Annual Report - Fanshawe College

Transcription

2013 – 2014
Annual Report
OUR MISSION
To provide pathways to success, an exceptional
learning experience, and a global outlook to meet
student and employer needs.
Unlocking Potential ANNUAL REPORT 2013/14
FANSHAWE COLLEGE
TABLE OF CONTENTS
Page
MESSAGE FROM THE BOARD CHAIR .......................................................... 1
MESSAGE FROM THE PRESIDENT............................................................... 2
SECTION A: REPORT ON PREVIOUS YEAR’S GOALS.................................... 3
SECTION B: ANALYSIS OF COLLEGE OPERATIONAL PERFORMANCE ......... 29
SECTION C: ANALYSIS OF COLLEGE FINANCIAL PERFORMANCE ............... 31
SECTION D: SUBSIDIARIES AND FOUNDATIONS
FANSHAWE COLLEGE FOUNDATION AND FANSHAWE INTERNATIONAL CORPORATION ......36
SECTION E: APPENDICES
APPENDIX A: MULTI-YEAR ACCOUNTABILITY AGREEMENT REPORT BACK ...........................37
APPENDIX B: AUDITED FINANCIAL STATEMENTS ..................................................................78
APPENDIX C: KPI PERFORMANCE REPORT .......................................................................... 107
APPENDIX D: SUMMARY OF ADVERTISING AND MARKETING COMPLAINTS RECEIVED..... 108
APPENDIX F: LIST OF GOVERNORS ...................................................................................... 109
Message from the Board Chair
On behalf of the Fanshawe College Board of Governors, I proudly share
the results of Fanshawe College activities for the 2013/14 academic
year.
This year marked a key transition for the College. Following a rigorous
global search headed up by the Board of Governors, Mr. Peter Devlin
was installed as the College’s new president. The Board couldn’t be
more pleased in its selection. Since beginning his tenure, September
2013, Mr. Devlin has assumed a very active role to ensure that the
College’s new Vision, Mission and Values are being effectively
implemented. Moreover, he has tirelessly reached out to our numerous
community partners to signal very strongly the College’s interest to
partner and collaborate as never before.
The College’s aspiration to have its creative programs co-located within the City’s creative downtown
core, was significantly realized with the opening of the Howard W. Rundle Centre for Digital and
Performing Arts (CDPA) in January 2014. This new state-of-the-art facility hosts the College’s School of
Contemporary Media, School of Design, and School of Information Technology. Students benefit by
being directly proximal to applied learning opportunities. The downtown core benefits from the
bustling social and economic activity created by the attendance of several hundred students on a daily
basis. Buoyed by the success of this initiative, the College is energized to introduce an expansion of
creative cluster programming, at an as yet undetermined downtown site, in the near future.
Fully appreciating the financial challenges facing the College system, both now and in the foreseeable
future, the Board of Governors focused much of its attention this past year upon supporting the
College’s senior management to align to one of its key values to “use resources wisely.” Considerable
time and reflection have gone into ensuring that a budget was created which will position the College
for ongoing success. The budget prudently optimizes efficiency whilst taking necessary investments in
new program development and capitalization intended to support planned enrolment growth. In its
efforts to support the College to be relevant for the 21st century, the Board of Governors has also
carefully examined its monitoring function and, where appropriate, inserted new criteria to monitoring
reports related to a range of contemporary graduate skills, not the least of which include
entrepreneurialism and global citizenship.
I have been honored to serve Fanshawe College as a member and Chair of its Board of Governors. I am
confident that the Board will remain in good hands with the planned installation of the 2014/15 Chair,
Ms. Susan Rabkin. I leave heartened by the fact that the College is squarely positioned to meet the many
challenges and opportunities that will present themselves going forward.
Scott Player
Chair
Board of Governors
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Message from the President
Fanshawe College is truly a regional economic force contributing 1.6
billion dollars annually to the communities it serves. Graduates receive
a return of $3.30 in higher future wages for every dollar they invest in a
Fanshawe education. Over a working lifetime, this translates into
almost $550,000 in higher income compared to someone with a high
school diploma or equivalent. As Ontario looks for solutions to the skills
mismatch and youth unemployment, Fanshawe is well positioned to
deliver high quality, high-return programs that will serve labour market
needs.
Fanshawe will grow as a force by continuously adapting to the turbulent albeit exciting times within
which we live. Through its new three-year Strategic Mandate Agreement recently negotiated with and
endorsed by the Ontario Ministry of Training, Colleges and Universities, the College has committed to
focus on a suite of core program offerings which deliver significant labour market opportunity for
graduates. Moreover, it is embarking upon introducing a small number of focused aspirational program
clusters, intended to bridge unmet labour market needs for both graduates and employers, including a
brand new School of Public Safety. All new potential program offerings will be acutely assessed for
their ability to create demonstrable labour market opportunity and student demand using the College’s
state of the art Academic Stage-Gate Process. Assessment of ongoing existing academic program
relevance will also be systematically assessed using the College’s comprehensive Balanced Scorecard
approach. The College’s commitment to the advancement of applied research will see realization of a
vision for every student to benefit from a meaningful applied research experience over the course of
their credential journey. The College will continue to be a system leader in the provision of a program of
internationalization, both in terms of its recruitment and credentialling of foreign nationals and the
global citizenship opportunities that it affords its domestic students. Fanshawe has and will continue at
the same time to advance its reach to a range of non-traditional students.
Ultimately, Fanshawe is and will continue to be recognized as Canada’s “pathfinder champion” for
students. We support students with opportunity “pathfinding” and engaged learning that enables them
to achieve more, on their own terms. We advance student success with personalized tools and insights,
practical know-how, invaluable community and industry connections and a powerful support system of
faculty, mentors, staff and peers. We are Fanshawe College!
Peter Devlin
President
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SECTION A
Report on Previous Year’s Goals
Section A: Report of Previous Year’s Goals
A.1 Vision and Mission (Policy A-05)
The Board’s Vision and Mission Policy A-05 is the highest level Ends statement and reflects the results
our communities require from the College and how they will be better because we are here. The
following three College Strategic Directions support the achievement of this End:
 Pursue excellence in learning, teaching, and service;
 Foster a workplace where employees are proud to contribute and grow; and
 Engage in applied research and scholarly activity.
The following strategic developments and operational initiatives are shown in relation to the College’s
Strategic Statements (generally) and to the College’s Ends Statements (more specifically).
Strategic Developments Supporting the College’s Strategic Statements
 The College finalized and launched a new Strategic Framework in June 2013. The Framework
consists of a new Vision, Mission, Values, Goals and Outcomes. In future versions of the
Annual Report this new Framework will become the framework of reference through which
we report results.
 The College created and has since begun to implement a multi-year Strategic Framework
Implementation Plan. The three areas of concentration include: communications; alignment;
and staff development. All first-year activities and outcomes have been achieved.
 The College developed and introduced a number of tools and processes to better mitigate and
leverage risk. A standard risk and opportunity analysis framework was consistently applied at
key planning and decision-making junctures for enterprise and departmental situations. The
College conducted several risk and opportunity analyses for new, material ($1.4 M or greater)
opportunities.
 The College commenced a first-phase review of its administrative policies with a view to
optimizing their categories, topics and content. An optimization target of 40% fewer policies
is being pursued with reliance on more objective-based and values driven leadership
approaches.
 The College engaged in a highly collaborative and consultative exercise to identify a brand
identity and promise this year. A formal brand launch occurred in March, 2014. The new
brand is now being infused in several areas of the College’s business, not least of which
includes marketing and communications and new program development.
Internationalization Strategy
 A new, multi-year College Internationalization Strategy began rollout over the course of the
year. The plan goes beyond international recruitment to include equally important aspects of
internationalization such as: improved retention; international student experience; domestic
student experience internationally; increased international student employment and co-op
participation; and an optimal College culture to support internationalization goals.
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
Improved Retention: Our 2013/14 international enrolment grew by 27 percent in part due
to improved retention. The College established an International Student Retention
Working Group to develop a process to establish retention targets based on an
assessment of retention data. Comprehensive analysis of student feedback survey data is
being used to inform College plans relating to retention and social integration, and will
help guide efforts to better suit specific international student engagement, retention, and
success.

International Student Experience: In 2013, the College offered in-country pre-departure
orientation sessions for students in the College’s major markets (India, China and Korea).
In addition, we extended our suite of arrival services, called “Fanshawe Cares,” to all
incoming students. These services, intended to help with the transition to life in Canada,
include greeter service at the Toronto Pearson International Airport, transportation from
Toronto to London, two nights’ accommodation and assistance in settling in London.
Fanshawe also participated with other educational institutions and the City of London in
the first International Student Day, which included an official welcome to the city from
local dignitaries and a rousing London Lightning basketball game.

Domestic Experience Internationally: During 2013/14, 150 domestic students participated
in learning experiences abroad ranging from semester-long academic exchanges and
short-term cultural exchanges to structured learning activities embedded within the
curriculum. Sixty-three students received financial support through the College’s
International Exchange Opportunity Scholarship and International Student Ambassador
Scholarship. During this time, we signed new exchange agreements with institutions in
Ireland, Finland, and the Netherlands, providing students in a variety of programs with
more opportunities to go abroad for semester-long exchanges. We also negotiated
memoranda of understanding in China, Korea, Peru, and Belize for future educational
collaboration, including exchange of teaching and research faculty, exchange of students,
and joint research projects.

Increased international student employment/co-op participation: During 2013/14 the
College implemented a variety of activities intended to assist international students to
seek student employment or co-op employment opportunities. The College provided
International recruiters with information on employment opportunities to provide to
applicants. On arrival at the College, students received employment briefings, personal
assistance and access to new and extensive online and print resources to encourage and
support their employment-seeking. We developed an International on-campus work-study
program for International students who could not work off campus upon arrival. This
program gives successful candidates the opportunity to gain meaningful Canadian work
experience before they are eligible to work off-campus.
Sustaining Enrolment
 The College implemented several new activities this year to sustain existing enrolment. Phase
1 of the development of a Customer Relationship Management (CRM) process, using the
Recruiter software package, is underway. Integration of Recruiter with our current systems
and business processes is in progress, including a business process review of the recruitment
and conversion process. Weekend College programs were launched for fall 2013 with 48
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students registered. We have developed a number of fully-online programs and are currently
admitting students for the fall 2014 intake. Phase 2 of the CRM process, focusing on
retention, is in the planning stage.
 Fanshawe will continue to develop its technology-enhanced learning presence in the academic
market space. There is an expectation in the market that all institutions have a digital
academic presence. Fanshawe has responded to that demand with a significant academic
digital presence in such areas as Continuing Education, Language and Liberal Studies, and the
Lawrence Kinlin School of Business to name a few. Fanshawe currently has the fifth largest
number of digital format course offerings in Ontario and we continue to advance on a digital
path that has proven successful to date.
A.1.1 Pursue excellence in learning, teaching and service
Specific actions that Fanshawe has taken to meet this Board End relate to: program quality; flexible
delivery and pathways; technological innovation; effective student supports; student employment;
and strategic resource planning. Examples are set out below:
Program Quality
 Innovative new academic programming and program renewal continue to be a high priority.
New program offerings in 2013/14 include:
 Theatre Arts – Technical Production – Diploma
 Technical Costume Studies – Graduate Certificate
 Bachelor of Interior Design –Applied Degree
 Aviation Technician – Aircraft Maintenance – Diploma
 Artisanal Culinary Arts – Graduate Certificate
 Adventure Expeditions and Interpretive Leadership – Diploma (JNA)
 Pre-Health Science program expanded offerings to all three regional campuses
 Child & Youth Worker program expanded to an offering in St Thomas.
 Our Centre for Academic Excellence completed 23 program reviews in the 2013/14 fiscal year.
Another 46 program reviews are scheduled for 2014/15. Tracking the one-year reports from
the previous year’s program reviews has been instrumental in ensuring accountability for
implementing recommendations. The program review process ensures that the College is
complying with both MTCU and Board program review guidelines.
 Following on the recent introduction at the College of a Stage-Gate approval process for new
academic program development, the College considered approximately 45 new program
proposals this year. Those that advance through the process do so based on demonstrably
high labour market and student demand, and a thorough and measured approach to risk and
opportunity.
 The College operationalized the much-anticipated Balanced Scorecard review process for
existing academic programs. The Balanced Scorecard is refreshed annually for each program.
Programs exhibiting unfavourable scores over two years are subject to substantive
modification or possible discontinuance.
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 The Dental Hygiene program achieved its objective to introduce new techniques, such as local
anesthetic injections, that are state of the art in the profession. An updated curriculum
incorporates these techniques. Exit-survey results from the first student cohort to complete
the new curriculum indicate a high level of satisfaction with the additional material.
 The Bachelor of Science in Nursing (BScN) program in the School of Nursing earned a full
seven-year accreditation from the Canadian Association of Schools of Nursing (CASN). This is
the highest level possible signifying achievement of overall standards and all key elements.
The faculty continue their engagement in curriculum renewal for Years 3 and 4 of the program
to ensure curriculum integrity across all four years. The Practical Nursing program earned a
Category 1 five-year approval by the College of Nurses of Ontario, also the highest level of
approval.
 The Respiratory Program continues redesign of its curriculum to incorporate more simulation
hours and an enhanced debriefing process in each level. To facilitate integration of further
simulation into the program, a faculty member will be attending a medical simulation
professional development workshop through the Harvard MedSim program. Another faculty
member investigated the effects of simulation on students’ anxiety and feelings of
preparedness for clinical placement as part of his Master’s degree in education.
 The Lawrence Kinlin School of Business (LKSB) received approval for a new graduate program
in Professional Accounting in 2013. Launch is pending amalgamation of the accounting
professions in Ontario. The graduate program in Logistics and Supply Chain Management was
approved in 2013 and launches in fall 2014.
 In January 2014, Police Foundations students and faculty went on their twelfth annual field
trip to Miami. Students attended demonstrations on Crime Scene Investigation, K9, Marine
Patrol, Advanced Driver Training and Special Response Teams (SRT), and visited Miami Dade
Police Academy, U.S. Coast Guard, Florida Fish and Wildlife and the Miami Dade Medical
Examiner’s Office that included a presentation and tour, and viewing an autopsy. Highlight of
the week for students was the opportunity to complete two ride-along sessions with one of
four police services.
Flexible Delivery and Pathways
 The College completed major upgrades to the FanshaweOnLine (FOL; D2L-based) learning
management system and the Blackboard Collaborate web conferencing system. A new fulltime position, Training Coordinator – Information and Educational Technologies, successfully
led training initiatives to support these changes. During a two-month upgrade period, over
400 faculty members trained on the features of these systems. This training is now available
through an FOL Essential Elements online course that focuses on web-facilitation and how to
integrate FOL and Collaborate into face-to-face or blended courses. Additional training
initiatives covered SmartBoards, iPads, iBook Author and the full implementation of the
lynda.com virtual training library (over 76 courses completed and 7,000 videos viewed). The
Training Coordinator also played an important role in the emerging institutional
implementation of customer relationship management (CRM) software, namely Ellucian’s
Recruiter product.
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 Over 75 professors from various Schools across the College participated in the Illinois Online
Network (ION), (which is part of the University of Illinois online teaching certificate program),
and other online teacher training opportunities. The College supports such professor training
activity aimed at reaching College eLearning delivery targets established under our multi-year
eLearning strategy.
 The Lawrence Kinlin School of Business (LKSB) is launching eight fully online programs in fall
2014, including four undergraduate diploma programs and four graduate programs. These are
in addition to the blended programs already offered by the LKSB.
 The College Centre for Academic Excellence (CAE) played a key role in the implementation of
the College’s eLearning strategy. In January 2014, College Council approved a new eLearning
policy that CAE was instrumental in preparing. CAE continues to work with the Organizational
Development and Learning team, FanshaweOnLine Administrators, Chairs and Deans, and the
Learning Systems Services team to develop and distribute curriculum and eLearning resources
in support of the College’s Strategic Goal #2 (flexible learning options). To that end, CAE has
hired two new Curriculum Consultants with an eLearning specialization and a new
Instructional Designer.
CAE submitted the Online Degree Delivery Report to the Postsecondary Education Quality
Assessment Board, which, if approved, will permit the College to deliver degree programming
online. CAE is also providing support to faculty who received funding for transformational
enhancement of curricula and pedagogy through leveraging of digital technologies, as well as
new program proposals moving through the Stage-Gate process.
 A cross-College working group struck in the winter of 2013 led preparation for the launch of
Weekend College in fall 2013. Six programs achieved a combined Weekend College enrolment
of 55 students. While this initial cohort was modest, in several meetings these students
expressed satisfaction with and appreciation for the Weekend College option. Based on
lessons learned, plans are underway to offer ten programs in weekend format in fall 2014. All
of these programs are now live on the Ontario College Application Service (OCAS) and
associated preparations are taking place across the College.
 In November 2012 the College executed an agreement with the Faculty of Education of
Western University under which students from our Early Childhood Education Leadership may
apply to Western’s Bachelor of Education one year program. Western has already accepted
several of our graduates in their M. Ed. programs.
 The College established a process with the Ontario Council on Articulation and Transfer
(ONCAT) to maintain and update our course equivalency data on the provincial course-tocourse equivalency database (which is the foundation for the public website). Our student
information system will house the same data. This will permit us to provide streamlined
processes for approving transfer credits and to influence applicants’ choice to attend
Fanshawe. ONCAT launched the Course-to-Course Guide to the public in January
2014. Fanshawe was one of the pilot institutions and we continue to engage actively with
other decision-makers on provincial committees for these initiatives. An extensive review of
our Prior Learning Assessment & Recognition (PLAR) policy was completed and approved in
November 2013. This led to recommendations to our PLAR Committee that support growth
in PLAR opportunities for our students.
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 The Lawrence Kinlin School of Business (LKSB) negotiated new agreements with several of the
Institutes of Technology Ireland (IOTI) that recognize more consistently a “3+1” (three years
plus one additional year) credit transfer agreement. Updated agreements with Cork Institute
of Technology and Athlone Institute reflect the new requirements. An expansion of student
pathways to completion of international degrees in all Schools in the Faculty of Business was
implemented under agreements with:
 Athlone Institute of Technology (Ireland)
 Cork Institute of Technology (Ireland)
 New student exchange agreement with Cesine Business School (Spain)
 New articulation agreements with:
o Okanagan School of Business, British Columbia (2+2 or 3+1 for most
programs)
o University of South Wales (2+2, 3+1 for most programs)
o University of Huddersfield (UK) (2+2, 3+1 for most programs)
 Expanded agreement with Waterford Institute of Technology (Ireland) and
Jyvaskla University of Applied Sciences. To include student exchanges
 Community College of Bermuda
 A pilot implementation of online course selection and registration for the General Arts and
Science students is complete. Students can select their program major and their courses
online, leading to creation of personalized timetables. Student feedback has been positive and
our Student Success Advisors and Coordinators have shifted their service model from a
transactional approach to an advising service. The new advising service has resulted in
improved student engagement. In addition, online course selection for the Lawrence Kinlin
School of Business (LKSB) was piloted for the summer 2014 intake. Full implementation for
LKSB will occur in July 2014 for the fall 2014 intake. Additional enhancements to the
Continuing Education (CE) online registration experience occurred by providing a “shopping
cart” for course registration.
Technological Innovation
 The College selected Blackboard Collaborate to replace the Elluminate online teaching system
in fall 2012. A successful pilot in February 2013 led to full implementation in June 2013.
Faculty and students use this system to access online classes (synchronous and asynchronous)
from locations inside or outside of Fanshawe campuses.
 The College has selected a new remote proctoring system to strengthen the integrity of online
testing. Two hundred students are piloting the system from March-August 2014 for
functionality, usability and to establish a business model addressing costs. The solution is
fully-integrated into FanshaweOnLine, facilitating easy student access to the exam scheduling
module and the remote proctoring system. Fanshawe College is the first institution to
complete a full integration between B Virtual and our Learning Management System.
 The Fanshawe Bookstore has entered into a new subscription arrangement with Campus Ebookstore. This electronic, web-based system facilitates the sale and distribution of digital
books, access codes and other electronically delivered products and services. Students can
search and purchase any digital textbook through our Bookstore website. Where an e-book
version of a textbook is available, it will be included on students’ textbook lists as an
alternative to the print version.
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 Fanshawe has partnered with Humber College to acquire facilities management software to
replace VisionFM. A lead vendor has emerged and we are in final negotiations in the
procurement cycle. Our Facilities Management and Community Safety (FMCS) division is also
leading a pilot project to explore the potential of the Qlikview data visualization software. A
cross-functional team with members from FMCS, Information Technology Services,
Institutional Research and Resource Planning is collaborating to develop a dashboard
application to showcase the potential use of the tool throughout the College.
 IT programs in the School of Information Technology continue to push the envelope with new
technology to ensure students are up-to-date with industry trends. A virtualized server
environment has been set up for teaching and learning.
 The Library and Media Services (LMS) department implemented teaching, learning and service
enhancements to add quality and depth to the student experience at Fanshawe. These
include:
 Adopting best practices for the development of in-person and online learning
modules and e-books;
 Renovating three video screening rooms and adding new technologies and equipment
to meet the needs of current curriculum;
 Improving access to online, multi-media and print resources;
 Implementing information sessions for faculty and students on new technologies and
advanced resources, which support curriculum development, research and learning;
and
 Expanding suites of academic e-books and e-reference resources targeted to specific
program areas.
 LMS researched the professional literature concerning best practices for the provision of inclass and personal online learning modules and e-books. The standards noted by the
Association of College and Research Libraries (ACRL) are being put into practice. Fanshawe’s
involvement in e-book committees of the provincial college librarians (HLLR) and the Ontario
Colleges Library Services (OCLS) has provided the College with a means for the purchase and
sustainability of e-resources.
 The Bookstore is working with Information Technology Services to include a direct link to
personalized textbook lists so that students will not have to wait in line to get their textbook
lists during the start-of-term rush.
 Student card improvements include a web interface that allows students and parents to load
value onto student cards online from any computer-enabled device. Recent upgrades to the
meal plan server provide improved functionality and a better reporting structure.
 The Fashion Merchandising program successfully introduced iPads into the curriculum after
purchasing a class set of iPads. The project began with a pilot in one class where the students
were learning about technology and business practices. iPad use has expanded to other
Fashion Merchandising courses so that now students are using the iPads in projects such as
retail space design, window display layouts, and in research activities. The use of iPads has
prompted further advances with educational technology so that now the program has
acquired a set of various mobile devices (such as phones and tablets) to test mobile
applications of web-based sites the students develop for online retail enterprises.
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 The Office of the Registrar Advising Centre implemented a case management tool to ensure
our clients receive quality service and advice. Services provided are logged for future follow
up. The case management tool data will permit assessment of these services.
Effective Student Supports
 The Class Representative system has been running successfully now in the School of Design
over the past year. Feedback from students and faculty has been positive. Student
representatives are empowered to talk with faculty on behalf of their classes. This appears to
have prevented potential conflicts and provided teachers with feedback including suggestions
or concerns that otherwise may not have been expressed. Student reps are also sharing
positive stories and examples at each meeting and taking back new ideas for their class or
program.
 Our English Language Institute (ELI) officially opened in September. The ELI works closely with
our International Centre and CE departments in carrying out its role. During 2013/14, the ELI
achieved its objectives of providing a physical and virtual contact centre for our international
students to liaise with their academic Schools and various student service departments. The
ELI also supports international agents by providing them with accurate information on English
as a Second Language training and its estimated duration for individual students.
 Student Services worked collaboratively with academic schools, Information Technology
Services and Facilities Management to implement new service delivery models for the
students at our new downtown London campus - Centre of Digital and Performance Arts
(CDPA) - and students in online programs. For example, a Student Success Advisor, an
Accessibility Counsellor and a Personal Counsellor are each scheduled to be available at CDPA
two or three days per week for in-person student consultations.
 Student Services worked collaboratively with various campus partners to develop a
comprehensive web presence to support students who learn online. This one-stop web
presence simultaneously acts as a front door and gateway for the institution’s online learners.
The all-encompassing site supports the diverse cross-section of online learners for the
duration of their time with us. Students can find information on starting, on being successful,
on resources available and on engaging with the institution from a distance.
 In fall 2013, Student Services, with Reputation and Brand Management, academic Schools and
the Fanshawe Student Union, implemented the Phase 1 recommendations developed by the
SEM Student Retention Team with respect to New Student Orientation. More than half of all
academic programs delivered their program orientation sessions on the first day of classes
followed by a number of social activities throughout the week. The College has implemented
an Orientation Planning Committee comprised of representatives from key stakeholder groups
to prepare for and implement Phase 2 for fall 2014. Phase 2 will include an online orientation
as well as an increasing number of post-Labour Day program orientations. New student
orientation continues to be a critical component of the College’s overall retention efforts.
 Fanshawe College’s new Test Centre opened in September 2013, integrating the previous
accessibility and testing centres. The new testing facility is state of the art, with 50 traditional
testing seats, 40 computerized testing seats, and 11 individual testing rooms. Expanded hours
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of operation allow students to write their tests between 8:00 a.m. and 9:00 p.m., Monday to
Thursday, and from 8:00 a.m. until 5:00 p.m. on Friday. Students with disabilities can schedule
their tests and exams using an online test booking system. A new space was also created for
The Learning Centre, offering all students access to learning supports, including peer tutoring
and specialized tutoring in math, English and study skills.
Graduate and Student Employment
 Co-operative Education launched a new policy and service promise in September 2013 with
much success. Co-operative Education and Career Services developed and posted a Service
Charter throughout the College and electronically in a blended format. Career Services hosted
a pilot virtual career fair for Health Sciences and Human Services students and employers in
partnership with Western University in March. Over 300 students and 10 employers
participated. The feedback was so positive that we are hosting another in November 2014 for
Information Technology sector students and employers, again in partnership with Western
University. Career Lib was launched in 2013. It is a one-stop virtual resource for students and
alumni featuring quick links to all Job Search digital and hard copy materials housed in the
College’s library.
 Career and Co-operative Education conducted a student survey to measure service quality and
to identify areas for improvement. Overall, the survey results were very positive. The main
issues were student lack of knowledge of the services available and inconsistencies in Cooperative Education. All issues are addressed and a follow-up survey is planned for later this
year.
College Services Initiatives
 To meet the needs of internal clients and the College, the Reputation and Brand Management
Division implemented a revised portfolio structure. Key features of the revised structure are:
an account management function handled by Marketing Officers who serve as single points of
contact for schools and faculties, receiving and processing all requests, providing strategic
advice, and managing project flow for clients. To ensure a consistent approach to the
development of materials, Designers and Communication Officers are assigned to particular
Schools and Faculties. Finally, Recruiters had their regular marketing work reduced and more
time allotted for recruitment activity.
 Human Resources has continued to streamline employee recruitment practices to ensure the
College recruits appropriate skillsets through targeted advertisements and postings.
Assessments of candidates consider alignment with the College’s values. A review of parttime academic recruitment practices was completed in November of 2013, resulting in a
decision to remain decentralized, with part-time processes mirroring full-time, and Human
Resources providing support for targeted recruitments for hard-to-fill positions as required.
 Phase II of the employee Absence Management System was implemented effective May 1,
2013. This system eliminates paper-based absence forms for full-time employees for sickness,
vacation (with the exception of full-time professors) and optional leaves such as jury duty and
bereavement. Full-time professors were able to enter their vacation requests effective
September 1, 2013 to align with the academic year. Help guides and Captivate videos assist
employees and aid them when using the system. As well, managers have functionality for
planning and reviewing their employees’ absences.
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 A coordinated approach supported the change and transition needs of employees arising from
a number of the SEM initiatives. A Transition Resource Team (TRT) supported three Strategic
Enrolment Management (SEM) teams to coordinate SEM communications plans and
anticipate transition challenges. Cross-project learning was shared through TRT members’
involvement in the SEM teams. The team influenced change leadership components of the
project charters. A Managers’ Forum was organized to share information on the projects and
expectations for change leadership.
 Fanshawe College provided leadership support for the refinement and update of the existing
Facilities Condition Assessment System with Colleges Ontario and the Ontario Colleges
Facilities Management Association (OCFMA). Progress continues within the college system to
complete the implementation of the Facilities Condition Assessment System by the end of the
next fiscal year. Fanshawe College’s assessment was recently completed and is currently
under review to develop infrastructure renewal priorities for the next five years. Fanshawe
also provided lead support to Colleges Ontario with the planning, development and
implementation of the Colleges Ontario Facilities Space Standards and Inventory Classification
System to support effective planning and utilization of a ten-year capital plan for the Ministry
of Training, Colleges and Universities.
 Facilities Management has undertaken a negotiated Request for Proposal (RFP) process to
acquire Campus Master Planning consulting services to review and update the Campus Master
Plan for the London Campuses. Work will progress through this summer and fall with planned
completion by the end of January 2015.
 To comply with Ministry of Energy regulations, public sector agencies will soon be required to
audit and prepare energy conservation and demand-reduction action plans for the Ministry of
Energy. Fanshawe, together with four other colleges, worked with the Ministry to pilot the
Energy Consumption Reporting initiative in preparation for 2013 annual reporting and
subsequent five-year conservation and demand management plans. Facilities Management
and Community Safety (FMCS) recently completed a comprehensive energy audit for the
London and Regional Campuses and is developing a five-year rolling Energy Management Plan
for implementation within available resources.
 Efforts continued in the review, planning and implementation of facilities development and
strategic property acquisition consistent with the College’s Long-Term Facilities/Properties
Plans and Campus Master Plans, in support of the College’s strategic goals. These included:
Downtown Campus Phase 2, Fanshawe Aviation Centre, the Fitness/Wellness Centre, Simcoe
Campus renovations and English Language Institute.
 FMCS, IT Services and academic schools expended significant resources to temporarily
accommodate students at the London Campus while construction progressed on the Howard
W. Rundle Building, which was opened and welcomed students to downtown London in
January 2014.
 College emergency preparedness plans are undergoing the first major review since the
implementation of the current plan five years ago. The focus of the review is the re-tooling of
the plan to eliminate redundancy and to simplify and streamline procedures and processes.
Turnover in a number of key positions within the College in the past year has created a
significant need for training for those new to this role. The required training creates a timely
opportunity to integrate the plan revision with training development to better prepare the
College for potential emergencies and ensure resilience and operational continuity when
disruption occurs.
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 The College is reviewing opportunities and advancing strategies to further our sustainability
and stewardship initiatives, including:
 An academic inventory is underway to determine the extent to which sustainability is
currently included in the curriculum.
 The College continued to evaluate opportunities necessary to achieve a bronze level
certification from the Sustainability Tracking Assessment and Rating System (STARS) in
the Association for the Advancement of Sustainability in Higher Education (AASHE).
 Implementation of utility metering strategies continued within available resources to
further enhance energy conservation and reduce utility operating costs.
 Custodial Services continued its efforts to improve waste/recycle methods and
increase compost collection with new signage in classrooms/hallways. Recycling goals
are targeted to increase from 62 percent to 65 percent for the College, consistent with
the waste recycling audit plan submitted to the Ministry of the Environment under
regulation.
 Tuition and ancillary fee models for fully-online programs were developed and implemented
for programs starting in summer and fall 2014. Fee models replicate the regional campuses
structure. Research has been completed to understand fee models across the Ontario college
system for part-time post-secondary students. Implementation of fee structures and
timelines for this group of students will be aligned with the implementation of changes in the
Ministry’s Tuition and Ancillary Fees Policy Framework. The new student card initiative may
be the first step to support service provision and access for part-time students to the same
services as full-time students.
 The Office of the Registrar is implementing FANCard, our new student card, for all fall 2014
full- time students. This card will reflect the new Fanshawe College brand and aligns with new
London Transit Commission process which eliminates a printed bus pass replacing it with the
FANCard equipped with an on-card proximity-recognition chip. This FANCard process provides
opportunities for the Office of Registrar to begin planning to provide a student card to all
students regardless of status, and to increase student engagement with the College for all
students.
A.1.2 Foster a workplace where employees are proud to contribute and grow
 The Faculty of Arts, Media and Design (FAMD) held its first annual Professional Development
Day in May 2013. The event was a huge success. Over 100 faculty, support and administrative
members of the FAMD community participated in the day’s offerings of plenary and breakout
sessions. A second professional development event is planned for this June, which again will
bring all FAMD members together for a day of inquiry and sharing. The theme this year is
‘customer service and student focus’. The planning task force is representative of the diversity
of groups comprising our Faculty, and the format will repeat last year’s successful approach of
combined plenaries at the beginning and end of the day, with a variety of optional sessions
throughout the day.
 FAMD faculty were very actively engaged in professional development activities throughout
the year, both home in Ontario, and throughout Canada and internationally. In addition to the
conferences, symposia and events noted above, FAMD faculty researchers were three of the
winners at the recent Fanshawe Research Day. This year, we will be hosting the annual
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conference of the Canadian Photo Educators group, and we continue to support our faculties’
activities in the pursuit of their personal artistic talents, such as the public exhibition of
drawings by Fine Art Coordinator Tony McAulay.
 Library and Media Services has implemented a copyright services management service
including in-person tutorials, divisional information sessions, on-line FAQs and online
mandatory tutorials for Fanshawe faculty. The Fanshawe Copyright Services Officer, in
conjunction with a number of other colleges, scripted the tutorials for use in the Ontario
college system. This initiative was recognized by the Ontario College and University
Association (OCULA) as a significant contribution to the college education system. In addition,
our Copyright Services Officer, working with the IT Services, developed and implemented an
online copyright management system that allows faculty to input materials for copyright
permissions/licenses and thereby ensure copyright compliance.
 Part-time Continuing Education (CE) faculty received hands-on training to enhance their use of
FanshaweOnline (FOL) applications including the Collaborate virtual classroom. A
comprehensive set of teaching aids is available to every part-time CE professor through their
FOL course site. Resources includes classroom and online teaching tools such as rubrics.
Selective classroom visits are planned to support and recognize both new and long-serving
part-time faculty.
 The Oxford County Campus continued to support many community-based organizations
through various fundraising efforts. The Campus fundraised for Hike for Hospice, Alzheimer’s
Society, Children’s Aid Society, Salvation Army, United Way, and Habitat for Humanity. In
addition, the campus supported many local organizations, including minor soccer and hockey,
the Woodstock Rotary Club Dragon Boat Festival, Canadian Cancer Society Relay for Life,
United Way Stair Climb, Woodstock Police Department Racing Against Drugs campaign and
others.
 Continuing Education’s (CE) Operations Manager worked closely with the Information Systems
Services team to develop queries and self-service data reports that enable analyses previously
unavailable to CE. Data is readily available to CE staff and management to make informed
decisions relating to program and course offerings that improve the efficiency of our
operations while optimizing enrolments for in-demand courses. Targeted email marketing
now permits staff to reach potential students who have demonstrated interest in particular
courses and or programs.
 The Faculty of Health Sciences and Human Services has been working with the Ministry of
Public Education and the Office for International Affairs in Costa Rica on the development of
an agreement for the creation of a model for an international placement experience in that
country. The project responds to areas of impact including education, health, recreation and
English language and aligns with Costa Rica’s educational policies and key actions. The
program is intended to offer Fanshawe students the opportunity to familiarize with a different
culture, while achieving shared goals on an interdisciplinary team. This initiative will be
implemented in three schools in the region of Liberia, and is targeted to reach diverse
audiences within the community. Activities are focused on enriching students’ experience,
teachers’ professional development and community involvement under a collaborative
relationship development frame.
 Articulation agreements related to three Human Services programs (Social Service Worker,
Recreation & Leadership and Early Childhood Education) have been signed with Sligo (Ireland).
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 Through the hard work of the Accessibility for Ontarians with Disabilities Act (AODA) working
groups (Communication and Awareness, Training, Employment and Learning), the College met
all January 1, 2014 compliance obligations under the Integrated Accessibility Standards
Regulation.
 Work has progressed to strengthen our leadership talent strategies. Evaluation of current
practices used focus groups and best practice research. This led to recommendations to
update processes for performance planning and review, leadership development
programming, recruitment, talent assessment and succession planning. The performance
planning and review process recommendations are in place. The results from a pilot of
leadership talent assessment is forming the basis for an expansion of the assessment. Further
updates will continue into 2014/15.
 Career, Co-operative Education and Community Employment Services (CCCES) continued to
build on the momentum started by the launch of the CCCES brand “Opening Doors”. New
tools for all three service areas have been developed and are widely used and now recognized
by employers, students, graduates and alumni. The website has been repurposed and three
exciting videos have been created.
 Continued training and development of Library and Media Services staff occurred with staff
attending Ontario Library Association webinars, in-house training, Data Liberation Initiative
training, and copyright training. Cross training of staff is occurring between media services and
circulation.
 Student Success areas were involved in several staff training and development initiatives. In
preparation for the opening of the Integrated Test Centre, staff from the current Accessibility
Test Centre and from the Testing Centre participated in cross-training to learn the other area’s
processes and technology. In addition, Counsellors participated in Psychological First Aid and
Mental Health First Aid training. With respect to the latter, employees across all departments
in Student Services participated in a two-day training session. In order to strengthen
communication between the two areas and more seamlessly serve students, Student Success
Advisors and Counselling & Accessibility Services (C&AS) staff met periodically to share
information on student issues and service provision, especially related to students with more
complex difficulties.
 A number of activities focused on strengthening cultural awareness and competencies
occurred during the year. Staff in the International Centre attended the Ontario Association
of International Education conference in May 2013. This annual regional meeting of the
national Canadian Bureau of International Education focuses on skill enhancement for
international educators including advisors, homestay, and service providers. In addition,
Fanshawe’s International Week celebrations included a cultural panel, and art and fashion
shows involving international and domestic students and staff. Also included in International
Week was “Coffee Talk”. Employees were encouraged to take an international student for
coffee to learn more about their experiences at the College or to learn more about their home
country. During Career Week, which coincided with International Week, Dr. Neil McDonald
hosted a session on diversity and multiculturalism in the workplace and how these factors
become opportunities for high performing organizations. Staff from the College’s English
Language Institute provided cultural awareness training for other staff at the College. The
International Centre arranged student panels to meet with Academic school staff to assist
them in better understanding and meeting the needs of international students.
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A.1.3 Engage in applied research and scholarly activity
 The first year of implementation of the new strategic research plan has demonstrated
considerable success in terms of student and faculty engagement, increased numbers of
industry, business and community partnerships, and cross-discipline activities internally. The
Centre for Research and Innovation has been building a culture of research and increasing the
number of partnerships and collaborations as indicated in the Research Culture section below.
Research Culture
 A College-wide research culture is being established through the implementation of the
following initiatives and activities:

Research activity has increased significantly over the past year. All Faculties have
engaged in funded research and innovation activity. All Schools have had a
presentation by the Centre for Research and Innovation to introduce the College’s
strategic research plan and provide the high-level view of how research and
innovation will be integrated across the curriculum. These meetings have also been
used to introduce the ‘research wheel’, a tool designed to assist faculty with
identifying the research activities appropriate for their respective areas of study.
External funding of research projects has increased by 70 percent over the previous
year. The processes and procedures for engaging in research and innovation activities
have been developed and refined.

The Vice President Academic Speakers series included three sessions representing a
diverse range of research activities. The School of Language and Liberal Studies also
developed a brown bag lunch series dedicated to research discussions and
presentations.

The third annual Student Research and Innovation Day was the largest such event to
date with an estimated 500 attendees. Students from across the College participated
in this competition and showcase. Over 70 students participated in the presentation
of 29 projects. This year two categories were established: Applied Research, and
Social Innovation and Scholarship. All prize money this year was received through
donation.

Faculty research and Innovation was well represented with 30 poster presentations.
This event provides the opportunity not only for faculty to present their research
activities, but also to network across disciplines for collaboration on future projects.
 A Knowledge Dissemination fund was established and provided the opportunity for several
faculty members to present at sector specific conferences. Additionally, the Center for
Research and Innovation presented at the following events and participated in the following
external activities:
Conferences:
 Ontario Council on Articulation & Transfer (ONCAT) Conference 2013, Toronto
 Association of Canadian Community Colleges (ACCC) Research Symposium
2013, Quebec City
 Pan-Canadian Consortium on Admissions & Transfer (PCCAT) Conference 2013
Pillar Video Community
- 16 -
Ontario Centre of Excellence (OCE) Discovery 2013 - Toronto Committees:
 Heads of Applied Research (HAR)
 CAURA – Canadian Association of University Research Administrators
 Conference Board of Canada – Council for Innovation and Commercialization
 Council on Undergraduate Research (CUR)
Industry Partnerships
 During 2013/14, seventeen salient, industry-driven projects have been brought into the
College by the Industrial Research Chair. The projects were either class, capstone or applied
research projects.
 The Coordinator (Carmen Hall) of the Autism and Behavioural Science program in the School
of Human Services attended an international Apple conference and has presented at
numerous conferences and colleges about her experience integrating technology into learning
environments. She has also co-authored several articles. Carmen also received the Society for
Teaching and Learning in Higher Education (STLHE) College Sector Educator Award.
 Manufacturing, Electrical and Electromechanical Technician and Technology students will
continue to engage in capstone research projects, sponsored by seven companies. Over the
last year, industry-sponsorships of applied research projects have grown to nine organizations:
Kaleid Snow Gear, Centennial Windows, 3M, Otterville Custom Golf Carts, Woodstock Hydro,
Quest Technologies, General Dynamics, Dow AgriScience, and Hudson Boatworks.
 Four students from the Computer Programmer Analyst program in the School of Information
Technology worked at Cyborg Trading Inc. to further develop their real-time trading cloud
computing infrastructure. The partnership with Cyborg (now Embium) and Western proved to
be a success.
Internal Collaborations
 Counselling and Accessibility Services (C&AS), the School of Transportation Technology and
Institutional Research collaborated to investigate how iPads and related tools could be used in
pre-apprenticeship and auto body courses. The following resulted from this investigation:
iPad project with Auto body Pre-Apprentice Program:

Technology purchases: 8 laptops, 25 iPads, 2 iPod Touch’s with tripod, 4 iPad stylus
pens

iPads loaned to twenty-one pre-apprentice students and four professors for duration
of the program

At beginning of project 60 percent of the pre-apprentices said they had almost no
experience with this type of technology

At the completion of the course students reported that this technology was useful or
very useful for these tasks: making notes (53 percent); reading course material (87);
research on the internet (100); watching school related videos (67); submitting
assignments (47); and organizing school materials (53).

The enthusiastic professors prepared a presentation for other apprenticeship faculty
to showcase the innovative ways they were able to integrate the iPad into their
teaching.
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A.2 Student Success (Policy A-35)
A.2.1 Encourage and enhance student success
Academic and administrative departments in the College will implement various initiatives and
strategies to encourage and enhance student success. These activities are briefly discussed below:
Academic Implementations
 The GIS Graduate Certificate program successfully launched in a blended/online format in the
fall 2013. Students expressed satisfaction with the option of being able to attend classes or
participate online. Interest in the program and applications have increased since we made the
changes, and we have had participation from several students who live a significant distance
from London.
 The St. Thomas/Elgin Campus offered a Mathematics Lab four hours per week throughout the
fall and winter terms along with the Physics lab for Pre-Health Science (PHS) students. We
have documented six PHS students and two trades program students who have increased
their grades from a fail to a pass because of participation in the Math Lab. In addition, several
PHS students attended the Math Lab with a view to increasing already strong marks in their
PHS program.
 Continuing Education (CE) has reviewed student failure rates. Difficulty remains in
determining student withdrawals from programs because CE students are not yet required to
register in a program, only in individual courses. Student success rates at the individual course
level are quite high, but we are unable to measure program success accurately. Through
discussions with Student Success Services, it was determined that no service changes were
currently required. However, CE is currently exploring the Desire2Learn “Insights” application
in collaboration with Learning Systems Services and Student Academic Success Services as a
tool to track online student participation and intervention to support student success.
 Continuing Education (CE) customers are now able to perform self-service online registration
without being a previous student of the College. This permits CE to increase new customer
registrations. CE has developed automated tracking reports by registration type (e.g., in
person, online, etc.), marketing distribution (e.g., where our registrations are coming from),
and course registration levels (e.g., who is taking our courses) to provide the data that is built
into our strategic marketing plan. Continuing Education is implementing a self-service
automated ‘declare to program’ process for our students to allow us to assist them
throughout their desired program and to plan our course offerings based on our student’s
pathways. The ‘declare to program’ process focuses on improving our repeat rate and
graduation rate.
 The School of Human Services designed a pre-placement readiness group to better support
students who experience difficulty when applying theory to practice. The group ran twice
consisting of eight sessions each.
 The School of Human Services continues to grow student mentorship programs across the
School. The mentorship program in the Police Foundation program has been successful and
serves as a model for other programs. A student from the Early Childhood Education
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Leadership (ECEL) degree program completed a research project examining the benefits of
mentorship between the degree program and the diploma program. The results of her
research suggested that there was added value to students who engaged in the mentorship
experience. On several occasions, peer mentors were engaged to support students who
struggled in their placement activity. This was particularly helpful to some of the international
students during their experiential learning.
 With the aim of improving the written and oral communication skills of both domestic and
international students, the Lawrence Kinlin School of Business and our School of Information
Technology added a new course in Professional Communication to most graduate certificate
programs in the fall and winter of 2013/14.
 The School of Information Technology continues to offer mentoring sessions to Information
Technology and Law Clerk students. In fact, the School has expanded the activities to include
sessions specifically for Information Security Management students. This initiative has been
well received.
 The College introduced new standardized co-op workshops to enhance student preparedness.
All Co-op Consultants are delivering the same set of workshops and they are available in a
blended format on FanshaweOnline (FOL) pages.
Student Services Initiatives
 The Reputation and Brand Management department worked with Student Success to develop
a dramatically revised parent handbook. Because parents play such an important support role,
the expanded document is seen as a key first step in ensuring students leverage available
support systems at the College. In 2014, work continues with the development of an online
orientation module and arrival events to increase the visibility of and engagement with
support networks.
 A number of equipment upgrades in College computer labs occurred throughout the summer
of 2013. In addition, we established new high-tech classroom setups in H and M buildings,
and all classrooms and labs at the new Centre for Digital and Performance Arts (CDPA)
downtown campus were set up in preparation for opening. With the delay in startup at CDPA,
a number of contingency labs were set up at the Oxford Street campus for the fall semester
 Learning Systems Services acquired a new D2L analytics product that monitors and analyzes
student patterns of use within FanshaweOnline (FOL). The D2L Insights module is comprised
of two interconnected products: Analytics data warehouse and Student Success System. We
completed the technical implementation of Analytics, which includes building the data
warehouse, in January 2014. The Student Success System will be implemented in conjunction
with a scheduled June FOL upgrade. We plan to evaluate the system over the summer
months. User acceptance pilots are planned for the 2014/15 academic term.
 Commencing Fall 2013, Technical Support Services (TSS) expanded its weeknight and weekend
hours of operation to support Weekend College and the rapidly growing online offerings.
Additionally, as part of an ongoing Service Desk Transition project, the TSS team is piloting an
enhanced self-service password reset application. The team will also launch various online
self-help functions, videos and documentation as part of the deliverables for this project
through 2014 and 2015.
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 The Office of the Registrar has implemented a new Advising Centre to provide program-fit
pre-admissions advising services for prospective and current students. This Centre has two
new staff: Admissions Advisor and Pathways Advisor, hired in September 2013. Our existing
Prior Learning Advisor, Assessment Recognition (PLAR) Advisor and Pre Admission Advising
(PRAD) Advisor complete our team. The advisors work closely with the Personal Academic
Counsellors and Student Success Advisors, to ensure referrals and transitions are seamless.
Nearly 1,000 prospective students received advice in the first quarter of 2014, doubling the
number for the same period last year with two advisors. Plans include a full integration of
services within a physical Access Centre. The new email box (advising@fanshawec.ca) has
received more than 500 inquiries to date. An Advising Centre website is a first step toward a
Virtual Access Centre, www.fanshawec.ca/advising. Program-fit documents assisting
prospective students with career research are available for all post-secondary and apprentice
programs. Work continues to develop program fit documents for all Continuing Education
programs.
 Student Success introduced the role of Campus Life Facilitator to lead and coordinate
initiatives to support student retention and success. A first tool is Co-curricular Record (CCR), a
non-academic transcript that supports student employability through the recognition of soft
skill development, volunteer service within the College and our communities, campus
employment and student leadership activities. The CCR launched in February 2014, providing
official recognition for 210 co-curricular activities. As of April 15, over 900 students were
active within the program with over 360 students receiving validation for activities.
Additionally, the Campus Life Facilitator, in collaboration with the Fanshawe Student Union,
organized numerous wellness programs to encourage student/life balance, mental health and
safe alcohol consumption. Feedback from students and employees has been very positive.
 In 2013/14 the College established an International Student Retention Committee. The
committee collected and analyzed student progress data to better inform decision-making
around realistic retention targets for international students. The current retention statistic for
international students at Fanshawe College is 83 percent from level 1 to level 2, which is about
seven percent higher than domestic students. In 2014/15 priority will be given to the
identification of academic and social barriers through an in-depth analysis of the statistics by
program of study and country of origin. Appropriate interventions to address barriers will be
put in place.
A.3 Meeting Labour Market Needs (Policy A-40)
A.3.1 Support strategic growth in current and new markets, both domestic and
international
 The new Centre for Digital and Performance Arts opened to classes in January 2014 and has
established itself as a preeminent partner in the arts, culture and business life of London. Its
seven programs have brought 400 students, staff and faculty to the city’s core, and we have
been wonderfully delighted by the enthusiastic, supportive and overwhelming response of our
community. Partnerships with the digital media and theatre sectors have flourished, and the
relocation to the downtown site has markedly enhanced ongoing interaction and participation
with the private sector. Research revenue and the scope of research projects continues to
exceed all expectations.
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 Based on a strong business case and extensive consultation with industry stakeholders, the
new Fanshawe School of Public Safety was developed during 2013/14 for launch in 2014.
Consultation led to over fifty new program ideas for consideration. From this list, fifteen
programs progressed to the stage-gate process. As a result, a new Advanced Police Studies
program will launch this fall. Three additional new programs successfully completed the stagegate process and await Ministry approval. On April 1, existing Fanshawe Public Safety
programs were amalgamated and the new School of Public Safety became a reality, laying the
foundation to continue our extensive new and unique program development in this exciting
field.
 Faculty of Technology grew enrolment by 10% over the previous year by adding sections
where possible.
 The Bachelor of Interior Design program (BID) successfully launched in fall 2013. Because
consent did not occur until January 2013, after students had already applied to enroll in the
Advanced Diploma in Interior Design, we decided to continue to offer one final year of the
Advanced Diploma while also launching the first year of the BID. The Advanced Diploma will
phase out over three years. We will also be offering a bridging program starting in fall 2014 so
that students who have graduated from the Advanced Diploma will be able to enter into the
fourth year of the bachelor’s program in the fall of 2015.
 In preparation for the future, Schools in the Faculty of Business are investigating or developing
the following programs for launch in 2014 or 2015:
 Logistics and Supply Chain Management - graduate certificate- launching fall 2014
 Retirement Residence Management - graduate certificate- launching May 2014
 Accounting - graduate certificate- approved, but launch deferred pending clarification
of CPA credential recognition implications
 Insurance and Risk Management - graduate certificate- awaiting MTCU approval
 Baking and Pastry Arts – awaiting MTCU funding approval, plan to offer in fall 2015
 Network and Security graduate certificate, awaiting MTCU approval, plan to offer in
fall 2015
 Four Bachelor of Commerce Degrees – awaiting Minister approval, plan to offer in fall
2015
 Events Management - graduate certificate- Stage-gate 3 completed- awaiting Board
and MTCU approval, plan to offer fall 2015
 Business Intelligence - graduate certificate- Stage-gate 2- hope to offer in fall 2015 or
winter 2016
 New Media/Digital Marketing – investigating, not yet at Stage-gate 1
 International Fashion Management - graduate certificate in conjunction with FAMD development suspended
 Computer Programmer – diploma- development delayed pending further discussions
with university partners
 Cloud and Virtualization Specialist - graduate certificate - development delayed
pending infrastructure discussion
 Information Security Diploma- investigating, not yet at Stage-gate 1
 Cyber Security- investigating, not yet at Stage-gate 1. Will work in collaboration with
School of Public Safety.
- 21 -
 The Lawrence Kinlin School of Business completed the Post-secondary Education Quality
Assessment Board (PEQAB) onsite review for four Bachelor of Commerce degrees in April
2013. Three are currently on the deferral list at the Ministry, having been referred by the
PEQAB to the Minister in fall 2013. The fourth (Digital Marketing) was favourably reassessed in
January 2014 and will be considered by the PEQAB in May 2014.
 The Faculty of Business continues to support the College commitment to international
education:

The Lawrence Kinlin School of Business welcomed an increased number of exchange
students from around the world in 2013. In calendar 2013 we had 34 inbound
students and 27 outbound students in the LKSB, exceeding the combined target of 50.

The School of Tourism and Hospitality expected four to five exchange students from
Finland and Ireland. As it turned out, two exchange students came to the School
from Finland and two Tourism and Hospitality students went to two different
institutes in Ireland.

In May 2013 the School of Information Technology welcomed three students on
exchange from The Hague in Netherlands. In January 2014 one student from the
Bahamas Technical Vocational Institute came to the School on a CARICOM exchange.
 New articulation agreements have been recently completed in the Lawrence Kinlin School of
Business (LKSB) with Cesine Business School in Spain and Brescia University College at Western
University. Several more are in negotiation with Kings University College at Western
University. Revised agreements were completed with Waterford, Cork and Sligo Institutes of
Technology in Ireland and with Okanogan College in BC. The LKSB has played a significant role
in the development and implementation of the Ontario Council on Articulation and Transfer
(ONCAT) transfer agreements in business. The LKSB Chair is co-chairing a $420,000 ONCATfunded program for province-wide implementation of the agreements. This initiative is to act
as a prototype for further implementations to follow.
 The LKSB welcomed a grade 11 student group from Haiman Secondary School (Haiman, China)
in June 2013. Discussions are ongoing with this school and numerous others in China. The
Party Secretary from Beijing region will visit the LKSB in July of 2014 to discuss new education
partnership opportunities in Business.
 The LKSB initiated a new partnership program with McDonalds Canada in 2013, now expanded
through the Heads of Business Ontario, to develop advance standing programs in business
diplomas and degrees in alignment with McDonalds’ corporate training. This agreement is
near completion and will be rolled out in 2014/15 to 18,000 McDonalds employees across
Ontario.
 New entrance scholarships have been implemented and based on the experience of the initial
academic year cycle. Student Awards reports that they have been very well received and have
generated much positive interest while being promoted at various outreach activities.
 The School of Information Technology continues to offer three intakes per year of the
Information Security Management program to meet strong demand. We are trying to attract
more domestic students to the program through flexible delivery and increased promotional
activities.
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 The School of Information Technology continues to stage promotional events for prospective
students such as the Girls Rock IT event, held every May for grade 7 and 8 girls.
 The Music Industry Arts (MIA) program implemented a restructured curriculum and moved
into a newly renovated space following much work over two years. Previously this space was
simply a lecture hall – following renovation it is a lecture hall, a practice space, a stage, a
recording studio linked with our radio station. MIA faculty and students describe the new
space as “incredible.”
 A new Weld Lab at our St. Thomas/Elgin Campus (STE) opened in the fall of 2013. All three
Welding Techniques Certificate program intakes were filled to capacity. Of note, the last two
graduating classes all found work in the welding field immediately on graduation. The Lab was
also well used by our Industrial Maintenance Mechanic Technician students and by the
increasing number of Millwright apprentices coming through both the Day Release and Block
Release delivery platforms, and by a double offering to Dual Credit high school students. For
the winter 2014 term, we estimate that there were about 500 student-use hours per week in
the Weld Lab.
 A number of Continuing Education ‘Series’ have been created and offered. A Series
incorporates a selection of courses aimed at students obtaining a specific set of skills and
knowledge that is more targeted than would be found in a typical certificate program.
Examples include: Electrical Fundamentals Series; Welding Fundamentals Series; Business
Essentials Series; Small Business Entrepreneurship Series; and Microsoft Office Professional
Series. A new process is in place to award a Declaration of Academic Achievement as an
enhanced recognition for students who complete the courses required in the Series.
 The Fanshawe Academic Upgrading team was tasked with recapturing applicants whose
qualifications did not support entry into a post-secondary program. The objective was to
provide alternative pathways into the College. Applicants are individually contacted with an
offer to enter the courses required to meet admission standards. Course delivery options
include blended or fully online and are delivered in a short-term intensive format. These
courses are tuition free and supported under Employment Ontario/MTCU funding. Once an
applicant has registered for the required course work, they are given a conditional offer of
admission to the appropriate program, as long as they achieve academic success.
 Both the Oxford County Campus and the James N. Allan Campus delivered successful small
section offerings of the Pre-Health Science program in the fall of 2013. Another intake is
scheduled for fall 2014. The James N. Allan Campus was also successful in expanding our
SWAC (School Within A College) offerings from one per term to two per term (four sections
total) as well as adding several dual credit courses. Approvals have been secured for
expanded offerings in the 2014/15 academic year with further expansion to additional high
schools, including some in the city of Brantford.
 The School of Building Technology has finalized (or nearly so) various articulation agreements
as follows:

Institutes of Technology Ireland: Cork Institute of Technology (CIT) and Institute of
Technology, Sligo (ITS):
o
Architectural Technology graduates from Fanshawe may apply for direct
entry into the 4th year (level 8) of the B.Sc. (Hons) at CIT.
- 23 -

o
Architectural Technology, Civil Engineering Technology or Construction
Engineering Technology (Management) graduates from Fanshawe may
apply for direct entry into the fourth year (level 8) of the B.Sc. (Hons) in
Construction Project Management at ITS.
o
An agreement has been reached regarding the ITS program requiring one
academic year (approximately 9 months) of study at ITS, Sligo, Ireland or 2
academic years (16 months) of part-time study via distance education.
Victoria University, Wellington, New Zealand (VUW):
o

A Memorandum of Understanding has been signed regarding articulation
between Fanshawe’s Architectural Technology program and VUW’s B.Sc.
(Hons) in Building Science, which could lead to a Master’s Degree in
Building Science.
Western University, London, Ontario:
o
Articulation between the Civil Engineering Technology program at
Fanshawe College and Western’s Bachelors of Engineering Science degree
has been finalized.
 Discussions are continuing between the Faculty of Technology and the University of Windsor
around the development of collaborative degree offerings in engineering.
 The School of Transportation Technology began offering the Aviation Technician – Aircraft
Maintenance program in September 2013. There were 189 applications for 40 seats and the
program began with a full class of 40 students. All theory classes and practical labs were
delivered in the Centre for Applied Transportation Technologies then transitioned to the new
hangar facility at the London International Airport in January 2014. The program is again
experiencing a high application rate for September 2014.
 The Reputation and Brand Management team led a strategic brand project. In April of 2014,
the College launched a comprehensive brand platform consisting of brand position, promise,
personality and identity.
 Student Services launched a number of initiatives to support the recruitment and retention of
students from specific groups:

A one-stop landing page was implemented for newcomers to Canada. The webpage
provides potential students with information on how Fanshawe College can help them
with education, employment and other services that are available in the community.
A new international page has been created and is being ready to be uploaded.

Library and Media Services (LMS) added an Outreach Specialist who will help support
retention rates of international students, new Canadians, students with disabilities
and other students requiring enhanced services to access and use library resources.
 The International Centre continues to provide settlement services for international students
including orientation to the College and to the community. The Centre provides initial
orientation for ESL students in order to ease the transition from arrival to academic studies.
- 24 -
 In November 2013, Reputation and Brand Management contracted a consultant to conduct a
review of institutional social media practices. They audited the practices of Fanshawe College
India and China using a combination of manual search and stakeholder interviews. They
analyzed a year’s worth of online activity to get a better understanding of how and where
Fanshawe and competing colleges are discussed, and identified key themes and topics that
come up when selecting a school abroad. Recommendations for the various international
markets are expected in May 2014.
 In 2013 the International Centre updated a presence on Facebook including both a business
page and a social events page. Language-specific pages are available through peer-to-peer
group pages. The International Centre is also active on Twitter and Pinterest with more to
come.
 During 2013/14 Fanshawe College’s international enrolment grew by 27 percent as a result of
close collaboration between the International Centre, Academic Schools and the Office of the
Registrar, and a comprehensive country-specific recruitment plan. New recruitment activities
are in place in Russia, Ukraine and Nigeria. Enrolment growth was supported by the
establishment of productive agreements for advanced standing in Tourism and Hospitality and
the introduction of Practical Elements of Mechanical Engineering. Additional intakes in
Information Technology and in the Lawrence Kinlin School of Business facilitated international
student enrolment growth. Scholarships were introduced by 2013/14 and attracted wellprepared international students including many with high English proficiency scores.
 The College received national recognition for internationalization and leadership. Our efforts
and achievements towards internationalization were recognized by the Association of
Canadian Community Colleges (ACCC) at its national conference in May 2013 with the Silver
Internationalization Excellence Award. Fanshawe received this award for its investments in
research, cultural training for employees and for quadrupling its international student
population since 2008.
 In addition, our International Centre manager, Bruce Wilson, was awarded CBIE President’s
Award for Distinguished Leadership in International Education, which is awarded to an
individual to recognize outstanding leadership in the internationalization of Canadian
education and/or the international education profession beyond their home institution. Mr.
Wilson was recognized for helping to shape international education in Canada through his
work on provincial and national committees. In his role as the longest serving chair of the
Ontario Colleges International Committee, he provided unparalleled leadership and inspired
colleagues across the province.
A.4 Other
A.4.1 Engage the support of community partners and patrons
 The Fanshawe College Foundation launched its major capital campaign in May 2014, having
successfully concluded its “quiet” phase, during which time more than 60 percent of the goal
was achieved. The $100 million target is among the largest college campaigns across Canada
and will enable the completion of several major projects including: the second phase of the
- 25 -
downtown campus; major investments in aviation programming; and an expanded
fitness/wellness facility at the London campus. Donor investments will also support
enhancements at Fanshawe’s regional campuses in Simcoe, Woodstock and St. Thomas. More
than thirty community volunteers are actively engaged in supporting the Fanshawe
Foundation to achieve its campaign goal.
 The Fanshawe College Alumni Association extended its outreach by hosting alumni events in
key markets including the Greater Toronto Area (GTA) and throughout southwestern Ontario.
These activities link to the College’s primary goal of increasing student enrolment. By
reaching out to alumni, the Association connects with parents of potential Fanshawe students
as well as reconnecting with alumni who may wish to upgrade skills through Continuing
Education.
 The Fanshawe Alumni Association continues to promote its branding message “Fanshawe
Forever,” seeking to foster a “forever” relationship with our graduates. This aligns with The
Association’s primary goal which is to: “Become the premier alumni relationship focus of our
graduates - forever!” As of spring 2014, Fanshawe College Alumni Association represents
more than 160,000 graduates. While the majority of our graduates are based in southwestern
Ontario, graduates are working around the globe particularly in specialized areas such as
Music Industry Arts, Tourism and Hospitality, Nursing and Respiratory Therapy.
 Fanshawe’s First Nations Program Major within the General Arts and Science program is
established and achieving greater community awareness in recent months. Community
consultation has continued with great success. A Western/Fanshawe articulation is now in
place providing a formal pathway for First Nations and social science-focused students. A
recently approved Trillium Grant Partnership between Fanshawe and London’s N’Ameriand
Friendship Centre, is serving the local communities with traditional teachings.
 The Advanced Filmmaking program again held a Film Camp in May 2013. Over 100 high school
students participated over two days. Fanshawe film students serve as mentors to the high
school students. Attendees came from many London schools, regional schools like Stratford
and Woodstock, and from as far away as a high school in Fort Erie. The Fort Erie high school is
the source of ten graduates of programs at Fanshawe. The faculty and staff who support this
film Camp exceed participant expectations each year.
 The St. Thomas/Elgin Campus Chair served as the Executive Director of the Elgin-St. Thomas
Youth Employment Counselling Centre for most of the year to February 2014. We met all
MTCU contract performance commitments for Employment Services, Summer Jobs Service
and Youth Employment Fund. The regional economy continues to struggle and is in continuing
need of this sort of service.
 The Oxford County Campus was the lead sponsor and host of the seventh consecutive Oxford
Invitational Youth Robotics Challenge in 2013. This community-based partnership encourages
high- school-aged youth to consider careers in engineering, technology or skilled trades.
 London Continuing Education staff continue to enhance linkages through meetings with the
Small Business Centre. Objectives include development of closer ties and the possibility of cooperation in the delivery of some small business-related courses. Representatives of the
London Economic Development Corporation and the Small Business Centre are members of
our Continuing Education Advisory Committee.
- 26 -
 In 2013, the Reputation and Brand Management launched several new “one College”
initiatives meant to increase the awareness and understanding of Fanshawe. Three examples
are: the adult mailer that was distributed to 250,000 geo-targeted recipients in London and
surrounding areas; the launch of an online learning portal for e-programs; and a Business
Solutions brochure sent to businesses that outlines what types of support, services and
products they can receive from the College.
 A large digital “lantern” sign was procured in fall 2013 from Media Resources located in
Oakville. This sign quickly became the exterior crown to a showpiece facility at the Centre for
Digital and Performance Arts (CDPA) campus. Containing nearly 830,000 LED lights and
measuring sixteen by twelve feet, all of downtown London knows that Fanshawe’s CDPA
campus has arrived! In addition to the exterior signage, a number of interior digital signs will
be installed during the summer of 2014. Implementation of the CDPA interior digital signage
project sets a new standard for digital signage at all Fanshawe College locations.
 Career, Co-operative Education and Community Services (CCCES) has a total database of
13,000 employers. CCCEs has partnered with the Alumni Office to deliver “Alumni at work”
mugs during site visits to employers who are Fanshawe graduates. The Alumni Office was
involved in the successful Career Start program that supported graduates in achieving
employment.
 CCCES worked with Research and Brand Management to create a “Business Solutions”
reference guide for employers.
 Library and Media Services and the English Language Institute continue to work with the
London Public Library to explore establishment of a space within the downtown London Public
Library to provide newly arrived immigrants with resources and information on English as a
Second Language and other learning opportunities in support of their transition to Canada and
to our community.
 Students and staff from the School of Tourism and Hospitality participated in The Meal, the
longest running Canadian fundraising dinner in support of Diabetes Research. Other activities
included:

Savour Stratford, a culinary event in support of local sustainable partners in the
region,

The launch of the Artisanal Culinary program garden, where students will grow their
own produce, reinforcing sustainability and the importance of local food,

An educational partnership with Les Cles D’or and our Guest Relations Specialist
program, also known as Concierge Services,

The second annual Networking Day with industry partners with a special focus on the
relatively untapped Northern Ontario market,

Judging by the participation and current students on placement, this event was a huge
success for everyone involved,

During the Spring Open House, the School elected to host not only new visitors but
the Ontario Skills Qualifying rounds as well as an industry Iron Chef competition
(partnered with our students). These activities showcased our kitchens in full action,
- 27 -

After three months of intensive work and preparation Jessica Cats - Advanced Baker
Patissier program, entered the all-Canadian Intercollegiate Chocolate Competition. It
was staged by Chocolate Callebaut/Cocoa Barry at Humber College. It was a very long
and intense competition. Jessica placed second for her showpiece and second with
her dessert. Overall second best college entry.
 Faculty, staff and administrators in the Faculty of Business continue to volunteer their time
with and attend community events organized by such organizations as:

London Chamber of Commerce: Fanshawe had strong attendance and support for the
Business Achievement Awards again in 2013

LEDC: Fanshawe provided strong support for the Student-to-Business (S2B) event.
David Belford, our Dean of Business, was on the advisory board for BizInc, a service to
assist student entrepreneurs supported by the LEDC, Fanshawe College, the Fanshawe
Student Union and Western University’s Student Council.

Youth Opportunities Unlimited

Tech Alliance

Better Business Bureau: Mary Pierce, Chair, Lawrence Kinlin School of Business, has
been on the Board for 6 years

St. Joseph’s Health Care

London Small Business Centre.
 President Peter Devlin announced the Fanshawe College United Way 2013 fundraising total of
$107,381 at an event in January 2014. This represents the fourth consecutive year the College
has surpassed $100,000 in contributions. Donations came from staff, students and retirees
that included payroll deductions, fundraising events and student activities. The contribution
brings the College’s total contributions to United Way to more than $1.1 million.
- 28 -
SECTION B
Analysis of College Operational Performance
Section B: Analysis of College Operational Performance
Summary of Major College Achievements
For 2013/14, staff effectively implemented and executed outcomes within the College’s
strategic framework. Highlights included, but were not limited to:














Opening the new downtown campus – Centre for Digital and Performing Arts
Implementing the Stage Gate evaluation process for all proposed new programs,
ensuring alignment with market demand and strategic recruitment initiatives
Developing and launching the College’s new brand
Introducing 5 new programs for the 2014/15 academic year
Completing and implementing the Balanced Scorecard tool to establish baseline
performance ratings on all current programs
Monitoring goals and key metrics established in the multi-year strategic frameworks of
administrative, program, and service areas
Tracking and assessing success of multi-year strategic growth and retention targets for
domestic and international students
Completing key phases of the student self-service and Online Registration system
Continuing implementation and customization of the Customer Relationship
Management (CRM) software for strategic enrolment management
Developing more domestic and international articulation and partnership agreements
with colleges and universities
Building and implementing strategic risk assessment initiatives, including space
planning
Continuing strategic market research targeting recruitment of non-traditional students
Maintaining significant commitment to scholarships and on-campus employment for
international students
Increasing access to bursaries, scholarships and awards for domestic students
Objective Measures of Quality
Ministry-mandated Key Performance Indicators (KPIs) continue to show Fanshawe meets or
exceeds many of the core provincial and large college metrics. This includes graduation rate;
graduate satisfaction and employment rates; overall quality of learning resources and the
student experience; and quality of college services, facilities, and equipment.
A joint project of the College and Student Union, the confidential Student Feedback Survey is
administered each term to all Continuing Education and full-time students in level 2 and above.
Year-over-year, the College maintains a 65 to 70 percent participation rate across terms and
programs. High participation rates strengthen validity to the summary finding – the majority of
student respondents continue to provide ‘good’ to ‘excellent’ ratings for course content, faculty
effectiveness, and course design.
- 29 -
Section B: Analysis of College Operational Performance
Areas Meriting Increased Attention
Experiential learning, once the domain of colleges, is now openly embraced by university
programs providing experiential learning in community placements. Fanshawe must actively
and broadly engage with community stakeholders and regional employers to ensure our
students have sufficient opportunities for quality placements.
The Ontario 17 to 19 year old population will continue to decline in the near to mid-term. This
is especially true in Fanshawe’s traditional catchment. To meet strategic growth targets, the
College must continue to grow international recruitment while developing strategies to
successfully recruit and retain non-traditional student populations.
- 30 -
SECTION C
Analysis of College Financial Performance
Section C: Analysis of College Financial Performance
The consolidated financial statements for The Fanshawe College of Applied Arts and Technology (“the
College”) contain the consolidated results for the College, Fanshawe College Foundation (“the
Foundation”) and Fanshawe International Corporation (FIC). The consolidated statements were
approved by the Board of Governors June 26, 2014.
Fanshawe College Foundation
The Foundation was formed to support the growth of the College and the financial needs of its students.
It has just finished its fifth year of operation. Support is provided to students through the provision of
bursaries and scholarships. The College will receive support for capital improvements from time to time
from the funds derived from fundraising campaigns. The Foundation had an increase in net assets of
$2.3M in the year just ended driven primarily by an increase in the market value of the investments it
holds from endowments and restricted contributions. Student assistance (bursaries and scholarships) of
over $750,000 were provided in the year.
Fanshawe International Corporation
FIC was formed to provide teaching and training activities outside Canada using the expertise we have
developed within the College. Revenues and surpluses have been below $100,000 for the last two years
with a deficit of $247,000 in the year just ended. The deficit was driven by expenses related to the
investigation of possible international ventures.
Fanshawe College
The College had a consolidated surplus of $6.8M in the year just ended ($12.5M in 2013). Total revenues
increased by $6.2M over the previous year while total expenditures increased by $11.9M. More detail
of the changes in revenues and expenditures are provided below. Charts for both revenue and
expenditures covering the last six years are attached.
Revenue
Government Grants – grant revenues decreased by a net of $3.2M in the year.
Enrolment Revenue – FTPS enrolments increased year over year. The $9.6M increase in revenues was
driven partly by rate increases as allowed and by a large increase in International enrolments.
Enrolment trends are presented separately for FTPS in the attachments.
Ancillary revenue – the decrease of $0.8M in Ancillary revenues was primarily the result of decreased
Bookstore and other retail revenues. A drop in retail revenues of $0.9M was largely offset by a similar
reduction in Ancillary Service costs.
Other revenue – this category increased by $0.5M over 2013 mostly due to an increase in the amount of
amortization for deferred contributions related to capital assets recognized in the year.
- 31 -
Expenditures
Instructional service – Expenditures in this grouping include, but are not limited to, academic programs
funded by government and contract training funded by business and industry. The addition of new
faculty and academic staff positions along with salary cost increases contributed to the$5.2M increase in
these costs year over year. The addition of new positions was influenced by the addition of new
programs and by the increase in international enrolments.
Instructional support service – Activities in this group primarily support Instructional Services and
contribute to the learning process, which may or may not attract additional revenue. Examples include,
but are not limited to, the Library and Research and International Partnerships. The $2.8M increase in
costs is primarily a response to the increases we have been experiencing in both FTPS and International
student enrolments over the past four years.
Student service – These services support the needs of students either in the learning process or in
student life activities. Examples include, the Registrar's Office, Counselling and Accessibility Services and
Athletics. The $1.1M increase in expenditures is attributable to costs that are partially offset by special
purpose revenue. It is also impacted by growing overall enrolment numbers over the past four years.
College service – these expenditures primarily serves the needs of the College as a corporation.
Examples include, but are not limited to, the Board of Governors, Development Office, Human
Resources and Financial Services. Salary increases and expanding corporate service requirements to
support our expanded enrolment base have driven the $1.1M year over year increase in these costs.
Ancillary service – these activities are primarily user-pay services that are provided at competitive rates
as a convenience to students, and in some cases the College. Examples include the College Stores,
Residence operations and Parking Services. The $0.2M increase in expenditures was driven by parking
lot improvement costs offset by associated ancillary revenue decreases as noted above with respect to
lower retail revenues.
Facility service – this group comprises the costs associated with providing a physical learning and
working environment that is both safe and secure and is in compliance with numerous codes and
regulations. Examples include, but are not limited to facilities planning and development, maintenance,
utilities, custodial services, and security. Year over year expenses increased by $1.4M. Inflationary
utilities increases, higher usage which was driven by colder weather than the prior year and the
acquisition of new properties have increased the expenses in this group by $0.7M from 2013.
- 32 -
REVENUE
250.0
200.0
$
M 150.0
i
l
l
i
100.0
o
n
s
Other revenue
Ancillary revenue
Enrolment revenue
Government grants
50.0
0.0
2009
2010
2011
2012
2013
Fiscal year ending March 31
- 33 -
2014
EXPENDITURES
250.0
200.0
$
M 150.0
i
l
l
i
100.0
o
n
s
Facility service
Ancillary service
College service
Student service
Instructional support service
Instructional service
50.0
0.0
2009
2010
2011
2012
2013
Fiscal year ending March 31
- 34 -
2014
Domestic Full Time Post-Secondary Enrolments
13500
13000
12500
12000
Full Time Post-Secondary
11500
11000
10500
10000
2009
2010
2011
2012
November 1 count date data
- 35 -
2013
2014
SECTION D
Subsidiaries & Foundations
Section D: Subsidiaries and Foundations
The financial statements for the Fanshawe College Foundation and the Fanshawe International
Corporation are included in the Consolidated Financial Statements for Fanshawe College which were
approved by the Board of Governors on June 26, 2014.
See Appendix B, page 78.
- 36 -
SECTION E
Appendices
APPENDIX A
Multi-Year Accountability Agreement Report Back
Ministry of Training, Colleges and Universities
2012-2013 Multi-Year Accountability Agreement (MYAA) Report Back
Institution Name:
Fanshawe College
OVERVIEW
The annual Multi-Year Accountability Agreement (MYAA) Report Backs continues to provide the government with a tool for
publicly reporting on the performance of Ontario postsecondary institutions on the principles of access, quality and accountability.
Consistent with previous MYAA Report Backs, the 2012-2013 MYAA Report Back maintains the system-wide performance
indicators that reflect current government priorities for postsecondary education in Ontario. In addition, the 2012-2013 MYAA
Report Back maintains an institution-specific component that provides institutions with the opportunity to tell their unique story of
how they are driving system-wide priorities.
Where possible, to help streamline the 2012-2013 MYAA Report Back process, the Ministry pre-populated Fanshawe College's
2012-2013 MYAA Report Back with data from a variety of confirmed institutional sources, including reports (e.g. Key Performance
Indicators), data sources (e.g. Full-Time Enrolment Headcount) and pre-populated data from previous Report Backs (e.g. 20112012). Data that was pre-populated by the Ministry of Training, Colleges and Universities (the Ministry) in Fanshawe College's
2012-2013 MYAA Report Back is denoted with the symbol (+).
Fanshawe College
Last Updated: October 15, 2013
- 37 -
Page 1 of 41
1) Enrolment - Headcount*
*DEFINITION: Headcount is the un-audited 2012-2013 enrolment count on November 1, 2012 in the Ontario College Application
System(OCAS) (Full-Time funded students only: does not include Nursing, Second Career, Apprentice or International students).
Fanshawe College's total Headcount enrolment count in 2012-2013 = 12,334(+).
Please indicate the number of students aged 18-24 (age as of November 1, 2012) from the total Headcount enrolment at
Fanshawe College in 2012-2013 = 10,518.
Please indicate the number of students aged 25+ (age as of November 1, 2012) from the total Headcount enrolment at
Fanshawe College in 2012-2013 = 1,679.
Please indicate (if applicable) the number of students under the age of 18 (age as of November 1, 2012) enrolled at
Fanshawe College in 2012-2013= 14.
* The space below is provided for Fanshawe College to describe methodology, survey tools, caveats and other information
regarding the numbers reported above re: Enrolment - Headcount.
The data is reported through the OCAS data warehouse – Fall Enrolment for all full-time funded students. There were 123
enrolments with age unknown.
Fanshawe College
- 38 -
Page 2 of 41
Please provide one or more examples, in the space provide below, of highlights from Fanshawe College's Enrolment
Management Plan that Fanshawe College used during 2012-2013 to manage enrolment.
• Implementation of “Weekend College” offerings in the Faculty of Health Sciences & Human Services, the Faculty of
Technology and the Faculty of Business to provide access to College programming to a cohort of students who require
additional flexibility in offerings due to work/life obligations.
• Creation of January intakes offered in 40% of programs to provide additional flexibility in offerings to ensure students can
access College programming at multiple times of the year. Not only does this format provide additional intakes, it also provides
a student success strategy allowing students to have more offerings of courses in varying semesters should they require
remediation in a given course.
• New program development in Theatre Arts Production (Technical Production), Interior Design, Theatre Arts Production
(Costume Design), Aviation Technician – Maintenance, Artisanal Culinary, and Adventure Expeditions and Interpretive
Leadership.
• Provision of at least one section of all first level business courses offered in online format to provide additional flexible
learning options for students.
• Development of a Balanced Scorecard for existing programs to ensure the program offerings are current, relevant, of high
quality and are viable.
• Implementation of a new Stage-Gate process to Fast-Track program development including a comprehensive labour market
analysis, facilities and equipment review, and a net present value analysis to align limited resources with the most viable and
in-demand future program offerings.
• Continued implementation of the recommendations from the Strategic Enrolment Management Committee, specifically the
creation of on-line and self-service registration for students to improve student timetabling and course selection.
Fanshawe College
- 39 -
Page 3 of 41
2) Under-Represented Students: Students with Disabilities*, First Generation* and Aboriginal*
*DEFINITION: Students with disabilities is the total number of students with disabilities (excluding apprentices) registered with the
Office for Students with Disabilities and reported in Table 1 of Fanshawe College's annual report to the Ministry for the Accessibility
Fund for Students with Disabilities (AFSD).
*DEFINITION: First Generation is a student whose parent(s)/guardian(s) has/have not attended a postsecondary institution. If a
sibling of the student has attended a postsecondary institution, but the parent(s)/guardian(s) have not, the student is still considered
a First Generation student.
Parents/Guardians: one or more adults, over the age of 21, who are legally responsible for the care and management of
the affairs of the student.
Postsecondary Attendance: have attended (but not necessarily having obtained a credential from) any institution of
higher education in Ontario or elsewhere including outside Canada after high school (includes programs that lead to a
postsecondary credential e.g. degree, diploma, certificate).
*DEFINITION: Aboriginal is a collective name for the original people of North America and their descendants. The Canadian
Constitution, Constitution Act 1982, recognizes three groups of Aboriginal peoples - Indians (First Nation), Métis and Inuit. These
are three separate peoples with unique heritages, language, cultural practices and spiritual beliefs.
Fanshawe College
- 40 -
Page 4 of 41
*NOTE: Please do not include International students, Second Career students or Apprentices in the calculations below.
Students With Disabilities
First Generation Students
Aboriginal Students
Please indicate the total number of FullTime Students with Disabilities at
Fanshawe College who registered with
the Office for Students with Disabilities
and received support services in 20122013= 2,087
Please indicate the total number of FullTime First Generation Students enrolled
at Fanshawe College in 2012-2013=
3,261
Please indicate the total number of FullTime Aboriginal Students enrolled at
Fanshawe College in 2012-2013= 218
Please calculate the total indicated
above as a comparative % of
Fanshawe College's 2012-2013
Enrolment Headcount:
(Insert Total From Above) 2,087
÷ 12,334(+) (2012-2013 Enrolment
Headcount) x 100 = 16.9%
Please also indicate the total number of
Part-Time Students with Disabilities at
Fanshawe College who registered with
the Office for Students with Disabilities
and received support services in 20122013 = 181
(Insert Total From Above) 3,261
÷ 12,334 (+) (2012-2013 Enrolment
Part-Time First Generation Students
enrolled at Fanshawe College in 20122013 = 8,500
(Insert Total From Above) 218
÷ 12,334(+) (2012-2013 Enrolment
Part-Time Aboriginal Students enrolled
at Fanshawe College in 2012-2013 =
11
* The space below is provided for Fanshawe College to describe methodology, survey tools, caveats and other information
regarding the numbers reported above re: Students with Disabilities, First Generation and Aboriginal Students.
A 'Clockwork' database is used to record, track and provide statistics on students with disabilities. First generation full-time
student numbers are derived from OCAS data for students who responded to the OCAS application question regarding first
generation status. We do not track the First Generation status of part-time students; therefore the above quoted number is only
a rough estimate. Aboriginal student numbers are counts of those who register in our First Nations Centre.
Fanshawe College
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Page 5 of 41
Students With Disabilities
First Generation Students
Aboriginal Students
In the space below, please provide one
or more highlights of an activity in
2012-2013, which contributed to
maintaining or improving Fanshawe
College's initiatives for Students with
Disabilities. A highlight could be a
strategy, initiative or program viewed
by Fanshawe College to be an
innovative practice, success story
and/or key accomplishment.
College's initiatives for First
Generation Students. A highlight could
be a strategy, initiative or program
viewed by Fanshawe College to be an
College's initiatives for Aboriginal
Students. A highlight could be a
strategy, initiative or program viewed
by Fanshawe College to be an
ON-LINE BOOKING FOR
ACCOMMODATED TESTS:
Implemented an efficient and
accessible online tool for students with
disabilities to book their testing
accommodations, and for professors to
confirm and submit tests to our
Accessibility Testing Centre.
First Generation students at Fanshawe
are supported by the services available
to all students, bolstered by dedicated
services. The First Gen service model
is designed to provide holistic support.
As well, a wraparound service model
addresses critical barriers to
persistence. Caring and dedicated staff
are selected to support these students.
Forty-four Aboriginal students
graduated from their program of study.
Programs ranged from General Arts
and Science diploma to the
Biotechnology degree.
TEXT HELP ADAPTIVE
TECHNOLOGY SOFTWARE: A
college-wide site license for ‘Text Help
Gold – Read and Write’ was purchased
as a universal design / learning support
strategy for all Fanshawe students. This
assistive software offers easy to use
text to voice technology, word
prediction, assistance to organize
written assignments, and study tools.
TRANSITION TO EMPLOYMENT FOR
STUDENTS WITH DISABILITIES: In
partnership with Career and Co-op
Services at Fanshawe College, a
specialized ‘transition to employment’
service was developed and
implemented for students with
disabilities, including job development
opportunities
Students continually provide strong
feedback on our proactive
communication from Student Success
Advisors. Students are given insights
on how to be successful at College
based on real life examples to which
they can relate. These friendly
communications fill in the knowledge
gap some learners face, helping them
bridge their limited understanding or
context of how to navigate the postsecondary environment. These
messages are timed at key points in the
semester, and relevant information is
shared to encourage program
persistence.
ASIST TRAINING: 2-day ‘Applied
Suicide Intervention Skills Training’ was
provided for all C&AS staff and
counsellors to increase their awareness
and ability to identify and effectively
intervene with students at risk of
suicide.
AERO and ALTERNATE FORMAT:
Fanshawe College was accepted to
Fanshawe College
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A Fanshawe College First Nation
student recently participated with other
Fanshawe Students in a world-wide
competition. The group of four
classmates entered the “Big Beam”
competition. Students design,
document, build, and test a full scale
building beam. This is a world-wide
event with different zones of
competition and is notably against
some of the most renowned universities
in the United States and around the
world. Our group came in seventh
overall on a global scale and first place
in their zone - no small feat considering
some of the universities entered up to
eight different teams. Fanshawe was
the only College that entered the
competition.
Another First Nation student was
presented the Student of the Year
award (3 time winner) at the First
Nations Centre's Year-End Social
Gathering on March 20, 2013. In
addition to his coursework in the
Biotechnology applied degree program,
this student is also Fanshawe's Let's
Talk Science site coordinator. Let's Talk
Science is a national not-for-profit
science outreach organization.
Focusing on encouraging Indigenous
youth to study science and math, this
student does outreach activities in the
Page 6 of 41
participate in provincial pilot project
funded by MTCU to facilitate a more
timely and effective system for attaining
alternate format texts for students with
disabilities. Two Counselling and
Accessibility Services staff received
training in Toronto to effectively utilize
the new process.
Fanshawe College
London area and surrounding
Indigenous communities to demonstrate
the value of science and education to
rural and urban Aboriginal youth. He
has even travelled as far as British
Columbia to work with youth of the
Esquimalt Nation on Vancouver Island.
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Page 7 of 41
3) Student Access Guarantee
Through its signed MYAA, Fanshawe College committed to participate in the Student Access Guarantee (SAG). For 2012-2013,
this meant meeting students' tuition/book shortfall in allocating financial aid, as set out in the 2012-2013 SAG Guidelines.
*NOTE: The table below has been pre-populated to identify SAG expenditures reported into the OSAP system by Fanshawe
College as of July 9, 2013.
TOTAL $
# of STUDENT
ACCOUNTS
SAG Expenditures towards Tuition/Book Shortfalls
$376,510(+)
427(+)
Other SAG Expenditures (towards other assessed shortfalls)
$912,368(+)
1,273(+)
$1,288,878(+)
1,700(+)
2012-2013 TUITION / BOOK SHORTFALL AID:
Total SAG Expenditures Reported by Fanshawe College
Did Fanshawe College meet students' tuition/book shortfall in allocating financial aid, as set out in the 2012-2013 SAG
Guidelines?
Yes
*The space below is provided for Fanshawe College to describe methodology, survey tools, caveats and other information
regarding the numbers reported above re: Compliance with the Student Access Guarantee (SAG) in 2012-2013.
We utilize Ministry-provided calculations of OSAP recipients “tuition/book shortfalls. The calculations are based on program
cost information entered into the OSAP system by the institution, in accordance with the OSAP Cost Code Update Manual.
Tuition Fee Set-Aside Funds and other institutional resources were drawn upon in meeting the ministry’s required assistance to
students under the Student Access Guarantee.
Fanshawe College
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Page 8 of 41
4) Participation in the Credit Transfer System
The Ministry is developing long-term indicators for credit transfer in consultation with the sector. The Ministry anticipates that as
data collection systems in institutions evolve, data sets will become more complete. In future years, the Ministry will be expecting
more complete data with respect to the number and type of transfer students applying to and registering for university, number of
students transferring under transfer pathways, and amount of credit granted.
The Ministry is using the following data from the College Graduate Outcome Survey to inform the latest trends in college to
university student transfers:
Reporting
Years
Total # of
Fanshawe
College
graduates
who
participated in
Graduate
Survey
(A)
# of Fanshawe
College
graduates
who
participated in
Graduate
Survey who
indicated that
they were
enrolled in a
university in
Ontario at six
months after
graduation
% of
Fanshawe
College
graduates
who
participated in
Graduate
Survey who
indicated that
they were
enrolled in a
university in
Ontario at six
months after
graduation
Total # of all
college
graduates
who
participated in
Graduate
Survey
(C)
# of all college
graduates
who
participated in
Graduate
Survey who
indicated that
they were
enrolled in a
university in
Ontario at six
months after
graduation
% of all
college
graduates
who
participated in
Graduate
Survey who
indicated that
they were
enrolled in a
university in
Ontario at six
months after
graduation
(D)
(B)
(D ÷ C x 100)
(B ÷ A x 100)
2008-2009
3095(+)
169(+)
5.5%(+)
43086(+)
3145(+)
7.3%(+)
2009-2010
3159(+)
130(+)
4.1%(+)
40388(+)
2725(+)
6.7%(+)
2010-2011
4088(+)
173(+)
4.2%(+)
50622(+)
3355(+)
6.6%(+)
2011-2012
4178(+)
217(+)
5.2%(+)
57701(+)
3463(+)
6%(+)
2012-2013
4183(+)
243(+)
5.8%(+)
57462(+)
3424(+)
6%(+)
Per the College Graduate Outcomes data reported in 2012-2013 (based on 2011-2012 graduates), the percentage of Fanshawe
College students who were satisfied or very satisfied with academic preparation for university was 83.3%(+).
Per the College Graduate Outcomes data reported in 2012-2013 (based on 2011-2012 graduates), the percentage of all college
students who were satisfied or very satisfied with the transition experience to universities in Ontario was 84.9%(+).
NOTE: The Ministry recognizes that this is a census survey in which the response rate is approximately 66%. The Ministry also
recognizes that this only captures college graduates who have transferred within 6 months of graduation and is not the complete
picture of college-university transfer students.
Fanshawe College
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Page 9 of 41
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, and which contributed to maintaining or improving Fanshawe College's efforts to develop and enhance credit transfer. A
highlight could be a strategy, a transfer pathway (i.e. transfer policies, specifically defined credits or a defined entry point, new or
expanded agreements), changes to student supports or program viewed by Fanshawe College to be an innovative practice, a
success story and/or a key accomplishment. In addition, Fanshawe College may, if desired, identify below any factors, such as
program mix, that affected credit transfer graduate survey outcomes.
4.1) Expanding Transfer Pathways, excluding collaborative degree programs without a transfer pathway (e.g. expanding
bilateral articulation agreements to multilateral agreements, new/revised policies with specifically defined credits or defined entry
point, pathway projects to support college to college or college to university transfer, etc.):
• Continued support for ONCAT initiatives: We are very actively involved in revising courses in various programs to align with
provincial transfer agreements (college-to-college and college-to-university).
• The College continues to develop pathways for students to continue or expand their studies. Some examples of local
pathways recently developed are:
o The School of Contemporary Media established an articulation agreement for Interactive Media Design and Production (IDP)
with the University of Waterloo (Stratford Campus) in their Global Business and Digital Arts degree program.
o The School of Information Technology established new degree completion agreements with Western University (Computer
Science Degree) and the University of Guelph (Bachelors of Computing Degree).
o Students from the ECE-Leadership degree program have been accepted directly into the Masters program at Western
University.
• Examples of international transfer pathways are:
o The School of Building Technology has developed new articulation agreements with Cork Institute of Technology and
Institute of Technology Sligo in Ireland creating degree and graduate studies pathways for graduates of Architectural
Technology, Civil Engineering Technology and Construction Engineering Technology.
o The School of Building Technology has developed a new articulation agreement with University of Victoria in New Zealand
that provides degree and graduate studies pathways for graduates of Architectural Technology, Civil Engineering Technology
and Construction Engineering Technology.
o The School of Design has created pathways to further education through a new articulation agreement with Southampton
Solent University in the UK. Graduates in the School of Design can enter the final year of a Bachelor’s Degree in Graphic
Design as well as receive advanced standing in several fashion Bachelor’s Degrees.
o The School of Contemporary Media has finalized exchange and articulation agreements with Artevelde College in Belgium
for several programs. In September 2012, five students from the Belgium Communications degree program attended several
Corporate Communication and Public Relations courses at Fanshawe College on exchange.
• Creation of a common first semester or first year in many programs to allow easier transfer between programs without loss of
credits.
• Implementation of a pathways plan developed between 2-year and 3-year programs and into degree programs to allow for
multiple entry and exit points in an increasing number of program clusters. These currently exist in Electrical and Constructionrelated programs in the Faculty of Technology.
• As of 2012, Fanshawe had 621 transfer agreements with universities in Canada and internationally.
4.2) Providing Support Services for Transfer Students (including student transition experience/activities and supports to
promote student success):
• Creation of Student Retention, Experience, Program Fit, and Mentoring Teams to improve student success in programs
offered in all Faculties.
• Student Success Advisors imbedded in almost all Schools or Faculties.
• International Student Success Advisors provide support to international students in the Faculty of Business.
Fanshawe College
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Page 10 of 41
4.3) Improving Transparency and Access to Information about Credit Transfer and Transfer Pathways:
• Faculties participate in ONCAT projects across all academic sectors to improve college-to-college and college-to-university
pathways.
• University and college partners are invited to share information with students in Schools and attend the Graduate Studies Fair
at Fanshawe. At the Oxford County regional campus, articulation partners (Kings, Griffith, etc.), make presentations and host
webinars for students to detail the articulation agreements and pathways for continued studies.
• The Office of the Registrar has increased PLAR outreach activities including making connections with specific employers to
develop pathways to college credentials for their employees. This type of work involves bringing together internal departments
such as the Registrar, the Faculty of Regional and Continuing Education and Schools.
Fanshawe College
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Page 11 of 41
5) Class Size
*DEFINITION: Class size is the number of students per class in a section. A section is an organized course offered for credit,
identified by discipline and number, meeting at a stated time or times in a classroom. Each section should only be counted once.
Students who withdrew part way through should be included in the count. Labs and tutorials are considered and sub-sections and
should be excluded from the count. One-on-one independent study and/or practicum should also be excluded.
Class Size Calculation Example:
FIRST YEAR - COURSES
GSSC1109 Life Span Development
Course Option #1: Offered Tues - 35 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 35)
Course Option #2: Offered Wed - 25 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 25)
COMP1082 Computer Skills
Course Option #1: Offered Mon - 98 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 98)
SWRK1026 Canadian Social Welfare
Course Option #1: Offered Mon & Thurs - 10 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 10)
Course Option #2: Offered Wed & Fri - 10 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 10)
Course Option #3: Offered Tues & Thurs - 40 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 40)
SWRK 1041 Preparation for the Field
Course Option #1: Offered Tues - 30 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 30)
Course Option #2: Offered Wed - 30 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 30)
SWRK1043 Group Dynamics
Course Option #1: Offered Mon - 60 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 60)
COMM1007 College English* (*If this is a cross-listed course with another faculty, count only once)
Course Option #1: Offered Mon & Thurs - 100 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 100)
Course Option #2: Offered Wed & Fri - 101 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 101)
Course Option #3: Offered Tues & Thurs - 76 students enrolled (Class Size Reported in 2012-2013 MYAA Report Back = 76)
Each of these course offerings should be counted once in the table below, in the appropriate class size section. For the 20122013 MYAA Report Back, using the information above, the class size data would be recorded as follows -
Class Size
Number of Sections
As a Percentage of All 1st Year
Sections
Fewer than 30 students
3
3/12 = 25.0%
30 to 60 students
5
5/12 = 41.7%
61 to 100 students
3
3/12 = 25.0%
101 to 250 students
1
1/12 = 8.3%
251 or more students
0
0/0 = 0.0%
Total
12
12/12 = 100.0%
Fanshawe College
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Page 12 of 41
Using the class size calculation example above, please provide the percentage of 1st, 2nd, 3rd and 4th (if applicable) year class
sizes for all programs at Fanshawe College in 2012-2013:
1ST YEAR CLASSES:
Class Size
Number of Sections
As a Percentage of All 1st Year
Sections
1,201
43.5%
30 to 60 students
1,329
48.1%
61 to 100 students
177
6.4%
101 to 250 students
51
1.8%
3
0.1%
2,761
100%
Total
2nd YEAR CLASSES:
Class Size
Number of Sections
As a Percentage of All 2nd Year
Sections
680
45.1%
30 to 60 students
704
46.7%
61 to 100 students
105
7%
101 to 250 students
19
1.3%
0
0%
1,508
100%
Total
3rd YEAR CLASSES:
Class Size
Number of Sections
As a Percentage of All 3rd Year
Sections
234
63.2%
30 to 60 students
102
27.6%
61 to 100 students
34
9.2%
101 to 250 students
0
0%
0
0%
370
100%
Total
Fanshawe College
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Page 13 of 41
4th YEAR CLASSES (if applicable):
Class Size
Number of Sections
As a Percentage of All 4th Year
Sections
37
82.2%
30 to 60 students
8
17.8%
61 to 100 students
0
0%
101 to 250 students
0
0%
0
0%
Total
45
100%
regarding the numbers reported above re: Class Size.
Extracts are pulled from our scheduling database by level for all semesters in the year. Levels 1 and 2 are assumed to be year
1, levels 3 and 4 assumed to be year 2, levels 5 and 6 for year 3 and levels 7 and 8 assumed to be year 4. Sorts were done to
ensure that we only reported the largest class size for any section of a course offering.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's class size initiatives. This could be a strategy, initiative
or program viewed by Fanshawe College to be an innovative practice, success story and/or key accomplishment that Fanshawe
College would like to highlight.
Strategy and Planning continues to vigorously research improvements, employing complex space utilization simulations and
process workflow mapping, to determine how academic space can be utilized more effectively and to allow for more flexible
student schedules. Simulations were run to support the movement of evening teaching activity to a new facility. Separate
simulations were run to support the establishment of the space requirements for our new downtown London campus now
under development.
The results of the Fall Room Usage Audit were presented broadly across the College and served as the basis for identifying
opportunities for improvement in scheduling and course delivery. The results were used by the SEM Timetabling and
Scheduling Committee to inform improvement in student timetable quality indices.
Fanshawe College
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Page 14 of 41
6) eLearning
The Government of Ontario, in the recently released discussion paper, Strengthening Ontario's Centres of Creativity, Innovation
and Knowledge, included a section regarding online learning as a potential method to increase access for all learners, particularly
those who are prevented from attending in-class education as a result of barriers that may be financial, geographic, physical,
family-related, or work-related.
In spring 2010, the Ministry conducted a postsecondary survey on eLearning activity and plans that proved to be very useful in
helping the Ministry to develop a stronger understanding of the scale and type of eLearning activity taking place across Ontario.
In its 2011-2012 MYAA Report Back, Fanshawe College provided information on eLearning that expanded on the information
that was submitted in the Postsecondary eLearning Survey, and contributed to establishing a general baseline of student
participation and demand in online courses and programs. As part of the ongoing development of performance indicators that
reflect current government priorities for eLearning, and that will contribute to the Ministry's future priorities on technology-enabled
learning, Fanshawe College is asked to provide information on eLearning courses, programs and registrations in 2012-2013.
Fully Online Learning* and Synchronous Conferencing*
*DEFINITIONS:
Courses:
A Fully Online Learning (asynchronous) course is a form of distance learning delivered to individuals with access to the Internet,
either at home, work or through an access centre. Although courses may have a set start date and set due dates for
assignments, students can otherwise access and participate in courses at times and places of their own choosing. The online
component is typically over 80% of the total delivery. For example, a fully online course may include occasional face-to-face
meetings, a proctored exam, etc. with the remainder of the content delivered online.
A Synchronous Conferencing course is delivered through audio and video conferencing to provide synchronous communications
(i.e., at the same time) between an instructor at one site and students at other sites. Conferencing can make use of the public
telephone system (ISDN), dedicated wideband networks or the Internet. A course is considered to be offered via synchronous
conferencing if 80% or more of the content is delivered this way. For example, a synchronous conferencing course may have
occasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered through audio and video
conferencing.
Programs:
A Fully Online Learning (asynchronous) program describes a program, which is considered to be fully online if 80% or more of its
courses are fully online courses. As an example, suppose a program consisted of 10 courses where: 8 courses are delivered fully
online and 2 courses are delivered via traditional face-to-face. In this case, 80% of courses in the program are fully online, and
the program is defined as a fully online program.
A Synchronous Conferencing program describes a program, which is considered to be offered via synchronous conferencing if
80% or more of its courses are delivered via synchronous conferencing and 2 courses are delivered via traditional face-to-face. In
this case, 80% of courses in the program are delivered via synchronous conferencing, and the program is defined as a
synchronous conferencing program.
Fanshawe College
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Page 15 of 41
Please indicate in the table below the number of Ministry-funded courses, programs Fanshawe College offered in 2012-2013
and corresponding registration information *An Ontario College Credential includes: Ontario College Certificate, Ontario College Diploma, Ontario College Advanced
Diploma, or Ontario College Graduate Certificate (or the French-language equivalent).
* Other Credential includes: local board certificates, non-credit courses and other similar course/program offerings.
Ontario College
Credential*
COURSES
# of Ministry-funded courses offered through Fully Online Learning*
# of Ministry-funded courses offered through Synchronous Conferencing*
Total # of Ministry-funded courses offered through the above eLearning
formats
1,399
140
1,539
Ontario College
Credential*
PROGRAMS
# of Ministry-funded programs offered through Fully Online Learning*
28
# of Ministry-funded programs offered through Synchronous Conferencing*
1
Total # of Ministry-funded programs offered in the above eLearning formats
29
Ontario College
Credential*
REGISTRATIONS
# registrations in Ministry-funded programs offered through Fully Online
Learning*
19,611
# registrations in Ministry-funded programs offered through Synchronous
Conferencing*
1,259
Total # of registrations in Ministry-funded programs offered in the above
eLearning formats
20,870
Fanshawe College
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Other Credential*
Other Credential*
Other Credential*
Page 16 of 41
regarding the numbers reported above re: eLearning Course, Program and Registration Data.
A large majority of Fanshawe College eLearning activity is offered to two constituencies of students: Continuing Education
students through the Faculty of Regional and Continuing Education (FoRCE); and students in the Lawrence Kinlin School of
Business. The data for this report have been collated by the Office of the Registrar from our learning management systems
and our student records system.
Fanshawe College
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Page 17 of 41
Hybrid Learning*
*DEFINITIONS:
A Hybrid Learning course is a course where face-to-face teaching time is reduced, but not eliminated, to allow students more time
for online study. This model comes in a number of formats; however the online component is typically 50%-80% of the total
course delivery. In this case, a hybrid learning course may have components delivered via traditional face-to-face; however, over
half of the course delivery should be online.
A Hybrid Learning program is a program in which 80% or more of its courses are hybrid learning courses.
In the space provided below, please highlight one or more examples of Fanshawe College's use of Hybrid Learning courses
and/or programs in 2012-2013.
• Information Security Management program in the School of Information Technology is offered 100% online.
• The Human Resources Management and Business and Leadership programs are offered as hybrid learning programs.
• At least one section of all first level business courses are offered in online format.
• The GIS Graduate Certificate program has an entirely on-line delivery option in addition to hybrid and face-to-face delivery
options.
• FoRCE offered 44 blended courses and 283 fully online courses plus access to OntarioLearn
• Over 30% of our general education elective course offerings are available in an online format. All of these courses are
asynchronous deliveries that make use of learning management system tools such as asynchronous discussion, online
quizzing and e-formatted lecture or lecture supplements.
• Elluminate lecture capture is being used in several Schools, notably the Lawrence Kinlin School of Business and the School
of Information Technology.
• Fanshawe College’s learning management system – FanshaweOnline (FoL) - allows professors the flexibility to offer portions
of courses through hybrid formats. FoL is used for testing, grading and content delivery.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's eLearning initiatives. This could be a strategy, initiative
Fanshawe College
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Page 18 of 41
• The College developed an e-Learning Strategy as part of the Strategic Enrolment Management initiative. Each School has
developed an e-Learning plan based on that strategy to achieve goals set forth in the Strategic document. Those plans see a
significant increase in on-line activity within the 3-year window of those plans.
• The College has allocated $500K to facilitate on-line course development in support of the Schools’ e-Learning plans.
• Our Faculty of Regional and Continuing Education increased online and hybrid delivery by over 1500 hrs based on the
implementation of their strategic plan.
• Over 75 faculty members participated in the University of Illinois Masters Certificate Program in Online Teaching (ION) to
prepare themselves to leverage the latest eLearning strategies in their courses. Fanshawe has the largest number of IONtrained faculty in Canada.
Fanshawe College
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Page 19 of 41
7) International
7.1) Initiatives
Please provide the number of For-Credit outbound students and inbound students participating in student exchanges/study
abroad/internships/international experiences that Fanshawe College had in 2012-2013:
• Outbound students* = 260
*DEFINITION: Outbound students are students who pay tuition at an Ontario college/university for credit received for
study/work abroad.
• Inbound students* = 59
*DEFINITION: Inbound students are international students participating in student exchanges/study
abroad/internships/international experiences at an Ontario college/university to receive academic credit towards a
credential granted by their home institution.
Please provide the gross revenue from international student tuition in Ontario in For-Credit academic programs at Fanshawe
College in 2012-2013 = $17,595,912
Please provide the gross revenue for all off-shore activities, including campuses, development and enterprise projects, contract
training and partnerships that Fanshawe College had outside of Canada in 2012-2013 = $68,931
Please list, in the table below, all For-Credit, Stand-Alone campuses, partner campuses or partnerships at which Fanshawe
College delivers courses and/or programs abroad (outside of Canada) in 2012-2013, including city, country, programs offered,
and total enrolment in each program offered at each campus:
Campus Name
City/Municipality/Country
List all programs offered at
the Campus, Partner
Campus or Partnership in
2012-2013
2012-2013 Total
Enrolment by Program
Millennium Institute of T
Jeddah / Saudi Arabia
Interior Design
17
Fashion Design
3
Graphic Design
21
*The space below is provided for Fanshawe College to describe methodology, survey tools, caveats and other
information regarding the numbers reported above re: International Initiatives.
Outbound students break down as follows:
• 27 students on semester long exchange in Brazil, Ireland, Netherlands, France, Wales, Israel, and Finland.
• 2 students on a month long cultural exchange in Japan.
• 3 students on co-op placement in Barbados.
• 14 attended field school in Italy.
• 19 participated in faculty-led field placements in Costa Rica.
• 195 participated in faculty-led international field trips.
Inbound students break down as follows:
• 39 students from Belgium, China, France, Netherlands, Finland, Ireland, and Wales to study in Lawrence Kinlin School of
Business.
• 3 students from Netherlands to study IT.
Fanshawe College
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Page 20 of 41
• 2 students from Finland to study Hospitality.
• 2 students from Brazil to study Design.
• 1 exchange student from Japan to study ESL.
• 1 student from Finland to study Music.
• 6 students from Belgium to study Corporate Communications.
• 5 students from Brazil through Science Without Borders
Expanded exchange partnerships to include Universidad Casa Grande in Ecuador, Bern University in Switzerland, IT Sligo in
Ireland, Bahamas Technical Vocational Institute in Bahamas, COSTATT in Trinidad and Tobago.
Fanshawe College
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Page 21 of 41
7.2) Enrolment
In 2012-2013, the following were the top 5 source countries for international students at Fanshawe College:
Source Country
Number of Full-Time International
Students from Source Country
International Students from
Source Country as a Percentage of
Fanshawe College's Total FullTime International Student
Enrolment(+)
1.
India(+)
469(+)
44.3%(+)
2.
China(+)
302(+)
28.5%(+)
3.
South Korea(+)
67(+)
6.3%(+)
4.
Nigeria(+)
23(+)
2.2%(+)
5.
Bahamas(+)
21(+)
2%(+)
Fanshawe College reported to the Ministry that International Enrolment* in 2012-2013 = 1,059(+).
*DEFINITION: International Enrolment is the headcount of Full-Time international students who are a non-Canadian citizen or
non-permanent resident (i.e. Student Visa, other visa, non-Canadian status unknown, or non-Canadian no visa status)
studying as of September 2012 at Fanshawe College, including students who are both eligible and ineligible for funding
consideration, excluding ESL students from abroad who are taking short-term language training on a full-time basis.
regarding the numbers reported above re: International Enrolment.
The data is extracted from out student records system. No caveats or qualifies to report.
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Full-Time International Enrolment as a percentage* of Full-Time Enrolment at Fanshawe College in 2012-2013 was: 7.91%(+)
*Percentage calculation based on Fanshawe College's 2012-2013 Full-Time International Enrolment, divided by Fanshawe
College's 2012-2013 Fulltime Enrolment Headcount plus Fanshawe College's 2012-2013 Full-Time International Enrolment.
Please provide Fanshawe College's 2012-2013 Part-Time International Student Enrolment = 154
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's international initiatives. A highlight could be a strategy,
initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment.
• Added a 2nd full time recruiter in China.
• Added a part-time person to assist the existing 2 full time recruiters in India.
• Develop a comprehensive Marketing Strategy for key markets with strategies for each market/country.
• Expanded our contact with potential students using CRM.
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7.3 English as a Second Language
Please provide the total number of International students who were enrolled in an English as a Second Language (ESL) course or
program at Fanshawe College in 2012-2013 = 581
Please provide a highlight in the space provided below of an initiative, strategy or practice that Fanshawe College used in 20122013 to create pathways for International students from Fanshawe College's ESL programming to postsecondary studies.
International students at Fanshawe College who want to demonstrate their language proficiency for admission to a Fanshawe
post-secondary program must complete Level 4 of the ESL program and pass the ELE (English Language Evaluation test) with
a minimum score in all sections of the test of 70% for most diploma programs; 75% for health programs, degree programs and
graduate certificate programs; 65% for the Business Foundation program. Also, students may successfully complete level 5
and continue their studies at Fanshawe College. Students wishing to go to University must successfully complete level 5 with A
grades in all subjects.
7.4 French as a Second Language
Please provide the total number of International students who were enrolled in an French as a Second Language (FSL) course or
program at Fanshawe College in 2012-2013 = 0
Please provide a highlight in the space provided below of an initiative, strategy or practice that Fanshawe College used in 20122013 to create pathways for International students from Fanshawe College's FSL programming to postsecondary studies.
Not offered.
regarding the numbers reported above re: Enrolment in ESL or FSL by International Students.
Data is extracted from our student records system.
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8) Supply Chain Compliance / Broader Public Sector Accountability Act
SUPPLY CHAIN COMPLIANCE
Effective April 1, 2010, Broader Public Sector organizations, including colleges that receive more than $10 million per fiscal year
from the Ministry of Training, Colleges and Universities (TCU), are required to have Code of Ethics and Procurement, Policies
and Procedures in place within the college that are consistent with the principles outlined within the Government of Ontario's
Supply Chain Guideline. TCU recognizes the importance of this guideline in supporting the postsecondary education sector to
achieve a common standard of supply chain excellence and to carry out supply chain activities in an ethical, efficient and
accountable manner.
Fanshawe College confirmed in its 2011-2012 MYAA Report Back that it had adopted the Government of Ontario's Supply
Chain Code of Ethics. Please confirm, that in 2012-2013, Fanshawe College adhered to the Government of Ontario's Supply
Chain Code of Ethics: Yes
Fanshawe College confirmed in its 2011-2012 MYAA Report Back that it had adopted or was in the process of adopting all of
the Government of Ontario's 25 mandatory requirements for Procurement Policies and Procedures. Please confirm, that in 20122013, Fanshawe College adhered to the Government of Ontario's 25 mandatory requirements for Procurement Policies and
Procedures: Yes
Fanshawe College confirmed in its 2011-2012 MYAA Report Back that it had participated in the Ontario Education Collaborative
Marketplace (OECM). Please confirm, that in 2012-2013, Fanshawe College participated in the Ontario Education Collaborative
Marketplace (OECM): Yes
If YES, please provide the approximate total dollar value of Fanshawe College's OECM purchases in 2012-2013: 1,744,447
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Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's supply chain initiatives. This could be a strategy,
initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the
institution would like to highlight.
During 2012-13, Fanshawe College initiated electronic funds payments for its vendors. Currently over 50% of our vendor
payments are administered electronically while maintaining good vendor relations and consistently applying our payment terms
and frequency.
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BROADER PUBLIC SECTOR ACCOUNTABILITY ACT
All colleges were to be in compliance with the Broader Public Sector Accountability Act, 2010, proclaimed on April 1, 2011. The
Act, through three new directives (procurement, expenses and perquisites), established new expense, procurement and
perquisite practices for large broader public sector (BPS) organizations and adds accountability measures.
BPS Procurement Directive
The BPS Procurement Directive provides mandatory procurement practices for BPS organizations to improve accountability and
transparency for procurement decisions and processes, and maximize the value that BPS organizations receive from the use of
public funds. To comply with that Directive, institutions must:
i. formally adopt the supply chain code of ethics in accordance with their governance processes; and
ii. comply with the mandatory requirements of the Directive.
By checking this box, Fanshawe College confirms that it was compliant with the BPS Procurement Directive and all of its
mandatory requirements as of March 31, 2013.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to Fanshawe College's compliance with the BPS Procurement Directive. A highlight could be a strategy,
initiative or program viewed by Fanshawe College to be an innovative practice, success story and/or key accomplishment.
During 2012/2013 Fanshawe College developed a database of electronic copies of all executed contracts over 100K. The
contracts are linked through a software system called ImageNow to the purchase orders housed in our enterprise financial
system. The result is that the executed contracts can be viewed when the requistioner opens the Purchase Order. This
functionality assists the requisitioner in monitoring and administering existing and new contracts. It also supports the
procurement directives #15 and #16: Establishing and Executing the Contract, as well as Requirement #23 on Procurement
Records Retention.
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BPS Expenses Directive
The BPS Expenses Directive improves accountability and transparency for BPS organizations by:
i. requiring designated BPS organization to establish expense rules, and
ii. establishing eight mandatory requirements for inclusion in each organization's expense rules.
By checking this box, Fanshawe College confirms that it was compliant with the BPS Expenses Directive and all of its
mandatory requirements.
Please indicate the address on Fanshawe College's website where a copy of Fanshawe College's publicly available Expenses
Directive can be found:
www.fanshawec.ca/sites/default/files/assets/policies/pdf/1e09.pdf
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to Fanshawe College's compliance with the BPS Expenses Directive. A highlight could be a strategy,
initiative or program viewed by Fanshawe College to be an innovative practice, success story and/or key accomplishment.
During 2012/2013, Accounts Payable established an internal benchmark of a 10 day turnaround on all properly authorized and
documented expense claims. Coupled with the existing practice of sample auditing about 20% of claims for adherence to
Fanshawe College’s expense policy. This ambitious turnaround goal was achieved with very few exceptions. A quick audit and
turnaround of cheques helps the College to identify and solve any compliance issues while maintaining a reasonable flow of
payments to our employees.
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BPS Perquisites Directive
The BPS Perquisites Directive requires BPS organizations, including colleges, to establish rules on perquisites where these are
provided through public funds. The Directive sets out six requirements that must be included in the perquisites rules for the
organization. The rules apply to any person in the college including appointees, board members, elected officials and employees.
By checking this box, Fanshawe College confirms that it was compliant with the BPS Perquisites Directive and all of its
mandatory requirements.
Please provide one or more highlights in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to comply with the BPS Perquisites Directive in the 2012-2013. A highlight could be a strategy, initiative
or program viewed by Fanshawe College to be an innovative practice, success story and/or key accomplishment.
During 2012/2013, auditing of the purchasing card usage and expense claims was split between two different accounts
payable employees. Both individuals received cross training. This enabled extra capacity in the department and allowed for
greater ability to consult on issues of compliance.
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9) Work Integrated Learning*
As part of the Government's PSE Transformation agenda, the government is interested in expanding work-integrated learning
(including co-operative education) to make future Ontario students more career and job ready. Co-ops, internships, work
placements and other types of work-integrated, experiential or entrepreneurial learning are already available in colleges and
universities, often in partnership with industry.
While long-term indicators for Work-Integrated Learning (WIL) will be developed for future reports, the 2012-2013 MYAA Report
Back seeks to expand on survey information recently collected by the Higher Education Quality Council of Ontario (HEQCO). This
information will help the Ministry to increase and strengthen WIL opportunities for Ontarians.
*DEFINITIONS:
Work-Integrated Learning is the process where students learn from experiences in educational and practice settings and integrate
those experiences for effective professional practice and employment (adapted from HEQCO, 2012).
A Co-operative Education Program is defined as one that formally integrates a student's academic studies with work experience.
The usual plan is for the student to alternate periods of experience in career-related fields according to the following criteria
(Canadian Association for Co-Operative Education, 2012):
•
•
•
•
•
•
Each work situation is approved by the co-operative education institution as a suitable learning situation;
The co-operative education student is engaged in productive work rather than merely observing;
The co-operative education student receives remuneration for the work performed;
The co-operative education student's progress on the job is monitored by the cooperative education institution;
The co-operative education student's performance on the job is supervised and evaluated by the student's employer;
The time spent in periods of work experience must be at least 30 per cent of the time spent in academic study.
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Based on the definitions provided above, please provide WIL data for Fanshawe College in 2012-2013:
Certificate
Diploma
Advanced
Diploma
Graduate
Certificate
Applied
Degree
Number of programs at Fanshawe College with
a Co-op Stream
0
20
12
0
2
Number of students at Fanshawe College
enrolled in a Co-op program
0
5,850
4,015
0
197
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to providing Work-Integrated Learning opportunities for students. Along with co-op, other examples of
WIL include internships, mandatory professional practice, field experience, service learning, applied research projects, innovation
incubators and other WIL opportunities. This could include a strategy, initiative or program viewed by Fanshawe College to be
an innovative practice, success story and/or key accomplishment.
• Fashion merchandising students from the School of Design in collaboration with the City of London to design Christmas
windows for downtown merchants close to the 2013 ISU World Figure Skating Championships in London.
• The Advanced Filmmaking program held a FilmCamp aimed at area High School programs during Spring 2012. This is a
learning experience for the film students but also a wonderful community outreach to feeder high schools.
• Counselling and Accessibility Services in partnership with Career and Co-op Services and LEADS Employment Services has
developed and implemented specialized transition to employment services including job development opportunities for
students with disabilities. This will include offering a joint training opportunity for employment consultants and community
partners focused on the specialized employment transition needs of students with disabilities. To lead this new initiative, a joint
committee will be created with membership from all partners.
• Mentoring Pairs for Child Care is a province-wide program that enhances child care quality by matching more experienced
child care supervisors with less experienced child care supervisors in their own communities. Fanshawe was awarded the
equivalent of approximately $10,000 in funding and in-kind resources to “Continue the Mentoring Momentum in London.”
• Fashion merchandising students from the School of Design are in discussions with the City of London to design Christmas
windows for downtown merchants close to the 2013 ISU World Figure Skating Championships in London.
• Students in the School of Design are provided opportunities for international experiences which help them develop
intercultural awareness and an understanding of their vocation within an international context. For example, through an
articulation agreement with Positivo University in Brazil students from the School of Design take a course which integrates a
project with students at Positivo and culminates with students travelling to Brazil for a month to complete the project. Students
in Fashion Merchandising travel to Europe to experience the application of fashion merchandising concepts in other cultures.
Some students in Landscape Design spend most of the fall semester studying in Italy and getting credit for their Fanshawe
College program courses.
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10) Student Satisfaction
Per the Key Performance Indicator (KPI) results reported in 2012-2013, the student satisfaction rate at Fanshawe
College for KPI Question #14 "Overall, your program is giving you knowledge and skills that will be useful in your future
career" = 87.6%(+)
Per the KPI results reported in 2012-2013, the student satisfaction rate at Fanshawe College for KPI Question #26
"The overall quality of the learning experiences in this program" = 81.6%(+)
"The overall quality of the facilities/resources in the college" = 76.4%(+)
"The overall quality of the services in the college" = 74.5%(+)
Please indicate the methods, in addition to the KPI survey results reported in 2012-2013, that Fanshawe College used in 20122013 to measure student satisfaction.
Fanshawe College administers a confidential Student Feedback Survey (SFS) to all students in full-time programs, continuing
education and General Arts and Science courses. The SFS also collects feedback from students who are on clinical or field
placements and an online version is used for students who are enrolled in online courses. In addition, students are asked to
provide feedback in the form of written comments in terms of suggestions to further improve their learning. Across all survey
implementations, student ratings continue on average to be “very good” and “excellent”.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's student satisfaction initiatives. This could be a strategy,
initiative or program viewed by Fanshawe College to be an innovative practice, success story and/or key accomplishment that
Fanshawe College would like to highlight.
In 2012, the College completed the third year of a three-year ministry-funded pilot to administer the ‘International Student
Barometer’ to enrolled students. This survey captures feedback and experiences of international students enrolled at more
than 200 colleges and universities around the world.
Over the last 3 years, Fanshawe has consistently held a 1st to 4th ranking on a wide variety of measures when compared to
the six participating Ontario colleges as well as colleges world-wide. International students at Fanshawe were particularly
satisfied with the facilities, the overall quality of their student experience, and the comprehensive nature of student services.
Comprehensive analysis of the data informed college decision-makers of emergent issues around retention and social
integration. This knowledge was used to implement policy changes and new programming to better meet needs specific to
international students, with engagement, retention, and success improvements monitored on an on-going process.
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11) Graduation Rate
Per the KPI results reported in 2012, the graduation rate at Fanshawe College = 69.9%(+)
Please indicate any methods, in addition to the KPI survey results reported in 2012-2013, that Fanshawe College used in 20122013 to measure graduation rate.
Student success has always been important at Fanshawe College, but significant efforts aimed at improving the graduation
rate were launched over the past ten years. During this period there has been a marked improvement in Fanshawe’s
graduation rate. The College has initiated program-level analysis of student retention and completion on a term by term basis.
Following multiple program cohorts over time reveals that first-term success and program completion varies widely.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's graduation rate initiatives. This could be a strategy,
Fanshawe College has introduced many key initiatives to improve student success such as the early identification of ‘at risk’
students as well as intervention and retention strategies employed by Student Success Advisors (SSAs), Learning Centre,
Academic areas and many other areas throughout the College providing student success support. A major initiative has been
the piloting and later implementation in all Schools of the Reason and Writing (WRIT) course which includes an assessment of
incoming students’ communication skills based on institutional standards. Those new students who do not meet entry level
expectations are streamed into the appropriate WRIT course to improve their communication skills to the College’s standard.
Analysis has shown that several factors lead to greater student success including prior post-secondary experience, enrolment
in highly competitive programs as well as age and gender are most highly associated with whether students will complete their
programs in the KPI-established time period. Analysis has also shown that students who come directly from high school are at
greatest risk of not completing either in the first and subsequent terms. Many of the first-time unsuccessful students returned to
the same or a different program in subsequent terms and almost half of these at-risk students continued to be at-risk and failed
to successfully complete any program. Several student success initiatives have been implemented to improve first term
success which is essential to credential completion.
The College introduced the ‘Head Start’ program in 2011 to provide incoming students with information pertaining to available
student supports and services as well as providing new students with the opportunity to become engaged with other students
as well as with the College. The program was evaluated and based on the positive results the Head Start program was
expanded for summer 2012 with an increased target which was achieved. Over 1000 students participated in Head Start and
the analysis indicated that, similar to the previous year, Head Start participants obtained significantly higher GPAs than other
students, even after controlling for the effects of other factors. Participants were also less likely to withdraw from their
programs, they were more likely to return to the college a year after the start of their programs and their GPAs at this later
stage of their program were significantly higher than those who did not participate in the Head Start program. Overall, these
analyses support the benefits of the Head Start in terms of improving student success at the College.
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12) Graduate Employment Rate
Per the KPI results reported in 2012-2013 the graduate employment rate, 6 months upon graduation, at Fanshawe College =
85.8%(+)
Please indicate any methods, in addition to the KPI survey results reported in 2012-2013, that Fanshawe College used in 20122013 to measure graduate employment rate.
Fanshawe College has introduced many key initiatives to improve student success such as the early identification of ‘at risk’
students as well as intervention and retention strategies employed by Student Success Advisors (SSAs), Learning Centre,
Academic areas and many other areas throughout the College providing student success support. A major initiative has been
the piloting and later implementation in all Schools of the Reason and Writing (WRIT) course which includes an assessment of
incoming students’ communication skills based on institutional standards. Those new students who do not meet entry level
expectations are streamed into the appropriate WRIT course to improve their communication skills to the College’s standard.
Analysis has shown that several factors lead to greater student success including prior post-secondary experience, enrolment
in highly competitive programs as well as age and gender are most highly associated with whether students will complete their
programs in the KPI-established time period. Analysis has also shown that students who come directly from high school are at
greatest risk of not completing either in the first and subsequent terms. Many of the first-time unsuccessful students returned to
the same or a different program in subsequent terms and almost half of these at-risk students continued to be at-risk and failed
to successfully complete any program. Several student success initiatives have been implemented to improve first term
success which is essential to credential completion.
The College introduced the ‘Head Start’ program in 2011 to provide incoming students with information pertaining to available
student supports and services as well as providing new students with the opportunity to become engaged with other students
as well as with the College. The program was evaluated and based on the positive results the Head Start program was
expanded for summer 2012 with an increased target which was achieved. Over 1000 students participated in Head Start and
the analysis indicated that, similar to the previous year, Head Start participants obtained significantly higher GPAs than other
students, even after controlling for the effects of other factors. Participants were also less likely to withdraw from their
programs, they were more likely to return to the college a year after the start of their programs and their GPAs at this later
stage of their program were significantly higher than those who did not participate in the Head Start program. Overall, these
analyses support the benefits of the Head Start in terms of improving student success at the College.
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's graduate employment rate. This could be a strategy,
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Fanshawe College is one of the largest providers of co-operative education which prepares students for employment by
providing them with theoretical training combined with experiential learning and the ability to apply their skills in the workplace.
In addition, many programs in Health Sciences, Nursing and Human Services include clinical or field placements which more
fully prepare students with essential skills required in a health care setting.
The College fully implemented Clockwork, a student tracking system and process to measure retention, graduation and
employment outcomes, in the First Nations Centre.
Fanshawe’s Career Services department also completed a pilot program to improve support to students as they explore and
prepare for employment opportunities. Positive results from this program have led to further workshops for resume
development and online interviewing skills.
The College has also undertaken an analysis of information captured during external program reviews with Community
Advisory Committees. The College reviews each full-time program every five years and this information is used to improve
programming and modify programs as required to meet the current needs of the labour market. The information collected
during program reviews highlights areas of strength and challenges to be addressed.
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13) Student Retention
The table below has been pre-populated with the results from Fanshawe College's 2011-2012 MYAA Report Backs. Please
identify Fanshawe College's achieved results for 2012-2013 using the following methodology:
Use November 1st Full-Time enrolment data to determine year-over-year retention in multi-year programs (programs on
which enrolment is reported at minimum twice). Please include in your calculations all students who were on work/co
op placements during the specified retention periods.
Retention
Rate Achieved
for 2011-2012
1st to 2nd Year
77.7%(+)
2nd to 3rd Year
88.6%(+)
3rd to 4th Year
85.1%(+)
Retention Rate Achieved
for 2012-2013
2012 2nd Year Full-Time Enrolment Headcount for all 1+ Year Programs =
4,346
÷
2011 1st Year Full-Time Enrolment Headcount for all 1+ Year Programs =
5,174 x 100 = 84%
2012 3rd Year Full-Time Enrolment Headcount for all 2+ Year Programs =
755
÷
2011 2nd Year Full-Time Enrolment Headcount for all 2+ Year Programs =
902 x 100 = 83.7%
2012 4th Year Full-Time Enrolment Headcount for all 3+ Year Programs =
25
÷
2011 3rd Year Full-Time Enrolment Headcount for all 3+ Year Programs =
43 x 100 = 58.1%
*NOTE: Institutions used a variety of student enrolment cluster groups in their 2011-2012 MYAA Report Back student retention
rate calculations. As such, comparison between prior year student retention rates and the 2012-2013 student retention rate is not
recommended. The Ministry of Training, Colleges and Universities will continue to work with stakeholders to refine the student
retention rate indicator for future MYAA Report Backs.
regarding the numbers reported above re: Student Retention.
The apparent relatively low 3rd to 4th year rate may be an aberration resulting from fluctuations in small numbers.
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Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used during 20122013, which contributed to maintaining or improving Fanshawe College's retention initiatives. This could be a strategy, initiative
Fanshawe College retention has been a major focus over the last several years. There is strong institutional support for student
success and a emphasis from our senior leadership on the graduation rate measure. Additionally, the College has provided
supports and increased staffing and activities that support student persistence and retention. These resources have been
directed toward a diverse range of high-impact activities that serve students well across the institution.
In addition to strong cultural and structural support there are also a number of key activities throughout the student lifecycle
that are intended to impact student persistence. These activities and interventions are designed to elevate learners academic
capacity and engagement. The College maintains a significant number of touch points and services designed to impact these
measures while also looking to introduce new initiatives to expand the scope of these activities.
In the last three years the College has started to see the benefits from a number of activities identified from our SEM process.
The relatively new Head Start program is a half day of programming designed to assist new student’s transition to the postsecondary environment. This program has grown considerably to the point it served over 1700 new students prior to starting in
fall 2012. In addition to the potential for elevated levels of engagement there are some other positive impacts from this
program. Participants have elevated GPA’s and lower rates of withdrawal when compared to non-participants. The most
profound measure is that there is a 12% higher rate of year over year retention between first and second year when these two
groups are compared. This is a significant return on investment for a program of this nature. There are many campus partners
who assist in the delivery of this program and it also seems to serve new students very well based on participant feedback.
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14) Quality of the Learning Environment
Please provide one or more highlights, in the space provided below, of an activity that Fanshawe College used in 2012-2013 to
enhance the quality of the learning environment and what strategies are in place to continue and enhance quality for the three
quality measure categories indicated below 14.1) IN-CLASS EXPERIENCE (Examples may include promoting teaching excellence, staff training, etc.)
Fanshawe College is committed to providing faculty training focused on teaching strategies and methods. Comprehensive
training programs continue in place for new full time faculty members that include three phases of in-depth teaching/learning
training, a Teaching Circles program that creates a community of practice focused on reflective practice, and a mentoring
program where new faculty are paired with seasoned faculty. More than 160 faculty registrations went through these programs
in 2012/2013.
On an ongoing basis, workshops and courses are offered to ensure that faculty are well-versed in the best practices of
teaching and learning. More than 200 faculty and academic support staff participated in these sessions related specifically to
teaching and learning.
As part of Fanshawe College’s e-Learning strategy, over 40 faculty participated in the Illinois Online Network (ION) in the
Making the Virtual Classroom a Reality (MCVR) program. This program helped prepare faculty for teaching in an online
environment. Faculty who are well-versed in the use and application of instructional technology are better equipped to provide
assistance and guidance to the students in their learning. Faculty participated in numerous training sessions related to the use
of instructional technology. Some examples of these training sessions include Microsoft Office, Elluminate, Smartboard,
FanshaweOnline, Adobe, ePortfolio, and Clickers.
A two-day learning experience specifically geared to development of part time teachers was delivered four times in 2012/2013
to approximately 73 participants. Topics covered were all related to best practices in teaching and learning.
As well, 16 faculty members were on Professional Development Leave (PD) during the period of this report. PD Leaves are
taken for a variety of reasons including faculty members working in their industry to enhance currency in their field, or ensuing
advanced credentials by starting or completing a degree, conducting research, etc.
14.2) ENGAGEMENT (Examples may include new student orientation, work-learning opportunities, etc.)
Head Start
• Head Start is an orientation program that provides both a welcome and an overview to new students in early July. It is a halfday experience that invites students to visit the campus, meet some of their peers and instructors, staff, and have their
questions answered. It also gives them a chance to take care of the many administrative details that go with college enrolment
– paying tuition, obtaining a Campus Card, applying for OSAP, etc. The workshop includes an opportunity to complete the
required WRIT assessment, which determines whether students need further writing support.
Fall Orientation
• Orientation is a chance for first-year students to get everything they need to start their year at Fanshawe. Students have the
opportunity to pick up their student card, bus pass, purchase books and supplies, meet their instructors and classmates, and
get all logistics completed before their first day. For Fall 2012, the College implemented Phase 1 of a 3 year process to move
all Orientation activities to the week following Labour Day.
Orientation to Accessibility Services:
• Every student wishing to utilize Accessibility Services is encouraged to complete an online registration form and submit
disability documentation. Students and parents are then invited to attend a 1½ hour orientation session, where they are
personally introduced to the full range of accessibility services available to support their student success.
Intramurals
• Fanshawe offers non-competitive play where students can join as a team or as a free agent on one of the eight different
sports teams offered. Intramurals are played through the entire year, including summer.
Extramurals
• This category of play includes Men's and Women's Ice Hockey Teams and a number of other teams. The players for the
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Extramurals are selected from the Intramural Teams through the year and then participate in games against other Colleges
and Universities.
Returning to Learning
• R2L is a free, one day workshop offered in late August to support the transition and success of new adult learners to the
college.
• Participants will have the opportunity to meet fellow mature students, learn about Fanshawe's great services, develop new
skills or brush up old ones, and get lots of good ideas to help students towards accomplishing their goals.
Foot in the Door
• Incoming Fanshawe College students who have self-identified with a learning disability are encouraged to attend a series of
workshops focused on the acquisition of learning strategies and adaptive technology skills.
• The program takes place in late August and is provided to students who have accepted an offer of admission to Fanshawe
College. Participants receive individualized help in learning to use specialized software, create personalized accommodation
plans and develop learning strategies that are related to their specific program requirements.
Field Placements/Internships
• Fanshawe offers numerous programs with a field placement option for students. These placements represent innovative
education and experiential learning opportunities to inspire diverse learners to become community leaders who support and
advocate for others.
Co-op Education
• Fanshawe offers 33 Co-operative Education programs 3 of which are bachelor degrees. Over 55oo domestic students and
400 International students enroll in Co-op programs annually. Co-operative Education integrates classroom study with related,
on the job experience by alternating periods of paid employment with in – college study. Co-op students receive mandatory
employment preparation workshops and guidance, support in finding appropriate work term opportunities and access to
exclusive Co-operative job postings on the Co-op Job site.
14.3) SUPPORT (Examples may include personal and academic supports to students, etc.)
Student Success Advisors
• Student Success Advisors work directly with students in both one-on-one and group settings to provide a range of services to
ensure their success. They also work directly with students to ensure they are in the correct program and from there assist with
course selection. In addition, they will provide strategies and techniques that will move them towards completion of their
program and on their way to employment. In certain cases, a student will be referred to another area or department to assist
with their situation.
Early Alert
• SSA’s also support student success through the administration of Fanshawe’s Early Alert program, a program developed to
identify students at-risk at the midterm mark and provide assistance to facilitate student’s quick academic recovery.
Mature Student Services
• Each week there is a topic for information and discussion and often guest speakers: stress management, OSAP and
bursaries, study skills, relaxation and meditation, balancing home and school, personality and learning styles etc.
• For the past three years, Fanshawe has offered a weekly support group for WSIB sponsored adult students, Adult Learners
Group. This group focused more on the specific barriers and issues of injured workers returning to school. There was more of a
focus on interpersonal and counselling support and responding to the immediate needs of the group as identified by both
members and facilitators.
The Learning Centre
The Learning Centre consists of dedicated staff members who provide various services to help students succeed in college.
The Learning Centre services include free tutoring in study skills, math, English second language, writing and communications.
JumpStart Math, English and Study Skills
These are free programs that students can take advantage of after they are accepted to Fanshawe but before the regular
semester begins. Workshops are available in math, English and study skills. They are designed to refresh rusty skills or to
strengthen weak ones.
Becoming a Better Student Module
Fanshawe College
- 75 -
Page 39 of 41
The Learning Centre also offers an online tutorial, available through students’ FOL accounts, to assist students in staying
motivated, time management, taking effective class notes, writing multiple choice exams as well as other study skills tips.
Peer Tutoring
Peer tutoring offers one-on-one assistance for students having difficulties in a specific course. Typically, the tutor and client
meet once a week and together they address difficulties the student client has encountered. A student can purchase a contract
that provides five, one-hour sessions of tutoring for a subsidized fee of $15. In addition to providing academic support to
students, the service also offers an employment opportunity to the tutors.
First Nations Centre
The First Nations Centre provides services, activities, and resources which enhance learning opportunities for First Nations
students attending Fanshawe. Some of their services include:
• Visiting Elder Program
• Peer Helper Program
• Homework Lab
• Speaker Series
• Student Academic Success Plans completed with the Aboriginal Student Success Advisor
• Communications related to bursaries and scholarships
Chaplain Centre
The Chaplain Centre is staffed by a number of chaplains available to serve both staff and students. The Chaplains are
appointed by their respective faith communities.
Counselling & Accessibility Services
Professionally trained counsellors are available to support students regarding any confidential concerns. Counselling and
academic accommodations are available for students with documented disabilities (including 'non-visible' disabilities such as
learning disabilities, medical conditions, and mental illnesses).
Fanshawe College
- 76 -
Page 40 of 41
Attestation:
By checking this box, Fanshawe College confirms that all information being submitted to the Ministry as part of the 20122013 MYAA Report Back is accurate and has received approval from Fanshawe College's Executive Head or Board of
Governors.
Contact:
For additional information regarding Fanshawe College's 2012-2013 MYAA Report Back please contact • Name: Jeff Wright, Exec Director, Strategy & Planning
• Telephone: 519-452-4430 x2935
• Email: jdwright@fanshawec.ca
Please indicate the address on Fanshawe College's website where a PDF copy of this 2012-2013 MYAA Report Back will be
posted once it has been approved by the Ministry (the Ministry will contact the individual listed above once the 2012-2013 MYAA
Report Back has been approved):
• http://www.fanshawec.ca/sites/default/files/assets/pas/myaa1213.pdf
Fanshawe College
- 77 -
Page 41 of 41
APPENDIX B
Audited Financial Statements
Appendix B: Audited Financial Statements
The Fanshawe College of Applied Arts and Technology Consolidated Financial Statements for the period
ended March 31, 2014 were approved by the Board of Governors on June 26, 2014.
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APPENDIX C
KPI Performance Report
Appendix C: KPI Performance Report
Thousands of students, graduates, and employers across the province are surveyed every year to collect
data pertaining to quality and accountability measures for graduate employment outcomes, graduate
satisfaction, employer satisfaction and student satisfaction. The most recent data was collected from
June 2013 to February 2014.
Fanshawe College’s KPI graduation rates are still increasing. The KPI graduation rate, which is based on
2011-12 graduates, increased to 70.7%, continuing a fantastic seven-year upward trend at Fanshawe.
Fanshawe graduates are also finding work when they leave school. The surveys reveal that
86.4% of 2012-13 graduates got jobs within six months of graduating. This result remains ahead of the
provincial average of 83.4%.
Other key findings include:

90.8% of employers were satisfied with the quality of educational preparation of
Fanshawe College graduates, which is below the provincial average of 92.2%.

Six months after graduation, 81.4% of Fanshawe College graduates reported that they were
satisfied with the usefulness of their post-secondary education in achieving their post-graduate
goals, which is above the provincial average of 80.1%.

77.7% of all full-time Fanshawe College students surveyed in their second semester and beyond
reported that they were satisfied or very satisfied with the overall quality of services,
programming, and resources available to them, which is above the provincial average of 76.3%.
The results are based on the following:
o
o
o
o
86.7% of students were satisfied with the knowledge and skills developed for their
future career, which is below the provincial average of 87.2%.
80.5% of students were satisfied with their learning experiences, which is above the
provincial average of 80.0%.
74.7% of students were satisfied with the quality of Fanshawe’s facilities and resources,
which is above the provincial average of 73.8%.
68.7% of students were satisfied with the quality of Fanshawe’s services, which is above
the provincial average of 64.2%.
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APPENDIX D
Summary of Advertising and Marketing Complaints Received
Appendix D: Summary of Advertising and Marketing Complaints Received
Fanshawe College is filing a nil report.
Nature of
Complaint
Date
Received
How
Resolved/addressed
Total number of complaints: nil
Average number of working days to resolution: n/a
- 108 -
Date
Resolution
Communicated
to Student
# of working
days to
Resolve
APPENDIX F
List of Governors
Appendix F: List of Governors
Fanshawe College - Board of Governors
Name
Appointment
Term
Mr. M. Bruce Babcock
01-Sep-13
31-Aug-16
1
Ms. Corinne Campbell
01-Sep-10
31-Aug-16
2
Ms. Kathy Davis
01-Sep-08
31-Aug-14
2
Mr. Peter Devlin
College President (Ex-Officio)
03-Sep-13
Ms. Angela Francolini
01-Sep-08
31-Aug-14
2
Mr. Clayton Greene
01-Sep-13
31-Aug-14
1
Ms. Lori Higgs
01-Sep-13
31-Aug-16
1
Mr. John Leitch
01-Sep-13
31-Aug-16
1
Mr. Andrew McClenaghan
01-Sep-08
31-Aug-14
2
Mr. Hugh Mitchell
01-Sep-12
31-Aug-15
1
Mr. K. Scott Player
Chair
01-Sep-08
31-Aug-14
2
Ms. Susan Rabkin
Second Vice-Chair
01-Sep-12
31-Aug-15
1
Ms. Margaret Rae
01-Sep-12
31-Aug-15
1
Mr. Robert Siskind
01-Sep-13
31-Aug-16
1
01-Sep-10
31-Aug-16
2
Ms. Kay Wigle
01-Sep-08
31-Aug-14
2
Ms. Kate Young
01-Sep-09
31-Aug-15
2
Mr. Brian Waltham
First Vice-Chair
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STRATEGIC GOALS
To help direct and focus the time, energy, and resources of
the College, strategic goals have been identified:
1
Grow enrolment by 15% over five years to support local,
regional, provincial and national requirements for skilled
labour and post-secondary training.
2
Ensure all students are provided the opportunity to
access flexible learning options, tailored to their needs
and expectations.
3
Provide the premier learning, student life and career
preparation experience within the Ontario College system.
4
Foster a high-performing and sustainable college.

Annual Report - Fanshawe College

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