Kathy Kielly
                Paul R. Madak
Dean, Student Success & Enrolment Management
                   April 2007
 Introduction and Context

 UNBC: 4100 Students
– Undergraduate 3600
– Graduate 500
– Alumni 5500
– Student body 70% Northern BC;
 23% Southern BC; and 7% Other
      Introduction and Context (Continued)

• Regional Mandate – 5 Campuses in addition to
  Prince George
  –   Terrace
  –   Fort St. John
  –   Quesnel
  –   Prince Rupert
  –   WWN – Affiliate Campus in the Nass Valley
  –   Approximately 500 students attend courses in the
• SCT Banner School
     Introduction and Context (Continued)

• UNBC is 15 years old
• Could not be all things to all people
• Needed to be innovative
• Wanted a wider array of academic options for
• Focus needed to be on building capacity within
  communities in the North, particularly First
• Emphasis on going where students are
     Introduction and Context (Continued)

• Priority admission and full 60 semester credits to
  students transferring with an Associate in Arts or
• 90 credit transfer credit policy
• 30 Upper Division credit residency requirement
• a transfer student is defined as presenting 15
  credits of acceptable study with a 2.0 gpa
• Approximately 40% of our students are transfer
        Number of Strategies Developed

•   University to University Partners
•   University to College Partners
•   University to Institute Partners
•   University to College to Community Partners
     Purpose of this Presentation

– Discuss partnerships that have been
  established between UNBC and other
  institutions and communities
– Discuss benefits and challenges of developing
– Discuss benefits and challenges for students
  who take advantage of these partnerships
– Present recommendations to institutions who
  are considering developing partnerships
– Respond to questions
                        Example Partnership
                       University to University
•   Bachelor of Applied Science in Environmental Engineering between UNBC and UBC

    - A 2+2 program of study + capstone semester at UNBC
    - includes: 2 year foundations in math and basic science (UNBC)
    - 2 year education and training in Engineering fundamentals,
          analysis and design (UBC) and a one semester capstone experience
          in practical environmental engineering problems (UNBC)
    - administered by UBC Faculty of Science and UNBC College of Science
          and Management
    - First in-take 2002, first graduates 2007
    - Both institutions award the credential
    - Administrative structures
           o Joint Board of study
           o Joint decisions on admissions criteria
           o Degree appears in both calendars
           o Co-op administered through UBC
           o Both partners require accreditation
 Bachelor of Applied Science (Continued)
- Challenges
    o Student records
    o Recruitment - Initially enrollments were low
    o Reserve seating in high demand science courses at UNBC
- Successes
    o Great collaboration by both institutions. For example, the need for
      the program was identified by both institutions who then jointly
      developed the proposal for the new degree – only degree of its type
      in BC.
    o Enrollment is improving
    o Convocation of the first students in May 2007
    o Accreditation issues resolved collaboratively
             Example Partnership
             University to College
• Bachelor of Science in Nursing between UNBC
  and CNC/NWCC (4 year Northern Collaborative
  Baccalaureate Nursing Program)

• A 2+2 program of study
• Years 1 and 2 at CNC (PG or Quesnel) or
  NWCC Terrace
• Years 3 and 4 at UNBC (PG, Quesnel or
           Example Partnership
      University to College (continued)
•Developed to address shortage of health care
professions in BC
•First intake to CNC PG 1997; CNC Quesnel 2002;
NWCC Terrace 2005
•First Nursing Degree Graduates 2001
•UNBC awards the degree
•Administrative Structures
o Significant collaboration at the Committee level
o Joint curriculum and admission criteria
o Students must meet UNBC Academic Standing & Continuance
o Admission decisions delegated to Colleges in 2007
              Example Partnership
         University to College (continued)
• Student Records
• Different culture between University and Colleges
• Staffing challenges. Nursing Faculty are difficult to find.

• Cooperation of the Northern Health Authority with clinical
• Increasing number of coursed being offered on the web.
             Example Partnership
        University to College (continued)
• A number of theory courses are being offered in a
  compressed manner.
• Built on success of CNC/UNBC collaboration to include
  northwest region.
• Greatly enhanced the capacity of nursing in the North.
                Example Partnership
                University to Institute
• Bachelor of Fine Arts between UNBC and Emily Carr Institute of
  Art + Design
  - Start-up September 2007
  - 60 credits from each institution; 2 + 2 design
       o Studio art from ECIAD and creative writing from UNBC
       o Most ECIAD courses will be web based, some will be face-to-
         face in Prince George and a few will be in Vancouver during the
       o Both Institutions award the credential
       - Administrative structures
       o UNBC is taking primary responsibility
       o Joint committees
       o Joint decisions on admissions criteria
     Bachelor of Fine Arts (Continued)

- Challenges
    o Dealing with MAVED to gain approval
    o Recruitment of Students
    o Too early to tell if there will be other challenges

- Successes
    o Development of the Partnership Protocol
    o Provides UNBC students access to Fine Arts Program
    o Allow UNBC to offer a BFA without a considerable investment in
    o Creates a program with National appeal
    o Fits UNBC’s Academic Visioning initiative
    o Too early to tell if there will others
             Example Partnership
      University, College, and Community
• Developmental Standard Term Certificate (DSTC)
   - Partners include Lake Babine Nation, CNC, & UNBC
      o Lake Babine Nation - Plays the lead role and is the Language
      o CNC - First and Second year Arts courses
      o Carrier Language, Cultural, and Education Courses
      o Joint registration at CNC and UNBC, however is it a UNBC
   - Administrative structures
      o   Joint committees chaired by Lake Babine Nation
      o   Lake Babine Nation responsible for Proposal
      o   All three responsible for finding funding
      o   Lake Babine Nation and UNBC set curriculum
      o   Lake Babine Nation and UNBC responsible for admissions
Developmental Standard Term Certificate (Continued)

  Lake Babine Nation

   o promote and ensure the continuation of the Lake Babine
     language and cultural knowledge.
   o given responsibility by BCCT to approach potential partners
     and develop proposal.
   o provide Gitksan input and decision-making in the quality and
     provision of education (Language Authority).
   o facilitate the promotion and development of Gitksan
     education consistent with the needs and requirements of
     contemporary life, societal trends, and future developments,
     and within Gitksan language, culture, and laws.
Developmental Standard Term Certificate (Continued)

Lake Babine Nation

 o Responsible for securing funding.
 o Responsible for identifying students.
 o Responsible to assisting with planning for social, emotional
   and academic support.
 o Responsible for monitoring and evaluating program.
 o Work with the partners (UNBC and CNC) to establish an MOU
   to provide the guiding principles for the partnership (already
Developmental Standard Term Certificate (Continued)

   – Help secure funding.
   – Responsible for providing first and second year Arts Courses.
   – Assist in the development of, and the provision of, emotional,
     social and academic supports for students in the Program.
   – Provide library supports.
   – Find instructors for Program.
   –   Help secure funding.
   –   Provide Language and Culture courses under the guidance of the
       Lake Babine Nation.
   –   Provide the Education courses established in its Education
       Program and accredited by the BCCT.
   –   Assist in the development of, and the provision of, emotional,
       social and academic supports for students in the Program.
   –   Provide library supports.
   –   Find instructors for the Program.
Lessons Learned

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