Georgian College Multi-Year Accountability Agreement Report Back

8/14/2019 Georgian College Multi-Year Accountability Agreement Report Back

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Ministry of Training, Colleges and Universities

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Multi-Year Accountability Agreement Report-Back

College: Georgian Year: 2008-09

As noted in the Multi-Year Accountability Agreement for Colleges for 2006-07 to 2008-09(MYAA), the government appreciates that implementing this and future agreements will be partof an evolutionary process which will incorporate maturing consensus on how to best measureand indicate access and quality. This will require a strong collaborative partnership betweeninstitutions and the Ministry of Training, Colleges and Universities.

This Multi-Year Accountability Agreement Report-Back Template has been designed to assistwith the ministrys continuing efforts to measure the participation of students from under-

represented groups, and as outlined in Appendix B (the Multi-Year Action Plan) of the MYAA,access and quality improvement strategies and the strategies and programs that will be used byyour institution to participate in the Student Access Guarantee initiative. The ministry will alsouse the completed Multi-Year Accountability Report-Back Template to review the progressmade on the commitments outlined in your Multi-Year Action Plan.

As in previous years, MTCU will withhold a portion of your institutions yearly allocations until thecompletion of the annual Report-Back review and confirmation that your institution is on track formeeting its commitments, or the approval of an improvement plan by the ministry.

MYAA Transition Year 2009-10

As outlined in the MTCU memo to colleges and universities datedMarch 31, 2009 the MYAAshave been extended into 2009-10 in order for the government and its postsecondary educationpartners to transition into a re-aligned accountability framework that reflects the future directionsfor the system in 2010 and beyond.

The expectation for the transition year is that institutions will maintain their commitments foraccess, quality and accountability as outlined in the original agreement. This includes reportingenrolment through the established protocol, providing information to assist the Higher EducationQuality Council of Ontario (HEQCO) with its research on access and quality, and compliancewith the Tuition Fee Framework and the Student Access Guarantee.

MTCU does not require your institution to set additional targets in 2009-10. The attachedReport-Back Template provides space for you to identify how your institution-specific accessand quality improvement strategies for 2006-07 to 2008-09 will be extended, consolidatedand/or best practices applied in 2009-10. You are also asked to outline how you will continue tomonitor the impact of these access and quality improvements over the transition year. You willfind appended to this Report-Back Template a summary of consolidated access and qualityimprovement strategies developed from the previous Report-Back years. The expectation isthat by strategically aligning activities and focusing on evaluation of outcomes that your 2009-10year will provide the basis for your institution to develop a new Multi-Year Action Plan withcorresponding targets in 2010.


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A. ACCESS

Increased Participation of Under-Represented Students Measurement

As stated in the MYAA, the ministry is committed to working with institutions and HEQCO to develop a systemmeasure that will track the participation of under-represented students in a manner that is sensitive to privacyconcerns.

To assist with these efforts, please refer to the measurement methodologies outlined in your approved Multi-Year Action Plan to track these students, and provide the total number of students who have self-identified asa member of each of these groups. Particularly valuable are methodologies and results that complementthose of the Ontario College Student Engagement Survey (OCSES). The ministry recognizes that thesemeasurement methodologies may require students to self-identify, which may result in under-reporting.

Individual students may belong to more than one group. In the cells counting respondents for each under-represented group, do not adjust for this potential double-counting. To the extent that you are able to do so,eliminate any double-counting in the column, Total Number Self-Identifying as Member of Under-representedGroup.

MeasurementMethodology(including description)

Student Groups in Your Student Population Total NumberSelf-Identifyingas Member of

Under-represented

Group

FrancophoneStudents

Total Numberof StudentsSurveyed, ifapplicable

AboriginalFirst

Generation

Studentswith

DisabilitiesMature

Students

# # # #

Entering StudentSuccess Survey (firstsemester students only)

124

5%

610

21%

216

8%

451

16%

1401

49%

145

5%

2869

100%

KPI Student SatisfactionSurvey Georgianscustomized questions

150

3.5%

1136

26.7%

272

6.4%

837

19.6%

2395

56.2%

108

2.5%

4262

100.0%

Ontario College StudentEngagement Survey

108

8.1%

307

22.9%

169

12.6%

24

1.8%

511

38.1%

26

1.9%

1340

100.0%

If you would like to provide any other comments, please do so in the following space:

In 2008/09, Georgian College used one of the five customized questions on the KPI StudentSatisfaction Survey to give students the opportunity to self-identify as a member of one of the fourunder-represented groups: Aboriginal, First Generation, Students with Disabilities, and MatureStudents. Thus, our measurement methodology has changed from previous MYAA Report Back

submissions; this method does, however, better represent our student body as all students, otherthan first semester are surveyed.

Georgians surveys define a mature student as anyone over 25 years of age, while the OntarioCollege Student Engagement Survey defines a mature student as anyone over 18 years of ageand without a high school diploma.

From April 1, 2008 to March 31, 2009, the overall numbers of students serviced by programs andservices in the Student Success Department is 6,022; note that students use multiple services and


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are counted once per service they have accessed. Because many students have booked morethan one appointment with each service, this is also tracked: 16,859 appointments were booked atthe Student Success Department.

There are significant numbers of Students with Disabilities who choose not to self-identify onsurveys, but who make use of the services available, as shown in the table on the previous page.Table 1 belowshows the numbers and types of disabilities of students, according to principaldisability, who used the services available to them last year at Georgian. Table 2 below shows thetotal number of students in Table 1 receiving supports and services for multiple disabilities.

Note that the College implemented a system changeover in 2008/09 that uses the Banner trackingsystem for improved accuracy and prevents duplicate counting of individuals.

TABLE 1: TOTAL NUMBER OF STUDENTS REPORTED ACCORDING TO PRINCIPAL DISABILITY

April 1, 2008 to March 31, 2009

Primary Disability ActualNumber of Students

Acquired Brain Injury 20

Attention Deficit / Hyperactivity Disorder 80

Chronic Illness/Systemic/Medical 175

Deaf/Hard of Hearing 15

Learning Disability 283

Low Vision, Blind 11Mobility/Functional 35

Psychiatric 112

Autism Spectrum Disorder 10

Mild Intellectual Disability 13

Other 39

College Total 793

TABLE 2: TOTAL NUMBER OF STUDENTS SERVICED, ABOVE, FOR MULTIPLE DISABILITIES

Total # of Students in Table 1 whoreceived services and supports formultiple disabilities

1060


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Increased Participation of Under-Represented Students Programs/Strategies

MYAA Report Back 2008-09

Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If yourinstitution has not achieved your proposed results, please explain the variance and your plannedimprovement activities in the column provided.

Strategy /Program

Indicator Proposed Result Achieved Result Explain Variance between Proposedand Achieved Results (if applicable)and Any Improvement ActivitiesYou Expect to Take

Students w/Disabilities:

Services

# of studentsserved;

retention rate

Achieve targetsset in 07-08 (07-

08 15.8% ofstudentsaccessingservices)

See table on Page 3. Datapertaining to Students with

Disabilities are collected asstudents request special servicesand accommodations. Thesenumbers have been statisticallytracked since 1998-99. Resultsare compiled annually andsubmitted to both MTCU and theCollege Committee onDisabilities.

We are successfully trackingusage of services and types ofdisabilities, but currently facechallenges in determining the

retention and graduation rates.

The tracking of individual students is aprovincial challenge and is subject to

Freedom of Information and Protectionof Privacy issues. We understand theprovincial government is examining theassignment of individual studentidentification numbers to individualsfrom elementary school-age onwardsthat will significantly facilitate theprocess of determining retention andgraduation rates of under-representedstudents; we are monitoring theprogress of this.

In the meantime, Georgian is currentlyinvestigating simple solutions to track

these rates for under-representedstudents while addressing FOI issues.

FG Students:Outreach

Enrolment;graduationrates

Achieve targetsset in 07-08 (07-08 49.2% FGstudents)

Enrolment data is available fromthe KPI Student SatisfactionSurvey: 26.7% of our full-timestudent body, excluding firstsemester students, self-identify asfirst generation.

Data from the Entering StudentSurvey shows that 21% of firstsemester students self-identify as

first generation.

Our First Generation outreach programreceived funding in January 2009. Withthe program in its infancy, we do notyet have enrolment or graduation ratedata that relates directly to thisprogram.

AboriginalStudentRecruitment

Enrolment;graduationrates; FNManagersurvey; ACsurvey

Achieve targetsset in 07-08 (07-08 4.6%)

The Terms of Reference hasbeen reviewed and our AboriginalCouncil (Anishnabe Educationand Training Circle) had somesuggestions and proposedrevisions. These revisionsrequire input from the Presidentand the Board of Governors sothe ratification of the Terms of

Through the funding received throughthe Access to Opportunity funding wehave been able to have reports writtenthrough our current StudentInformation System (SIS) to now trackAboriginal students from the point ofOCAS application right through tograduation. These reports will beaccessible for our Fall 09 intake.


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Reference is in process with anexpected completion date ofOctober 2009.

Georgian unexpectedly received$250,000 from MTCU, Access toOpportunities (Aboriginal) inDecember 2009, to be spent byyear end (March 31st, 2009). Thisfunding allowed us to initiatenumerous recruitment andretention activities for Aboriginalstudents. We also used thisfunding to engage in consultationwith our Aboriginal Communitymembers. Since we were able to

hold focus groups and consultface to face with communitymembers, we decided againstdoing a survey. 34 Aboriginalcommunity members, students,and faculty attended our threefocus groups, titled theIndigenous Cafs. In addition tothe Indigenous Caf consultation,two other groups were alsoconsulted: the Employer AdvisoryCircle, with a total of 34participants, and an AlumniCircle with 12 Alumniparticipating.

Enrolment data are available fromthe KPI Student SatisfactionSurvey and the Entering StudentSurvey. Data from the EnteringStudent Survey show that 5% offirst semester students self-identify as Aboriginal.3.5% of our full-time studentbody, excluding first semesterstudents, self-identify asAboriginal.

We continue to track studentsmanually through our NativeCommunity and SocialDevelopment and Shki Miikanprogram and report anecdotallyon their employment rate.However, this will change with thechanges that have been made toGeorgians Student Information


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system (SIS).MatureStudent

Services

# of studentsserved;

graduationrates

Achieve targetsset in 07-08 (07-

08: 1192 studentsserved)

Adaptive Technologist: 70

Counselling: 552

Disability: 429

Learning Strategist :70

Peer Services: 60

Write-On: 676

Math Lab: 150

Total Number of 25+ StudentsServed: 2,007


Please provide 3 to 5 examples of how your strategies/programs to support increased participation of under-represented students will be extended, consolidated and/or best practices applied in 2009-10 in the followingspace:

Strategy / Program Brief Description

1. First Generation Student Outreach

All ten full-time recruiters for Georgian College will promote the First Generation Project in the fall of 2009.Potential students will be able to fill out a ballot for a promotion sponsored by First Generation at GeorgianCollege; we will use this data to track and communicate with potential First Generation learners. The First

Generation Project will have its own page on the Georgian College website and will be rich in informationimportant to First Generation students. Georgian College will connect with rural and remote communitiesin our catchment area to provide information regarding post-secondary options and provide on-campusworkshops to these potential students.

2. AboriginalRecruiting

The results and recommendations of the numerous focus groups will be implemented in our recruitingplans. Some of our other initiatives include increasing our Niwijiagan (Peer Mentor) as well as our Elderhours at each campus. We are also in the process of setting up an Aboriginal Resource Centre at theMidland campus so we can increase our focus on recruitment into Apprenticeship.

3. Students withDisabilities - CICE

The proposed Community Integration through Co-operative Education (CICE) program is a two year post-secondary certificate program designed for individuals with intellectual disabilities, brain injuries, mentalhealth issues, and other learning challenges who have demonstrated academic needs that requirecurriculum modification. This program provides students with an opportunity to enhance academic skills

by offering the required supports in and out of the classroom. CICE enables students to developvocational abilities in a number of career-related, supervised field placement experiences.


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Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10in the following space (e.g. through feedback, surveys, tracking participants progress, etc.).

Strategy / Program Brief Description of Monitoring and Evaluation of Outcomes

1. First Generation Student Outreach

This initiative is monitored by Georgians Enrolment Management Steering Committee. OCAS isevaluating adding an option for applicants to self-identify as first generation which would ideally serve totrack the success of the project. It would also to benchmark our successes with our Colleges andUniversities since we have no complete baseline data. Currently we are tracking First Generationstudents by our First Semester Student and KPI Student Satisfaction surveys, which give us an aggregatenumber. Our outreach will also be measured by the success of our full-time recruiters who will be activelypromoting the First Generation Project.

2. AboriginalRecruiting

The new reports that we have designed and written through our current Student Information System (SIS)will track Aboriginal students from the point of OCAS application right through to graduation.

3. Students withDisabilities - CICE

This program is subject to the rigorous program review process that all academic programs at Georgianface. The review process incorporates curriculum review, primary research (student and faculty surveysand/or focus groups, KPI Student Satisfaction Surveys), and secondary research (competitive analysis,employment profile and outcomes).

French Language College Collaboration


This table applies only to the two French language colleges Boral and La Cit collgiale.

Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. Ifyour institution has not achieved your proposed results, please explain the variance and your plannedimprovement activities in the column provided.

Strategy /Program

Indicator Proposed Result AchievedResult

Explain Variance between Proposed andAchieved Results (if applicable) and AnyImprovement Activities You Expect toTake

Not applicable


Please describe how your institution will continue to build on your existing college collaboration strategy in2009-10 and how you will monitor and evaluate the outcomes of this strategy in 2009-10.

CollaborationStrategy for2009-10

Brief Description

Not applicable


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College Small, Northern and Rural


This table applies only to institutions that receive funding through the Small, Northern and Rural (SNR)Grant.

Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. Ifyour institution has not achieved your proposed results, please explain the variance and your plannedimprovement activities in the column provided.

Strategy /Program

Indicator ProposedResult

Achieved Result Explain Variance betweenProposed and Achieved Results (ifapplicable) and Any Improvement

Activities You Expect to Take

MidlandCampus

Program seatsw/ identified

programs;communitypartnerships

Increase andcontinue (07-

08 49.9%enrolmentincrease)

We continue to have increasedenrolment in almost all of our post

secondary or apprenticeshipprograms at the Midland Campus.Our Small Engine and MarineEngine Program increased to 72 FTstudents. We also offered SmallEngine and Marine EngineApprenticeship programs for the firsttime and it was very successful. Intotal, we offered programs andtraining in this field alone to over450 students and clients.

Our electrical and plumbing programalso had increases and we delivered

the second offering of a pre-apprenticeship electrical program.

We were able to maintain enrolmentin our Precision, Machining andTooling courses.

We continue to receive donations ofequipment and resources in all ofour programs.

Our successful Food ServicesWorker program has been approved

as funded activity starting the fall of09.

All enrolment targets for our postsecondary and apprenticeship

programs, except for RV Technician,were either achieved or exceeded.Although we had huge success in anumber of our apprenticeshipprograms, we worked very closelywith our local office to adjust the seatplan regarding our RV apprenticeshipnumbers. Our RV program continuedto struggle for the past couple ofyears as the industry has beenstruggling. Therefore, it was achallenge for them to sendapprentices to school. The followingare the actual numbers versus the

seat plans for the RV Technicianprogram:

Level 3 Nov 07/Feb 08 Max was 20,Plan was 10 - we had 7 students

Level 2 Feb/Mar 08 Max was 20,Plan was 10 - we had 10 students

Level 1 Oct/Nov 08 Max was 20,Plan was 10 cancelled

Level 3 Dec/Feb 09 Max was 20,

Plan was 10 we had 7 students

Level 2 Feb/Apr 09 Max was 20, Planwas 10 cancelled

Many of our part-time studies coursesas well as our Animal Care program(offered in Midland, Barrie, andNewmarket) have experiencedgrowth in enrolment.


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MuskokaCampus

Programofferings

Expandidentifiedofferings (07-

08 Carpentryprogramoffered)

08/09 approval received to add Pre-health to Muskoka program offeringsas of Fall 09.

08/09 was the second year of thepost secondary Carpentrytechniques program.

Achieved. Muskoka is continuing toadd post secondary and pre-apprenticeship programs in order to

address retraining needs for peoplelaid off and/or underemployed. Thecampus also helps to meet the needsof first generational learners.09/10 will see the addition of Pre-health and Bookkeeping OntarioCollege certificates, Women in SkilledTrades Pre-apprenticeship carpentryprogram and Academic upgradingexpansions in order to allow potentialstudents to meet their entrancerequirements.

Collingwood

Campus

Program

offerings

Expand

identifiedofferings (07-08 tourism andrecreationprograms)

Guest Services Studies Certificate of

Achievement successfully deliveredto people working in the hospitalityindustry.

Achieved. The Guest Services

Studies Certificate of Achievementwill be offered again Fall 09 withdelivery modifications that will allowpeople to better access OSAP andother funding for the program.

OrangevilleCampus

Programofferings

Expandidentifiedofferings (07-08 youthemploymentprograms)

2003/09 saw the following additionalprogramming:

A second full-time PSW program.Two programs will now run at thesame time, spaced by a semester.

A second part-time Practical NursingProgram. This has increased ouroffering of this alternative forstudents that wish to remain in theworkplace while going to college.

A Rapid Re-employment contract atthe Centre for Career andEmployment services. This hasincreased our capacity to serveunemployed individuals in Dufferin.

The Step up program that is a

Service Canada Contract. Thisprovides assistance to highlybarriered youth and prepares themto interview for employment.

Increase of classes for AcademicUpgrading with a 23% increase instudent enrollment in preparation forPost Secondary.

Achieved.


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Owen SoundCampus

Reviewimplementation

Expand asappropriate(07-08 school-

college-workprograms)

Two new programs successfullyimplemented: Culinary Skills ChefTraining and Personal Support

Worker (moved from Part-timeStudies to Full-time Post-Secondary).

The installation of one Class Amarine simulator, three Class Bsimulators, and one Class Csimulator was completed, InNovember 2008, the Centre officiallyopened.

Achieved. An additional intake ofPSW will be offered in September 20


Please describe how your institution will continue to build on your existing college SNR strategy in 2009-10 and how you will monitor and evaluate the outcomes of this strategy in 2009-10.

SNR Strategy for2009-10

Brief Description

1. Pursuetargeted offeringsto meet localcommunitydemand.

2. Pursue a

permanentcampus facility forCollingwoodCampus.

1. Programs include part-time studies and continuing education (credit) offerings.

2. We continue to investigate and examine alternative options and locations.

Brief Description of Monitoring and Evaluation of Outcomes

1. We will continue to monitor local community demand and will be responsive so programs are implemented in

a timely way and delivery methods are realistic to the targeted population.2. Opportunities for land and/or suitability facilities will be analyzed and a business case/opportunity analysiswill be created that follows Georgian processes for implementing a permanent campus.

2008-09 Student Access GuaranteeThrough your signed MYAA, you committed to participate in the Student Access Guarantee. For 2008-09, this meant meeting students tuition/book shortfall in allocating financial aid, as set out in the 2008-2009 Student Access Guarantee Guidelines.

Yes No

The institution met students tuition/book shortfall in allocating financial aid, as set out in the 2008-2009 StudentAccess Guarantee Guidelines

X

If you answered no, please explain.


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Please complete the following table, using the most recent available year-to-date information from yourinstitutions 2008-09 OSAP student access guarantee report screen (This screen can be accessed byyour Financial Aid Office).

2008-09 TUITION / BOOK SHORTFALL AID: TOTAL $ # ACCOUNTS

Expenditures for Tuition / Book SAG Amount 453,631 464

Other SAG Expenditure to Supplement OSAP 1,248,407 1,039

Total 1,702,038 1,503

Date screen was last updated: 12 / 06 / 2009

2009-10 Student Access Guarantee

As an extension of the commitments made under the original Multi-Year Agreements, your institution willparticipate in the Student Access Guarantee (including the new Access Window which allows Ontariostudents to identify costs and sources of financial aid). The detailed requirements for participation in thestudent access guarantee are outlined in the 2009-10 Student Access Guarantee Guidelines. Pleasecomplete the following template to update the strategies and programs that your institution will use in2009-10 to participate in the Student Access Guarantee initiative.

Describe how your institution will meet studentstuition/book shortfalls. As part of your description identifywhether aid towards tuition/book shortfalls will be:a) Provided to those students who apply for institutionalfinancial aid; orb) Automatically issued to students based on their OSAPinformation

Students with tuition/book shortfalls will be identified throughthe application process for institutional financial aid.

If your answer to the above question was a, pleaseidentify what specific internet portal(s) or program(s)students at your institution apply through to be consideredfor tuition/book assistance provided as part of yourparticipation in the student access guarantee.

- Identify any applicable deadlines.

- Identify your communications strategies to informstudents of how to apply.

All students who have applied for OSAP have the sameopportunity to apply for bursary assistance. Students with atuition shortfall are identified by the Financial Aid Officethrough Student Support Branch reports and the OSAPAS400 system.

Students receive an entrance bursary application form withintheir acceptance package, which they complete and submitto the Financial Aid office by May 30th for the fall semester,November 28 for the winter semester, and March 27 for thesummer semester.

Georgian bursary applications are available online from theFinancial Aid, Georgian College website. The deadline is thelast day of the first month of each semester (althoughapplications will be considered beyond the deadline). Workstudy applications are available through the departmentemployer. Financial Aid Officers also identify applicantsthrough an interview process.

Students are advised of bursary opportunities at the time ofOSAP release. Also availability is advertised on our


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Financial Aid website, by email and the notice board in ouroffice.

Identify whether your institution plans to provide loanassistance in values greater than $1,000 to meettuition/book shortfalls of students in any of your secondentry programs. If so:a) Identify the programs by name and by OSAP cost

code;b) Describe how you determine how much loan aid toprovide

There are no plans at this time, other than the financialsupport programs described below.

Describe other financial support programs and strategiesthat your institution will use to assist students facingfinancial barriers to access, including identification ofprograms that provide case-by-case flexibility to respond

to emergency situations that arise for students.

We provide the following financial support programs:

a. Newfull time, if eligible, may receiveup to $500through the Entrance Bursary Program.

b. Additional funding is also provided through theGeorgian Bursary Program to students in need basedon their budget.

c. Students in crisis can obtain emergency fundingthrough the Emergency Bursary Program.

d. The Georgian Work/Study Program also assistsstudents with financial assistance and provides jobexperience.

Students who are unable to pay their fees may defer fees or,in special circumstances, make arrangements for apersonalized payment schedule.

Briefly describe your review process for students who

dispute the amount of institutional student financialassistance that is provided as part of the Student AccessGuarantee.

Students are able to meet one-on-one with Financial Aid

Officers to obtain advice on budgeting, repayment options,methods to finance tuition and related costs, appeals, etc. Astudent who wishes to dispute the amount of financialassistance that is provided may submit additionaldocumentation in support of their application and have theirfile reviewed. A further appeal to the Registrar is available forany case which remains unresolved.


B. QUALITY

Quality of the Learning Environment


Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If yourinstitution has not achieved your proposed results, please explain the variance and your plannedimprovement activities in the column provided.


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Strategy /Program

Indicator Proposed Result Achieved Result Explain Variance betweenProposed and AchievedResults (if applic able) and

Any ImprovementActivities You Expect toTake

StudentSuccessCentre

Student satisfaction;feedback; usagedata; retention rates

Achieve targets set in07-08 (07-08 7452students served)

All of Georgians three maincampuses have implemented asingle point of access for studentservices: students gain access toservices as a one stop shop in thatthey go to the student success mainservice desk and can book acounselling appointment, see a

disability specialist, meet with alearning strategist, get referrals tothe adaptive lab or the learninglabs, connect with a peer tutor, booka psyche assessment, or book a testaccommodation.

Number of students serviced byprograms and services (studentscan access more than one service):

Adaptive Technologist: 357

Counselling: 2,814 (07/08: 2,327)

Disability: 2,190 (07/08: 1,284)Learning Strategist : 357 (07/08:835)

Peer Services: 304 (07/08: 159)

Write-On: 3,448 (07/08: 1,873)

Math Lab: 763 (07/08: 577)

Total: 10,233

Student satisfaction of theseservices is measured through theKPI process. The 08/09 resultswere:

Counselling 65% (65% in 07/08)

Disability Services 67% (68% in07/08)

Learning labs 63% (60% in 07/08)

Peer Services 61% (58% in 07/08)

We are successfully trackingusage of services andsatisfaction levels asindicated, but currently facechallenges in determiningthe retention rates due to thefactors described on page 4.

Centre forTeaching &

Participation; stafffeedback; # of

Achieve targets set in07-08 (07-08 2423

2,981 Georgian staff participated in225 in-house workshops at


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Learning offerings participation; 236offerings)

Georgian that were organized by theCentre for Teaching and Learning orOrganizational Planning and

Development.

Participant evaluations are regularlyadministered for all courses, events,and workshops conducted byOrganizational Planning andDevelopment and are administeredfor conferences and largerworkshops conducted by the Centrefor Teaching and Learning.

LibraryHoldings

# of inquiries; # ofstudents instructedin library literacy; #

of hours open; # ofinter-library loans; #items circulated; #of books purchased;# of periodicals; # ofelectronic dbases

Achieve targets set in07-08 (07-08 11,420inquiries; 6,260

students; 3,300 inter-library loans; 48,080items; 2,480 bookspurchased; 586periodicals; 43dbases)

# of inquiries: 17,527# of students instructed in libraryliteracy: 4,596

# of hours open: 10,033# of inter-library loans: 3,582# items circulated: 50,722# of books purchased: 6,313# of periodicals: 579# of electronic dbases: 105

We have several projects inprogress that should improvethe library literacy numbers

over the next year:

1) Introduction of onlineinformation literacymodules.

2) Increased focus onaccurate tracking ofinformation literacyactivities prompted by theinformation literacyproject currentlyunderway.

3) Introduction of voluntary

information literacyworkshops scheduledindependently ofparticular classes.

4) Increased weeklyreference/libraryassistance hours throughparticipation in askONvirtual reference services.

OpenComputing

# of work stationsper student

Achieve targets set in07-08 (07-08 1 per16.5 students)

The benchmark was one openaccess computer station for every16.50 full time students. Last year,there was one station for every17.11 full time students.

The ratio is slightly higherthan the target due toincreasing enrolment;however, it is still within theacceptable target range.

LearningLabs

# of users;graduation rate

Achieve targets set in07-08 (07-08 1,748users)

A total of 4,211students utilized thelearning labs (Write On, Math Lab)at all campuses.

We are unable to obtain thegraduation rate of thoseutilizing the learning labs dueto FOI issues in trackingindividual students in thismanner.



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Please provide 3 to 5 examples of how your quality improvement strategies will be extended, consolidatedand/or best practices applied in 2009-10 in the following space:

Strategy / Program Brief Description

1. Student Success Centre Continue to track the usage data associated with these services.

2. Centre for Teaching andLearning & OrganizationalPlanning and Development

A departmental training needs analysis survey will be implemented in September 2009 to alladministrators so that programs can be designed and delivered that directly address trainingrequirements. We also plan to expand our offerings of the successful Aspiring Leaders series as wellas the Georgian Management Institute.

3. Library Holdings; OpenComputing Labs; LearningLabs

Continue to track the usage data associated with these services.

Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10in the following space (e.g. through KPI surveys, retention rates):

Strategy / Program Brief Description of Monitoring and Evaluation of Outcomes

1. Student Success Centre Last year represented a systems changeover year in tracking student usage of these services. Wewill expand the use of the data associated with the new system to more accurately track the use ofservices.

We will analyze KPI Student Satisfaction Survey results to ensure students are satisfied with service

delivery and will make improvements as warranted by the data.

Best practices will be monitored and adapted through regular consultation with in-house cross-department committees as well as with provincial committees.

2. Centre for Teaching andLearning & OrganizationalPlanning and Development

Professional Development program offerings will be designed based on the outcomes of the trainingneeds analysis. Participant evaluations will continue to be administered for all courses, events, andworkshops conducted by Organizational Planning and Development; the Centre for Teaching andLearning will continue to administer evaluation forms for larger workshops and conferences.

Best practices will be monitored and adapted through regular consultation with in-house cross-department committees as well as with provincial committees.

3. Library Holdings; Open

Computing Labs; LearningLabs

We will analyze KPI Student Satisfaction Survey results along with usage data to ensure students

are serviced and to determine the point at which services must expand to continue to meet thedemands placed on services by our high enrolment growth rate.


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Student Success: Student Retention Rates


Referring to your approved Multi-Year Action Plan, please report on the 2008-09 retention target achieved byyour institution. If your institution has not achieved your proposed results, please explain the variance andyour planned improvement activities in the column provided.

Proposed 2008-09Retention Target

Retention RateAchieved

Explain Variance between Proposed and Ach ievedResults (if applicable) and Any Improv ement Activ itiesYou Expect to Take

1st to 2nd Year +0.2% (07-08+0.04%)

+0.3%

2nd to 3rd Year +0.15% (07-08-7.96%)

+1.0%

3rd to 4th Year +2.0% (07-08+4.88%)

+5.5%


In the absence of tracking individual students, which is a provincial challenge and is subject to Freedom of Information andProtection of Privacy issues, we have refined our approach to retention tracking and have presented our retention rate data withimproved accuracy over previous MYAA Report Backs.


Pending advice from HEQCO from the development of student retention measures and targets, we also askthat you continue to track student retention in 2009-10 according to your institutions established practices.



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C. ACCOUNTABILITYMYAA Report Back 2008-09

Please insert the current internet link to your posted Multi-Year Action Plan and 2007-08 Multi-YearAccountability Agreement Report-Back in the following space:http://www.georgianc.on.ca/bog/reports.php

This 2008-09 Report-Back document constitutes part of the public record, and as such, should also bemade available on your institutions web site. Please ensure that this document is posted at the samelocation as your Multi-Year Action Plan and 2007-08 Report-Back.

MYAA 2008-09 Report Back Contact

Name: Cheryl Simpson, Vice President, Student and Organizational Success

Phone: 705.728.1968 ext. 1667

Email: [email protected]
http://www.georgianc.on.ca/bog/reports.phphttp://www.georgianc.on.ca/bog/reports.phphttp://www.georgianc.on.ca/bog/reports.php

Documents

Georgian College Multi-Year Accountability Agreement Report Back