AGENDA ACADEMIC PLANNING AND PRIORITIES … PLANNING AND PRIORITIES COMMITTEE ... New Budget Model ... We also suggest that the marking range be reduced from a six‐point scale (0

2011-11-16 Academic Planning and Priorities Agenda.docx

AGENDA ACADEMIC PLANNING AND PRIORITIES COMMITTEE

November 16, 2011 9 am ‐ Room A225/229

1. CALL to ORDER

2. ITEMS for ADOPTION

2.1. Agenda – 2011 11 16 2.2. Minutes – 2011 10 19 ............................................................................................................. pg. 2

3. BUSINESS

9:05 am 3.1. Provost’s Report

9:15 am 3.2. English Department Program Review .............................................................. pg. 5 See www.ufv.ca/senate/Senate_Standing_Committees/APPC/APPC_Minutes.htm for the program review documents. Note: the file is 600 pages.

9:30 am 3.3. Program Criteria .............................................................................................. pg. 6

10:15 am 3.4. New Program Approval Process ..................................................................... pg.17

4. ADJOURNMENT and NEXT MEETING

5. INFORMATION ITEMS

5.1. Next meeting: December 14, 2011 (9 am, Room A225/229) 5.2. APPC website: http://www.ufv.ca/senate/Senate_Standing_Committees/APPC.htm

2011-11-16 AGENDA PKG - PAGE 1

2011-10-19 Academic Planning and Priorities Minutes.docx

MINUTES ACADEMIC PLANNING AND PRIORITIES COMMITTEE

October 19, 2011 9 am ‐ Room A225/229

Present: E. Davis, Y. Dandurand, D. Alary, M. Brosinski, S. Murray, O. Steyn, D. Freschi, M. Bos‐Chan, J. Hogan, N. Weinberg, W. Burton, J. Brandenburg, S. Hardman, N. Abrahams, C. Marlor, K. Isaac

Regrets: O. Lian, K. Evans, D. Griffiths, S. Pattridge, V. Dvoracek

Guests: I. McAskill, C. Dahl

Recorder: N. Hitchens

1. ITEMS for ADOPTION

1.1. Agenda – 2011 10 19

MOTION: THAT APPC approve the 2011 10 19 agenda as presented. J. Brandenburg/J. Hogan CARRIED

1.2. Minutes – 2011 09 21

MOTION: THAT APPC approve the 2011 09 21 minutes as presented. M. Bos‐Chan/J. Hogan CARRIED

2. BUSINESS

2.1. Provost’s Report

It will be another tough budget year so it is important to get the program prioritization criteria in place. UFV has a number of items on the October 24 DQAB agenda: the BA ECE will be presented for recommendation to the Minister; the GDS will be reviewed and a site visit scheduled, and UFV’s exempt status (re)application will be considered. The Minister of Advanced Education is scheduled to visit UFV on November 8.

2.2. New Budget Model

M. Brosinski presented the new budget model. The “UFV Budget Model Proposal Discussion Paper states:



“The UFV budget is intended to support the universities goals and missions while maintaining accountability, transparency and sustainability. Recognizing the limited resources available, the budget model will attempt to remain simplified for administration, while providing greater flexibility. Revenue streams will be defined as well as the allocation methods. Expense budgets will be funded using the 2011/2012 budget as base. Initial budgets will not be altered as a result of implementing the budget model. To maintain the financial viability of the institution the budget model will work to balance 6 key targets: domestic FTS, international enrolments, contractual obligations, meet budgeted tuition targets, maintain expense budgets; and academic/institutional support co‐dependence on revenues. The budget model will assume that our current program mix and organizational structure will be the basis on which the budget is initially allocated and will assume that we are operating efficiently and effectively within that allocation. The initial budget will therefore be based on the Fiscal 11/12 budget as the starting point. Each academic and administrative area will be allocated an equivalent portion of revenue to meet their expense budget. Revenue producing areas will be responsible for meeting revenue targets based on current revenue generation. Targets and budget variances will be maintained at the divisional level and not the department level; however, department level detail will be used to provide information for administrative decisions. Administrators will be able to move funds around within their area in order to meet divisional targets. Revenues are shared between academic and institutional support areas to share risk.” Comments:

Surplus/savings will be at the Faculty level.

Surplus will be used for one‐time funding but not for permanent budget allocations.

There should be a mechanism to reward “good behavior” or we will not see good behavior. o Some departments have high expenses (Science versus Arts) and are unable to save

despite careful planning. o There doesn’t appear to be incentives for departments to save.

The sessional surcharge is to ensure 75/25.

The ESL department has a difficult time planning because 75% of the students are international.

Partnerships (for example, Aboriginal partnerships) fall under the Continuing Studies revenue stream which does not include a surcharge.

Deans will need to fund new initiatives by securing alternate sources of funding.

2.3. Revisions to APPC Terms of Reference and Membership

2.3.1. Terms of Reference

APPC will recommend minor changes to the terms of reference. It was noted that the standing committees are confused about the relationships between Senate and the standing committees. It was suggested that the Chairs of Senate’s standing committees meet to discuss. Next month, the graduate and undergraduate program and course approval policies will come to APPC for approval. At that time, APPC will need to review/decide where APPC and the other standing committees fit into the program approval process. APPC will also need to decide when programs are ranked and prioritized.



2.3.2. MEMBERSHIP

APPC will recommend the addition of one ex‐officio, non‐voting member. Most ex‐officio members feel it is important to be a member of APPC but others prefer to be invited as a guest, or resource, when needed. There is a larger question of whether ex‐officio members should be voting members of APPC. This is something that Senate Governance needs to decide. MOTION: APPC recommends to Senate Governance the addition of the Program Development Coordinator as an ex‐officio, non‐voting member of APPC. E. Davis/S. Murray CARRIED MOTION: APPC recommends to Senate Governance that the membership be revised to allow Senate’s standing committee Chairs to appoint designates in their absence. N. Weinberg /S. Murray CARRIED MOTION: APPC recommends to Senate Governance the revised terms of reference. S. Murray/N. Weinberg CARRIED

2.4. Program Criteria

Deferred until the next meeting.

2.5. Learning Outcomes Project

Deferred until the next meeting.

3. ADJOURNMENT and NEXT MEETING

S. Murray moved to adjourn the meeting at 11:15 am. The next Academic Planning and Priorities meeting is November 16, 2011 at 9:00 am (room A225/229).

4. INFORMATION ITEMS

4.1. Report from the Chair, Graduate Studies Committee 4.2. Report from the Chair, Undergraduate Education Committee 4.3. Next meeting: November 16, 2011 (9 am, Room A225/229) 4.4. APPC website: http://www.ufv.ca/senate/Senate_Standing_Committees/APPC.htm


MEMO

College of Arts

To: Eric Davis, Chair of the UFV Academic Planning and Priorities Committee From: Jacqueline Nolte, Dean, College of Arts Date: November 09, 2011 Re: Program review: English Department

The results of the English Department Program Review are detailed in the attached documents. Of behalf of the College of Arts, I would like to recommend the following motion: Motion: That the Academic Planning and Priorities committee accept the attached documentation related to the English Program Review as presented.


Memorandum

To: APPC Ad hoc subcommittee on prioritization criteria

From: Sylvie Murray, Noham Weinberg and Chantelle Marlor

Date: Oct. 16, 2011

Subject: Suggested revisions to the “Criteria” presented at the APPC, Sept meeting

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

The list of criteria proposed at the September meeting constitutes a good foundation for assessing new

programs for prioritization purposes, but we felt that some revisions were needed to ensure a fairer and

more transparent process.

We bring forward our suggested revisions, for your consideration, respectfully acknowledging the time

and energy that the subcommittee has already devoted to this task, and recognizing the importance of

getting it as “right” as possible.

The principles that have informed our revisions are:

clarity and readability: the assessor should know exactly what is meant by a specific criterion;

singularity: each criterion should refer to a single quality or characteristic; a quality or

characteristic should be assessed only once;

logic in the relationship between a criterion and the heading under which it falls.

We also suggest that the marking range be reduced from a six‐point scale (0 to 5) to a three‐point scale

(0 to 2) to reduce subjectivity in assessment. We understand that with a tighter scale, a greater number

of programs will receive similar cumulative grades. This assessment tool should thus be seen as an initial

screening process, to be followed by a deliberative process.

Please note we have also added a section at the end in which programs are to be categorized as being of

low, medium or high cost. We are suggesting this addition as it will also help during the deliberation

process in terms of how many new programs can be funded relative to the amount of funds available

and to help determine the exact mix of new programs that can be funded.

You can find all our revisions in the Excel file titled “Program Prioritization Criteria”. This file contains

three sheets (accessible from tabs at the bottom of the screen). The sheet titled “revised criteria”

contains (as the title suggests) our most recent version of what we suggest the New Program Criteria

Checklist could look like. This is a clean copy without any indication of the changes that were made. The

sheet titled “original criteria” contains the list of criteria presented to APPC on September 21. The sheet

titled “revised vs original” cross‐reference the two versions.


Original Criteria presented to APPC (Sep 21, 2011)

Compliance No

High

0 1 2 3 4 5

A. Meets the needs of Students in the region

1 Creates a substantially new option for students who would otherwise have to leave the Valley to study in this field 1

2 Adds significant value to an existing credential 2

3 Contributes to the development of more than one area of the institution, particularly smaller disciplines 3, 25

4 Builds a more balanced curriculum to improve internal opportunities for study and research 10

5 Increases the visibility and the usefulness of UFV in addressing local social, cultural and environmental issues 20

6Incorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of delivery and introduces Aboriginal ways of knowing to all students

6, 13

7 Contributes to the creation of relationships with Fraser Valley Communities 22

8 Provides options for accessibility for students. 5

B. Demonstrates efficiency, accountability, and innovation

9 Utilizes the expertise of existing disciplines and does not duplicate what they can offer 24

10 Offers students efficient routes to completion without unnecessary duplication of curriculum 26

11 Recognizes transfer credit and PLAR and grants students recognition for skills and knowledge they bring with them 26

12 Collaborates with other post-secondary institutions where such collaboration could benefit students 27

13 Has learning objectives clearly linked to course content, without unnecessary duplication of courses 0

14 Demonstrates an innovative and entrepreneurial approach 4

C. Offers student adequate preparation for citizenship, and a general education to meet the needs of a changing economy

15 Meets or exceeds UFV learning outcomes 14

16 Builds skills in critical thinking, communication, dialogue, and leadership,. 7

Revised

criterion

number


17 Prepares students for a rapidly changing economy by providing general education as well as employment training 8

18 Encourages creative thinking and innovation 9

19 Includes a strategy for internationalization of the curriculum and exposure to cultures other than the ones students are familiar with

12,

21,23

20 Opens opportunities for research and creative work for students 10

21 Includes experiential learning in the program 11D. Demand and Employability

External demand:

22 Demand is not being met by other institutions that offer the same or similar program 15

23 Evidence exists that there is potential for future enrolments and continuing need for the program 16

24 Contributes in a substantial way to the creation of a needed labour force in our region 20,22

Internal demand:

25 Allows students to get employment beyond what they could get with an existing UFV degree 17

26 Evidence exists that existing UFV students would prefer to be taking this degree to the one they are taking 18

27 Provides service to other programs 19E. Budget Analysis

28 Makes use of existing resources 2829 Space is currently available on campus; offsite; or online 2930 Does not adversely affect the institutions program mix cost 3031 Likely to maintain long term financial sustainability. 3132 Does not adversely affect the FTE target. 3233 Provides revenue generating opportunities 33

Totals 0 0 0 0 0 0


No

Yes

Exceed

s

exp

0 1 2

Quality of the Proposal (prerequisite condition)

0Internal consistency between the program objectives and content.

13

I. Meets the needs of students

1 Creates a substantially new option for students insubstantial

new to UFV

new to lower mainland

1

2Adds value to an existing credential or creates new credential

marginal value

adds to existing

new credential

2

3 Contributes to the diversity of offerings at UFV. 3

4 Innovative in goal and/or method of delivery 14

5

Accessible to a broad range of students (can include, but is not limited, to: attention to diverse learning styles; multiple delivery options, such as online, evening, or weekend courses; financial assistance, such as tuition waivers).

8

6Incorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of delivery.

6

II. Offers student adequate preparation for citizenship, and a general education to meet the needs of a changing economy

7Builds skills in critical thinking, communication, dialogue, and leadership.

16

8 Provides skills suitable for employment. 17

9 Encourages creative thinking. 8

Proposals that don't satisfy this criterion will not be

considered.

original

criterion

number

New Programs Criteria Checklist (revised, October 16, 2011)(submitted to APPC by a small working group of APPC members but not yet discussed

by the committee.)

Strategic direction #1: UFV will provide the best undergraduate education in Canada


10Creates opportunities for student research and/or creative enterprises

4, 20

11 Includes experiential learning in the program 21

12 Enhances cross-cultural awareness (in a global context) 19

13Enhances cross-cultural awareness as related to Indigenous practices, issues and perspectives

6

14 Meets other UFV learning outcomes 14

III. Demand and Employability

External demand:

15 Student demand for the program currently exists 22

16 Student demand for the program will be ongoing 23

Internal demand:

17Provides students with work-related skills they could not otherwise obtain at UFV

25

18UFV students prefer this program over existing UFV programs

26

19Strengthens existing programs by offering complementary program opportunities

27

IV. Positions UFV locally, nationally, and internationally

20 Addresses local issues 5

21 Addresses global issues 19

22Creates or enhances relationship with Fraser Valley communities, including businesses, industry and/or social organizations

7

23 Creates or enhances relationship with international partners 19

V. Demonstrates efficiency in utilizing existing resources and innovation

24Comprehensively utilizes the expertise of existing faculty.

9

25Contributes to the development of more than one area of the institution.

3

Strategic direction #2: UFV will be a leader of social, cultural, economic, and environmentally‐

responsible development in the Fraser Valley

Strategic direction #3: UFV will be innovative, entrepreneurial, and accountable in achieving

our goals


26Offers students efficient routes to completion without unnecessary duplication of curriculum

10, 11

27Collaborates with other post-secondary institutions where such collaboration could benefit students

12

VI. Budget Analysis

28 Makes use of existing human and material resources 28

29 Has secured required space for program 29

30?Does not adversely affect the institution's program mix cost (CLARIFICATION REQUIRED)

30

31 Likely to maintain long term financial sustainability. 31

32 Does not adversely affect the FTE target. 32

33 Provides revenue generating opportunities 33

Totals

Cost for implementation: Low Medium High


REVISED ORIGINAL

Quality of the Proposal (prerequisite condition)

0Internal consistency between the program objectives and content. 13 Has learning objectives clearly linked to course content,

without unnecessary duplication of courses

Strategic direction #1: UFV will provide the best

undergraduate education in Canada

I. Meets the needs of students A. Meets the needs of Students in the region

1 Creates a substantially new option for students 1 Creates a substantially new option for students who would otherwise have to leave the Valley to study in this field

2Adds value to an existing credential or creates new credential 2 Adds significant value to an existing credential

3 Contributes to the diversity of offerings at UFV. 3A Contributes to the development of more than one area of the institution, particularly smaller disciplines

4 Innovative in goal and/or method of delivery 14 Demonstrates an innovative and entrepreneurial approach

5

Accessible to a broad range of students (can include, but is not limited, to: attention to diverse learning styles; multiple delivery options, such as online, evening, or weekend courses; financial assistance, such as tuition waivers).

8 Provides options for accessibility for students.


6Incorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of delivery.

6AIncorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of delivery and introduces Aboriginal ways of knowing to all students

II. Offers student adequate preparation for citizenship, and a general education to meet the needs of a changing economy

C. Offers student adequate preparation for citizenship, and a general education to meet the needs of a changing economy

7Builds skills in critical thinking, communication, dialogue, and leadership. 16 Builds skills in critical thinking, communication, dialogue, and

leadership,.

8 Provides skills suitable for employment. 17 Prepares students for a rapidly changing economy by providing general education as well as employment training

9 Encourages creative thinking. 8 Provides options for accessibility for students.

10Creates opportunities for student research and/or creative enterprises 4 Builds a more balanced curriculum to improve internal

opportunities for study and research

20 Opens opportunities for research and creative work for students

11 Includes experiential learning in the program 21 Includes experiential learning in the program

12Enhances cross-cultural awareness (in a global context) 19A

Includes a strategy for internationalization of the curriculum and exposure to cultures other than the ones students are familiar with

13Enhances cross-cultural awareness as related to Indigenous practices, issues and perspectives 6B

Incorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of delivery and introduces Aboriginal ways of knowing to all students

14 Meets other UFV learning outcomes 14 Demonstrates an innovative and entrepreneurial approach


III. Demand and Employability D. Demand and Employability

External demand:

15 Student demand for the program currently exists 22 Demand is not being met by other institutions that offer the same or similar program

16 Student demand for the program will be ongoing 23 Evidence exists that there is potential for future enrolments and continuing need for the program

Internal demand:

17Provides students with work-related skills they could not otherwise obtain at UFV 25 Allows students to get employment beyond what they could

get with an existing UFV degree

18UFV students prefer this program over existing UFV programs 26 Evidence exists that existing UFV students would prefer to be

taking this degree to the one they are taking

19Strengthens existing programs by offering complementary program opportunities 27 Provides service to other programs

Strategic direction #2: UFV will be a leader of social,

cultural, economic, and environmentally‐responsible

development in the Fraser Valley

IV. Positions UFV locally, nationally, and internationally

NEW CATEGORY

20 Addresses local issues 5 Increases the visibility and the usefulness of UFV in addressing local social, cultural and environmental issues

21 Addresses global issues 19BIncludes a strategy for internationalization of the curriculum and exposure to cultures other than the ones students are familiar with

22Creates or enhances relationship with Fraser Valley communities, including businesses, industry and/or social organizations

7 Contributes to the creation of relationships with Fraser Valley Communities


23Creates or enhances relationship with international

partners19C

Includes a strategy for internationalization of the curriculum and exposure to cultures other than the ones students are familiar with

Strategic direction #3: UFV will be innovative,

entrepreneurial, and accountable in achieving our

goals

V. Demonstrates efficiency in utilizing existing resources and innovation

B. Demonstrates efficiency, accountability, and innovation

24Comprehensively utilizes the expertise of existing faculty. 9 Utilizes the expertise of existing disciplines and does not

duplicate what they can offer

25Contributes to the development of more than one area of the institution. 3B Contributes to the development of more than one area of the

institution, particularly smaller disciplines

26Offers students efficient routes to completion without unnecessary duplication of curriculum 10 Offers students efficient routes to completion without

unnecessary duplication of curriculum

11 Recognizes transfer credit and PLAR and grants students recognition for skills and knowledge they bring with them

27Collaborates with other post-secondary institutions where such collaboration could benefit students

12 Collaborates with other post-secondary institutions where such collaboration could benefit students

VI. Budget Analysis E. Budget Analysis

28Makes use of existing human and material resources 28 Makes use of existing resources

29 Has secured required space for program 29 Space is currently available on campus; offsite; or online

30?Does not adversely affect the institution's program mix cost (CLARIFICATION REQUIRED) 30 Does not adversely affect the institutions program mix cost

31Likely to maintain long term financial sustainability. 31 Likely to maintain long term financial sustainability.


32 Does not adversely affect the FTE target. 32 Does not adversely affect the FTE target.

33 Provides revenue generating opportunities 33 Provides revenue generating opportunities


MEMO

To: Academic Planning and Priorities Committee

From: Nicole Hitchens, Assistant to the Academic Planning and Priorities Committee

Date: November 9, 2011

Re: New program approval process

The Undergraduate Education and Graduate Studies Committees are still reviewing the draft program and course approval policies. Each committee expects to approve their policy at their November meeting so the policies are expected to come to APPC, for approval, in December. In order to advance the discussion on APPC’s role in the approval process, attached are:

A proposed flow chart of the program approval process

“Appendix B: Undergraduate Program Approval Process” from the current draft of the undergraduate policy. (Note: the approval process applies to undergraduate and graduate programs so, to be consistent, I anticipate any changes APPC makes to the undergraduate policy will also be made to the graduate policy.)

“Concept Paper Template “from the draft undergraduate policy. (Note: the concept paper applies to undergraduate and graduate programs so, to be consistent, I anticipate any changes APPC makes to the undergraduate policy will also be made to the graduate policy.)


Proposed Program Approval Process Flow

Chart

Development Group

(Develop Program Vision)

Faculty Dean

Curriculum Working Group

(Develop Concept Paper) /

Program Development Coord

(Review)

Dean

(Approval to move forward)

Faculty Council Curriculum

Committee

(Approval)

Senate Academic

Planning and Priorities

Committee

(Approval to Ed Plan)

Deans

(Review)

Included in Education Plan

Part 1: Concept Paper Stage


Curriculum Working Group

(Develop Program Proposal)

Faculty Council Curriculum

Committee/Faculty Council

(Review & Approval)

Undergraduate Education

Committee

(Calendar Copy)

Campus Wide

Consultation

(X weeks)

Undergraduate Education

Committee

(Review & Recommendation)

Senate Academic Planning &

Priorities Committee

(Review, Prioritize, &

Recommend)

Senate

(Approval)

Senate Budget Committee

(Review & Recommendation)

Dean & Program

Development Coordinator

(Approval)

Board of Governors

(Approval)

Degree Quality Assessment

Board

(Approval)

Part 2: Program Development

& Approval


110.29: Undergraduate Course and Program Approval Page 7 of 16

APPENDIX B: UNDERGRADUATE PROGRAM APPROVAL PROCESS

This appendix includes

1) the process for developing and obtaining approval for a new undergraduate-level program;

2) the process for making changes to an existing undergraduate-level program; and

3) resources for these processes.

1. New Program Approval Process

1.1. The process for introducing a new program, generally, begins when a development group presents its vision of the program to the Dean(s) of the appropriate academic unit(s).

1.2. In the event that an appropriate Curriculum Working Group does not exist and/or to ensure faculty representation on the Curriculum Working Group, the Dean(s) will strike a Curriculum Working Group.

1.3. With the assistance of the Program Development Coordinator, The Curriculum Working Group will develop a Concept Paper that provides the basis for inclusion in the Education Plan.

1.4. The Concept Paper is presented to the Dean for approval and to Faculty Council for approval.

1.5. After approval at Faculty Council, the concept Paper is recommended for inclusion/approval in the Education Plan.

1.6. After the Concept Paper is included in the Education Plan, the Curriculum Working Group will develop the Program Proposal using the Program Proposal Template.

1.7. The Program Proposal and draft calendar copy are submitted to the Undergraduate Education Committee (UEC) Assistant for Campus-Wide Consultation for a period of (X) weeks.

1.8. After the Campus-Wide Consultation is complete, the Program Proposal is reviewed and approved by the appropriate Faculty Council(s). A Curriculum Working Group must be approved by the Dean before it submits any proposal to any approval body.

1.9. Upon approval by the Faculty Council(s), the Program Proposal is given to the Dean(s) and the Program Development Coordinator and a Program Budget Analysis is attached.

1.10. The Program Proposal and Program Budget Analysis are sent to the UEC Assistant for dissemination to the appropriate Senate standing committees (e.g., UEC, Senate Budget Committee, Academic Planning and Priorities Committee) for review and recommendation to Senate.

1.11. Upon Senate approval, the Program Proposal is sent to the Program Development Coordinator for review, then submitted through the Office of the Provost and Vice-President, Academic to external agencies (e.g., DQAB, professional organizations) for approval.

1.12. If a program is given external approval with conditions, the Program Proposal and external agency conditions will be submitted to Senate for consideration.

2. Changes to an Existing Program Approval Process

2.1. The process for changing a program, generally, begins with the Curriculum Working Group in consultation with the Dean(s) responsible.

2.2. The Curriculum Working Group outlines the changes and the rationale for the changes. NOTE: If the program changes require the approval of the Ministry, a full Program Proposal must be prepared and go through the process outlined for new programs.



2.3. The proposed changes and rationale are submitted to the UEC Assistant for Campus-Wide Consultation for feedback from the support areas and other academic units for a period of (X) weeks.

2.4. After Campus-Wide Consultation, the revised program is reviewed and approved by the appropriate Faculty Council Curriculum Committee(s) and/or the Faculty Council(s).

2.5. After approval at the Faculty Council level, approval is given by the Dean(s) and a Program Budget Analysis is attached.

2.6. The outline of changes and Program Budget Analysis are sent to the UEC Assistant for dissemination to the appropriate Senate standing committees (e.g., UEC, Senate Budget Committee) for review and recommendation to Senate.

3. Program Approval Resources

3.1. Concept Paper

3.3.1. The concept paper is not required to be a definitive statement of the curriculum of a new program, but rather a general indication of the thinking of the development group on some key issues. It provides the basis for inclusion of the program in the Education Plan, and the basis for the approval of a Curriculum Working Group. It should include the following elements, and any other issues the group wishes to include, and should not exceed three pages in length.

3.2. Program Approval Template Part I and Part II (this will be a link to the resource)

3.3. Program Budget Analysis Template (this will be a link to the resource)



Concept Paper Template

The concept paper is not required to be a definitive statement of the curriculum of a new program, but rather a general indication of the thinking of the development group on some key issues. It provides the basis for inclusion in the education plan, and the basis for the approval of a Curriculum Working Group. Approval of a concept paper means only that a group has a mandate to continue to develop a program, not that it will ultimately be approved by Senate. It should include the following elements, and any other issues the group wishes to include, and should not exceed five pages in length.

a. Name of program

b. Credential to be awarded

c. Program Length or number of credits (or range)

d. Audience (type of student served) and benefits to this audience

e. Relationship to local communities and their needs

f. Relationship to UFV Strategic Plan and Faculty priorities, including possibilities for Indigenous and international content

g. Relationship to existing programs at UFV

h. Anticipated links to further study, and to employment (type of graduate or professional school; kinds of jobs a graduate would be prepared for)

i. Delivery methods

j. Possible resource needs (labs, faculty, space, technical support)

k. Suggested Curriculum Working Group members and the reasons for their selection. Include brief biographies and credentials


Documents

AGENDA ACADEMIC PLANNING AND PRIORITIES … PLANNING AND PRIORITIES COMMITTEE ... New Budget Model ... We also suggest that the marking range be reduced from a six‐point scale (0