SIMON FRASER UNIVERSITY 200506 – 200708 by rogerholland


    2005/06 – 2007/08

        July 21, 2005

    SIMON FRASER UNIVERSITY - 2005/06 to 2007/08

Table of Contents

   1. Introduction

   2. Institutional Overview

   3. SFU’s Statement of Values and Commitments

   4. Planning Context

          4.1 Demographic Changes

          4.2 Information Technology Improvements

          4.3 Programming for the Future

   5. Strategic Directions

          5.1 Research

          5.2 Programming

                  •     Renewed Curriculum

                  •     Development of Applied and Professional Programs

          5.3 Internationalization

          5.4 First Nations

          5.5 Students

          5.6 Faculty Retention

          5.7 Community

   6   Goals

          6.1 Academic Goals

          6.2 Community Goals

   7   Financial Outlook

          7.1 Operations

          7.2 Capital

   8   Conclusion

     SIMON FRASER UNIVERSITY - 2005/06 to 2007/08

 1. Introduction
This document has been prepared in response to a request from the Ministry of Advanced Education and
follows on the Service Plan 2004/05 – 2006/07 submitted last year.

We believe our performance from one period should inform the plan for the following year; therefore, this
document integrates our past performance with our future plans. Where possible, performance measures
are included relating both to the requirements of the Ministry and to SFU’s particular goals.

 2. Institutional Overview
From its beginning in 1965, SFU has redefined the academic status quo with a commitment to innovate
rather than replicate, to embrace risk and bold initiative, and to reach out to the wider community. In just
four decades, SFU has earned an international reputation for setting standards in innovative teaching,
research, athletics and community involvement.

SFU enjoys three distinctive campuses: the original and main campus on Burnaby Mountain, the
Vancouver Campus and new campus in Surrey. Each of these campuses is in the midst of rapid
expansion to accommodate past and continuing enrolment growth.

SFU employs more than 700 accomplished tenure-track faculty and over 1100 administrative and support
staff and services over 26,000 talented students in six faculties. Faculty enrolments are shown below.
SFU’s sixth faculty, the new Faculty of Health Sciences, will enroll its first (graduate) students in the Fall of

SFU consistently ranks as one of Canada’s leading comprehensive universities.

 3. SFU’s Statement of Values and Commitments
    •   We are an open, inclusive university whose foundation is intellectual and academic freedom.
    •   Our scholarship unites teaching and research: we celebrate discovery, diversity and dialogue.
    •   Our students and communities can expect teaching that is personal and learning opportunities
        that are life long.
    •   We champion the liberal arts and sciences and pioneering interdisciplinary and professional
    •   We are a university where risks can be taken and bold initiatives embraced.

Upon these foundations, we will engage all our communities in building a robust and ethical society.

SFU's achievements are the collective work of its superb faculty, staff and students. These achievements
reflect the development of a unique institutional culture that was forged in the tumultuous '60s and is now
defined in the University's Statement of Values and Commitments. SFU distinguishes itself through:
     • the depth of its commitment to intellectual and academic freedom;
     • its pursuit of openness and inclusively to assure these commitments;
     • the value it places on responsiveness to the community;
     • its belief in the interconnectedness of discovery, diversity and dialogue; and
     • its willingness to embrace risk in the service of creativity and innovation.

4. Planning Context
    4.1 Demographic changes

It is estimated that by 2011 the Canadian population will reach 33.4 million people. Growth in British
Columbia continues to be high, fed by improving economic conditions and large-scale immigration,
particularly from Pacific Rim countries. Of particular importance to the university sector is the projected
growth in the number of young adults in the 18-29 age cohort - one of the primary participant groups in
post-secondary education. Estimates suggest that the total number of Canadians in this age category will
increase by 10.1% over the next decade. By 2012, BC’s share of this cohort is expected to grow by 12%,
from a base of 667,642 in 2003 to approximately 750,000, an increase of some 83,000 people. This
trend is shown in the figure below.

                      CUMULATIVE CHANGES IN AGE 18-29 AGE COHORT
                                     SOURCE: PEOPLE 29









              2004   2005   2006    2007   2008    2009   2010     2011   2012   2013

This growth has been anticipated by government and BC universities have been asked to increase their
enrolments by 12,400 Full Time Equivalent students (FTEs) by 2009/2010. By 2010, SFU will
accommodate an additional 3,000 (24%) FTEs as its share of the total by taking in an additional 1,150 in
Burnaby and a further 1,850 at the Surrey campus.

Note that within the 18 – 29 Age Cohort, the sub-group 18 - 24 is actually shrinking (see the figure

                                SOURCE: PEOPLE 29

                    Age 25-29
   80,000           Age 22-24
                    Age 18-21





            2004   2005    2006    2007   2008   2009   2010   2011    2012   2013

The 18 – 21 cohort is part of SFU’s traditional market and its abatement may require recruitment and
programming to take greater account of the needs of the 25 – 29 year old demographic. Such
adjustments could include the expansion of our continuing studies and professional programs.

In keeping with this, SFU continues to meet the rising demand for a new generation of highly qualified
individuals to fill important educational, research and administrative positions in the public and private
sectors by developing innovative research-intensive and professional graduate programs.

The table below shows SFU’s expected growth over the next five years. FTEs at the Surrey campus are
expected to reach three times the current enrollments, while only marginal growth is planned at the
Burnaby and Vancouver campuses. Total planned growth is 13.5% across all campuses.

Table 1 - Student Enrollment Targets

                                Target    Achieved      Target        Achieved                 Performance Targets
                                03/04      03/04        04/05          04/05         05/06    06/07   07/08   08/09    09/10
Surrey                             650         673         860             853        1,095    1,423   1,782   2,141    2,500
Burnaby/Vancouver               16,200      17,494      16,629          17,649       16,811   16,920 17,062 17,204     17,350
Total                           16,850      18,167      17,489          18,502       17,906   18,343 18,844 19,345     19,850

The table above shows that SFU has exceeded its funded targets by some 7% in both 03/04 and 04/05.

     4.2 Information Technology Improvements

Substantial progress was made during 2004/05 in replacing SFU’s legacy systems with the successful
cutover of five major PeopleSoft modules: Student Admin (Oct ’03), Contributor Relations (Dec ’03),
HR/Payroll (June 04), Finance – G/L, A/P, Purchasing and Budgets (Dec 04). As with any replacement of
a major system – much less five – numerous initial problems were encountered and people struggled to
cope with change. However, throughout this period the key business requirements of the university were
maintained with integrity and security of data. As people are becoming accustomed to these new
systems, the benefits and potential opportunities they bring are being recognized. This will continue
during 05/06 as additional elements of these new systems are brought on line; we also expect to see a
growing use of the new systems to develop and implement strategies rather than simply processing
 transactions. This past year has seen the culmination of a 3 year replacement program and SFU can
 now enjoy modern applications and technology in its key business and service operations.

 On the teaching/learning front, SFU has become active in a new open source learning management
 system initiative called SAKAI. This product, developed by several major American universities, will be
 maintained and enhanced by a much broader open source community. We are now comprehensively
 evaluating SAKAI in comparison to our current commercial package – WebCT. Should SFU choose
 SAKAI as its primary e-learning system; we intend to play a significant role in its ongoing support and

 SFU’s research computing requirements continue to grow in leaps and bounds, as evidenced by a 74%
 annual growth rate in the number of CPUs over the past five years. We expect this growth to continue
 and have begun a planning exercise to determine how to expand our computing facilities/infrastructure
 most efficiently and effectively to accommodate expected future research demand.

 Finally, we are participating in the construction of a fibre network to our Surrey campus. This will provide
 Surrey with equivalent (or better) networking capability/capacity to that now available at the Burnaby and
 Vancouver campuses. This fibre network will allow us wide flexibility to accommodate a broad range of
 uses and will enable us to support virtually any kind of networking research. It will also enhance the
 teaching/learning experience of our new media-intensive Surrey programs. The new network will also
 provide an inexpensive means to back up huge amounts of data in case of disaster at a site remote from
 the central Burnaby facility.

    4.3 Programming for the future

A number of changes in the environment will have a significant impact on SFU during this planning period:

    •   approximately 30% of our current faculty and staff will retire within 10 years;
    •   as a result of the provincial access initiative, we anticipate a 20% increase in applications from
        high school graduates qualified to enter university;
    •   decreasing high school enrolments and increasing public post-secondary access will generate a
        significant increase in academic labour market competition;
    •   there will also be increased competition from the private sector in the delivery of post-secondary
    •   IT innovations will create greater competition from other post-secondary institutions to provide
        distance education;
    •   increasingly targeted and differentiated government funding will generate greater competition
        among Canadian research universities for those funds;
    •   changes in the political economy throughout North America, including the "New Era" in British
        Columbia, will produce a growing reliance on private sources to provide funding; and
    •   governments will expect universities to demonstrate accountability through performance-based

Simon Fraser University’s strategic planning processes have and will continue to address these (and
other) environmental challenges through new and responsive programming, expanded infrastructure,
developing new sources of growth funding, and continuing to recruit and retain the best faculty, staff and

To achieve these goals, Simon Fraser University will have to manage the natural tensions that come in
pursuing development in multiple directions. There are two potential tensions that, in particular, will need
to be managed.

 First, within the larger society there is an increasing demand for applied and professional programs. We
 are committed to preserving the fundamental foundation of the arts and sciences while building on our
 excellence and strength in applied and professional programming.

 Second, the growth of technology-enhanced or mediated learning is constantly challenging teaching staff
 to consider how traditional pedagogies can be adapted using new instructional methods. Simon Fraser
 University has built its strong reputation upon its excellence in educational delivery and programming.
 New technologies offer the opportunity to enhance instruction in some programs, while greatly extending
 outreach to communities of learners who otherwise would be unable to access them.

 In the face of heightened pressure for universities to prepare students in the applied and professional
 programs, SFU is working to ensure that its curriculum provides the knowledge and skills they need to
 engage successfully as citizens in the global, knowledge-driven economy. Students should leave SFU
 having acquired the ability to think creatively, imaginatively and constructively. They should possess the
 ability to engage in dialogue and discussion, to reflect on the ideas of others, and to communicate their
 thoughts effectively using good judgment and sound argument. Graduates of SFU should also possess
 technological sophistication —in their ability to use and adapt to emerging technologies and in their ability
 to evaluate the impact of those technologies on their lives and the world. Our curriculum and
 internationalization strategy should provide our graduates with an understanding of other cultures and with
 an appreciation for the value, inevitability and complexity of interacting in a globalized environment.
 Students should also have acquired the ability to identify and evaluate information resources. Their
 experience at SFU should nurture in our graduates the qualities and virtues imperative to sustain a
 democratic society: qualities such as compassion, empathy, ethical and moral values, and tolerance.

 Finally, many students at other institutions worry about “getting lost in the crowd” in huge lecture halls with
 hundreds of fellow students at other institutions. SFU reaffirms its commitment to its “lecture/tutorial”
 model, which provides students with a tutorial component to most classes. This is an opportunity for
 students to meet in smaller groups to discuss the lecture under the guidance of a faculty member or
 graduate student.

5.     Strategic Directions

        5.1 Research

     SFU recognizes the contributions of all researchers at, and associated with, the University. The Vice
     President, Research is currently leading a consultative process to develop a new Strategic Research

     In the interim the ten research areas described below were singled out for inclusion in SFU’s Strategic
     Research Plan in 2003-04 on the basis of their:
        • current level of, or potential for, research excellence;
        • ability to foster the development of innovative research programs;
        • potential for collaboration among SFU researchers and external partners; and
        • potential to establish regionally and nationally recognized niches of research excellence.

     Key areas of research concentration during the period covered by this Service Plan are set out below:
       • Chemical and Structural Biology and Biological Physics
       • Economy
       • Education
       • Environment and Ecosystems
       • Health, Genomics and Physiological Sciences
       • History, Culture, Social Relations and Behaviour
       • Language, Communication and Information Dissemination
       • Leadership, Governance, Management and Policy
  • Materials Science
  • Technology and Computation

Knowledge generation and knowledge transfer through research, scholarship, and research training are
fundamental to the mission of the University. It is critically important to recruit and retain outstanding
scholars who will attract highly qualified graduate students and champion bold initiatives, strengthening
critical areas of research, developing new areas of excellence in research, and strengthening synergies
between teaching and research. Through emphasizing an interdisciplinary, problem-based approach, we
plan to strengthen both research and teaching, and enhance the research component of the
undergraduate student experience. We are determined to augment SFU’s talent pool and research
infrastructure, thereby contributing to the productivity and international competitiveness of British
Columbia and Canada.

Graduate students are critical to the success of University-based research activities. We believe that, in
order to compete effectively with universities in other provinces, BC must begin to build programs of
support for graduate students, either through recognizing graduate student enrolments in provincial
grants to the University, or by creating provincial scholarship plans.

In addition to the support it provides to the three national granting agencies, the federal government has
made a strong commitment to university research by investing in the Canada Research Chairs (CRC)
program, the programs of the Canada Foundation for Innovation (CFI), the Networks of Centres of
Excellence, Genome Canada, and the Indirect Costs of Research program. Such investments have
rejuvenated Canadian research by attracting and focusing the efforts of stellar researchers, building
state-of-the-art infrastructure, and providing critical support to the universities to augment resources
available to researchers for research and technology transfer activities. This investment has significantly
enhanced Canada’s international competitiveness, and has caused other countries to examine the new
Canadian model of research. While the progress is admirable, reliable sustained and increased support
for discovery research is critical to create the knowledge that is the foundation to translate ideas into
innovation and new ventures.

The provincial government has also provided support through the creation of the Leading Edge
Endowment Fund (LEEF) Leadership Chairs, the BC Knowledge Development Fund (BCKDF), the
Double the Opportunity (DTO) fund, and the Michael Smith Foundation for Health Research (MSFHR).
SFU has enjoyed success in the LEEF program with the award of two Chairs in the first competition and
the approval of letters of intent for development of full proposals for three new proposals in 2005. Our
researchers have also been successful recently in securing two MSFHR network grants.

The CRCs, LEEF and other prestigious Chairs are being used to seed or catalyze new initiatives and
strengthen existing programs.

There is potential for acquiring additional capital space through the next competition for infrastructure
grants from CFI. SFU did very well in the recently completed competition, and is developing applications
for the 2005-06 competition. CFI grants to date have been complemented by BCKDF grants, and it is
essential this program be continued in view of the tremendous opportunities for leverage presented by

SFU's Centres and Institutes are critical to the success of its research. These Centres serve to: facilitate
collaborative research, especially multi-disciplinary research; undertake specific types of teaching or
training programs; facilitate multi-university initiatives such as Centres of Excellence; and provide specific
types of services to the community. SFU has thirty-one Centres and Institutes that fall under the direct
authority of individual Deans. There are also ten Centres and Institutes that report to the Vice-President
Research, have a University-wide mandate, and represent SFU’s activity as part of multi-university

The recent establishment of the Faculty of Health Sciences in 2004 provides a special opportunity for
innovative new multidisciplinary research initiatives and graduate programming. Novel research and
graduate programs are being developed in population and public health, global health, infectious
diseases, aging and chronic illness, and brain function and development. Partnerships between SFU
and the hospitals and health authorities in the Lower Mainland will enhance these opportunities, and the
BC government contribution of $34.5 million towards design and construction of a new Health Sciences
building will ensure access to state-of-the-art facilities. Our goal is to develop interdisciplinary
collaborations and partnerships that bridge the biomedical, clinical and social sciences and involve the
wider community, building on SFU’s tradition of innovative and effective outreach.

The table below indicates SFU’s Research Performance Indicators and includes Research Income by
source. This component of income has grown by 54% for the period 2001/2 to 2003/4, while research
income from Provincial government and Other sources have more than doubled.

Table 2     - Research Performance Indicators

                            Baseline          Current data             Performance Targets
                            2001/2     2002/3      2003/4         2005/6         2006/7    2007/8
    Funding support
    by source

               Federal      $24.6M     $33.6M      $30.7M
             Provincial      $4.0M      $6.3M       $9.7M
                 Other       $5.6M      $6.7M      $12,4M
                 Total      $34.3M     $46.6M      $52.8M

    Number of                                                          Increase or Maintain
    License/Option          1          1
      (Total # / Million)   .029       .021

    Total US patents
    issued                  4          4
              (Total # /    .117       .086

    Total start up
    companies               2          4
              (Total # /    .058       .086

    Total license
    income received         $735,414   $85,784

              (Total $ /    $21,455    $1,841

Maclean’s ranks SFU 5th in attracting NSERC (79% applicant success rate versus the national average of
75%) and CIHR research funding grants at 154 grants per 100 faculty, and 4th at 42 grants per 100
faculty for SSHRC grants. These rankings are shown below.

            NSERC & CIHR Grants to Canadian Universities (Maclean’s 2004)

                                                           Grants per 100
            Ranking             University                    faculty
               1                  Toronto                       218
               2                  Alberta                       168
               3                   McGill                       161
               4                  Victoria                      160
               5               Simon Fraser                     154
               6                   UBC                          152
               7                 Western                        152
               8                 Montreal                       134
               9                  Guelph                        132
              10                 McMaster                       130

                SSHRC Grants to Canadian Universities (Maclean’s 2004)
                                                        Grants per 100
            Ranking           University                     faculty
               1                Toronto                        62
               2                 McGill                        57
               3                 UBC                           48
               4            Simon Fraser                       42
               5                Montreal                       37
               6                Ottawa                         33
               7                Alberta                        33
               8               McMaster                        32
               9                Queens                         30
              10                 UPEI                          28

         The number of patents filed and issued cumulative to the end of 2003/04 is 189 and 66
         respectively. The number of spin-off companies formed to date is 69.

    5.2 Programming

           Renewed Curriculum

         Following several years of study, consultation and planning, in June, 2004 the SFU Senate
         approved new admission and graduation requirements to ensure all SFU undergraduates in
         degree programs will take courses designed to enrich their writing and quantitative abilities
         while gaining cumulative breadth in the sciences, social sciences and humanities. The new
         admission requirements are intended to ensure that new students are well prepared to succeed
         in their courses and in their lives. These new requirements come into effect for students
         admitted to the University in Fall 2006. A new Student Learning Commons has also been
         approved and funded to provide co-curricular academic support aligned with the new
         requirements. These curricular changes and improved academic supports will continue to
enhance the SFU undergraduate experience, better prepare students for graduate studies, and
improve their career prospects.

  Development of Applied and Professional Programs

Success in our knowledge-based society requires the pursuit of life-long learning and results in
an increasing demand for applied and professional programs. At present, this demand is
concentrated in four areas: high technology, business and public administration, health and the
health professions, and teacher education. SFU is well positioned to respond to the demand in
each of these four areas.

The Province’s “Double the Opportunity” initiative has created both challenges and opportunities
in IT-related fields of study. The Schools of Computing Science, Engineering Science and
Interactive Arts and Technology continue to grow with the influx of new targeted funding.
Although the DTO enrollment targets are not being met, the faculty in these Schools are
teaching computer science and computer engineering courses to students from other Faculties,
and conversely DTO students take many service courses and electives from other Faculties.
Efforts to increase DTO enrollments include the rebalancing of the enrollment plan to allow
Engineering Science to enroll more FTEs and to develop new programs that fit the DTO
definition for example the new programme in Geographical Information Systems.

The table below indicates the numbers of SFU students in the DTO programs.

Table 3 - Double the Opportunity enrollment

                            Baseline     Current data                 Performance Targets
                            2001/2       2004/5                 2005/6     2006/7        2007/8
 Students in strategic                   Target    Achieved
 skill programs –
 (Comp Science, Elect &
 Computer Engineering)
                Burnaby          1,013    1,499         1,152      1,661        1,687        1,687
                 Surrey                     300           362        400          400          400

                    Total        1,013    1,799         1,514      2,061        2,087        2,087

The new Master of Public Policy program extends SFU's tradition for interdisciplinary
programming and provides critical links to faculty research. In conjunction with this new
program, the Faculty of Arts and Social Sciences also has created a Centre for Public Policy
Research to focus, strengthen and stimulate research in the area.

Current levels of demand for undergraduate Business programs remain high, but enrolment for
the MBA has levelled off considerably, creating fiscal challenges for the Faculty. The shortage
of skilled faculty in the discipline makes the cost of attracting faculty very high.

It is anticipated that a significant teacher shortage will develop within BC over the next decade.
To address this, the Faculty of Education will build on its reputation and its history of working
creatively and collaboratively with school districts, universities and community colleges. A
number of new professional program initiatives are under development in the Faculty of

         SFU acts in partnership with our public schools to serve BC’s children and youth. As a major
         educator of teachers in the province, the Faculty of Education has a longstanding and personal
         relationship with those who teach and administer these schools. Over the years, thousands of
         “faculty associates,” seconded teachers who spend two or more years in the FOE as teacher-
         educators, provide much of the staffing for our Professional Development Programs.

         Our graduate diploma field programs and graduate degree programs are other vehicles for
         connecting teachers and other school personnel with the Faculty of Education. Our cohort-
         based doctoral program in educational leadership prepares leaders for all levels within the
         education sector as well as other human service organizations in Western Canada. This
         respected program is expanding its geographical reach around the province while expanding its
         staffing to cover a wider range of leadership specializations.

         The creation of the new Faculty of Health Sciences affords many new opportunities for the
         development of continuing professional education. The research and teaching programs
         developed within the Faculty will share its defining essential feature: the integration of social
         and natural science research with population outcomes, social application and policy analysis.
         By adopting this integrated approach, SFU will distinguish itself from the traditional medical
         school and establish itself as an innovative and important presence in health research and

   5.3 Internationalization
International students enrolled at SFU are charged tuition fees made up of three components. The first is
a fee equivalent to the domestic tuition fee, the second covers an equivalent to what the provincial grant
provides for domestic students, and the third is a charge for capital requirements and overhead.

Internationalization of higher education in Canada has become an imperative as global forces reduce the
size of the world and increase the need for culturally informed graduates. The universality of access to
knowledge in the information age, the competitive nature of world trade and the increasing rate of cultural
exchange dictate that the international dimension of higher education must keep pace with global
changes. Internationalization is essential for the University to fulfill its mandate to create and share
knowledge and to provide a learning environment that prepares students, faculty and staff to function
effectively in an increasingly integrated, global environment.

Developing global citizens through higher education requires real global experience. Enriched
understanding of languages, cultures and the complex, important global processes described above
require immersion in foreign cultures and their academic institutions in non-English speaking countries.
Already, SFU graduates who have participated in international activities will have academic, language
and cultural skills that would not be possible from studying at SFU’s campuses. These attributes would
be increased and enhanced through increased frequency and duration of academic activity and everyday
life outside Canada.

SFU’s statement on Internationalization for the New Millennium includes:
  •    an institutional framework for enhanced internationalization at SFU, within which each Faculty
       can develop its own goals and strategies to internationalize; and
  • goals and strategies for key international initiatives that cross Faculty lines.

Other elements of internationalization at SFU include:
   •   internationalizing the curricula;
   •   internationalizing student recruitment;
   •   SFU student mobility (field schools, exchange agreements);
   •   faculty/staff mobility;
   •   internationalizing the delivery of curricula;

   •   cooperative development projects and contract education; and
   •   internationalization statements at the Faculty level.

In 2005 SFU will launch a Dual Degree Program in partnership with Zhejiang University (ZU) in China.
This program will have annual cohorts of Canadian and Chinese students from both SFU and ZU.
Students will study Computing Science in English at SFU and in Chinese (Mandarin) at ZU. At the
completion of the five-year program they will receive degrees from both universities.

The initial target is a program cohort of 72 students each year, roughly half Canadian (38) and half
Chinese (38). It is planned that by 2009/10 a steady state of total enrollments of 300 would be reached.
These international students (Chinese) are in addition to the 10% of total enrollments as agreed by
Senate previously.

SFU continues to work to establish the administrative structure and fee arrangements that will enable it
to achieve the 10% participation goal of international students. Current undergraduate enrollment of
International Students is at 8% of total undergraduate enrolment (as shown in the following table).

Table 4 - International Student Undergraduate Enrollment (FTE)

                           Baseline     Current        Performance Targets
                           data         data
                           2001/2       2004/5         2005/6      2006/7     2007/8

       Total u/g           15,588       15890          16234       16568      16935
       student FTEs
       International                     1281          1450        1644       1694
       % International                       8%          8.9%        9.9%        10%

   5.4 First Nations

SFU will continue to provide educational opportunities for First Nations peoples and communities and will
improve University infrastructure to support First Nations programming. Recently a Special Advisor and
Director of Aboriginal Affairs, in the Office of the Vice-President, Academic has been appointed. This
position is the first of its kind in Canada. SFU has committed to the development of a First Nations
University-wide vision and strategic plan. This includes consulting with First Nations communities to
increase culturally relevant programming.

SFU will continue to develop programming and collaborative partnerships with First Nations communities
and will also continue to recruit First Nations faculty, increase the number of First Nations students and
support them through awards and bursaries.

SFU will also continue to recruit First Nations faculty, and to increase the number of First Nations
students and support them through awards and bursaries.

The table below indicates that the number of First Nations students have grown by 7% for the year
2003/4. An objective in the Academic Plan is to increase this number to 678 by 2007.

 Table5   - First Nations Enrollment & Faculty

     First Nations Enrollment          2002/3      2003/4       2005/6    2006/7    2007/8
                             Number    452         485          549       613       678

     First Nations Faculty             2002/3      2003/4       2005/6    2006/7    2007/8
                                CFL                3            4         5         6
              Limited term Lecturers               2            2         2         2

    5.5 Students

SFU has an exceptional complement of students. In the Maclean’s comparison group for comprehensive
universities, SFU students have the third highest average entering grade, and we score fourth in terms of
the percentage of first-year students arriving from high school with averages of 75% or higher. Over the
past five years the academic excellence of our undergraduate student population has been increasing. In
1996, the average entering grade of high school students was 82.8%. It is now 85.5%. Similar increases
are noted for the proportion of undergraduate students with high school averages of 75% or higher: 95.3%
in 1996, 97.6% in 2004. Although these statistics represent a standard of excellence of which SFU can be
duly proud, they also speak to a serious and ongoing problem with access for highly-qualified applicants
who cannot gain admission to the University as a result of funding shortfalls. SFU continues to seek
solutions to the severe access problems by working with government and other post-secondary

The table below lists the Performance Indicators as required by the Ministry of Advanced Education with
regard to Capacity and Access.

Table 6 - Capacity and Access (SFU)

                                       Baseline    Current            Performance Targets
                                       data        data
                                                                2005/6     2006/7    2007/8
     Total student spaces              2001/2      2004/5
                                       15,588      17,489       17,906     18,343    18,844

     Number of degrees/dips/cert
     awarded                           4,480       4,785        4,682      4,749     4,816

     BC post-secondary graduate        2001/2      2003/4
     rate                              83.6        85.3

     Activity between May &            2003/04     University
     August                            SFU         Sector
                                       21.7%       15.9                      21%

     BC participation Rates            2003/4
                         18-29 yrs     44.5%       n/a

     GPA cutoff                        2003/4
                         Direct Entry    83%         80%                   75% by 2010
                           Transfers     2.6         2.7                    2 by 2010

SFU's fall 2004 intake saw a 25% increase over 2003 in the number of BC 12 students with 90% or higher

Over the course of the next three years, SFU will continue to move strategically to increase its share of
BC's top scholars. SFU has more effectively focused communication in its recruitment publications,
presentations and communications follow-ups with prospective candidates for Diverse Qualifications,
through which category we seek to admit students who meet our minimum admission standards while also
demonstrating unusual commitment and excellence in other endeavours and/or who have succeeded in
their studies despite difficult circumstances.

The utilization of SFU facilities during the period May to August is the highest in the province and has
been calculated at 21.7% for 2003/04.

Improved retention requires the development of the distinctive programs, curriculum and pedagogy
discussed earlier. It also requires that we provide student services and support that add quality to the
campus experience beyond that supplied by for-credit learning. Priority has been given to achieving a
significant increase in our student assistance budgets, to providing increased access to affordable student
residences, and to providing increased funding to other student services commensurate with practice at
other universities.

SFU will continue to make significant improvements in a number of areas, including enhancing recruitment
strategies, promoting our programs and research excellence more effectively, improving our scholarship
and student financial support and developing a student-oriented community that is attractive to
prospective students.

Facilities for students are continually being improved. Residence spaces will have been increased by over
40% by September 2005. A 300 seat dining hall has been built; a new gymnasium and fitness centre will
open next year, and a new turf field will become available.

A number of Centres have been opened, including; the Centre for Students with Disabilities, the First
Nations Student Centre and the Student Development & Programming Centre.

SFU’s Board of Governors recently approved the budget for the SFU Student Learning Commons. SFU
will establish an academic learning centre connected to, and in support of, the ongoing curriculum project.

SFU graduates indicate very high levels of satisfaction with the personalized instruction and mentoring
they receive over the course of their educational programs. In meeting its goal to develop an enhanced
learner-centered environment for students, SFU must continue to explore ways for facilitating interaction
between scholars and students.

The table below shows the results of student surveys which indicate the degree of satisfaction with the
programs taught at SFU.

Table 7 - Student Satisfaction at SFU (Source: BC University Graduate Outcome Survey)

                                        Baseline   Current             Performance Targets
                                        data       data
                                                                2005/6 2006/7       2007/8
            Student satisfaction
                        Education       2001       2003
                                        96.7%      96.7%                         90%
               Quality of Instruction   2000       2002
                                        96.9%      97.3%                        90%

                                      Baseline     Current              Performance Targets
                                      data         data
                                                                2005/6         2006/7        2007/8
            Student outcomes          2002         2003
                    Written comm.     84.2%        87.1%
                       Oral comm.     83%          85.6%
               Group collaboration    78.2%        74.7%
                  Critical Analysis   90.5%        89.9%                           85%
                Problem resolution    73.6%        69.6%
                        Reading &     86.9%        85.9%
                     Learn on own     91.1%        89%
                           Average    83.9%        83.1%

The University remains concerned that only 59% of undergraduate students report they are getting all of
the specific courses they want, and only 86% of students get the number of courses they want each
semester. Over the course of the next three years, SFU will strive to achieve an ultimate goal of more than
90% of students able to register in the number of courses they would like, and 75% of students able to get
the specific courses they want. However, the current levels of provincial funding will make this extremely

SFU strives to provide students with the knowledge and skills they need to participate effectively in
society. To assist them in being successful in their employment, we believe that it is very important to
provide students with work experience related to their fields of study. Over the period covered by this
Service Plan, improving Co-operative Education opportunities for our students will be one of our priorities,
as will be the development of other non-Co-op work experience opportunities.

The high correlation of what is learned at SFU and what is used in the work place is reflected in the survey
results shown in the following table.

Table 8 - Student Assessment of usefulness of knowledge and skills in performing their jobs

                                        Baseline     Current             Performance Targets
                                        data         data
                                        2002         2003        2005/6       2006/7         2007/8

           Student assessment of
           knowledge & skill            90%          90.6%                         90%

Since 1965 SFU has conferred 87,654 credentials on its students. Of this number 72% are Bachelor
degrees, 11% Masters and 2% Doctorates. The balance being Honours degrees, Certificates and

The degree completion rate is detailed in the following table. For Direct Entry the assessment is done after
a 7 year period and a 5 year period for Transfer students. Of the Transfer students 87.6% of them were
either satisfied or very satisfied with their transfer experience.

Table 9 - Degree Completion and Transfer Satisfaction

                                      Baseline     Current       Performance Targets
                                      data         data
                                                               2005/6     2006/7    2007/8
          Degree completion           2003/4
          rate (All students)
                       Direct Entry   65%          n/a

                           Transfer   71%          n/a

          Student Satisfaction        2002         2004
          re Transfer                 90.3%        87.6%                     90%

The British Columbia Council on Admissions & Transfer monitors transfer agreements between post
secondary institutions and as at March 31, 2005 SFU was receiving transfers from 18 other institutions
and send to 4 institutions. In total SFU recognizes 6,506 courses from other institutions.

SFU, through its very flexible approach to student course loads and its enrollment-by-semester allows
students to continue their education while earning a living. This flexibility tends to extend the period from
initial registration to graduation.

The unemployment rate for SFU graduates was measured at 5.4% in 2004 as calculated from the
Baccalaureate Graduate Survey. The associated provincial rate is 12.2%.

    5.6 Faculty Retention

Canadian universities confront a major faculty recruitment and retention problem. A report prepared for
the University Presidents’ Council of British Columbia predicted more than 2,200 faculty positions will turn
over in the next decade due to retirement and attrition. At Simon Fraser University alone, 390 faculty
(49%) of the faculty complement will turnover in the next decade. In the past three years, SFU has hired
156 new faculty members.
In addition to this high level of renewal at SFU, it is further predicted that the faculty complement will grow
in excess of 150 to 200 faculty positions over the decade as our enrolment expands due to access
targets, new program development and new campus creation. The largest number of renewals due to
retirements is predicted in the Faculties of Business Administration, Education and the Arts and Social
Sciences. Faculty complement growth due to program expansion will be most keenly noticed in the new
Faculty of Health Sciences and in the programs being developed at the Surrey campus.
Over the past few years, SFU has engaged in several efforts to increase our recruiting and retention
success. A New Faculty Recruitment Incentive program was established that an increased salary for the
first three years of a faculty member’s appointment at the University, and a Retention Award Fund was
established to assist in the retention of outstanding faculty. Programming in support of new faculty has
been expanded and we are currently developing enhanced support for all faculty and academic
administrators. Further we are in the process of developing new electronic information and learning
communities for our faculty.
SFU is recruiting more female academics, with the proportion of females in the faculty complement as of
April 2005 standing at 30.5%. We are hiring a growing number of international PhDs given the
increasingly competitive hiring market, the international nature of academia, and Canada’s shortage of
PhD candidates in some disciplines. The table below provide a more detailed view of SFU’s recruitment
activities by work gender.

Table 10 - Proportion of Women in Faculty Complement

                                       Proportion of Women in         Female Representation in
                      Year                  Total Faculty                   New Hires
                     1998/99                    24.7%                           33.3%
                     1999/00                    26.2%                           39.4%
                    2000/01                    27.2%                          28.8%
                    2001/02                    28.8%                          30.2%
                    2002/03                    29.8%                          35.0%
                    2003/04                    28.6%                          29.2%

    5.7 Community
In keeping with long-standing practice and its key institutional values, SFU will continue to build on its
tradition of active and responsive partnership with the communities it serves. SFU now offers credit and
non-credit courses through its three campuses in Vancouver, Burnaby and Surrey, creating a “learning
corridor” served by the Lower Mainland’s Skytrain system. Some of the community-related projects in
which SFU will be working closely over the period of this Plan are outlined below.

    •   Vancouver’s Downtown Campus

SFU began its historic involvement with Vancouver’s downtown campus in the early 1980s by pioneering
mid-career professional education using a storefront centre. Our Vancouver campus at Harbour Centre
currently serves over 70,000 people annually, of whom 10,000 are students enrolled in credit and non-
credit courses. With the recent additions of the Morris J. Wosk Centre for Dialogue and the Segal Centre
for Graduate Business Studies, SFU will have committed approximately $50 million to the establishment
and improvement of University facilities in the downtown core. Its expanded presence will allow SFU to
offer significant enhancements to its academic and other community-related services throughout
Vancouver’s downtown. These include:
    •   Continuing to explore ways to locate the School for the Contemporary Arts within a cultural
        enclave located in the Downtown Eastside;
    •   Expanding its innovative credit and non-credit programs (e.g., Seniors Program, HIPPY Program,
        City Program) to a wider audience;
    •   Creating new venues for community consultations, meetings and events.

•   Burnaby

As one of Burnaby’s major employers, SFU has been an active institutional citizen of Burnaby since its
creation in 1965. SFU’s new residential development, UniverCity, promises to strengthen further the
University’s ongoing relationship with its municipal partner and neighbour. The University and Burnaby
also collaborate in various research ventures, and ongoing communication is facilitated through the SFU-
Burnaby Liaison Committee.

•   Surrey and the Fraser Region

SFU is continuing its rapid expansion of the SFU Surrey Campus with the student headcount (graduate
and undergraduate) growing from 1,350 in September 2004 to over 4,000 by September 2009. This
growth will result from the introduction of distinctive undergraduate and graduate degree programs and
from further expansion of the 3 first year cohort programs offered by the Faculties of Applied Science,
Science, and Arts and Social Sciences. SFU Surrey will also increase the selection of non-credit
programs and course offerings at the Surrey Campus. By 2009, all six SFU Faculties will be offering
programs at the Surrey Campus and the portion of graduate students will approach 20 percent of the
student population.

SFU Surrey continues to work cooperatively with its sister post-secondary institutions (Kwantlen University
College, the University College of the Fraser Valley, and Douglas College) and with the Surrey School
 District. SFU Surrey’s connection to the diverse communities in the South Fraser region is a key focus
 and the Campus will continue to increase the number and range of its collaborations with educational,
 business and other organizations.

6.    Goals

       6.1 Academic Goals

     SFU academic planning is on a three year cycle. The goals shown below were derived based on the
     achievements of the earlier three-year plan of the Vice President, Academic for 2001 – 2004 entitled
     “Flexibility & Responsiveness.” That plan outlined seven goals; to a large degree, those goals were
     realized. The details of these achievements are described in the Three Year Academic Plan 2004 –
     2007, developed in June 2004 and appended to this document.

     Goals, priorities and initiatives for this planning period have been identified by reaffirming our basic
     values and responsibilities to our students, to society and to our immediate community. Accepting that
     the Vice President, Academic and the Faculties will work closely with the Vice President, Research in
     developing and implementing a plan for Research activities, these goals concentrate on issues that
     most clearly fall within the purview of the Vice President, Academic and Provost.

     Progress in achieving the goals mentioned below is considered to be exceeding our original
     expectations. For example, the establishment of the Faculty of Health Sciences is well ahead of
     schedule with faculty being appointed, and the launch of the MSc in Population and Public Health and
     the development of the BA in Health Sciences well advanced. The Surrey campus expansion is
     progressing very well, the new undergraduate admission and graduation requirements are being put in
     place, a strategic plan for Research is being developed, a Special Advisor on First Nations has been
     appointed, and a number of initiatives are underway to support First Nations programming.

        GOAL 1
        •     To successfully establish and integrate the Faculty of Health Sciences within SFU.

                  • Achieve the Faculty hiring plan and establish a faculty complement of 14 by
                     2007, which includes 4 CRCs
                  • Establish undergraduate, Masters and PhD programs, building towards 400
                     undergraduate FTEs and 150 graduate FTEs for a total of 550 FTE students by
                  • Define and construct the space as required
                  • Increase health-related research funding by $2 million annually by 2007
                  • Put the student work experience and affiliation arrangements in place
                  • Establish Continuing Studies programs regarding global health and rehabilitation

        GOAL 2
        •     To develop and integrate the Surrey Campus into SFU

                  • Recruit and retain students, faculty and staff for the campus to 1,423 FTE
                    domestic students and 140 international students and approximately 70 faculty by
            •   Ensure student services are provided at equivalent service levels to those on the
                Burnaby campus
            •   Develop distinctive undergraduate Surrey programs in all Faculties and, in particular,
                establish integrated cohort base programs in the Arts and Sciences
            •   Establish research and graduate programming in Education, Arts and Sciences, as
                well as new research programs in Health Sciences and Business
            •   Ensure Library services are provided at suitable levels
            •   Establish a range of credit and non-credit course offerings and community outreach
                initiatives through Continuing Studies
            •   Expand the Applied Sciences research, graduate and undergraduate foundation

•       To continue activities to Support the Double The Opportunity (DTO) Program.

                • Recruit and retain students and faculty to targeted levels of 944 undergraduates
                   and 134 graduates
                • Ensure all identified programming is classified as DTO where appropriate and
                   develop new programs that fit DTO criteria
                • Facilitate construction and occupancy of TASC 1 by 2005/06
                • Identify and support initiatives that examine technology in its social context


•       To implement the new undergraduate admission and graduation requirements

                • Support and fund efforts to develop and implement the Writing, Quantitative and
                   Breadth courses into the regular curricula
                • Establish a task force to consider whether a Student Learning Centre should be
                   established and, if so, what its role should be
                • Consider and implement, where appropriate, the recommendations of the Language
                   Coordinating Committee
                • Enhance student career and counseling services

    GOAL 5

    •   To work with the Vice-President, Research to enhance SFU’s research capacity

                • Identify and support major multidisciplinary and interdisciplinary research
                • Encourage multidisciplinary and interdisciplinary research and teaching,
                   particularly between the sciences/applied sciences on the one hand and the
                   social sciences/humanities on the other
                • Support the development of one or more internationally recognized research
                   ”centres of excellence”

    GOAL 6

    • To support and pursue opportunities to provide educational opportunities for First

            •   Support new program development for First Nations
            •    Recruit and retain First Nations students to increase First Nations students by 50% by
            •   Recruit First Nations faculty
            •   Improve access to University courses and programs by First Nations students by creating
                bridging opportunities
            •   Encourage and focus effort to advance First Nations cultural issues
            •   Support the Chief Dan George Centre for Advanced Education
            •   Support the Senate guidelines on First Nations
            •   Expand the capacity and improve University infrastructure to support First Nations
            •   Support continued programming in Kamloops


•   To maintain and enhance SFU standing as a major international University

            • Support SFU International’s strategic plan
            • Encourage the development of international components to the curricula
            • Support the establishment of the Centre and School for International Studies
            • Support the creation of international research and education partnerships
            • Encourage and support university-wide initiatives to engage in international
               development projects
            • Increase the enrollment of international students from a broad cross-section of
               countries to 10% of total enrollment by 2007


•   To effectively manage major academic capital requirements

            • Address the space deficit at the Burnaby campus and focus on the teaching and
               research space requirements in relation to enrollment growth targets and
               increasing research needs
            • Develop additional space at the Vancouver campus, particularly for
               Contemporary Arts
            • Support the development and deployment of space at the Surrey campus
            • Monitor opportunities that develop for the Great Northern Way campus


•   To improve service levels to Students, Faculty and Staff

            • Exploit the potential of all new systems and technology to reduce workload in
               academic departments
            • Optimize the use of teaching space by implementing recommendations made by
               the Course Accessibility Implementation Committee
            • Improve service to students, potential students and faculty by utilizing the full
               potential of SIMS.
            • Implement new financial planning and control processes


        •   To support succession planning

                     • Encourage the mentoring of new and mid-career faculty in the full range of
                        professional responsibilities
                     • Consider options to extend ”post-retirement” opportunities
                     • Provide additional support for faculty who serve in administrative capacities
                     • Support conditions for retention and enhancement of support staff

    6.2 Community Goals

SFU has long been regarded as an exemplar of community collaboration and partnership. We plan to
increase our attractiveness as a partner for community programming locally, nationally and internationally

    •   continuing to develop innovative new collaborations with other post-secondary institutions in BC;
    •   enhancing our partnerships with First Nations communities and offering new programming for
        First Nations students (for example, our joint program with the University College of the Cariboo);
    •   extending our credit and non-credit course offerings to SFU’s Surrey campus;
    •   continuing to expand offerings of our specialized curriculum into our communities;
    •   establishing a presence for the School for the Contemporary Arts in downtown Vancouver;
    •   building on our established presence as a resource for community dialogue;
    •   engaging in collaborative research ventures with the City of Burnaby
    •   building our strength in teacher training within BC’s schools.

 7. Financial Outlook
In 2004/05 SFU suffered a funding shortfall of $3.4 million. This was offset by a budget cut of 1.3% to
operating units across SFU. Based on projections for provincial funding, a shortfall of $7.5 million is
expected in 05/06 and further shortfalls of $10.1 million and $12.3 million anticipated for 06/07 and 07/08
respectively. If unaddressed, these shortfalls would result in an operating deficit of over $33 million by the
end of 2007/08.

To present a 2005/2006 budget that took into account the provincial mandate to limit tuition fee increases
to the rate of inflation, the University reassessed its budget model and, through a rigorous iterative
process involving senior academic and administrative officers, the budget shortfall was reduced from $4.7
million to $3 million. This required a number of tough decisions to cut planned expenditures and resulted
in reductions to certain key areas such as student recruitment, and facilities and grounds maintenance, as
well as cut-backs to other support activities, including delaying the appointment of key administrative
personnel across all Vice Presidential areas.

It is hoped that discussions with the Province over the next several months will lead to the restoration of
the full funding requirements for growth, inflation and strategic needs and reduce this shortfall to zero.

    7.1 Operations

Revenues for 2005/2006 are expected to reach $303,210,000. This represents an 8.4% increase over last
year. Of this total 53% will come from the Provincial Grant and 36% from levied tuition fees for credit
bearing courses. The increase from 2004/2005 is due to a 2.4% increase in enrollments (417 Full Time
Equivalent students) and the application of a general tuition increase of 2%. Of the 8.4% increase, 6.6%

could be attributed to growth and 1.8% to inflation. Investment income, including the Harbour Centre
Annuity accounts for 2.2% of total revenue, and non-credit fees another 2%.

Expenses for 2005/06, subsequent to the drastic reductions noted above, are anticipated to exceed
Revenue by $3.03 million. This amount is expected to be funded by the Province as we have been
advised that the financing of universities is to be investigated over the next few months. However, in order
to show a balanced budget this amount has been funded from internal sources and included below.

The assumptions used in the forecasts for the next two years are as follows:
• Grants as per Budget letter
• Enrollment to grow in accordance with Plan, i.e., 2.4% and 2.7%
• Tuition fees to increase as in 05/06
• Salary and benefits increase according to growth and inflation
• Other operating costs increase at the inflation rate


                                                      2005/06    2006/07     2007/08
                                                      Budget     Forecast    Forecast
Operating Grant from Province                         161,373     162,607      166,861
Transitional Funding from Province (One Time)           2,772
Other Provincial Grants                                   450         450          450
Federal Grant                                           1,335       1,335        1,335
Tuition Fees                                          116,100     121,264      127,029
Other Student Fees                                      5,847       6,107        6,397
Investment Income                                       6,574       6,814        7,066
Other External Revenues                                 8,759       8,934        9,113

Total Revenues                                        303,210     307,511      318,251

Salaries and Benefits                                 207,203     216,419      226,708
Library Acquisitions                                    7,806       7,962        8,121
Student Financial Assistance                           15,269      15,948       16,706
Other Operating Costs                                  75,962      77,318       79,031

Total Expenditures                                    306,240     317,648      330,567

Annual Shortfall                                       (3,030)    (10,136)     (12,315)
Shortfall covered from 'one time' reserves               3,030
Balance                                                      0

Shortfall Analysis
04/05 Shortfall                                        (3,400)
05/06 Shortfall                                        (3,030)
05/06 Cuts to activities/initiatives                   (1,715)
'One time' Provincial Funding                          (2,772)
TOTAL DEFICIT - CUMULATIVE                            (10,917)    (21,053)     (33,369)
The under funding analysis totaling $10.9 million for this year includes the shortfall from 2004/05 which
was provided for by a budget cut across all SFU operating units. This amount was $3.4 million. In the
2005/06 year there are three amounts that need to be considered, the first being $3.03 million which was
funded from internal sources, the second being the $1.715 million from activities that were not funded and
the third relates to the $2.772 million that was funded by the Province on a ‘one time bases’ only.

      7.2 Capital

Simon Fraser University’s ability to carry out its mission is constrained by a space shortage. We are presently
at 84.5% of the space we need relative to the BC space planning standards. As we continue to accept
students to meet the Ministry’s goal to increase the number of student spaces, this situation will worsen at a
rate of approximately 2.5% per year. The shortage of basic accommodation affects all facets of the
University’s activities as the shortage is equivalent to the space in two major buildings. It is imperative to
consider the funding of planning and construction for new major projects to be ready for use as soon as

The targeted enrollment growth of an additional 720 students on the Burnaby campus by 2006/07 will
significantly increase the pressure on the space available relative to the standard. The targeted growth for
07/08 for SFU—excluding Surrey is 142 FTEs. The SFU Surrey campus will accommodate an additional 773
undergraduate students by 2006/07. Targeted growth for Surrey for 07/08 is 359 FTEs.

It is assumed that facilities needed to accommodate normal and/or targeted enrollment growth will be funded
by government in accordance with the BC Space Standard and the Unit Rate Budgeting methodology, as
adopted by the Ministry of Advanced Education.

Below is a list of the major capital projects SFU is currently involved in.

(a)      Major Capital Projects Over $50 Million

         Surrey Campus ~ $69,900,000
         This facility is under construction. To be completed Sep 2007.

         Technology and Science Complex 2 (TASC2) ~ $50,600,000
         This facility is under construction. To be completed September 2006.

(b)      Other Major Capital Projects

         Student Residences ~ $38,500,000
         This facility is under construction. To be completed May 2005.

         Segal Graduate School of Business ~ $17,800,000
         This facility is under construction. To be completed September 2005.

         Gymnasium Expansion ~ $16,000,000
         This facility is under construction. To be completed May 2006.

         Technology and Science Complex – Module 1 ~ $25,700,000 (AVED $23,060,000, SFU $2,640,000)
         This facility is under construction. To be completed September 2005.

         Renovations as a consequence of occupying TASC/1 ~ $3,600,000
         These renovations are in design. To be completed by January 2006.

    Arts and Social Sciences Building ~ $30,000,000
    This facility is under construction. To be completed September 2006.

    Utility Infrastructure Upgrade ~ $4,600,000 (AVED $2,800,000, SFU $1,800,000)
    Existing portions of the campus presently intended for immediate development require extension of
    utility services and roadways to accommodate the proposed developments. This project is the first
    portion of a total funding requirement of approximately $15,000,000.

    School for the Contemporary Arts Building ~ $46,500,000
    Negotiations with a private sector developer and the City of Vancouver are underway.

    Parkade ~ $45,000,000
    This is a future project in preliminary planning.

    Boiler Plant Replacement/Library Expansion ~ $10,000,000
    This is a future project in preliminary planning.

    Athletic Fields up to ~$5,000,000 by others
    The first of a possible four fields has been completed. Discussions are underway for additional

    Chancellor Gymnasium Seismic Upgrade ~ $4,000,000
    This project is on hold pending funding.

    Diamond University Centre/Alumni Centre ~ $1,200,000
    This project is under construction. To be completed May 2005.

    ASSC2 - Health Sciences ~ $41,500,000 (AVED $34,500,000/SFU $7,000,000
    This project is in design. To be completed September 2007.

    Surrey Expansion including Science Facilities
    Preliminary planning – $100,000,000 placeholder for 1,000 FTE. To be completed
    in 2010.

8. Conclusion
  SFU is an institution experiencing enormous change brought about by sudden growth and a number
  of strategic and tactical initiatives aimed at bringing about significant improvements.

  SFU will grow by about one-third in the next five years; accommodating this growth places pressure
  on all the University’s resources. A new Applied Sciences Building (TASC 2) will open next year on
  Burnaby Mountain, as will a new Arts and Social Sciences complex (ASSC 1). A new Health
  Sciences building is also approved for which construction will begin in 2006. Two floors of the Surrey
  campus are now complete and the new Segal School of Graduate Business will open in Vancouver
  this fall.

  New programming to support this growth is at an advanced stage, as is the appointment of additional
  faculty. The University is focused on continuous improvements to the services it provides students
  and the community at large. New information systems are in place and the full functionality and
  efficiency of these developments will be realized in due course.

  A significant gap remains to be addressed between University’s revenues, particularly between the
  Provincial grant, and its operating expenses. If this gap is not closed Simon Fraser University will
  face a profound challenge to its commitment to provide excellent education and services to students.

List of Appendices:

Appendix A
Summary of Statistical tables included in this Plan/Report.

Appendix B
The President’s report for 2004 ‘Fast Forward’ also available on the Internet at:

Appendix C
The Three-Year Plan of the Vice-President, Academic covering the years 2004– 2007 also available on
the Internet at:


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