Bacterial World. Working on upgrading course content and design using Blackboard, doing different tasks on Office 2007. Attended the BC Nature conference in Penticton - included trips to local ecosystems: Bunchgrass and Ponderosa Pine (Biogeoclimatic zones of BC,

I Meidinger and Pojar). Continued study of Geology of BC - read I

I the following: Geology of Southern Vancouver, Roadside Geology of Southern BC, and preliminary about Karst ecosystems <nBC.

~~=~-----------------------------------­Attended the following conferences: Treating Complex Psychological Trauma (clinical courses on effective approaches / strategies), Psychological Trauma Conference - Body Integration / Emotional Regulation Therapies. Read the following books: Natural Relief for Anxiety, Self-Esteem Book, and Neural Path

L ____________ ~ __________ . ________ ~~T~h=e~ra~p~y~. ______________________ __

Page 1

Anne Lloyd Nursing - Clinical Read the text Clinical Teaching Strategies in Nursing - it included

Instructor suggestions on how to assign the clinical assignments, preparing facility staff to accept students, and planning clinical -

i conferences. Canadian Nurse magazine articles: Unsafe Student

i Clincial Performance Calls for a Systematic Approach, and

I CCP and UT - SSTS 800 ,

Overcoming the Challenges of Providing Clinical/Practice Education.

-Marsh Mitchell Purchased and read e-book: The Inner Game of Presenting.

CUE 101, English 045, 050

Katie Molloy CCP - Math 015/020 Self study course on Simply Accounting - covered: terminology , (debits and credits), recording transactions, income statement,

balance sheet, statement of owner's equity, setting up accounts.

johan Oosthuizen UT - Biology 111 Compared the curriculum of Human Biology course at CNC with

I

similar courses taught at other community colleges in BC and Alberta. Established a website on "Blackboard" for the Human Biology course.

Bruce Self Nursing Worked with Anne Lloyd at GR Baker hospital to maintain currency in his acute care practice. Bruce has contributed 150 hours of work to facilitate the harm reduction conference in

I November 2008. Worked with GR Baker Staff, Federal MP and i

jackie Skene

MLA, and community members to create and implement a ~ ________ rP:_u_bl_ic_r_elations campaign to ensure Dr. Aziz remains in Quesnel.

Course on how to be a leader with different types of people -involved how to give / receive feedback and how to evaluate. Attended the Infection Controllnservices.

Brad Smith ~ UT - History 103 , 104, 204,205

"_~ ~- ------

Traveled to Louisbourg and Halifax to do research for his courses - did research on historical events that took place. Has over 600 images to organize for his Hist()ry 103 / 104 classes ..

Page 2

STUDENT SERVICES DIVISION PROFESSIONAL DEVELOPMENT SUMMARY 2007 12008

Tami O'Meara (Counselling & Advising) • Attended conferences I workshops with primary focus on enhancing skills I knowledge for assisting

students with stress, mental health issues and career decision-making. • Developed a paper titled Deep Breathing and Cognitive Disruption. • Reviewed numerous books related to the above-mentioned issues.

Michael Pratt (Counselling & Advising) • Reviewed several books related to self-directed life enhancement, the long-standing impact of

divorce on children as they become adults, and maternal bonding in relation to infant attachment. • Attended a Hypnosis Conference in Banff, Alberta; learned introductory hypnotherapy components

of basic theory, history, empirical research, inductions, deepening techniques, elemental post­hypnotic techniques and re-altering.

Halina Suwala (Disability Support Services) • Undertook several readings in relation to the following: expanding post-secondary options for

minority students with disabilities, assistive technology in special education and rehabilitation, and other issues regarding disabilities services.

• Visited the Disability Resource Centre at the University of British Columbia. • Reviewed the publications of the Disabilities Support Service Centre to provide more comprehensive

assistance for students.

Sandra Chulka (Library) • Hosted CNC August Days Statistics Canada workshop. • Attended the following: Prince George Public Library Beyond Hope Library Conference, 3 t"annual

3-day workshop in Library Usage (UBC Okanagan), CNC May Days, CNC Entertain Your Brain and IL T workshops.

• Served on CNC Status of Women Committee. •

•

Maintained currency in usage of existing and new research databases and websites relevant to programs offered at the college. Kept up with professional journal reading and participated in online listservs such as the Information Literacy Instruction List.

.Jcnnifer Sauve (Library) • Participated in the following: Ebsco upgrades and new products, by Dennis Staples; Personal Threat

Awareness training, by Kevin Calder; Copyright Issues in Audio- and Video- Streaming, by Jean Dryden; a Customer service workshop by Bruce Bennett; Statistics Canada workshop by Marion Smith; and a Library mini-workshop meeting.

• Maintained currency in research databases, search engine upgrades. • Member of various library related listservs. • Read professional journal articles and reference related monographs.

Brenda Yce (Library) • Attended the following: International Federation of Library Associations & Institutions annual

conference, CNC May Days, CNC August Connections, Skype workshop, BC Cataloging & Technical Services Meeting, Copyright Issues in Audio- and Video-Streaming workshop, Metadata and Digital Library Development workshop and a number of SirsiDynix Webex training sessions.

• Maintained current awareness in library and technology-related issues through participation in electronic discussion lists.

• Study of professional content from library journals, trade publications and the Internet.

TRADES DIVISION PROFESSIONAL DEVELOPMENT REPORT SUMMARY

2007 - 2008

AI.JTONIOTIYE OEPARTIVI!=NT Dave Anseth:

Spent time in local shops using scanners and other diagnostic tools Researched Electric powered automobiles and Hybrids

Bill Deutch: Meeting with Industry/Trades Referral committee and solicited donations of training aids, as well as set up work placements Attended workshops in I FLASH programming course and was involved with Smart Board Technologies

John Jensen: PD Leave

CARPENTRY DEPARTMENT Greg Bennett:

Implemented Alberta Modules to new ITA Carpentry Outline, and wrote new exams where necessary Reviewed a new text 'Print reading for Heavy Commercial Construction'

Ross Pullan: Became an Inspector for the American Woodwork Manufacturers Association Passed Carpentry Red Seal Exam Met with business owners to get feedback on Industry needs

Lorenzo Quarenghi: Reviewed Alberta Carpentry modules Refreshed skills in Hardwood flooring, Ceramic and porcelain tile setting, Interior/exterior finishing, and Concrete finishing

COMPUTER NETWORK Allan Nordal:

Attended CISCO CCNA Instructor training at SAlT, and successfully completed levels 3 and 4 Continuing training in the area of CCNP program

ELECTRICAL DEPARTMENT Clarence Calyniuk:

Updated and practiced skills in residential wiring installations, and current code requirements.

Steve Campbell: Upgraded a woodworking shop from 125 amp service to 200 amp Installed conduit, conductors and over current devices

Raymond Dussault: Worked for an Electrical Contractor keeping up with Industries changing needs and developments Continued with PLC Training with Thomson College

Joseph Houden:

Trades Division Professional Development Report Summary Academic Year 200712008 continued ...

Attended training course on Smart Board set-up, Notebook Ten software, Adobe's Visual Communicator, Power Point 2007, Sony Vegas 6 software and Adobe DV Rack

Alain Lavoie: Copied and edited 4th year review, Code review, and quizzes (over 1,000 questions), as well as copied and edited 3rd year EAIII Three-Phase Principles, and EAIII Three-Phase Transformers Participated in SVI convention

HEAvY DUTY MECHANICS DEPARTMENT David Buchi:

Spent several days at TRU in their HD campus, Interior Logger's Assoc trade show, toured Vancouver's Transit repair facility Touched bases with contacts in our area

Lorne Hamel: Did online work with Cummins Engine to maintain certification On line work with Caterpillar to maintain certification at a technician

- Attended a seminar at Parker Pacific in Surrey on Eaton Auto shift transmissions

Craig Hull: Completed two 10 courses (3105 and 3103)

MILLWRIGHT DEPARTMENT Carl Burton:

Reviewed math modules and updated exams accordingly Designed new shop project for Yr 2 apprentices Worked on Millwright shop equipment and training aids

Gwyn Mardon: Onsite familiarization with latest machinery and systems in use for modern lumber production facilities Repair, modification and maintenance of machinery serviced by the Millwright trade at Canfor, Houston sawmill, Houston Energy Plant and Houston Pellet Plant

Walter Sorokovsky: Developed tests for CTC course and developed new labs for EL T students Instructing an EL T course that must be adapted to an Advanced Interpreting Engineering Drawings resource

Perry Taylor: Reviewed and made exam banks for all four years of the Millwright apprenticeship, as well as review questions. Involved in the set up and installation of a continuous lumber tester/scanner system for Weyerhaeuser Lumber in Princeton, and was also involved in rebuilding a Stetson Ross 6-12-C1 planer at the same site

Reinhard Wildauer: Competed online courses for Haas-038 Programming systems for mills, Haas-041 TM Series, Haas-042 TL Series, and Haas LH-100 Learn Haas Online Training Systems

Trades Division Professional Development Report Summary Academic Year 200712008 continued ...

POWER ENGINEERING PEPARTMENT Pat Hornibrook:

Worked as Plant Engineer at Marsulex Sulphuric Acid Plant to gain experience with new Technologies Involved with HAZOP

WELDING DEPARTMENT Greg Dettenweitz:

Completed lOP course 105 Evaluation of Instruction Practiced and completed PWP #6

Pat Kohlen: Complete lOP Course 3102 Instructional Techniques, 3105 Evaluation of Instruction and 3106 Elements of Instruction

Don Morrison:

AI Vis:

Researched new Welder 'C' Apprenticeship program Researched new pipeline procedures for oil & gas while visiting pipeline between McBride and Jasper Visited local shops and industries to leam local needs and attended new product shows at Praxair and Air Uquide

Tested for PWP #10 TIG ticket Visited local shops to keep up with industry needs and to find opportunities for CTC students Researched Iron Workers and Drill Presses to get best value for College money.

TO: College Board

College of New Caledonia (Public Session - For Information)

DATE:

RE: EDUCATIONAL LEAVE REPORTS

Background:

November 17, 2008

Educational Leave is a period of subsidized leave which enables a full-time faculty employee to be free from regular teaching responsibilities and provides the opportunity to pursue educational or professional development activities which are recognized as beneficial to the College.

Attached are the reports from faculty members who took this leave in 2007-2008:

• Alan Buswell - Centre for Student Success Instructor, College Foundations Division • Jolanta Caputa - English as a Second Language Instructor, College Foundations Division • Alison Duperron - College and Career Preparation Instructor, College Foundations Division • David Rourke - Physics Instructor, Arts, Science & Business Division

Comments within each report indicate that the opportunity for Education Leave was appreciated; both the College and students will benefit from the faculty members' professional growth.

Available to Speak to This Item: Lynn Jacques

Respectfully submitted,

L~2tl Vice President, Academic

ohn Bowman President

It I

Educational Leave Final Report

Alan Buswell September 2008

During the 2007-2008 academic year, I had the privilege of taking educational leave and used this wonderful opportunity to take classes, travel, read, reflect, confer and otherwise rejuvenate myself, in anticipation of my return to CNC.

A. Objectives and Outcomes:

The broad intent of my leave was to "to engage in activities that will improve my abilities in the classroom, in my mentoring and supporting activities with colleagues, and in expanding the role and reputation ofCNC outside our home area."

My more specific objectives were as follows, with attendant outcomes:

1. Upgrade my skills with educational technology by pursuing a Graduate Diploma in Teaching and Learning in an Information Technology Environment (TLITE) - Simon Fraser University.

In July, 2007 (as part of my professional development activities), I successfully completed SFU Field Studies EDPR 506 - G600: Special Topics. This was the lead-in course (delivered as a face-to-face Summer Institute) for the Graduate Diploma in Teaching and Learning in an Information Technology Environment (TLlTE). Subsequently, in the 2007 fall semester, I successfully completed EDPR 544 - G600: Advanced Field Studies I Curriculum Development J, which was a blend of self-directed so-called "Focused Inquiries" and face-to-face weekend workshops. In the 2008 spring semester, I successfully completed EDPR 564 - G600: Advanced Field Studies I Educational Practice I, in the same format a<; EDPR 544.

Some of the Focused Inquiries that I completed were related to web page design, computer construction, and learning new software, particularly open source applications. With SFU's emphasis on community building and reflective practice, I also learned about various forms of electronic journaling and applied aspects of what I learned to documenting a trip that I took as part of my leave.

My experience with the content and processes of this program was positive overall. I appreciated the largely self-directed format, and the efforts that SFU made to promote communities of learners, and particularly to promote reflective practice. As the SFU coordinator said, the educational technology theme was just the "hook" to encourage educators to become committed to reflective practice. Looking back over my varicd teaching career, I can see now that this practice can go a long way in helping one be a better instructor, and I came to endorse the type of educational practice being promoted by SFU. Many of the challenges of teaching can be faced mOre positively by being part of a teaching community, electronic or otherwisc, and using reflection as a means to level out the ups and downs, and to face your teaching joys and pains more dispassionately.

All the other participants were school district employees (as I once was in a previous life), so it was also a good reminder of the challenges of being a public school teacher, and the similarities and differences that exist in public school and college teaching.

2. Improve my teaching skills by completing coursework related to developmental math teaching methodology and / or learning disabilities.

I successfully completed a web-based course, OIC 1155: Understauding Learning Disabilities from Cambrian College in Sudbury, which was a worthwhile experience for two reasons. First, it confirmed what I largely knew already about the types, scale, and impacts oflearning disabilities, and second, it was the first time I completed a totally web-based course. It was a positive experience, and provided a good illustration of how and why adult learners can make use of internet-based delivery. There were about forty enrollees from across Canada; typically they were people who had or were seeking jobs assisting learning disabled students, and/or they were parents oflearning disabled children. It was also interesting to see how virtual communities sort themselves out in somewhat the same way that face to face groups do, in terms of their individual presences. I was also impressed with how efficient and painless it was to sign up and proceed with the Cambrian course.

3. Contribute to internationalization of CNC through travel to areas where CNC is developing a presence, specifically Chi/oe, Chile, to learn about their culture, educational systems, language, First Nations, and environment.

From late February to the end of March I traveled through southern Chile and Argentina and gained a large amount of knowledge about the geographic, historic, educational, political and cultural characteristics of the southern portions of these two modern countries.

3.1 Observations of Chile:

3. I. I Agriculture, Foresfly, Tourism:

I traveled from Santiago south, eventually to Puerto Montt, through areas of intensive agriculture (irrigated vineyards and orchards), to areas of corn and wheat production, and through areas of intensive forestry activity, particularly pine and eucalyptus plantations. The agriculture and forestry sectors are highly developed and "corporatized". From Puerto Mont! I took a three-day ferry trip through the islands and fiords of the southern coast, a region not unlike the west coast of Be but with different vegetation. It was a working ferry taking, for example, fruits and vegetables to southern regions where food production systems are

not as advanced as in the milder and more populated central pmi of the country. Two ofthc crew tended to the 160 passengers from 22 countries that were represented, and it was an opportw1ity to see and hear how the tourism and recreation sectors are promoted throughout the country. Tourism has a high profile throughout Chile; information and services are readily available where I traveled, and were frequently staffed (at least over the summer holidays) by tourism students. The majority of travelers were primarily from other parts of South America and Europe.

3.1.2 Education:

I was traveling at the end of school holidays so educational institutions were quiet. Chile has state mld private schools in a mix that reflects some of the class divisions ofthe coootry. It was noticeable that children attending private schools tended to be better able and/or willing to speak English with me on buses and trains. There is a large and increasing amount of privatization of post-secondary education which was apparent in signs advertising courses, e.g. business, computers, tourism, graphic design. While I was there, newspapers were reporting that Chile's President was investigating funding of public education systems due to a concern that funding was not always reaching those for whom it was intended.

I became aware of the significance of having national control over education, rather than provincial/state/regional control. Advantages are that it is easier to get everyone in the whole country changing in the same direction at the same time (e.g. raising the standard of English instruction), and a reduction in turf-protection issues of other levels of government, and it promotes a stronger national identity. A countering disadvantage is the loss of local control, responsiveness and accountability, especially in a large country. It would be interesting to know more about how educational administration is handled in different cultural contexts.

The Chilean government is seeking to improve the present marginal level of English taught in the public school system, given the role of English as the international language of commerce and the internet. An initiative of interest is the partnership between the Chilean Department of Education, and WorldTeach which is affiliated with Harvard University; see illli2LC''Ww. w:2.d'l1cach.orgjlrOlll"'lllls!ciliic year! . I met two people who were currently volunteering through this program, one at a high school in Puerto Natales (she was somewhat defeated by the experience of dealing with large numbers of high school students), and another at Duoe UC in Valparaiso, which is roughly equivalent to a community college (she was doing well, with the help of supportive colleagues).

I learned about an interesting approach to funding financially disadvantaged college students. The World Bank's International Finance Corporation and a Chilean bank have partnered to provide soft loans to Chilean students who do not qualifY for a government subsidy at Chile's Catholic university (Duoc UC). It suggests that lenders there are willing to target student loans as a niche market, and that supporting students in higher education is seen as a valid part of both financial and societal goals. The World Bank is pursuing a similar strategy of promoting education in other countries across Latin America.

I visited the brother of a Prince George acquaintance who is originally from Chile. Carlos Galleghos lives in Quicavi, Chiloe, a remote and very scenic fishing village two hours from Castro, the largest community on Chiloe. He teaches media at the local boarding school which is largely populated by children of indigenous Huillche people, many of whom live on outlying islands and fish or work on extensive fish farms in the area. I toured the local school and was impressed by the video and television productions of Carlos's students.

3.1.3 First Nations:

My impression was that both Chile and Argentina are still coming to terms, as we are, with their First Nations peoples and the impact of European contact. I saw no reporting of current issues such as land claims, cultural renewal, or economic activity specifically related to First Nations, except on my return to Canada where there has been some press about a proposed hydro development in sonthern Chile, with the potential involvement of some Canadian pension funds. Given the length of time since contact compared to BC, and different historical events and relationships between indigenous people and colonizers, perhaps the situation in Latin America is more complex.

While on the above-mentioned three-day ferry trip, the only community on the entire route was Puelio Eden, a community known for being the home of the last of the Kaweshkar people. It was interesting to observe how South Americans spoke of indigenous people, and the reaction of the largely European tourists to their situation - their reactions might be summarized as intense curiosity, and indignation over the loss of unique indigenous cultures. And possibly there was some inability to recognize that indigenous cultures can and do combine aspects of traditional and contemporary worlds.

3.1.4 Economy and Environment:

Chile is quite developed, although I wasn't able to get off the beaten track much in the time I had available. The country has an excellent system of (often toll) highways and the bus and train systems were also excellent. It is very much a market-driven economy with (to grossly over­generalize) the northern part of the country dominated by huge multinational mining interests, including Canadian, the centre by agri-busincss and the central government, and the south by forestry and fishing.

A recent Globe and Mail article decried the involvement of Canadian pension plans in potential hydro developments in southern Chile, but as the article pointed out, Chile is velY dependent on Argentina for its energy needs, particularly natural gas. (Argentina has recently suspended exports of gas to Chile.) hiill f/a~o. mobile . Qlobe:}llcil]lail,com/ Qcneralq1/an;ili vc/RTCiL'. !vl/i) 11111/20QR05Q5!\~'bil<;l)5 .111 1111

There were and are considerable concerns about the effects of drought on existing hydro projects and the large-scale irrigation that sustains their export-oriented agriculture industry, and an insufficient supply of energy to sustain economic growth.

3.1.5 HistOlY, Politics, Literature:

The country appears stable and without the military presence more apparent in Argentina. Chile is still coming to terms with the military dictatorship of 1973-1992; I saw only one reference to Augusto Pinochet in my travels, a commemorative plaque that had apparently been moved from the front of a museum opened by the former leader in Punta Arenas, to a most inconspicuous back corner. In Valparaiso, there was a monument under construction to the "disappeared" of Region V - this was also unusual and perhaps represents some public coming to terms with this divisive period in Chile's history. Current Chilean President Bachelet was imprisoned and family members were killed during the dictatorship and her government appears to be more prepared to talk about subjects the nation hasn't wanted to talk about publicly.

By chance I came across a book (in a Youth Hostel in Argentina) by expatriate Chilean author Isabel Allende. I had read several of her books in the past and it was serendipitous to come across her My Invented Country, which answered some of my questions about the history, culture and psyche of the country that she lled in the late seventies.

3.2 Observations of Argentina:

My ferry trip south from Puerto Mont! to Puerto Natales took me along the west side of the Andes and around the southem end of the range. After visiting a famous Chilean national park and observing the large tourist industry that is centred on that park, I headed south and east and crossed into the Argentine side of Tierra del Fuego. After traveling through vast arid areas, I was surprised to have to ascend and descend a steep, wet mountain range to reach Ushuaia, the end of the road in South America. Its main claim to fame is as a jumping off point for hoards of cl1.lise ships embarking for Antarctica. After a short stay, I proceeded up the east coast of Argentina, noting the frequent monuments to the War of the Malvinas / Falklands, the excellent roads and transportation systems (e.g. centrally GIS-monitored and controlled long-distance buses), and the ethnic diversity of southem Argentina, e.g. Welsh and Croatian communities. After some long rides north through more arid and sparsely populated grazing areas, I headed west along the Rio Negro and was amazed by the extent of irrigated agriculture in the river valleys. I stopped in Neuquen and Mendoza and was impressed by these large cities. Mendoza in particular was a

pleasant place to visit with its extensive vineyards and orchards and vibrant atmosphere. Both cities are also centres for the petrolenm industry.

I didn't have great success in getting below the surface in my travels in Argentina as much ofthe time I was off the tourist track, and my Spanish language skills often limited my ability to interact at more than a superficial level. However there was much to learn by observation, and in reading headlines and graffiti. Argentina seemed to have more of an underlying atmosphere oftension; there was more of an army and police presence, but the people were (very generally) less reserved/restrained than their Chilean neighbours. The Argentine farmers' strike began while I was there and it was interesting to follow how that played out after my return. The country is still recovering from its

economic meltdown in 2002. The devaluation of the peso had a result of making thc country a good destination for foreign travelers, who are very numerous, primarily multilingual Europeans and Israelis.

The bus trip back over the Andes was incredible, traveling from the productive lands around Mendoza, through the arid rain shadow of the eastern side of the Andes. After crossing through a long tunnel linking the two countries, there was a dramatic descent to the west, out into the irrigated lands north of Santiago and on to the coast at Valparaiso, a very interesting place that is one of the oldest European settlements in Chile, a major naval base, and one of the homes of Pablo Neruda, a famous Chilean poet.

Since completing my trip, I have been reading widely about these two interesting countries, and in Latin America in general. At the recent ACCC conference I attended a session on technical education in Chile, and was pleased to note that much of what I heard from the panel was quite familiar to me already. I even recognized the odd word of Spanish spoken by one of the speakers.

4. Idcntijyand compare mentoring practices and outcomesfor employees o/Canadian educational ills/itu/ions and possibly businesses.

1 completed readings and discussion related to this topic, including meeting with a representative of Memorial University during a trip to St. John's. It can generally be said that many institutions/organizations increasingly recognize the need for and value of mentoring systems, that approaches vary from the formal to the informal, and that there can be some wariness about

what might he interpreted as the touchy-feely aspects ofmentoring, It is also common for support for such initiatives to disappear when funding gets tight, perhaps because it is seen as a "nice to do" rather than a "must do", Many organizations are seeing it as a "must do", given the changing nature of workplaces,

I observed (from a student's viewpoint) the opportunities for supportimentoring for distance students of Cambrian College, and in the blended format of the SFU TLITE program. Generally supportimentoring is availahle, but sometimes something like a dating service is needed, to get the people who are looking for help together with those willing to help, As always, most activities and initiatives boil down to relationships - establishing, maintaining, and ending relationships is often delicate and energy-consuming,

5, Volunteer for an international community development project

I was unable to complete this objective due to less time being available to travel, but I did identify a numher of potential opportunities to pursue in the future, and I continued with my local volunteer activities,

B. Conclusion

I was successful in reaching my objectives for my time away from CNC and feel that my leave was of great benefit to me and to CNC, I advanced my knowledge of educational technology, and the importance of reflective practice, I added to my skill set for the benefit of future students, including those with leaming disabilities, and my travel experiences will help me be a useful resource person as CNC continues to explore international opportunities, I established and built new relationships with people in Canada and in other countries, and was reminded what it is like to be a mature student, and the factors which make that status enjoyable and i or aggravating, I was reminded of what it is like to struggle with language barriers and different cultural perspectives, while rejoicing in the increasing amount of common ground that exists between individuals, communities, and countries, I expanded my knowledge and experience related to mentoring practices in educational and other institutions,

I would again like to express my appreciation to CNC for this wonderful opportunity for renewal and growth,

CNC

Educational Leave Report

January 1 - April 30 2008

Jolanta Caputa

ESL Department

TO: Lynn Jacques - Vice President Academic

CC: Marcia Timbres- Dean College Foundations CC: Educational leave Committee

"A different language is a different vision of life." - Federico Fellini, Italian jilm director

During my educational leave, I decided to acquire this different vision by learning

another language. I chose Spanish for several reasons. Spanish is spoken in many

countries around the world. Here in North America, we do not have to travel far to get to

a Spanish speaking country. Having only four months to explore another language, I

decided that a language with a similar syntax and alphabet would be a little easier than,

for example, Chinese or Korean. Finally, I chose Spanish because I like how it sounds -

the melody of this language appeals to me. Equipped with the very basics of this

language -- the alphabet, numbers, and a few important words ("Hola", "Gracias", "Por

favor"), I started my education.

Throughout the period of my Spanish learning, I attended three different schools.

First, I took classes at the French Canadian Club in Prince George. Then, I enrolled in a

Spanish program in Hispania Escuela in Valencia, Spain. And finally, I took some classes

in a school in Puerto Vallarta, Mexico _. Sol6xico. Each of these edueational experiences

was different. Each had its benefits and its flaws.

At the French Canadian Club, I studied the language for 3 hours a week. The

classes were held at night. All of the instructions were given in Spanish, and on rare

occasions, the instructor gave some explanations in French. Because I do not know any

French, I had to make sense of the Spanish explanations. This was a very interesting

experience, as at the College of New Caledonia English as a Second Language classes, all

instructions are given in English and our students must figure out on their own the rules

and instructions. I can understand very well now how easy it is to get frustrated when you

do not understand what the teacher is talking about. In the French Canadian Club classes

I studied more basics of the Spanish language -- colors, numbers, dates, names of articles

of clothing, days of the week, months, and everyday expressions. There were very few

grammar rules taught. We were given written homework, but the teacher focused mainly

on the spoken language and pronunciation. At the French Canadian Club we played

games, sang songs and were given lots of opportunities to practice vocabulary and some

phrases. My language experience there was a very positive one. The instructor knew what

she was doing, the classmates were very friendly, and we only regretted that we could

meet just once a week.

My next step was Spain. As I was getting ready for this hip, I decided to take a

few tutorials to he hetter prepared with my language skills. I met once a week with a

Mexican lady. We chatted a little in Spanish. I was able to ask her some questions ahout

the rules of Spanish; however, this part was done in English. My tutor also introduced me

to a Mexican soap opera, and we sometimes watched some episodes, and later discussed

some vocabulary, colloquialisms, and idioms. She also explained the differences between

the Spanish in Spain and the Spanish in Mexico and other countries in Central and South

America. Later, in Spain, I found the clarifications very useful.

My introductions to Spanish proved to be very helpful on the very first day in

Valencia when I had to get from the airpoli to my school, and then to my homestay.

Right away I was asking for directions and I had to understand the answers. I chose

Valencia and the school beeause I was impressed by the school's website, and the

friendliness and helpfulness of the staff. The one thing that I did not take into

consideration was the fact that in Valencia and the region the majority of people do not

speak Spanish but Valenciano which is a language similar to Catalan. That was an

unfortunate drawback of my stay in Valencia. When a bus driver or a shop clerk talked to

me, they used Valenciano. Fortunately, when they realized that I could speak a little

Spanish, they switched to it immediately. However, I could not eavesdrop. The

immersion, which I was hoping for, was not full. Luckily, my homestay "Mom" was

from Madrid, so she spoke Spanish, and in addition she did not speak any English! I was

in luck there.

On my first day of school, I did not write a placement test. The decision to place

me in a class for beginners was made entirely by me. I decided to take two classes a day;

each class was 2 hours long. For the first two weeks, I was quite happy in my moming

class. However my evening class was not that great. Firstly, the students changed almost

every single day. Secondly, I had a different teacher every day. So when the class started,

we had to introduce ourselves. By the end of week two, I could do the introductions

flawlessly! The problem was that instructors changed daily, and there was no

continuation of topics, grammar, or review of previously leamed material. In the

moming, however, I had the same teacher, and the same group of students. I was happy

there for a little while. In most language schools in Europe, there is an intake of new

students every Monday. This was also the case in Hispania Escuela. And every Monday

we either lost or gained a student. The problems started when, in my class, those who had

continued for two or so weeks were in the minority, and the teacher started teaching to

the new students. I know that repetition is good when learning a new language, bnt my

time in Valencia was limited, and I wal1ted to learn as much as possible. I decided to talk

to one of the staff, and she suggested the intelmediate level. This meant no more classes

in the evening. So, I took two morning classes at the intelll1ediate level. Right away I

noticed the difference. While at the beginner's level the instruction was focused on

vocabulary, phrases, and some practice, at the intelll1ediate level the focus was mainly on

grammar. There was a little bit of practice, but mostly written exercises. Spanish

grammar, especially tenses and conjugations of verbs is quite complicated. In order to

master the language, students need to practice. Unfortunately, I did not get that at

Hispania Escuela. At my homestay, though, I could chat with Call11en, my homestay

"Mom", and I gradually began to understand Cmmen's life stories. On weekends, I had

the opportunity to travel a bit, and see famous landmarks, museums, and art galleries. For

financial reasons, I decided to leave Spain at the end of week four. And it was the end of

week three when I started to make friends and feel more and more comfortable with my

language skills. I had learned so much about Spain, its history, art, language, and people.

My vision of life has changed. I have made friends with the students and the teachers. I

am in touch with most of them via Facebook or email. When I watch the news and Spain

is mentioned, I listen intently! In Valencia I learned a lot about the syntax of Spanish. I

did not realize that until I went to Mexico to continue my experience with the new

language.

Actually, I did not originally choose Solexico as my school in Mexico. I had

found another school on the Internet. However, when I got to Puerto Vallarta, the schooll

located on the Internet was nowhere to be found in real life. I am not sure what happened

- either it was a scam, or the address had changed. Luckily, I was able to find a different

school. As in Europe, the language schools in Mexico have weekly intakes of new

students. When I went to Solexico on Monday morning, I was given a placement test, and

then I was placed in a lower intelll1ediate level class. There was no word of English

spoken in my 3- hour- long class. All the instructions were in Spanish. There was a good

mixture of grammar, vocabulary, and practice of both. On quite a few occasions, I could

shout 'Eureka! I get it! ' The hours of grammar in Valencia had come in handy. Unlike

most ofthe students in my class, I knew what the teacher was talking about, and I could

concentrate on practice. Sol6xico wanted their students to learn more than Spanish, so

they offered classes on Mexican culture, cooking, and they organized social events for

students and staff.

My entire experience with Spanish was great. I did learn a lot. I can communicate

on a basic level, but I understand quite a bit in this language. The knowledge of Spanish

came in handy when I decided to host a Chilean lady who works for a company in

Temuco, Chile, with which the College of Caledonia is trying to establish a partnership. I

continue studying, practicing my vocabulary, tenses, and conjugating verbs. I email

regularly with my Spanish and Chilean friends. I am in no doubt that my adventure with

the Spanish language is not over.

I am sure that when I get back to class in September, I will have a different vision

of my teaching and my students. Now I can identify with my students and their

frustrations or their eagerness to learn faster. I know that solid knowledge of syntax is

important to learn a language, but I also know that practical applications are equally

essential in a language classroom. I also understand that living far away from home may

be at times difficult, and students need attention not only in class.

I would like to thank the College of New Caledonia and the Educational Leave

Committee for giving me this wonderful opportunity to experience learning a new

language, and finding my new vision oflife.

Respectfully submitted,

Jolanta Caputa

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College of New Caledonia

Education Leave Report

Submitted by: Alison Duperron

Date: October 24, 2008

Leave Dates: September 1, 2007 to December 31, 2007

Educational Leave Project During my period of education leave, I completed the third semester of the Master of Business Administration program at the University of British Columbia. In addition to course work, I also spent time on my major project - "Development of a Strategic Site Analysis Tool".

The third semester courses included Human Resource Management and Industrial Relations, Financial Management and Law, Governance & Ethics (see attached).

Perceived Outcomes The MBA program included a large variety of courses and allowed me to learn new disciplines. Specific to my work at CNC, the knowledge about motivation, diversity, team-building and leadership were key learning outcomes. I believe that an understanding of these concepts help in many different places including a classroom setting. As a college employee I also see the benefit while participating in other college activities.

In addition to the advantages that pertain to the classroom, I believe that the study of business is paramount in our knowledge of the world today. It certainly assists in the understanding of how organizations, including the college, operate.

Conclusion My education leave allowed for me to spend time working on my Master of Business Administration degree. In May of 2008, I graduated from the program and in September of 2008 was awarded with the "New Alumni of the Year" award from the alumni association at UNBC. I greatly benefited from my semester of education leave and will continue in my quest for life-long learning.

Course Work

COMM 725·3 Financia! Management

Case analysis and class investigation of 'live cases' are used to explore managerial issues in finance

including financial forecasting, management of working capital, business and share price valuation, capital

structure and development of long term finance. Depending on class interests, more specialized topics like

dividend policy, mergers and acquisitions, use of derivatives and financing high-technology ventures are'

covered

COMM 735·3 Law, Governance and Ethics

Managers require a fundamental understanding of the network of legal and ethical responsibilities that

connect stakeholders with organizations. The philosophy and principles of law, corporate governance and

ethics are discussed, with class investigation of case examples used to study selected topicS within each

field of study.

COMM 736-3 Human Resource Management and industrial Relations

This course has a dual emphasiS on human resources management and industrial relations. In the area of

human resources management, students learn how to develop human resource strategies, and how to

manage compensation, performance evaluation and diverSity. In the industria! relations area, students learn

about the Canadian industrial relations system, the legal environment and collective bargaining with an

emphasiS on the negotiation process.

David Rourke October 28, 2008

Educational Leave Report - 2008

To carry out a combination of independent study of physics.

Outcomes:

A consequence of "narrowing down" ones area of study is to limit ones breadth of knowledge. My particular area of study is Classical Mechanics, which is considered to be either Classical Theoretical Physics or Applied Mathematics, depending on ones point of view.

When considering my educational leave proposal, I perceived a need to expand the extent of my insight into the subjects I teach. Studying other areas of physics such as Solid State, Subatomic or Statistical would increase my overall understanding of the subject.

I have now returned to CNC with a broader and deeper comprehension of physics. This new knowledge and appreciation for other areas within the subject will be passed on to my students and will thus benefit their educations. Further, the materials I have studied during my leave will permit me to bring the latest perspectives to the delivery of physics curriculum at CNC.

Details:

During the period January I, 2008 to April 30, 2008, I carried out a course of independent study of the following texts:

Thornton. Stephen T., Rex, Andrew, Modern Physics 3,d Edition.

Scherrer, Robert, Quantum Mechanics,

Taylor, John R., Zafiratos, Chris D., Dubson Michael A., Modern Physicsjor Scientisls and Engineers, 2"d Edition.

November 2008

18 25 28

December 2008

2

5

9

January 2009

20 22 30

February 2009

20 24

March 2009

24 27

College of New Caledonia

Board of Governors Calendar of Events, 2008 - 2009

Education Council

Employee Service Recognition Awards

Board Finance Committee

Board Committee of the Whole Meeting

Board Regular Meeting

CNC Annual Fall Awards, Scholarships & Bursaries

Joint CNC/UNBC Board Dinner Meeting

Education Council

Education Council

CTC Graduation Ceremony

Board Finance Committee

Board Committee of the Whole Meeting

Board Regular Meeting

College Board - Private Budget Meeting

Education Council

Education Council

Board Finance Committee

Board Committee of the Whole Meeting

Board Regular Meeting

300pm Boardroom

5:00pm Atrium

9:00am Boardroom

10:00am

1:00pm

5:30pm Atrium

5:30pm Kodiaks

3:00pm Boardroom

3:00pm Boardroom

7:00pm Vanier Hall

9:00am Boardroom

10:00am

100pm

10:00am Boardroom

3:00pm Boardroom

3:00pm Boardroom

9:00am Boardroom

10:00am

1:00pm

11/18/2008

College of New Caledonia

April 24. 2009

21 Education Council 3:00pm Boardroom

May 2009

1 Board Finance Committee 9:00am Boardroom

Board Committee of the Whole Meeting 10:00am " College Board AGM 1:00pm

Board Regular Meeting 1:00pm

19 Education Council 3:00pm Boardroom

Charlottetown, 31 ACCC - May 31/09 - June 2/09 Prince Edward Island

June 2009

Charlottetown, 1/2 ACCC - May 31/09 - June 2/09 Prince Edward Island

16 Education Council 3:00pm Boardroom

19 Board Finance Committee 9:00am Boardroom

Board Committee of the Whole Meeting 10:00am

Board Regular Meeting 1:00pm

11/18/2008

November 26, 2008

President’s Report, November 2008

Employee Service Recognition EventsAnnual Employee Service Recognition Awards events were held on November 25 at the Prince George Campus and on November 26 at the Lakes District campus. This year a total of 48 employees were recognized for 10, 15, 20, 25 and 30 years service to students and the college community. A total of 17 employees retired from the College during the past year and have received awards thanking them for their many contributions to CNC.

UNBC President SearchOn October 23, I attended a meeting hosted by the UNBC Presidential Search Committee as part of their consultation process with stakeholders of the University, seeking input into the desired and essential attributes, profile, credentials and mandate for the next president. Other organizations that participated in the meeting were: School District #57, City of Prince George, Prince George Chamber of Commerce, and Regional District of Fraser Fort George. There was a strong consensus at the meeting that the next university president needs to be a strong supporter of collaboration between UNBC and other organizations, particularly with educational institutions (colleges, school districts) and actively involved in the local and regional communities.

Manager, Communication ServicesRandall Heidt will start on December 1, 2008, as CNC's new Manager, Communication Services. Randall holds a Bachelor of Applied Communications from Mount Royal College, and has most recently been employed as City and On-line Editor at the Prince George Citizen, a position he has held for the past seven years. He also has extensive volunteer experience in the Prince George community, including: vice-president, treasurer and director of the Chamber of Commerce, director of the Spirit of the North Health Care Foundation, soccer and hockey coach, Special Olympics and Big Brothers.

Stephen ShelleyAfter more than 20 years of dedicated service to CNC, Stephen Shelley Director, Information Technology Services will be retiring from employment with the College on December 19, 2008. Please join me in expressing appreciation to Stephen for his great work and many contributions to the College. The search process to fill the position will be initiated immediately.

CNC “Community Connections”, Fall 2008The Fall 2008 “Community Connections” publication has been mailed to over 3,000 businesses and college contacts. The document profiles CNC contributors, donors and highlights student stories. It is available on the web site at: http://tinyurl.com/6au8e3.

College Budget Planning, 2009/10The process to develop the College’s operating budget for the 2009/10 fiscal year is underway. A draft 2009/10 Budget Development Framework (which includes five sections: a. Status Report, b. Process and Timeline, c. Context Information, d. Planning Assumptions, e. Guiding Principles and Decision-making Considerations) has been prepared and posted on the college web site at: http://tinyurl.com/65tao3. Following the internal review and consultation process, the Framework will be revised for approval by the College Board at the January 30 meeting. The Framework will be used to assess options for achieving a balanced operating budget in the event that there is a projected shortfall between projected revenues and the expenditure plan.

Town Hall MeetingsDuring the past month, a total of 10 hour-long Town Hall meetings were held across the College (six sessions at the Prince George Campus, and one each in Burns Lake, Mackenzie, Vanderhoof and Quesnel). A total of 102 employees attended the meetings. During each of these sessions, I reviewed the College Action Plan, 2008/09-2009/10 Objectives and the draft 2009/10 Budget Development Framework and discussions were stimulated by employees’ questions and comments. Many faculty and staff members expressed appreciation for the information provided and for the opportunity to talk about the challenges and opportunities the College as a whole is dealing with.

Division/Department/Program MeetingsAlso in the past month, I attended several division and departmental meetings (Arts, Science and Business, Trades, Nursing, College Store, Financial Services, Human Resources, Community and International Education). At these meetings I provided faculty and staff with copies of the College Action Plan, 2008/09-2009/10 and the draft 2009/10 Budget Development Framework and we discussed their questions regarding the documents and other topics.

Education CouncilThe November 18 Education Council meeting included a preliminary review and discussion of the 2009/10 Budget Development Framework. A special meeting will be scheduled to have a more detailed discussion and to obtain Education Council’s advice regarding the Planning Assumptions, Guiding Principles and Decision-making Considerations. In the Spring, Education Council will also be invited to provide advice to the College Board regarding the educational impacts of any preliminary program-related decisions that may be required in order to achieve a balanced budget.

Faculty Association MeetingsOn October 29, Lynn Jacques, Dan Bradshaw and I met with FACNC representatives Jan Mastromatteo, George Davison and Sheldon Clare for our regular “Committee of Common Concerns” meeting. The focused primarily on reviewing the 2009/10 Budget Development Framework. On November 17, Penny Fahlman and Sue McAllister provided the Faculty Association with a detailed briefing and review of the College’s Financial Statements (including the 2007/08 Audit Statements and the Monthly Financial Statement Report to the Board).

Northern Post-secondary CouncilOn November 10, the presidents of the four northern post-secondary education institutions (NWCC, NLC, UNBC and CNC) met via teleconference to review the status of our Northern Post-secondary Education collaborative programs and activities including the IT Program, Aboriginal ECE program, NCBNP program curriculum project, NorthLink and the Applied Technical Engineering Education Consortium. The presidents will be meeting with Ministry of Advanced Education (ALMD) officials on December 8 to discuss current progress, joint plans for the future, and to seek ALMD support.

Leadership LabOn Friday, November 21 a public event to launch the College's new "Leadership Lab" Pilot Project was held in the Atrium of the Prince George Campus. At the event, Deputy Premier and Minister of Education Shirley Bond announced that the provincial government is providing CNC with additional funding of $14,000 to for the project (http://tinyurl.com/6kwt7t), instructors Cliff Raphael and Don Homan spoke about the courses that will be offered, and student Tim Neskar explained why the courses were of interest to him and other students. For information about the Leadership Lab courses go to: http://www.cnc.bc.ca/CNC_Programs/leaderlabs.htm.

40th Anniversary PlanningPreliminary planning for the College’s 40th Anniversary celebrations is underway. Annual events including the Community Appreciation Dinner (Jan.), Gourmet Gala and Convocation (May), Student Orientations (Sept.), and Service Recognition (Nov.) will incorporate the 40th Anniversary theme, and an “Anniversary Weekend” of special events will be held September 25-27, which will include a “Wine and Cheese” reception at the Prince George Campus, an Anniversary Dinner and Dance, Community Breakfast and Campus Tours/Events. Other activities may include a golf tournament, distinguished alumni recognition event, regional campus celebrations and individual program reunions.

Prepared by:

John Bowman President

PPWC Executive MeetingOn October 28, I met with members of the PPWC staff leadership committee to review the 2009/10 Budget Development Framework. A follow-up meeting will also be held to obtain the PPWC’s feedback on the Budget Framework and to begin exploring ideas to assist in resolving a potential budget shortfall for next year.

CNC Student UnionCathe Wishart and I met with CNC Student Union representatives on November 20. We reviewed the College Action Plan, 2008/09–2009/10, and discussed a number of issues and projects that the CNCSU and College are working on together. We will meet again on December 17 to obtain the Student Union’s input on the 2009/10 Budget Development Framework.

Legislative Standing Committee on FinanceThe BC Legislative Select Standing Committee on Finance and Government Services has issued their report (November 15, 2008) on the 2009 provincial budget consultations. It can be accessed on the web at: http://tinyurl.com/5u4w5v . The Committee has reported: “We agree with the public that investment in post-secondary education is an important spending priority, and so the Finance Committee urges the government to continue to work to ensure the financial viability of B.C.’s colleges and universities (p.37). The report also includes a quote from CNC Board Chair, Bruce Sutherland: “If the funding our college receives in 2009-10 does not increase, we’re going to face a budget shortfall again next spring, and the College will have no options except to discontinue more instructional programs and services for students.” (p.37).

Industry Training Authority (ITA)Our ITA Training Plan for 2008/09 has received final approval. The plan calls for the College to deliver a total of 1,548 student training spaces in Apprenticeship, Foundation level and other trades programs and to receive funding of $4,336,808. These are basically the same levels of delivery and funding as in 2007/08 (1,516 seats and $4,306,408 in funding).

Accountability Plan/Report, 2008/09–2010/11CNC’s annual institutional “Accountability Plan and Report” submitted to the Ministry of Advanced Education has been posted to the College and Ministry Web sites at http://tinyurl.com/6f7ca9 . The reports and plans for all other colleges can also be viewed at: http://tinyurl.com/5rbvc5.

Rural (Large Region) College PresidentsThe six rural college presidents (Selkirk, College of the Rockies, North Island, Northwest, Northern Lights and CNC) held two teleconference meetings during the past month. These institutions have much in common and many of our issues and concerns are different from those of the larger urban institutions. We will be updating the 1997 “Small Colleges Report” and using this information in our individual and joint advocacy to the government to ensure that the particular needs of the smaller colleges are understood.