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2006 07 multi year action plan (mya)

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					2006-07 Multi Year Action Plan (MYA)
Lambton College is committed to contributing to the achievement of the Reaching Higher goals of the Ontario Government and results for access, quality and accountability identified in the Multi Year Action Plan. Achievement of these goals is conditional upon Lambton College receiving sufficient funding from the Ministry of Training, Colleges and Universities to carry out this plan.

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Appendix B: Multi-Year Action Plan for Colleges
The Ministry recognizes and appreciates that each institution has its own unique mission and objectives in the postsecondary education system. The purpose of this Multi-Year Action Plan (Action Plan) is to provide an outline of how each institution will use their total operating budget, including multi-year funding allocations from the government and increased tuition revenues, to develop and strengthen its unique mission and objectives while contributing to the achievement of the Reaching Higher goals and results for access, quality and accountability identified in Appendix A of the MYA. This Action Plan will set out your institution specific commitments for multi-year strategies, performance indicators and results designed to achieve the system-wide goals and results for access, quality and accountability, developed in consultation with faculty, staff and students. The release of the full amount of your 2006-07 funding is conditional on the ministry approving your completed Multi-Year Action Plan. Thereafter, the ministry will review your Action Plan annually to discuss progress made on the commitments outlined in your Action Plan. The release of the full amount of your 2007-08 and 2008-09 allocations will be conditional on your institution confirming that it is on track for meeting its commitments, or the approval of an improvement plan by the ministry. This annual review will also allow for revisions needed to accommodate the input and advice of institutions and the Higher Education Quality Council of Ontario (HEQCO) with respect to the best way to measure performance and ensure the accountability of colleges and universities. College Specific Mission and Objectives Your college’s mission or objectives are identified in your strategic and business plans. Please confirm that these are still current or note any modifications in the box provided. This may relate to your programming priorities, institutional culture, or student profile: Lambton College’s Strategic Plan states the vision for the College is to provide “Quality, career focused education and world class specializations, providing the bridge to a global society”. The Mission of the college is Student and Community Success, achieved by: • offering high quality, accessible programs and services, • providing innovative applied learning and research opportunities, • fostering a caring attitude and enterprising spirit, • focusing on tomorrow’s employer and community needs. Lambton College’s Strategic Priorities are: • Academic Excellence • Service Excellence • Technological Excellence 2

• • •

An Enterprising Culture Community Success Accountability

A. ACCESS
Increased Enrolment As outlined in Section 2.1 of the MYA, your institution will report on institutional enrolment growth in keeping with established protocols or as required by the ministry thereby contributing to the sector targets established by government. The ministry will use these reports to ensure that the system is on track to meet its commitment to increase college and university full-time enrolment. Increased Participation of Under-Represented Students The ministry is committed to working with institutions and HEQCO to develop a system measure that will track the participation of mature and under-represented students in a manner that is sensitive to privacy concerns. This Multi-Year Action Plan will be revised to incorporate this measure and the accountability mechanisms which will be used to ensure that the system is increasing the participation of under-represented students and is affordable and accessible across Ontario including northern and remote, rural and urban areas. To inform this process, please provide any measurement methodologies your institution currently uses to track the participation of these students, and in particular, any measures to find and track those who are the first in their family to attend postsecondary education (including “at risk” and low income students): Aboriginal Students • Attendance and funding reported through First Nations Southern Secretariat • College registration records • Aboriginal Counselor monitors class attendance and progress

Students with Disabilities • College Registration records • Services for Students with Disabilities Office maintains service utilization statistics • Services for Students with Disabilities Counselor monitors class attendance and progress • Services for Students with Disabilities Learning Strategist maintains service utilization statistics

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First Generation Students • Not currently identified in system • Will use College specific questions in the KPI Student Satisfaction Survey commencing in Fall 2008 to identify first generation students Mature Students • College registration records • KPI survey demographic data • Pan Canadian survey student demographics • OCAS student demographics Please provide a description of your institution’s strategies and programs that will support the increased participation of aboriginal, first generation, and students with disabilities, as appropriate to your institution’s unique focus. Colleges should use this box to input any strategies and programs that they may have with respect to mature students: Lambton College will support the increased participation of under-represented groups by implementing strategies to address issues relating to awareness, student retention and success. Aboriginal Students Work with aboriginal communities to increase participation through targeted recruitment, student services and cultural awareness

Students with Disabilities Promote opportunities for Students with Disabilities through targeted recruitment, student services and awareness of access issues

First Generation Students Work with local agencies and school boards to raise awareness through targeted recruitment, financial support and student services

Mature Students Work with local agencies to raise awareness through targeted recruitment, financial support, admissions criteria, student counseling

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In the table below, identify the institution specific performance indicators you have developed to confirm that these strategies and programs will achieve their intended objectives. This may include the indicator(s) you have identified above. Please provide at least one indicator per strategy / program. Performance Indicators Strategy / Program ABORIGINAL STUDENTS A1. Aboriginal Counsellor will visit all local and a selection of northern aboriginal communities A2. Promotion of trades to local First Nations communities through development of program proposals targeting aboriginal youth A3. Promote native culture to Lambton College students STUDENTS WITH DISABILITIES D1. Presentations by SSD Counsellor to local high schools and public/community groups regarding Lambton College and supports available for students with disabilities D2. SSD Advisory Committee identifies issues and barriers to inclusion and recommends improvements D3. Introduce/Offer Bridges Program – 3 day Orientation for first year learning disabled students FIRST GENERATION STUDENTS FG1. Outreach to local communities and agencies promoting educational opportunities FG2. Align with Sarnia/Lambton Training Board and other community agencies to identify training and education needs FG3. Publicize and administer First Generation Bursary MATURE STUDENTS M1. Outreach to local communities and • # of sessions held annually 5 • • # sessions held annually • # sessions held annually • # of communities visited •

Indicator

# of program proposals aimed at skilled trades

•

# of native cultural activities presented

• •

implementation of annual access improvement plan # students attending

# of training programs developed

•

# of bursary applications

agencies promoting educational opportunities and supports available M2. Align with Sarnia/Lambton Training Board and other community agencies to identify training and education needs and for program development/delivery M3. Admission requirements include LBS levels

•

# of training programs developed

•

# of applicants with LBS certification

Pursuant to these indicators, please outline your institution specific quantitative outcomes and outputs which will be generated by your strategies and programs in 200607, 2007-08 and 2008-09. Provide at least one result for each indicator identified in the table above: Multi-Year Results: ABORIGINAL STUDENTS Year
2006-07 A1 Aboriginal Counsellor will visit all local and selection of northern aboriginal communities 2007-08 A1 Aboriginal Counsellor will visit all local and selection of northern aboriginal communities 2008-09 A1 Aboriginal Counsellor will visit all local and selection of northern aboriginal communities Year 2006-07 A2. Promotion of trades to local First Nations communities through development of program proposals targeting aboriginal youth 2007-08 A2. Promotion of trades to local First Nations communities through development of program proposals targeting aboriginal youth 2008-09 A2. Promotion of trades to local First Nations

Indicator
# of communities visited

Result
6 communities visited

# of communities visited

7 communities visited

# of communities visited

8 communities visited

Indicator # of program proposals aimed at skilled trades

Result 2 program proposals developed

# of program proposals aimed at skilled trades

2 program proposals developed

# of program proposals aimed at skilled trades

2 program proposals developed

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communities through development of program proposals targeting aboriginal youth Year 2006-07 A3. Promote First Nation culture to Lambton College students 2007-08 A3. Promote First Nation culture to Lambton College students 2008-09 A3. Promote First Nation culture to Lambton College students

Indicator # of First Nation cultural activities presented

Result 2 cultural activities presented

# of First Nation cultural activities presented

3 cultural activities presented

# of First Nation cultural activities presented

3 cultural activities presented

STUDENTS WITH DISABILITIES Year
2006-07 D1. Presentations by SSD Counsellor to local high schools and Public/community groups regarding Lambton College and supports available for students with disabilities 2007-08 D1. Presentations by SSD Counsellor to local high schools and Public/community groups regarding Lambton College and supports available for students with disabilities 2008-09 D1. Presentations by SSD Counsellor to local high schools and Public/community groups regarding Lambton College and supports available for students with disabilities Year 2006-07 D2. SSD Advisory Committee identifies issues and barriers to inclusion and recommends improvements

Indicator
# sessions held annually

Result
6 sessions held

# sessions held annually

7 sessions held

# sessions held annually

8 sessions held

Indicator implementation of annual access improvement plan

Result 2 % increase in number of Students with Disabilities over 2005-06

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2007-08 D2. SSD Advisory Committee identifies issues and barriers to inclusion and recommends improvements 2007-08 D2. SSD Advisory Committee identifies issues and barriers to inclusion and recommends improvements Year 2006-07 D3. Introduce/Offer Bridges Program – 3 day Orientation for first year learning disabled students 2007-08 D3. Introduce/Offer Bridges Program – 3 day Orientation for first year learning disabled students 2008-09 D3. Introduce/Offer Bridges Program – 3 day Orientation for first year learning disabled students

implementation of annual access improvement plan

Maintain enrolment of Students with Disabilities at 2006-07 level

implementation of annual access improvement plan

Maintain enrolment of Students with Disabilities at 2007-08 level Result # students attending

Indicator Establish base line for retention of Students with Disabilities

Increase retention of Students with Disabilities over 2006-07 level by 1%

# students attending

Maintain retention of Students with Disabilities at 2007-08 level

# students attending

Multi-Year Results: FIRST GENERATION STUDENTS Year
2006-07 FG1. Outreach to local communities and agencies promoting educational opportunities 2007-08 FG1. Outreach to local communities and agencies promoting educational opportunities 2008-09 FG1. Outreach to local communities and agencies promoting educational opportunities Year 2006-07 FG2. Align with Sarnia/Lambton Training Board to identify training and education needs 2007-08

Indicator
# sessions held annually

Result
2 sessions held

# sessions held annually

3 sessions held

# sessions held annually

3 sessions held

Indicator # of training programs developed

Result One proposal submitted in conjunction with SLTB identifying and responding to needs of First Generation Students One proposal submitted in

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FG2. Align with Sarnia/Lambton Training Board to identify training and education needs

# of training programs developed

2008-09 FG2. Align with Sarnia/Lambton Training Board to identify training and education needs

# of training programs developed

conjunction with SLTB and another community partner, identifying and responding to needs of First Generation Students Establish a center in another local County community Two proposals submitted in conjunction with SLTB and another community partner, identifying and responding to needs of First Generation Students Establish a center in another local County community.

Year
2006-07 FG3. Publicize and administer First Generation Bursary 2007-08 FG3. Publicize and administer First Generation Bursary 2008-09 FG3. Publicize and administer First Generation Bursary

Indicator
# of bursary applications

Result
Establish baseline enrolment of First Generation students Increase enrolment of First Generation students by 2% Increase enrolment of First Generation students by 2%

# of bursary applications

# of bursary applications

Multi-Year Results: MATURE STUDENTS Year
2006-07 M1. Outreach to local communities and agencies promoting educational opportunities and supports available 2007-08 M1. Outreach to local communities and agencies promoting educational opportunities and supports available 2008-09 M1. Outreach to local communities and agencies promoting educational opportunities and supports available

Indicator
# of sessions held annually

Result
5 outreach sessions held during 2006-07

# of sessions held annually

6 outreach sessions held during 2007-08

# of sessions held annually

6 outreach sessions held during 2008-089

Year
2006-07 M2. Align with Sarnia/Lambton Training

Indicator
# of training programs developed

Result
Submit one proposal in conjunction with SLTB which

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Board and other community agencies to identify training and education needs and for program development and delivery 2007-08 M2. Align with Sarnia/Lambton Training Board and other community agencies to identify training and education needs and for program development and delivery 2008-09 M2. Align with Sarnia/Lambton Training Board and other community agencies to identify training and education needs and for program development and delivery

identifies needs of mature students

# of training programs developed

Submit one proposal in conjunction with SLTB and one other community partner which identifies needs of mature students

# of training programs developed

Submit two proposals in conjunction with SLTB and one other community partner which identify needs of mature students

Year
2006-07 M3. Admission requirements include LBS levels 2007-08 M3. Admission requirements include LBS levels 2008-09 M3. Admission requirements include LBS levels

Indicator
# of applicants with LBS certification # of applicants with LBS certification # of applicants with LBS certification

Result
Increase 2% in mature student enrolment over 05-06 level Increase 1% in mature student enrolment over 06-07 level Maintain mature student enrolment at 07-08 level

In addition to developing a system-measure that will track the participation of underrepresented students, the ministry is also committed to working with institutions and HEQCO to develop a system measure that will track the participation of mature students. Official Languages Education Program French-language and bilingual institutions will report on their strategies for supporting the access to programs for francophone students, and their expected outcomes, as part of the reporting requirements established for the 2005-09 Canada-Ontario Agreement on Minority-Language Education and Second-Language Instruction and the CanadaOntario Agreement Relative to the Complementary Funds for Minority-Language Education at the Postsecondary Level (2005-06 to 2006-07) under the Official Languages in Education program (OLE).

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French Language College – La Cité and Boréal – Collaboration (this section applies to La Cité and Boréal only) The two French language colleges - La Cité and Boréal – are to work collaboratively to develop a joint strategy to deliver pilot project programs across geographic areas and to evaluate the effectiveness of the collaboration. For 2006-07, please provide a description of the process and timelines of the strategy. The actual plan will be submitted in your annual report.

College Small, Northern and Rural If your institution receives funding through the Small, Northern and Rural Grant, please provide a description of your institution’s access plan to protect and enhance northern and rural Ontarians’ access to quality college services, as appropriate to your institution’s unique focus: • • •

Recruiters will visit 103 secondary schools in ‘rural’ communities to ensure that these students understand the opportunities for academic excellence available to them. Program development plans incorporate a survey of ‘rural’ high school counselors asking for suggestions for ‘new’ programs that will fit with their students’ requests and needs. The rural ‘mature’ student will be given information regarding Lambton College via visits to government and employment centres in rural communities

Please identify the specific multi-year results your institution will achieve from this access plan in the table below. Results could include inputs, outputs or outcomes: College Small, Northern and Rural 43% of student population is rural- an increase of 3% over Results for 2006-07 05/06 1% increase in rural student population over 06/07 Results for 2007-08 Results for 2008-09 1% increase in rural student population over 07/08

Student Access Guarantee Pursuant to Section 2.1 of the Multi-Year Agreements, your institution will participate in the Student Access Guarantee, including a new website to allow Ontario students to identify costs and sources of financial aid. Please indicate the strategies and programs that your institution will use in 2006-07 to support access for qualified Ontario students who face financial barriers, in accordance with the principle expressed through the Student Access Guarantee: 11

Lambton College will participate in the Student Access Guarantee, to the extent that resources are available, in order to increase student access, participation and success. • Web site for the Lambton College Financial Aid Office will contain information about the SAG • Provide an on-line, user friendly Bursary application for OSAP students • Restructure existing bursary program to take into consideration the Ministry’s tuition/book shortfall calculation • Actively solicit contributions to the Ontario Trust for Student Support in order to increase Lambton’s endowed base to provide additional scholarships and bursaries • Continue to solicit contributions to current Lambton’s Scholarship inventory • Encourage greater student participation by advertising the availability of financial assistance in Lambton College advertisements • Continue to offer EBAT and Work Study opportunities, providing financial aid and significant resume enhancement experiences For 2007-08, the ministry will consult with institutions on how to improve the coordination and communication of financial aid from government and institutional sources and, based on these consultations, revisions to this section of your Action Plan may be required in future years. As noted in Section 1.1 of the MYA, the ministry is committed to working with institutions and HEQCO to develop an approach for tracking results of the Student Access Guarantee, also to be reflected in 2007-08 revisions.

B. QUALITY
Quality of the Learning Environment Pursuant to the consultation process on the Multi-Year Agreements, there is stakeholder consensus that a quality postsecondary education system is one that achieves high standards in the quality of the learning environment. Please provide a description of your strategies that will support the quality of your learning environment as appropriate to your institution’s unique focus. In particular, the ministry is seeking information on strategies and programs designed to improve student/ faculty engagement and learning quality. Examples include but are not limited to: academic and student advising, student centred-learning models, first-year seminars, enhanced computers and technology access, learning commons, and library expansions and enhancements: Academic and student advising 1. Day 11 and 28 program - Implementation of plan that monitors students at day 11 and 28, assessing attendance and grades. Follow up with students identified by counsellors and faculty as marginal performers.
2.

College Connection for First Year students – program designed to introduce students to available services and lifestyle at the institution 12

3. First Year student testing – English placement testing for all first year students and

math testing for all first year technology students. Advice and guidance provided by faculty based on test results.
4. Peer tutoring support – Program by students for students

Student-Centred Learning Models 1. Professional development for faculty on universal curriculum design model
2. College Educator Development Program (CEDP): A program for five South-

Western Ontario colleges that requires all new faculty to participate in ‘teacher training” for one week a year for three years.
3. Part-time teacher training: all part-time teachers, including Continuing Education

teachers, are offered two weekends of teacher training
4. Teacher of Adults Program is offered and participation is encouraged 5. Elearning strategic plan to increase access for students to complementary and

hybrid delivery
6. Chemical Production Engineering Technology Program to be developed

completely online - 36 courses
7. Annual and septennial Quality Assurance reviews for all programs and services

Enhanced Technology 1. Web based student email system
2. Wireless access 3. Additional multi-media classrooms and labs 4. Renewal of computer equipment

Library Expansions and Enhancement 1. Development of student study space
2. Technological access to library assets 3. Additions to library collection

In the table below, identify the performance indicators developed by your institution to confirm that these strategies and programs will achieve their intended objectives. Please provide at least one indicator per strategy / program. For student/ faculty engagement, institutions may use net new full-time faculty, support staff, student services and administrative staff hires as one their indicators. Colleges are expected to

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provide their staff data to the College Compensation and Appointments Council which will post it on the Council website, as per the current practice. Performance Indicators Strategy / Program Academic and student advising 1. Day 11 and 28 program Indicator Early Identification of students in difficulty Improved student retention
KPI student success indicator “quality of the learning experience”

2. College Connection for First Year students 3. First Year student placement testing in English and Math

Reduce English failures and technology program math failures for students who enrol in Math for Apprenticeship
Increase number of students using peer-tutoring services

4. Peer tutoring support Student-Centred Learning Models 1. Professional Development on universal curriculum design 2. College Educator Development Program (CEDP) 3. e learning strategic plan 4. Annual and septennial Quality Assurance reviews for all programs and services Enhanced Technology 1. Web based student email system 2. Wireless access 3. Additional multi-media classrooms and labs 4. Renewal of desktop computer equipment Library Expansions and Enhancement 1. Development of student study space 2 Technological access to library assets 3. Additions to library collection

# of faculty who participate in this PD % of new full-time faculty attending program % of courses utilizing hybrid and complementary delivery # of program and service reviews per year

Web based email in use by all students % of campus wireless accessible # of multi-media installations maintained or renewed % replacement of installed base Library Expansions and Enhancement % increase in number of student study spaces in library/resource centre % increase in points of access to library technology
KPI indicator of student satisfaction with library resource centre

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Pursuant to these indicators, please outline the quantitative outcomes and outputs which will be generated by your strategies and programs in 2006-07, 2007-08 and 2008-09. Provide at least one result for each indicator identified in the table above: Multi-Year Results Year
ACADEMIC and STUDENT ADVISING 2006-07 1. Day 11 and 28 program

Indicator

Early identification of students in difficulty Reduce English failures and technology program math failures for students who enrol in Math for Apprenticeship

75% Yr 1 to Yr 2 retention

2. First Year student testing

1% increase in student success over 2005-06 results.

3. College Connection and “First Day” - One day orientations for all first-year students

KPI student success indicator “quality of the learning experience”

Remain above the provincial average result for KPI “quality of the learning experience”

4. Peer tutoring support

Increase number of students using peer tutoring services

1% increase in number of students using peer tutoring services over 2005-06 level

2007-08 1. Day 11 and 28 program

Early Identification of students in difficulty

1% increase in student retention Yr 1 to Yr 2 over 2006-07 Maintain success rate at 2006-07 level

2. First Year student testing

Reduce English failures and technology program math failures for students who enrol in Math for Apprenticeship

3. College Connection and “First Day” - One day orientations for all first-year students 4. Peer tutoring support

KPI student success indicator “quality of the learning experience”

Remain above the provincial average result for KPI “quality of the learning experience”

Increase number of students accessing peer tutoring services

1% increase in number of students accessing peer tutoring services over 2006-07 level

2008-09 1. Day 11 and 28 program

Early Identification of students in difficulty

1% increase in student retention Yr 1 to Yr 2 over

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2007-08 2. First Year student testing Reduce English failures and technology program math failures for students who enrol in Math for Apprenticeship Maintain success rate at 200708 level

3. College Connection and “First Day” - One day orientations for all first-year students

KPI student success indicator “quality of the learning experience”

Remain above the provincial average result for KPI “quality of the learning experience”

4. Peer tutoring support

Increase number of students accessing peer tutoring services

1% increase in number of students accessing peer tutoring services over 2007-08 level

Year STUDENT-CENTRED LEARNING MODELS 2006-07 1. Professional development on universal curriculum design model 2. College Educator Development Program (CEDP)

Indicator

Result

# of faculty who participate in PD

increase in # faculty attending PD

% new full-time faculty attending program

100% new faculty attend program

3. elearning strategic plan % of courses utilizing hybrid and complementary delivery 4. Annual and septennial Quality Assurance reviews for all programs and services 2007-08 1 Professional development on universal curriculum design model 2 College Educator Development Program (CEDP) 3 eLearning strategy 2 % increase in number of courses utilizing hybrid and complementary delivery 3 comprehensive program reviews and 3 comprehensive service reviews completed increase in # faculty attending PD

# program and service reviews per year

# of faculty who participate in PD

% new full-time faculty attending program

100% new faculty attend program

% of courses utilizing hybrid and complementary delivery

2 % increase in number of courses utilizing hybrid and complementary delivery

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4 Annual and septennial Quality Assurance Process for all programs and services

# program and service reviews per year

6 comprehensive program reviews and 3 comprehensive service reviews completed

2008-09 1. Professional development on universal curriculum design model 2. College Educator Development Program (CEDP) 3. eLearning strategic plan

# of faculty who participate in PD

increase in # faculty attending PD

% new full-time faculty attending program

100% new faculty attend program

% of courses utilizing hybrid and complementary delivery

2 % increase in number of courses utilizing hybrid and complementary delivery 7 comprehensive program reviews and 3 comprehensive service reviews completed

4. Annual and septennial Quality Assurance Process for all programs and services

# program reviews and service reviews per year

Year ENHANCED TECHNOLOGY 2006-07 1. Web based student email system 2. Wireless access

Indicator

Result

Web based email available to all students % of campus buildings wireless accessible # new multi-media installations

90% of students utilizing web based email 30% of campus buildings wireless accessible 5 new multi-media classrooms/labs

3. Additional multi-media classrooms and labs

4. Renewal of computer equipment 2007-08 1. Web based student email system 2. Wireless access

% of installed base replaced annually

25% replacement of installed base

Web based email available to all students % of campus buildings wireless accessible # multi-media installations maintained/renewed % of installed base replaced annually

95% of students utilizing web based email 80% of campus buildings wireless accessible multi-media classrooms/labs maintained at existing level 25% replacement of installed base

3. Maintain/renew multimedia classrooms and labs 4. Renewal of computer equipment

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2008-09 1. Web based student email system 2. Wireless access

Web based email available to all students % of campus buildings wireless accessible # multi-media installations maintained/renewed % of installed base replaced annually

98% of students utilizing web based email 90% of campus buildings wireless accessible multi-media classrooms/labs maintained at existing level 25% replacement of installed base

3. Maintain/renew multimedia classrooms and labs 4. Renewal of computer equipment

Year Library Expansions and Enhancement 2006-07 1. Development of student study space

Indicator

Result

% Increase in number of student study spaces in library/resource centre % Increase in points of access to library technology
KPI indicator of student satisfaction with library resource centre

6% increase in umber of student study spaces over 2005-06 level 20% increase in access to library technology over 200506 level

2. Technological access to library assets

3. Additions to library collection 2007-08 1. Development of student study space

Maintain KPI rating above Provincial average

% Increase in number of student study spaces in library/resource centre % Increase in points of access to library technology
KPI indicator of student satisfaction with library resource centre % Increase in number of student study spaces in library/resource centre

10% increase in number of student study spaces over 2006-07 level 15% increase in access to library technology over 200607 level

2. Technological access to library assets

3. Additions to library collection 2008-09 1. Development of student study space

Maintain KPI rating above Provincial average

Maintain number of student study spaces in library/resource centre at 2007-08 level Maintain access to library technology at 2007-08 level

2. Technological access to library assets

% Increase in points of access to library technology

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3. Additions to library collection

KPI indicator of student satisfaction with library resource centre

Maintain KPI rating above Provincial average

Recent Accomplishments/Results Since the inception of the Reaching Higher plan, additional funding provided by MTCU has enabled Lambton College to make progress on a number of initiatives aimed at improving access for and service to students. Access 1. New Programs • Six new post-secondary programs have been introduced, including Community Integration through Cooperative Education, Paramedic, Alternative Energy Engineering Technology, Internet Application Developer, General Arts and Science: Elementary Educator and Pharmacy Technician • Continuing Education programming aimed at seniors was introduced. • Six new Apprenticeship programs were offered – Steamfitter/Pipefitter, Carpentry, Welder, Electrician/Construction, Industrial Maintenance Mechanic, Industrial Instrumentation Mechanic. • Development of Lambton’s flagship Chemical Production Engineering Technology program online, to be complete by 2008. 2. Aboriginal Outreach • In partnership with St. Clair College, participated in a First Nations recruitment outreach to northern and northwestern communities, and in the Aboriginal Post-Secondary Information Program. • Lambton College is represented on the Indigenous Peoples Education Circle and Advisory Council on Aboriginal Postsecondary Education. 3. Facilities Improvements • Facilities and services for tutoring and testing were expanded. • Facilities for the Registrar’s Office staff were remodelled to make staff more accessible for students with disabilities. • A new Skilled Trades Training Centre that includes shops and labs for apprenticeship training in carpentry, electrical, pipefitter/steamfitter, hairstyling, and the Paramedic diploma program was opened. • A new Human Simulation laboratory serves the health care programs. • Four new multi-media classrooms were added to the campus inventory. • Expanded facilities were provided for Basic Literacy programming. • Hours of operation of the Library Resource Centre were extended • Improved energy utilization and user comfort through a number of energyrelated modernization projects including lighting retrofits, boiler and electrical control replacements, window and roof replacement

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4. Pathways • In partnership with the St. Clair Catholic District School Board, a Mobile Skills Training Lab was outfitted and visited many elementary schools in Lambton County to expose hundreds of elementary school students to careers in the skilled trades. • Established degree and degree completion opportunities in Sarnia/Lambton through partnerships: the Interdisciplinary Studies degree with University of Windsor and the Elementary Educator program with Saginaw Valley State University. Five new articulation agreements with Canadian and foreign universities were added. . Quality 1. Faculty and staff-to-student contact • Lambton College hired an additional eleven faculty members and fifteen support staff over the past two years, as a result of new academic programming and to improve service to students. 2. Professional Development • Opened a Learning Innovation Centre focused on professional development and elearning initiatives. • An Instructional Designer was hired to assist faculty in design of curriculum delivery. • A new faculty performance appraisal tool and a support staff performance appraisal review process were introduced. 3. Evaluation • Participated in the national College Student Engagement survey and the Provincial Continuing Education survey. Student Engagement and Satisfaction Pursuant to Section 2.2 of the MYA, your institution will participate in the Ontario KPI initiative and in the Ontario College Student Engagement Survey and submit results from these surveys to MTCU. As experience with the Ontario College Student Engagement Survey grows, subject to advice from HEQCO, this Action Plan may be revised in future years to incorporate institutional and/or sector-wide targets designed to improve student engagement and satisfaction scores. In the meantime, institutions may wish to use their Key Performance Indicators (KPI) and Ontario College Student Engagement Survey results as their indicators of quality in the section above.

Student Success Retention Pursuant to Section 2.2 of the MYA, your institution will identify specific targets for retention. Please insert targets for student retention rates in the following table, using 20

the institution specific definitions and methodologies for measuring retention outlined in your 2005-06 Interim Accountability Agreements or if you have developed new definitions and/or methodologies, please specify what they are: Student Retention Rates 2006-07 1st to 2nd Year 77.8%
2nd to 3rd Year 3rd to 4th Year*

2007-08 78.8% >90.0% N/A 79.8% >90.0% N/A

2008-09

>90.0% N/A

* applicable only to applied degree programs Graduation Rates Pursuant to Section 2.1 of the MYA, your college will continue to participate in the Key Performance Indicator initiative. The ministry will use the graduation data to determine whether the graduation rate (2005-06 reporting year) of 60 percent for the college sector is being maintained or improved, pursuant to the “Reaching Higher” Measurement and Results Schematic located in Appendix A of the MYA.

C. ACCOUNTABILITY
Multi-Year Action Plan Please provide details on how the institution consulted with faculty, support staff, administrative staff and students on the content of this Action Plan: Consultation with faculty and support staff through review with the College Advisory Council, with students through review with the Students’ Administrative Council and administrative staff through management meetings.

As previously noted, the Ministry will review your Action Plan annually to discuss progress being made on the commitments outlined in your plan. Based on this review, you may be required to submit an improvement plan to the ministry, developed in consultation with faculty, staff and students.

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The release of the full amount of your 2007-08 and 2008-09 allocations will be conditional on the successful completion of the annual review of the Multi-Year Action Plan. Signature of President and Board Chair
Signature on File

Signature of Minister
Signature on File

Susan E. Mallard, Board Chair Lambton College Date: December 6, 2006

Signature on File

Tony Hanlon, President Lambton College Date: December 6, 2006

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Description: 2006 07 multi year action plan (mya)