SUBMISSION University... · Professional Studies (BPS) and a Master of Science in Education: Leadership (MS. Ed.), in Ontario and it is seeking consent to offer a Master of Science

© 2018 Niagara University Application for Consent 1 | P a g e

October 23, 2018

SUBMISSION: Master of Science in Finance Master of Business Administration Master of Science in Information Security and Digital Forensics

Organization Review Application for a Private Organization Seeking Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000

The Secretariat Postsecondary Education Quality Assessment Board 900 Bay Street 23rd Floor, Mowat Block Toronto, ON M7A 1L2

Tel.: 416-325-1686 Fax: 416-325-1711 E-mail: [email protected]

mailto:[email protected]


Land Acknowledgement

Niagara University recognizes that our programs, and the work that our graduates will undertake across Ontario for years to come, takes place on traditional Indigenous territories. In this spirit, the University would like to acknowledge that it is currently situated upon traditional territories that include the Wendat (wen-dat), Anishinabek (ah-nish-nah-bek) Nation, the Haudenosaunee (ho-den-oh-sho-nee) Confederacy, the Mississaugas of the New Credit First Nations, and the Metis (may-tee) Nation.

This territory is part of the Upper Canada Treaties, and the Dish with One Spoon Treaty, an agreement between the Anishinabek (ah-nish-nah-bek), Haudenosaunee and allied nations to peaceably share and care for the resources around the Great Lakes. Niagara University hopes to inspire its graduates as future leaders who are gracious and respectful of these resources, and who honor all First Nation, Metis, and Inuit people who have been living on the land for thousands of years.


SECTION 1: Introduction

1.1 College and Program Information Full Legal Name of Organization Niagara University URL for Organization Homepage (if applicable) https://www.niagara.edu/ Proposed Degree Nomenclature Master of Science in Finance Master of Business Administration Master of Science in Information Security and Digital Forensics Location Expo City Complex: 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4 SPARK Niagara: 4551 Zimmerman Ave, Niagara Falls, ON L2E 3M5 Primary Contact & Site Visit Coordinator Vince Rinaldo, PhD Director Ontario Administration, Academic Affairs Gacioch Family Alumni and Admissions Center, Room 317 Phone: (716) 286-8459 Cell: (716) 245-1533 Email: [email protected]

https://www.niagara.edu/

mailto:[email protected]


Table of Contents Appendices List ............................................................................................................................................ 6

Section 1: Introduction ................................................................................................................................. 3

Executive Summary ................................................................................................................................. 10

Program Abstracts .............................................................................................................................. 19

Section 2: Mission Statement and Academic Goals .................................................................................... 21

Benchmark 1.1 ........................................................................................................................................ 22

Benchmark 1.2 .................................................................................................................................... 24

Benchmark 1.3 .................................................................................................................................... 26

Benchmark 1.4 .................................................................................................................................... 29

Section 3: Administrative Capacity ............................................................................................................ 30

Benchmark 2.1 ........................................................................................................................................ 30

Benchmark 2.2 .................................................................................................................................... 31

Benchmark 2.3 .................................................................................................................................... 33

Benchmark 2.4 .................................................................................................................................... 34

Benchmark 2.5 .................................................................................................................................... 36

Benchmark 2.6 .................................................................................................................................... 38

Benchmark 2.7 .................................................................................................................................... 38

Section 4: Ethical Conduct .......................................................................................................................... 40

Benchmark 3.1 ........................................................................................................................................ 40

Section 5: Academic Freedom and Integrity .............................................................................................. 41

Benchmark 4.1 ........................................................................................................................................ 42

Benchmark 4.2 .................................................................................................................................... 42

Benchmark 4.3 .................................................................................................................................... 44

Benchmark 4.4 .................................................................................................................................... 45

Benchmark 4.5 .................................................................................................................................... 45

Benchmark 4.6 .................................................................................................................................... 45

Benchmark 4.7 .................................................................................................................................... 46

Benchmark 4.8 .................................................................................................................................... 46

Section 6: Student Protection .................................................................................................................... 47

Benchmark 5.1 ........................................................................................................................................ 48

Benchmark 5.2 .................................................................................................................................... 48


Benchmark 5.3 .................................................................................................................................... 49

Benchmark 5.4 .................................................................................................................................... 50

Benchmark 5.5 .................................................................................................................................... 51

Benchmark 5.6 .................................................................................................................................... 52

Section 7: Financial Stability ...................................................................................................................... 54

Reporting and Audit ................................................................................................................................ 54

Business Plan....................................................................................................................................... 55

Budget Template ................................................................................................................................. 55

Budget Narrative ................................................................................................................................. 55

Benchmark 6.1 .................................................................................................................................... 61

Benchmark 6.2 .................................................................................................................................... 61

Benchmark 6.3 .................................................................................................................................... 65

Benchmark 6.4 .................................................................................................................................... 65

Benchmark 6.5 .................................................................................................................................... 65

Benchmark 6.6 .................................................................................................................................... 65

Benchmark 6.7 .................................................................................................................................... 66

Section 8: Dispute Resolution .................................................................................................................... 67

Benchmark 7.1 ........................................................................................................................................ 67

Benchmark 7.2 .................................................................................................................................... 69

Section 9: Organization Evaluation .................................................................................................. 71 Benchmark 8.1 ........................................................................................................................................ 72

Benchmark 8.2 .................................................................................................................................... 74

Benchmark 8.3 .................................................................................................................................... 75

Section 10: Optional Material ..................................................................................................................... 76 Type chapter title (level 2) ...................................................................................................................... 76

Section 11: Appendices ............................................................................................................................... 77


Appendices List

1. Mission and Goals 2. Strategic Plan (Removed) 3. Vision Commitments 4. Syllabus Template (Removed) 5. MSCHE Approval 6. Campus Climate Survey (Removed) 7. Policies: Harassment and Discrimination Policy

a. Academic Integrity Policy b. Hazing Policy c. Sexual Misconduct Policy d. Student Code of Conduct and Procedures e. Cleary Compliance Policy f. Accommodations for Students with Disabilities Policy g. Access & Accommodations: Individuals with Disabilities Ontario Education Program

Policy h. Admissions for Students with Disabilities Policy i. American With Disabilities Act and Employment Policy j. Disability Grievance Policy, k. Human Resources Non-Discrimination Policy l. Commitment to Ethical Business and Educational Policy m. Conflict of Interest Policy n. Disability Grievance Policy o. Equal Employment Opportunity Policy p. Intellectual Properties Policy q. Non-Fraternization Policy r. Harassment s. Standards of Conduct Policy t. Student Owned Intellectual Property Policy u. Whistleblowing Policy

8. University Charter 9. University Bylaws (Removed) 10. General; Counsel Job Description (Removed) 11. Title IX Job Description (Removed) 12. Org Chart 13. President’s Cabinet 14. Vice president for university mission and ministry (Removed) 15. Provost and vice-president (Removed) 16. Director of athletics (Removed) 17. Executive vice president (Removed) 18. Vice president for institutional advancement (Removed) 19. Senior vice president of operations and finance (Removed)


20. Director of human resources (Removed) 21. Vice president of business administration (Removed) 22. Academic Senate (Removed) 23. Academic Freedom Policy 24. New Academic Programs and Major Revisions of Existing Academic Programs 25. General Planning Framework 26. UPC Charge (Removed) 27. UBB Charge (Removed) 28. Fr. Maher Resume (Removed) 29. Senior Administration Resumes (Removed) 30. Ontario Director job description (Removed) 31. NULTA CBA (Removed) 32. 5-Year Business Plan (Removed) 33. Program Approval Flow Chart from Senate 34. NUSGA Master Document Book (Removed) 35. Faculty Evaluation Form (Removed) 36. CBA Article XXVII (Removed) 37. REB with Conestoga (Removed) 38. SPGP 39. Ontario Calendar 40. Security and Information Protection Policy 41. Maintaining Eligibility in the BPS Program Policy 42. Maintaining Eligibility in Graduate Programs Policy 43. Student Orientation Policy 44. Sample Mandatory orientation webinars 45. Audit Policy 46. OSAP Audit (Removed) 47. Audited Financial statements (Removed) 48. Budget Template (Removed) 49. Worst Case scenario budget (Removed) 50. Article XXVIII CBA (Removed) 51. Article VI (Removed) 52. Article XX (Removed) 53. Articles XXVII & XXVIII, (Removed) 54. XXIX (Removed) 55. CBA Appendix B (Removed) 56. Human Resources Policy A01–Disciplinary Action Procedure (Removed) 57. NUQAP 58. MSCHE Review Cycle 59. Requirements of Affiliation 60. Compliance and Verification 61. MSCHE Self Study (Removed) 62. MAESD Letter BPS


63. MAESD Letter MSED 64. CAEP Letter 65. OCT Letter 66. AACSB Letter

MBA Appendices

67. MBA Curriculum Cards (Removed) 68. Student Work Samples (Removed) 69. Assessment Results (Removed) 70. Capstone Course Syllabi (Removed) 71. AACSB Standards 72. AACSB Recommendations from Report 73. AACSB Self-study (Removed) 74. Scholarly Contributions of Faculty (Removed) 75. Academic Senate Approval of MBA programs (Removed) 76. Letter of Approval from AACSB 77. Letter of Approval from NYS 78. writing skill assignments analysis (Removed) 79. ethics Assignments analysis (Removed) 80. Capstone Course Rubrics (Removed) 81. Quality Assessment Committee Charge (Removed) 82. Transfer Credit Policy 83. Sample College Articulation Agreement 84. COBA Advisory Board (Removed) 85. Advisory Board Charge (Removed) 86. Advisory Board Minutes of Approval for Program (Removed) 87. Course Syllabi – core courses (Removed) 88. Course Syllabi non-core courses (Removed) 89. Graduate Bridge Course Table with course descriptions 90. Graduate Bridge Course Table 91. Syllabi for Pre-requisite Courses: i.e., ACC 505, ECO 525, MGT 515, and FIN 320/610. (Removed) 92. Student Perception Survey (Removed) 93. COBA 117 – Assessment cycle 94. Building Floor Plan (Removed) 95. Build Letter (Removed) 96. Equipment Budget (Removed) 97. NODE job Description (Removed) 98. Four-Year Enrollment Projection (Removed) 99. Four-Year Faculty Projections (Removed) 100. COBA adjunct Faculty Evaluation Form (Removed) 101. Faculty Deployment Chart (Removed) 102. Faculty Teaching Loads (Removed) 103. Faculty Release Forms for CVs (Removed)


104. Faculty Vitae (Removed) 105. Input from CFP and CFA groups (Removed) 106. OAC Policy on Program Review (Removed)

MS Finance Appendices

107. MSF Curriculum Card 108. MSF Student work samples from Core courses (Removed) 109. MSF Student work samples from the comp exam (Removed) 110. Capstone course syllabus (Removed) 111. Teamwork Skills (Removed) 112. writing analysis (Removed) 113. MSF Assessment Chart (Removed) 114. Syllabi for Core Courses (Removed) 115. Sample syllabi for non-core courses- elective courses (Removed) 116. Table that provides a description of each bridging course 117. Syllabi for all Prerequisite courses (Removed) 118. State Approval 119. Accessibility Services Resource 120. External Report on MSF Program

MS. ISDF Appendices

121. Curriculum Card 122. Student work samples for CIS 600/601 (Removed) 123. Student work samples (Removed) 124. Syllabi for CIS 600/601 (Removed) 125. Senate Approval (Removed) 126. External Review (Removed) 127. State Approval (Removed) 128. CIS 600/601 Rubrics (Removed) 129. ISDF Advisory Board members (Removed) 130. ISDF Advisory Board Charge (Removed) 131. Course Syllabi for Core Courses (Removed) 132. Additional Policies 133. External Survey for MSF (Removed) 134. MSF Library Sources (Removed) 135. ISDF Senate Curriculum Committee Approval (Removed) 136. SPARK Niagara Articulation Agreement


Executive Summary Institutional Overview For more than 160 years, Niagara University has been inspired by the enduring truths of its heritage, shaped by the values of St. Vincent de Paul and St. Louise de Marillac to enact a proud mission to educate students and enrich their lives through programs and career preparation, informed by the Catholic and Vincentian traditions. Niagara University has sought to instill a passion for knowledge and inquiry through an experiential education that provides an integrated approach to quality teaching, meaningful interdisciplinary research, academic service learning, internships, and co-curricular learning experiences.

Niagara University was founded in 1856 as the College and Seminary of Our Lady of Angels, which began with six students and two faculty members. The founders of the university, Vincentian priests, the Most Rev. John Timon, C.M., and Rev. John J. Lynch, C.M., purchased two adjoining farms, the Vedder and De Veaux farms, on Monteagle Ridge overlooking the famous gorge. Over the next 25 years, the college and seminary grew and prospered, producing graduates that entered such fields as the priesthood, law and medicine, teaching, journalism and many others. Indeed, by the spring of 1863, the college had become so successful that the New York Legislature granted a charter empowering the college and seminary to award degrees to its graduates. The University currently has consent to offer a Bachelor of Professional Studies (BPS) and a Master of Science in Education: Leadership (MS. Ed.), in Ontario and it is seeking consent to offer a Master of Science in Finance (MS. F.), a Master of Business Administration (MBA), with specific concentrations in Accounting, Finance, Strategic Marketing Management, Global Business and Supply Chain, Healthcare Administration, and Strategic Management), and a Master of Science in Information Security and Digital Forensics (MS. ISDF). These proposed programs would be offered at the Expo City site in Vaughan, ON, using a hybrid model with up to a maximum of 50% of the coursework being delivered online and the remainder being delivered face-to-face. As such, consent is being sought for both hybrid and face-to-face models of delivery. In addition to Expo-City in Vaughan, Niagara University is requesting an additional site, SPARK Niagara, for classes associated with the Master of Science in Information Security and Digital Forensics program which will enhance binational opportunities for prospective students living on both sides of the Canada/US border.

Current Consent to Operate in Ontario The University’s Ministerial Consent for education programs dates back to 1984 when it was first approved to offer master’s degree programs in the Province. In 2007, the University received ministerial consent to offer the Bachelor of Professional Studies in Education (BPS) program leading to initial certification in the Province of Ontario. This program was reviewed and subsequently accredited by the College of Teachers (OCT). The University’s consents to offer the MS.Ed., and the BPS in Teacher Education were reviewed by PEQAB and renewed by the Minister in 2017 leading to the establishment and comprehensive operation of Niagara University in Ontario. The main offices are currently located at De La Salle College, 131 Farnham Avenue. Toronto, M4V 1H7 and upon approval to add a site, which was submitted to the Minister in August 2018, will be moved to the Expo City complex, 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4. Niagara Univesity’s Mission The mission of Niagara University is to educate its students and enrich their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions.


Building on this mission, the faculty and staff in the College of Business Administration and the College of Arts and Sciences under whose direction these proposed programs will be offered, are committed to the development of courses, clinical experiences, and assessments that are evidence-based (See Section 3 – Program Self-Study Subsection #5: Capacity to Deliver for a complete description of the Framework). It is this mission and framework that is embodied in the operation of the proposed programs. Structure and Resources Niagara University in Ontario is organized within the Office of the Provost and Vice President of Academic Affairs. The designate of the Provost, the Director for Ontario Administration, oversees the operations. Niagara University in Ontario is fully realized and supported through the attainment of full-time Ontario-based faculty, administrative and support positions; seamless on-line registration and payment processes, IT support for information resources and technology, admissions enhancements and support; policies and resources that reflect the needs of Ontario candidates; and formal mechanisms for input, assessment and quality assurance. Indicators of performance are included in the comprehensive assessment system of the University and used for continuous improvement and planning. Niagara University has demonstrated the financial capacity to develop, deliver and sustain its programs in Ontario as evidenced through its consents and reviews since it began in 2007. Faculty, staff, and administrators will be hired for the programs offered in Ontario, the site has already been designed and outfitted with wireless technology and support, and partnerships with Ontario colleges and school boards have been expanded. The colleges, school districts, and the landlord of Expo-City, the Cortel Group, have been exceptionally supportive in the many facets of establishing and maintaining an innovative and research-based partnership model. This consent requests the approval of the Expo-City site for all programs and as the main location where offices and records will be housed. Commitment to Accountability and High Standards Niagara University operates within a culture of continuous improvement and evaluation. The University is Accredited by the Middle States Commission on Higher Education (MSCHE), having completed its review and site visit, it was reaccredited in 2017 for the full eight years. This commitment is further shared at the college level; the College of Business Administration, collects, analyzes and utilizes meaningful information to measure progress in meeting goals, assess the performance of candidates, and identify areas of strengths and opportunities for continuous improvement in accordance with its accreditation from the Association to Advance Collegiate Schools of Business (AACSB). Having recently completed its self-study review and site visit, its programs were fully reaccredited in 2017. The Academic Senate, through the Outcomes Assessment Committee oversees the process of program review for all programs and, in particular, for those that are not externally accredited such as those in the College of Arts and Sciences. Evidence of this commitment is noted in the systemic implementation of an annual process for the review, analysis and reporting of quality indicators; a process for periodic review; and in improvements that have been made to the program. It is through this assessment policy and the established procedures that the reviews and evaluation for this request for consent takes place.

Proposed Programs Related to Need and Ministry Objectives Niagara University wishes to extend Ministerial Consent to include two programs offered by the College of Business Administration and one program the College of Arts and Sciences. These programs will serve a current need in the province with respect to providing pathways for college graduates with four-year


applied degrees wishing to pursue master’s degrees at the university level. Niagara University currently has articulation agreements with many Ontario colleges to provide pathways for further studies through degree completion and graduate opportunities. These programs, for which Niagara University is seeking consent to offer in Ontario, are approved in New York State and currently offered at our main campus in Lewiston, New Yok. As such, they are not new, but have a track record of success and a commitment to ensuring the highest quality. Being able to offer these programs in Ontario would better serve our Ontario college partners and their students by enabling them to pursue their studies with Niagara University at a closer more convenient location reducing geographic limitations and the expense that goes along with it. The following addresses specific needs for these programs and their alignment to ministry initiatives. Ontario has long been a place that recognizes that “prosperity and the future prosperity of our students depends on high quality and relevant educational programs”. Recognizing the Ontario government’s commitment to educational quality and innovation, and the cultural and economic diversity of the GTA, Niagara University, has collaborated on research and other initiatives, with public and private post-secondary institutions in Ontario since 2007. Committed to providing high quality graduate professional programs, Niagara University is seeking consent to expand its current operations in Ontario to include three new programs: Master of Science in Finance, Master of Information Security and Digital Forensics and Master of Business Administration, each of which will provide students with educational experiences that emanate from a record of proven scholarship, experiential learning opportunities and academic excellence. Understanding the current and emerging needs of the workforce in Ontario and across the country, these programs will enrich Ontario’s higher education landscape through offerings that are responsive to local and global demands. The proposed programs are tailored to preparing the next generation of leaders as well as provide opportunities for personal and professional growth for new graduates and those already in the workforce. Master of Information Security and Digital Forensics The proposed program in Information Security and Digital Forensics is strongly aligned with the needs of Ontario, Canada, the US, and the global market. The Herjavec Group, a leading global information security advisory firm and a managed security services Provider (MSSP), predicts that here will be 3.5 million cybersecurity job openings by 2021 in an industry that currently has a zero percent unemployment rate (https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/) and where spending was predicted by Forbes (2015) to grow from $75 billion in 2015 to $170 billion by 2020. According to the National Association of Software and Services Companies (NASSCOM) (https://cybersecurityventures.com/jobs/). In 2017, the US alone, had approximately 350,000 cybersecurity openings while still employing nearly 780,000 cybersecurity professionals. This has rapidly become the most lucrative of IT careers with the US Department of Labor (DOL) reporting current median salaries at $95,510 and projections of a 28.5% increase in jobs between 2016 and 2026. By 2022, Cyber Defense Magazine is projecting a need for 1.8 million professionals. (CDM, January 10, 2018, http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/). Master of Science in Finance/MBA: Finance Understanding that employers are looking for employees with specific areas of expertise the Master of Science in Finance and the MBA with a concentration in Finance are tailored for individuals who want to pursue careers in corporate financing, commercial banking, money managing, investment banking, and financial planning to name a few. More specifically, these degrees prepare graduates for careers as

https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/


https://cybersecurityventures.com/jobs/

http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/

http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/


financial analysts, Securities, Commodities, and Financial Services Sales Agents, financial managers and personal financial advisors. According to the US Department of Labor, these jobs in finance are among the highest paying jobs in business with median salaries for financial managers at $125,000 USD (2018d). In addition, the United States Department of Labor has predicted an increase in demand of 19% in the job market for the period between 2016 and 2026.

Job Title Median Salary

Salary for Top 10% of Employees (2017)*

Job Growth (2016-2026)*

Entry-level Education Requirements

Budget Analyst $75,240 $113,740 7% Bachelor's

Financial Manager $125,080 $208,000 or greater 19% Master's preferred

Securities, Commodities and Financial Service Sales Agents

$63,780 $208,000 or greater 6% Bachelor's

Compensation and Benefits Manager $119,120 $202,590 5% Bachelor's

Chief Financial Officer $164,840** $340,000** 8% Master's Sources: *U.S. Bureau of Labor Statistics, **Payscale.com MBA The Master of Business Administration offers individuals a wealth of opportunity ranging from increases in salary, to promotion to top corporate positions, to increased autonomy. Though no longer a scarce commodity, MBA graduates still remain the preferable choice by larger publicly traded companies and Fortune 1000 companies seeking to fill executive positions. Over time, the MBA has shifted from a more general to a degree with specific area concentration. Niagara University’s proposed MBA focuses on six specific areas of concentration for which there is current demand and projected growth over the next decade. Global Supply Chain Management According to the US Department of Labor (2018b), the median pay for individuals working in the field of logistics in 2017 was $74,590 USD. The projected growth for this area between 2016 and 2026 in the US is 7%. With more North American businesses engaging in offshore sourcing, global supply chain management is quickly emerging as an important issue. Niagara University’s proposed program in Global Supply Chain Management, is focused on the importance of reducing costs associated with procurement while decreasing the risks associated with purchasing activities beyond the local and national spectrum. In a market where labor costs associated with offshoring may be lower than domestic costs, things such as additional transportation costs, tariffs, the costs associated with space and currency as well as changes in lead-time must all be considered (http://www.epiqtech.com/supply_chain-Global-Management.htm). Healthcare Management One of the most rapidly growing industries globally is healthcare, which includes: pharmaceuticals, medical devices, information technology, and services, all of which are rapidly developing. With an

http://www.epiqtech.com/supply_chain-Global-Management.htm


increasing patient demand for better facilities and services and with the associated rising costs spiralling out of control, much focus is being placed on reducing waste. With the field of healthcare management growing at a compound annual growth rate (CAGR) of 8.4%, the global healthcare supply chain management market is projected to reach $2.31 billion by the year 2022 (Marketsandmarkets.com, 2018). Strategic Marketing Because it is a core element found in all successful organizations, graduate marketing degrees provide graduates with opportunities across all sectors of the industry, from public to private and from financial to consumer and information-based. According the US Department of Labor, median pay for marketing managers was $129,380 US (2018a). With projected employment growth of 10% between 2016 and 2026, it is higher than the average for all occupations. This sector remains a critical element of businesses wishing to maintain and grow their market share. Strategic Management This degree is targeted for individuals who are already in the workforce, who have a sense of their career path and who are looking for advancement into management positions such as Chief Operating Officer, Department Supervisor, Business Analyst to name a few. Beyond the degree itself, this particular field focuses on the development of effective leadership skills applicable across a wide variety of sectors in the corporate world. According to the US Department of Labor, managers in the area of human resources earned a median pay of $110, 120 USD in 2017 (2018e). Employment opportunities in this area are expected to rise 9% between 2016 and 2016. Accounting Driven by increased regulations in finance, there is a strong demand for skilled accountants both nationally and internationally, which has resulted in many companies paying high salaries. In addition to the field itself, there are many opportunities for accountants to advance to positions in upper management such as those of CEO and CFO. According to the US Bureau of Labor, the accounting profession is projected to grow by 10.7% between the years 2014 and 2024, resulting in approximately 142,000 new jobs in the US alone. Comparative Analysis There are 32 Master of Finance Degrees offered across Canada, of these, seven programs are offered within the GTA.

School Name of Degree University of Toronto Master of Finance University of Toronto Master of Financial Economics Wilfred Laurier University Master of Finance Queen’s University Master of Finance McMaster University Master of Finance York University Master of Finance Ryerson University Master of Arts International Economics and Finance


There are 14 Master of Business Administration programs offered across Ontario with various concentrations. The following chart identifies specific concentrations aligned with Niagara University’s proposed program.

School Name of Degree Brock University, Goodman School of Business

MBA: Accounting, Finance, Marketing, Operations Management

McMaster University, DeGroote School of Business (20 months)

MBA: Accounting and Financial Management Services, Finance, General Management, Health Services Management, Strategic Marketing,

Queen’s University, Smith’s School of Business (1-year full time MBA program)

MBA: Management,

Dalhousie University MBA Financial Services Ryerson University, Ted Rogers School of Management (12 month accelerated full time, 24-month program)

MBA: Supply Chain Management,

Wilfred Laurier University MBA: Accounting, Financial Management, Marketing, Strategic Management, Supply Chain Management

University of Toronto, Joseph L. Rotman School of Management (2-year program)

MBA: Accounting, Finance, Marketing, Strategic Management

University of Western Ontario, Richard Ivey School of Business (1-year program)

MBA: Managerial Accounting, Finance, Marketing, General Management

University of Windsor, Odette School of Business (Full time 14 months)

MBA: Finance, Marketing,

York University, Schulich Faculty of Business (16-20 month flexible; Offers MBA in India in addition to main campus in Canada, 18 Specializations)

MBA: Accounting, Financial Services, Health Industry Management, Marketing, Strategic Management

University of Ottawa, Tefler School of Management (2-year full time MBA, 1 year Intensive program available)

MBA: Marketing, Accounting, Management

Carleton University, Eric Sprott School of Business (18 months, Also Offers MBA in Shanghai and Bogota)

Financial Management, Management and Change


Laurentian University, (Online or On site offerings; Fast Track or 2 years)

General Management

University of Guelph, College of Management McDonald Institute

Not aligned with Niagara University proposed offerings

School Name of Degree Brock University MBA: Accounting, Finance, Marketing, McMaster University MBA: Accounting and Financial Management Services, Finance,

General Management, Health Services Management, Strategic Marketing,

Queen’s University MBA: Management, Dalhousie University MBA Financial Services Ryerson University MBA: Supply Chain Management, Wilfred Laurier University MBA: Accounting, Financial Management, Marketing, Strategic

Management, Supply Chain Management University of Toronto MBA: Accounting, Finance, Marketing, Strategic Management University of Western Ontario MBA: Managerial Accounting, Finance, Marketing, General

Management University of Windsor MBA: Finance, Marketing, York University MBA: Accounting, Financial Services, Health Industry

Management, Marketing, Strategic Management Information Security is one of the fastest growing fields of study. Programs specifically designed to address the need by Ontario schools include those offered by University of Ontario Institute of Technology, which offers a program in Networks and IT Security, Dalhousie which offers a Master of Information Management and Northern University which offers a Master of Information Assurance. Alignment of Programs with University Strategic Plan In 2017, Niagara University completed its new Strategic Plan 2018-2025: What must be done. Central to the plan are five strategic vision commitments:

• Academic excellence founded in interdisciplinary approaches to learning; capitalizing on our strong tradition in liberal arts education and high quality, accredited professional programs;

• Social justice, a campus dedicated to diversity and awareness of the local and global environment and educating students as citizens of the world;

• Mission-driven transformative leadership, fostering economic and social development with the community and its strategic partners;

• A culture of care for the whole person, and an organization strengthened by innovation and shared governance;


• An open campus environment through the use of cutting-edge technology, and improvements to facilities and outdoor spaces;

Recognizing the rich cultural and economic diversity of the GTA, the rapid growth in the York region, including the development of the Vaughan Metropolitan Centre, as well as the commitment of the PC government to provide innovative, high quality post-secondary educational opportunities in a manner that is fiscally responsible, Niagara University has identified Vaughan as the location for its current and proposed program offerings. In support of this decision, Niagara University’s plan has identified six strategic objectives. Objectives V and VI speak directly to its plan to grow its binational network. Objective I: Elevate academic excellence and reputation through student-centered, collaborative, experiential and integrative approaches to learning in preparation for 21st century careers. Objective II: Cultivate a culture that fosters excellence in all of our experiences, including development of the campus, support services, and technologies. Objective III: Advance impactful collaborations that focus on mission and civic engagement to benefit the Greater Niagara Region and Niagara University. Objective IV: Enhance a diverse, inclusive, values-based learning environment designed to graduate global citizens and promote civil discourse. Objective V: Expand Niagara University as the premier bi-national university within the Province of Ontario, Canada through mission-based academic programs, improved branding, and the establishment of an Ontario NU campus. Objective VI: Diversify revenue generation and strengthen fiscal sustainability. The submission and corresponding appendices included in this application provide evidence for each of PEQAB’s standards as outlined on pages 14-21 of the Handbook for Private Organizations (2017). Niagara University looks forward to continuing to serve its students and the Province of Ontario. In working with our post-secondary education partners and in keeping with the legacy of Niagara University and its mission of service to others, it remains Niagara University’s goal to prepare high quality leaders who will meet the current and emerging needs of the Province and abroad. References Grand View Research (2018). https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market Health care management https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022


Herjavec Group (March 12, 2018). Herjavec Group Hosts the Honorable Steven Del Duca to Discuss TalentEdge, (https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/)

Markets and Markets Research (2018). Healthcare Supply Chain Management Market by Component (Software (Inventory (Order and Warehouse Management), Purchasing (Suppliers, Strategic Sourcing)), Hardware (Barcode, RFID)), Delivery Mode (On-Premise, Cloud), End User - Global Forecasts to 2022, https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

Morgan, S. (2015). Cybersecurity Market Reaches $75 Billion In 2015; Expected To Reach $170 Billion By 2020, https://www.forbes.com/sites/stevemorgan/2015/12/20/cybersecurity%E2%80%8B-%E2%80%8Bmarket-reaches-75-billion-in-2015%E2%80%8B%E2%80%8B-%E2%80%8Bexpected-to-reach-170-billion-by-2020/#7bcec97730d6

Morgan, S. (May 31, 2017). Cybersecurity Jobs Report 2018-2021, https://cybersecurityventures.com/jobs/).

United States Department of Labor (2018a). Bureau of Labor Statistics: Marketing, https://www.bls.gov/ooh/management/advertising-promotions-and-marketing-managers.htm

United States Department of Labor (2018b). Bureau of Labor Statistics: Logistics, https://www.bls.gov/ooh/business-and-financial/logisticians.htm

United States Department of Labor (2018c). Bureau of Labor Statistics, https://www.bls.gov/Data/

United States Department of Labor (2018d). Bureau of Labor Statistics: Financial Managers, https://www.bls.gov/ooh/management/financial-managers.htm

United States Department of Labor (2018e). Bureau of Labor Statistics: Human Resource Managers, https://www.bls.gov/ooh/management/human-resources-managers.htm

United States Department of Labor (2018f). Bureau of Labor Statistics, https://www.bls.gov/Data/



https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.forbes.com/sites/stevemorgan/2015/12/20/cybersecurity%E2%80%8B-%E2%80%8Bmarket-reaches-75-billion-in-2015%E2%80%8B%E2%80%8B-%E2%80%8Bexpected-to-reach-170-billion-by-2020/#7bcec97730d6



https://cybersecurityventures.com/jobs/

https://www.bls.gov/ooh/management/advertising-promotions-and-marketing-managers.htm

https://www.bls.gov/ooh/business-and-financial/logisticians.htm

https://www.bls.gov/Data/

https://www.bls.gov/ooh/management/financial-managers.htm

https://www.bls.gov/ooh/management/human-resources-managers.htm

https://www.bls.gov/Data/


Program Abstracts MBA The Master’s of Business Administration (MBA) is currently offered on our main campus. The program is provided by the AACSB accredited Niagara University College of Business Administration and provides students with a rigorous, advanced study in the areas of business administration. Students may choose from among six (6) concentration options including: Accounting, Finance, Strategic Marketing Management, Global Business and Supply Chain, Healthcare Administration, and Stratgic Management. The MBA program is structured as full-time study, with 51 graduate credit hours required for graduation from the program and conferral of the degree and can be completed over five full time semesters of study, with classes offered on weekday evenings and on Saturdays. Within the 51 credits, non-business students must complete the six prerequisite courses (Block 1). All students will also complete six core courses (Block 2), one advised elective (Block 3). After successful completion of the first three Block of courses, students complete three courses (nine credit hours) in one of six concentration areas. Concentration courses are advised based on most commonly pursued courses to prepare students for industry and may be adjusted with advanced consultation from the Graduate Studies Office. During the final semester of study, all students are required to complete a capstone course. MSF The Niagara University College of Business Master of Science in Finance which is currently offered on our main campus, provides students with a rigorous, advanced study in the areas of corporate finance, investments and financial planning. The program requires completion of fourteen graduate level courses (42 credit hours), which can be completed over four semesters, with classes offered on weekday evenings and on Saturdays. The program consists of seven required classes which provide a thorough foundation in the field of finance, with the ability to choose five electives, in two tracks, based on students’ desired career paths.

The CFA track is intended for careers in financial and investment management for institutions and prepares students to pursue the Chartered Financial Analyst (CFA) program. The CFP track focuses on money management for personal finance and qualifies a student to sit for the Certified Financial Planner (CFP) program.

The MS Finance program uses the advanced analytical capabilities of the Niagara University Financial Services Laboratory. In this environment, students have access to financial databases and software analysis tools found in the financial workplace. In addition to the theoretical coursework, students gain experience through managing real money investment portfolios. MS ISDF Niagara University’s master's degree program in information security and digital forensics (ISDF) is structured as full-time study. With 36 graduate credit hours required for graduation from the program and conferral of the degree it can be completed over four full-time semesters of study, with classes offered in the evenings and on Saturdays. The program, designed to prepare students and working professionals for an exciting and rewarding career in cybersecurity, both in government and in private business. Consisting of 12 courses, it equips individuals with the knowledge necessary for the Certified Information Systems Security Management Professionals (CISSP) certification. Learners are trained


utilizing professional applications in computer and mobile forensics, and provided knowledge and ex-pertise in network security, ethical hacking and privacy. The ISDF program is not only intended for computer and information sciences majors, but also for students majoring in criminal justice, nursing, and accounting. Additionally, the ISDF program is also offering its students the ability to gain the Access Data Certified Computer Forensics Investigator certification (ACE). The MS ISDF program provides students with a rigorous, advanced study in the areas of information security and digital forensics in a field where the need for workers is on the rise.


Section 2: Mission Statement and Academic Goals The governing body has approved a mission statement and academic goals that identify the academic character and aspirations of the organization, including the extent to which the applicant is committed to the dissemination of knowledge through teaching and, where applicable, the creation of knowledge and service to the community or related professions. Benchmarks: 1. The organization has a clear, consistent and well-articulated statement of mission and academic

goals. 2. Programs are clearly related to the applicant’s mission and academic goals. 3. Resources are used to advance the mission. 4. Policies support the mission.

Niagara University is a comprehensive university in the Vincentian and Catholic traditions that blends the best of the liberal arts and professional studies. Basic to the academic, co-curricular and extracurricular programs at NU is the conviction that students need, on the one hand, to be prepared for productive roles in society and, on the other, to be provided with the opportunity to fulfill their intellectual, physical, emotional and spiritual potential. The various colleges offer courses and directed experiences which equip students for a wide variety of professions and other careers. Vincentian tradition gives Niagara University its unique identity and it is one of three Vincentian universities in the United States and one of over 200 Catholic institutions of higher education. According to the Association of Catholic Colleges and Universities (ACCU), Catholic higher education serves nearly 950,000 students. Niagara University was founded in 1856 by the Vincentian Fathers and Brothers, who take their name from their founder, Vincent de Paul. Vincent was a French priest who lived from 1581 to 1660. Vincent's special dedication was to the poor and marginalized. Because of its Vincentian heritage, Niagara Universityseeks to instill in its students a deep concern for the rights and dignity of the human person, especially for the poor, the suffering, the handicapped, and the outcast. This has been recognized by The Templeton Foundation, which numbered Niagara University among 100 colleges and universities nationwide for offering programs that inspire students to lead ethical and civic-minded lives. Adapting to circumstances remains an important principle in Catholic higher education - and to Niagara University. The 2014 Religious Landscape Study conducted by Pew Research Center indicates that 22.8 percent of the respondents identify themselves spiritually as “unaffiliated” (the religious “nones”). In this increasingly secular society, Catholic universities, such as Niagara University, continually grapple with issues of identity, purpose, and connectedness with the institutional church. Specifically, they continue to adjust to three major ecclesial and secular trends that first appeared over 40 years ago: fewer Catholic students among the growing numbers of students on campus; fewer priests, nuns, and brothers on campus; and, with unrelenting competition in the higher education market, higher student expectations with respect to academic, athletic, and residential facilities and programs (Morey & Piderit, 2006). Niagara University is purposeful in prioritizing mission at the center of its planning, having clearly defined our mission and values and establishing linkages to future goals and directions. Evidence to support compliance with the Middle States Commission on Higher Edcuation (MSCHE) Requirements of

https://www.accunet.org/


Affiliation and Standards of Accreditation provide additional demonstration of Niagara University's fulfillment of its mission. Benchmark 1.1 The Organization has a clear, consistent and well-articulated statement

of mission and academic goals. The mission statement and academic goals (https://mission.niagara.edu/about/mission-statement/) (Appendix 1), which shape the development of the University’s strategic planning priorities, include measures of effectiveness. All other institutional assessment and planning processes harken back to the mission and enabling goals. The following details the university’s mission statement and enabling goals as well as the strategic priorities identified in the University’s Strategic Plan 2018-2025.

Niagara University Mission Statement Niagara University educates its students and enriches their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions.

Enabling/Academic Goals 1. As a university, Niagara University prepares its students for positions of responsibility in the

professions and in the broader society. Through teaching, research and service in programs of study at the baccalaureate and graduate levels, Niagara University seeks to develop within its students a passion for learning.

2. The university's commitment to the Catholic faith provides perspective in the search for truth and meaning. Catholic doctrine and its moral code inspire respect for the God-given dignity of every person and all faith traditions. Students experience the vision and reality of a gospel-based, value-centered education.

3. As a Vincentian university, Niagara University draws inspiration from St. Vincent de Paul, who organized his contemporaries to respond compassionately to people's basic needs. Continuing this tradition, Niagara University seeks to inspire its students to serve all members of society, especially the poor and oppressed, in local communities and in the larger world.

4. Overall, through its curricular and extracurricular programs, Niagara University seeks to develop the whole person, mind, body, heart and soul, for the benefit of one's personal and professional life. Integral to its mission are Niagara University’s Values:

• Spirituality: attending to the spirit within that connects us to the world around us; • Knowledge: which is achieved through the lifelong pursuit of truth and excellence; • Creativity: evidenced through innovative and practical responsiveness to the needs

of all people; • Integrity: through consistent, continued truthfulness to oneself and others; • Compassion: that allows opening oneself to relationships with others that result in

serving with acceptance and respect. Niagara University actively engages faculty and staff in the mission through scholarship, teaching, service.

https://mission.niagara.edu/about/mission-statement/


Scholarship The President’s Office and the Vincentian Community provide $6,000 annually to support research or direct service projects that will broaden our understanding of poverty, both its causes and innovative ways to counter it. This Research and Project Award to Address Poverty is open to both faculty and staff. Some examples of past awardees include:

2008: Environmental Justice: Poverty and the Location of Hazardous Waste 2010: Interfaith Approaches to Poverty in Southeastern Turkey 2012: Operation Guardian Angel 2013: Needs Assessment and Analysis of Homelessness in Niagara Falls and Niagara County 2015: Implementing a Strategic Media Campaign for the Friendship Village, Vietnam 2016: Going Mobile: Reaching Out and Serving the Poor Where They Live

Teaching Niagara Universityhas a commitment as a Catholic, Vincentian university, to prepare its students to make a positive difference in the world. Niagara University’s College of Business Administration and the College of Arts and Sciences have a responsibility to produce men and women committed to becoming leaders that will contribute to the social, environmental, and economic wellbeing of society. This is doing business with the triple bottom line in mind—people, planet, profit. To accomplish this, Niagara University employs project-based learning. In collaboration with the university’s Levesque Institute for Civic Engagement, student teams work with community organizations to make a real difference, for real people, on real issues. Students learn course content through application while experiencing the power of using business practices to address community concerns, such as poverty, housing, education, environmental sustainability, and vocational training. This is education that makes a difference. Service Niagara University serves as a convener for models of collective Impact with our community partners to eliminate poverty, develop new leaders, and enhance project-based learning & community outreach. Community Outreach is one of the four pillars that comprise the Rev. Joseph L. Levesque, C.M. Institute for Civic Engagement at Niagara University. Within this pillar, NU encourages students and faculty to reach beyond the classroom and assist the local community and its residents. Involvement is encouraged through areas of civic engagement, literacy, college and career readiness, and workforce development. The Elimination of Poverty Poverty on many levels plagues our society. Seeking out and focusing the assets inside and outside of the region to solve complex problems is one of the tasks of a Vincentian University. The Institute leads that effort, brokering opportunities for local community members, university students and faculty, civic leaders and others to collaborate on short and long-term, systemic solutions. The Development of Leaders The Levesque Institute is positioned to work with community organizations on cultivating and developing leaders to meet the rising concerns of succession planning for leadership positions across the spectrum. The Institute offers three leadership programs: Capacity College for not-for-profit and organizations, Leadership NU for University students, and Parent Leadership. The focus is on a variety

https://levesqueinstitute.niagara.edu/impact/


of topics pertinent to the knowledge and skills leaders need for organizations, government, boards, committees, and community leadership. The Deployment of a Project Based Learning Model Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. While deepening the educational experience it allows students to pursue experiences that will advance them along their chosen career paths. Simultaneously, it provides skill-enriched, supervised, focused service to the community. The IMPACT model provides Niagara University students with career preparation through service. It is a project based learning model. Students will use their knowledge and skills to develop a project to address an identified community need. They will then collect and analyze data to determine the IMPACT that their project made. The IMPACT model also promotes collective impact, encouraging students, faculty, community members and others work as an interdisciplinary team to tackle an issue in the community. Benchmark 1.2 Programs are clearly related to the applicant’s mission and academic

goals As a Catholic and Vincentian university, Niagara University places a great deal of emphasis on the importance of mission. As such all programs are aligned with the mission of the University. The current 2018-2025 Strategic Plan (Appendix 2) identifies the core characteristics of a Niagara University education and the specific strategies that link academic programming to this core and to the mission. The plan seeks to ensure that a Niagara University’s core education is distinguished by:

• An educational experience based in Catholic and Vincentian values, mission and tradition • A blend of the best of liberal arts and professional education • Programs and core curriculum that are relevant and which offer distinctive academic

excellence • An ability to challenge and support students to attain their full potential • An enriched and personalized curricular and co-curricular learning experience • A beautiful and nurturing campus environment • Excellent outcomes, in terms of professional and personal success and satisfaction.

Niagara University's Strategic Plan continues to follow important foundational work recognized through the Strategic Vision Commitments (Appendix 3) University goals, strategies, and actions flow from these commitments linking directly to the university's mission and supporting goals through a focus on continued academic excellence, social justice, a commitment to diversity, and sustained efforts to serve as a catalyst for economic and social development in the community. The following Strategic Vision Commitments were developed through an extensive process of collaboration with the University community, and ultimately approved by the University Planning Council (UPC), a group charged with coordinating strategic planning and institutional effectiveness, in spring 2016:

• Academic excellence founded in interdisciplinary approaches to learning; capitalizing on Niagara University's strong tradition in liberal arts education and high quality, accredited professional programs.

• Social justice, a campus dedicated to diversity and awareness of the local and global environment, and educating students as citizens of the world.

https://niagara.instructure.com/courses/4426/pages/project-based-learning-objectives?module_item_id=129574

https://ssir.org/articles/entry/collective_impact


• Mission-driven transformative leadership, fostering economic and social development with the community and its strategic partners.

• A culture of care for the whole person, and an organization strengthened by innovation and shared governance.

• An open campus environment through the use of cutting-edge technology, and improvements to facilities and outdoor spaces.

The UPC has worked with the various goals and objectives from across campus to discern the strategic objectives that have shaped the university’s plan. These objectives, as delineated below, frame the specific actions and business plans, that detail the tactics, timelines, and measures of performance that serve as the roadmap to accomplish the university's goals. Ultimately, this plan provides affirmation of the University’s commitment to mission by building on its core strengths, while anticipating and responding to challenges, in order to realize the power of a Niagara University education. The university’s mission, enabling goals, and the strategic priorities, are periodically reviewed (through various forms of assessment, including mission audits, annual reports of all university departments, Ex Corde Ecclesiae, Vincentian Sponsorship Document, etc.), and formally supported and approved by the university’s governing body. The current mission and enabling goals were developed through a process that included all elements of the university in discussions and focus groups before being submitted to the President who moved them forward for discussion and approval by the Board of Trustees. The mission statement is evaluated at least every five years, and revisions are made accordingly. The strategic priorities are the result of a collaborative process that included the University’s Planning Council (UPC) comprised of faculty, administration, and students, as well as other members of the university community (Board members, staff, etc.). The goals are set on a cycle of between three and five years. Niagara University’s mission and academic goals are embedded in courses. All new courses and proposals are required to explain how objectives align with the goals of the university and colleges, as evidenced by the syllabus template (Appendix 4). Indeed, mission, goals, and learning outcomes of each department must be linked to the mission and goals of each respective college, and are then explicitly linked to the mission of the university. Mission and goals are also reinforced through the accreditation processes and Niagara University is accredited by the Middle States Commission on Higher Education (MSCHE, 2017) (Appendix 5). Niagara University develops its curriculum through a collaborative process involving faculty, students, and administrators. All new courses and programs (and course and program modifications) are approved by the Senate Curriculum Committee, composed of faculty, students, and administrators. These proposals are also evaluated by curriculum committees at the departmental and college levels. The way in which the course fits in with the mission and goals of the university affects the assessment of such proposals at each of these levels of evaluation. As with most Catholic institutions, the number of members of the founding congregation is decreasing. Yet, these living symbols of mission are sharing their charism with lay leaders who will carry on the tradition. The university has emphasized the importance of mission by establishing a cabinet position of


vice-president of Mission and Ministry, a position complemented by a faculty member as the Director of Mission, as well as the Director of Ministry. This leadership team seeks to address the maintenance of the building blocks of Catholic and Vincentian culture in terms of shared beliefs, values, and norms which respond to the "why are we here" question. Answers to that question are to be found in vibrant mission integration programs in the curriculum; a faculty advisory group for mission integration; a Vincentian Student Scholars Program; a Vincentian Inspiration Program for employees; the Vincentian Mission Institute for lay leaders; the Vincentian Heritage Week celebration. The academic sector has participated in campus-wide lectures and panel discussions on current religious and ethical/moral topics (such as immigration, racism and diversity, environmental sustainability, and geopolitical causes of injustices and poverty). Each year, assisted by its landmark IMPACT program, all BPS students attending classes in Ontario, participate in service learning contributing over 6,900 hours of service each academic year. Niagara University is invested in the local and regional communities through its work in economic development (e.g., Niagara Global Tourism Institute), education development (e.g., numerous student teacher placements), and interaction for community renewal through the Rev. Joseph L. Levesque, C.M. Institute for Civic Engagement. As a result of these efforts, Niagara University has been placed on the Presidential Honor Roll for Community Service every year since the inception of the ranking in 2006. This commitment to the mission and to ethics is integral to graduate and post-baccalaureate programs. For example, graduate programs in professional studies such as those offered in criminal justice, business administration, and education, require studies in ethics either through dedicated coursework (CRJ 530A: Seminar in Professional Ethics, LAW 560: Law and Business Ethics) or infused throughout the content of the programs of study. Benchmark 1.3 Resources are used to advance the mission. The very first enabling goal speaks to student learning and the pathways and opportunities that will open as a result. The goals challenge the university to address the needs of the whole student and to simultaneously be a force for positive social change in the community and the world; in order to deliver on this commitment, Niagara University—and all its administrative, educational, and student support programs and services—is constantly focused on institutional improvement. Whether through strategic initiatives (such as UPC), through civic engagement initiatives (such as IMPACT), or through initiatives to support student diversity and student advocacy (such as Disability Services, and Veterans Services), Niagara University is responding to identified needs in ways that improve the institution and align with its mission. Niagara University’s mission and goals guide the resource allocation process, led by the University Budget Board (UBB), since 2015. For example, in 2015, the university significantly increased the budget for the freshman seminar (NUB) that communicates and explains the mission of the university to incoming students. In addition, various research grants have been set aside, as outlined below, for mission-related topics. And finally, the Office of Campus Ministry utilizes its budget to organize numerous mission-related events.

http://www.niagara.edu/learnserve

https://www.niagara.edu/ministry


In order to maintain its Catholic and Vincentian identity, Niagara University has continuously adapted to the changing times in (Catholic) higher education. As a tuition-dependent institution that works hard to sustain fiscal and organizational effectiveness, there are six areas of change that guide planning and resource allocation: 1) rate of growth in enrollment; 2) demographics; 3) economic model; 4) retention and completion pressures; 5) varying learning models; and 6) use of technology for effective communication (Noel-Levitz, 2013-14). These areas of change have been addressed in the Strategic Plan 2018-2035 (Appendix 2) proposed by the and approved by the Board of Trustees in March 2015. This operational plan defines Niagara University’s core values, quantifies issues and challenges of strategic magnitude, and lays out strategies for addressing them. The mission guides faculty, administration, staff, and governing structures in making decisions related to planning, resource allocation, program and curricular development, and the definition of institutional and educational outcomes inclusive of the following. Scholarship Niagara University’s mission is clear in its support for scholarly and creative activity. The mission implicitly requires faculty to be engaged in research in their fields in order to prepare students for careers and provide programs in the liberal arts. The first enabling goal states “through teaching, research and service in programs of study at the baccalaureate and graduate levels, Niagara University seeks to develop within its students a passion for learning.” Some of the university’s support is directed specifically to mission-oriented activities, such as special Vincentian research grants that are provided for research in areas related to poverty and social justice, and stipends for development of service-learning courses. Another impactful scholarly endeavor is found in the Vincentian Scholars Program, which supports 16 scholarship students in all four years for the purpose of addressing issues of poverty through service and research. The annual Vincentian Heritage Week is yet another way in which the Vincentian charism is highlighted in the academy. During this week, a Vincentian Heritage Convocation is convened by the president, and selected members of the university and community are awarded for their service to the poor. Research and scholarship aligned with the university’s mission and goals is encouraged in numerous ways. Most fundamentally, when making hiring decisions, Niagara University evaluate the extent to which candidates’ research programs align with the university mission. There are also several programs that provide incentives to study mission-related topics for faculty once they are hired. For example:

• The fund for the improvement of teaching subsidizes research and development of new and effective teaching methods.

• Special summer research grants are set aside for research of teaching and the study of poverty.

• The Niagara Reaches out to the World program. • Faculty members regularly publish work related to mission in numerous departments,

including philosophy, religious studies, communication, and English. Service Programs Niagara University’s mission and goals are exemplified by numerous service programs offered at the university. Every Niagara University student must complete three hours of service in order to graduate, regardless of major, and the Niagara University Student Government Association requires that all clubs

https://niagara.compliance-assist.com/accreditation/source.aspx?id=ba19fefb-8c67-e511-b304-86539cf2d30e

http://www.niagara.edu/call-for-cctl-grants/

https://www.niagara.edu/niagara-reaches-out-to-the-world/

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complete significant amounts of service to receive funding, and other programs and efforts which include, but are not limited to:

• Niagara University Day of Service • B.A.S.I.C. experiences • The Levesque Institute • Other Campus Ministry programs • St. George’s Soup Kitchen (student run, with the assistance of faculty and staff).

Equity, Inclusion and Mission The university has devoted resources to the strategic initiatives related to diversity and the creation of the Office of Multicultural Affairs. It has also committed resources to create a new graduate assistantship working within multicultural affairs, and funding for specific, student-led initiatives and educational programs (including funded research projects). As a U.S institution, Niagara University is governed by Title IX which is a comprehensive federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity. The principal objective of Title IX is to avoid the use of federal money to support sex discrimination in education programs and to provide individual citizens effective protection against those practices. A Title IX taskforce convened in September 2015 by Niagara University which was comprised of faculty, staff, and students. Their recommendations led to the creation of an Office of Equity and Inclusion for which a new position, the Associate Director of Equity and Inclusion (an office reporting within the general counsel structure) has been created. This individual provides leadership to the university community in the area of equal opportunity, compliance, and affirmative action, working collaboratively across all sectors to provide education in areas of equity and inclusion. To further define areas of need, Niagara University, through the leadership of the diversity committee, conducted a campus climate survey (Appendix 6) in the spring of 2016. A total of 705 individuals completed the survey, representing faculty, administration, staff, and students. The findings resulted in further refinement of action plans, that were shared at all levels – the University Planning Council, the president’s cabinet, and the facilities and planning committee of the Board of Trustees. Plans developed during the 2015-2016 year extended beyond professional development to core initiatives which built equity and inclusion in a continuing commitment to diversity across campus. During the 2016-2017 year, Niagara University held a conference “Fostering Racial and Social Justice,” which was organized and facilitated by the Black Student Union and faculty, with key leaders from business and community agencies, and representatives from 17 other universities. Niagara University has also made a commitment to international outreach through the Edward A. Brennan Center for Language, Culture and Leadership (Brennan Centre), launched in 2016. The center fulfills a core strategic direction for international relations by creating a pipeline to higher education and degree programs through the development of academic English language proficiency. The centre provides language proficiency assessment, intensive academic English programming for international students, language enrichment for summer camps, international executive education, and leadership and advocacy programming and outreach to the refugee and migrant communities. An advisory

http://levesqueinstitute.niagara.edu/

https://www.niagara.edu/ministry

http://news.niagara.edu/niagara-university-hosts-social-justice-conference-announces-new-diversity-initiatives/


committee of faculty and staff has provided support and recommendations in the centre’s development. The expertise shared by the Niagara University community in classrooms, on campus and abroad, as well as the executive development training sessions has increased the university's international reach and provided a richer experience for all. In addition to offering language proficiency assessment and ESL coursework, the Brennan Center coordinates an English summer camp, linking classroom education with cultural experiences and activities, and provides outreach and workforce development to refugees through a program delivered in partnership with Catholic Charities. This program addresses the needs of refugees wanting to develop English language skills and become employed and self-sufficient as quickly as possible. Participants have come from Somalia, Iraq, Myanmar, Bhutan, Eritrea, Afghanistan, Democratic Republic of the Congo, Rwanda, Nepal, and Djibouti. Graduates have been placed at Hyatt Regency Buffalo, Courtyard by Marriott Canalside, Marriott Harborcenter, Embassy Suites, Walmart and Tim Hortons. Benchmark 1.4 Policies support the mission In order to ensure a commitment to the fair treatment and respect for all human beings, Niagara University has established policies and standards that speak directly to its mission. Important policies are publicly available at https://www.niagara.edu/important-policies/. All policies are available http://policies.niagara.edu/ . Specific policies and standards that reinforce the mission include, but are not restricted to: Harassment and Discrimination Policy, Academic Integrity Policy, Hazing Policy, Sexual Misconduct Policy), Student Code of Conduct and Procudures, Cleary Compliance Policy, Accommodations for Students with Disabilities Policy, Access & Accommodations: Individuals with Disabilities Ontario Education Program Policy, Admissions for Students with Disabilities Policy, American With Disabilities Act and Employment Policy, Disability Grievance Policy, Human Resources Non-Discrimination Policy, Commitment to Ethical Business and Educational Policy, Conflict of Interest Policy, Disability Grievance Policy, Equal Employment Opportunity Policy, Intellectual Properties Policy, Non-Fraternization Policy, Harassment, Standards of Conduct Policy, Student Owned Intellectual Property Policy. and Whistleblowing Policy (Appendix 7). Benchmark 1 Conclusion For more than 160 years, Niagara University has maintained a steadfast commitment to a mission of providing education informed by Catholic and Vincentian traditions. Educational and scholarly endeavors are directly linked to the fulfillment of mission as evidenced through the curriculum and as practiced through service-learning opportunities within and beyond the classroom. Mission continues to be a keystone element of strategic planning, with plan goals and strategies linked to mission. It is strongly tied to programs and embedded in coursework. The mission is assessed through annual reporting at all levels of the institution and through the development of new and adherence to existing policies.

https://www.niagara.edu/important-policies/

http://policies.niagara.edu/

http://mynu.niagara.edu/mynu2/policy/documents/Accommodations%20for%20students%20with%20disabilities.pdf


Section 3: Administrative Capacity The applicant has the legal characteristics, governance structure, and administrative capacity necessary to organize and manage a competent institution of higher learning. Benchmarks: 1. The applicant’s legal status is appropriate for its goals. 2. The organization has an appropriate governing structure, such as a legally constituted governing

body that is responsible for managing the assets of the organization; maintaining the purpose, viability, and integrity of the institution; achieving institutional policies and goals; selecting administrative leadership; and providing the appropriate physical, fiscal, and human resources.

3. The organization’s reporting structure clearly indicates the relationship between the owners and the governing and managing bodies.

4. Governance and decision-making structures are clear, effective, and consistent with the organization’s academic purposes.

5. The organization has a) qualified senior administrative staff, including a chief executive officer who is accountable

to the governing body and whose full-time or major responsibility is the administration of the institution

b) sufficient administrative staff with clear lines of administrative authority and accountability necessary to conduct the affairs of the institution in Ontario

c) administrative capacity to effectively manage an institution of higher learning as demonstrated by co-ordinated business and academic plans detailing the commitment to the academic quality of program content and delivery.

6. Policies are in place that provide for succession planning. 7. Development of the curriculum, academic policies, and standards includes participation by

qualified academic staff and consultation with students. Benchmark 2.1: The applicant’s legal status is appropriate for its goals Niagara University maintains legal status to operate as a university. It was founded in 1856 as the College and Seminary of Our Lady of Angels, which began with six students and two faculty. The founders of the university, Vincentians Priests, the Most Rev. John Timon, C.M. and Rev. John J. Lynch, C.M., purchased two adjoining farms, the Vedder and De Veaux farms, on Monteagle Ridge. Over the next 25 years, the college and seminary grew and prospered producing graduates that entered such fields as the priesthood, law and medicine, teaching, journalism and many others. Indeed, by the spring of 1863, the college had become so successful that the New York Legislature granted a charter (Appendix 8) empowering the college and seminary to award degrees to its graduates. Twenty-five years after its founding, on August 7, 1883, Grover Cleveland, then governor of New York, gave permission to the college and seminary to change its name to Niagara University. The seminary remained a full and vibrant part of the university community until 1961 when it was moved to Albany, New York. The university has evolved over its long history into an institution that offers degree programs in the Arts and Sciences, Business, Teaching, and Hospitality and Tourism. In addition, Niagara University has held ministerial consent in the Province of Ontario since 1984 for its programs in education.


Throughout its long history, Niagara University has remained true to the Vincentian principles of preparing students for personal and professional success while remaining committed to the values of its namesake, St. Vincent de Paul, as well as to its Catholic heritage. Benchmark 2.2 The organization has an appropriate governing structure, such as a

legally constituted governing body that is responsible for managing the assets of the organization; maintaining the purpose, viability, and integrity of the institution; achieving institutional policies and goals; selecting administrative leadership; and providing the appropriate physical, fiscal, and human resources.

The governing structure of Niagara University is defined in the university bylaws (Appendix 9), “The president shall (1) be the chief executive officer of the university. The Board of Trustees shall exercise its power through the president, who shall be charged with the execution and administration of all university matters. 2) Be a member of every faculty and the head of all the colleges and divisions of the university. All officers, administrative and instructional, and all employees of the university shall be responsible to and under the direction of the president either immediately or mediately through officers to whom responsibility for divisions of the university and for their personnel has been delegated.” Therefore, the president has the authority and the autonomy to fulfill the responsibilities of the position. The president hires and evaluates senior staff and leads the university through his cabinet. The president receives recommendations from the Academic Senate and consults with various standing bodies such as the University Planning Council (UPC), University Budget Board (UBB), diversity committee, strategic enrollment committee (SEC), and the master planning and space utilization committee. Father James J. Maher, C.M., is the current President of Niagara University. As outlined in the university bylaws, Father Maher was appointed by majority vote of the Board of Trustees, and he is not chair of the governing body (i.e., the Board of Trustees). The president serves as an ex-officio voting member of the Board of Trustees. The selection of Niagara University’s president has been governed by the same process since the inception of the university, with careful coordination between the Board of Trustees and the provincial of the Eastern Province of the Congregation of the Mission—currently Father Michael J. Carroll, C.M. The process begins when the Board of Trustees is informed of the sitting president’s decision to step down. Working with the provincial of the Eastern Province, the Board determines whether there are qualified and interested Vincentians to take on the role. Potential candidates are identified, discussed, and interviewed in a process that may take between one and three years. Father Maher emerged as the leading candidate for the position; he had the support of the provincial, Father Carroll. In the selection of Father Maher, however, the process was modified to include input from a select group of administrators, faculty and staff. This modification was adopted after careful consideration by


the outgoing president, Father Joseph Levesque, C.M., and other senior-level administrators. This reflected a strong and consistent move toward a more fully expressed model of shared governance that was a hallmark of Father Levesque’s presidency. The modified process for selection of the president continued the tradition of selection and appointment, but also drew upon evolving processes related to shared governance. The ad hoc committee, after reviewing Father Maher’s credentials and meeting with him, recommended his appointment. The Rev. James J. Maher, C.M., began his presidency in August 2013 and was inaugurated in April 2014. The appointment of Father Maher as Niagara University’s 26th president upheld a commitment to and opportunity for leadership from the Congregation of the Mission. Consistent with the clearly-defined governance structure of Niagara University’s Board of Trustees, the university's new president instituted changes in the structure of leadership on campus and in core operating systems that guide the institution, its students, and constituencies. Niagara University’s governing body is responsible for the quality and integrity of the institution and for ensuring that its mission is being accomplished. In its corporate documents, which are on its central policy site, the university fully discloses its legally constituted governance structure: The Board of Trustees. This governing body is responsible for the quality and integrity of the institution. As confirmed by the annual conflict of interest survey of Trustees, a majority of the institution’s governing body’s members have no employment, family, ownership, or other personal financial interest in the institution. The Trustees adhere to a Conflict of Interest Policy (Appendix 7) that assures that those interests are disclosed and that they do not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and fiscal integrity of the institution. In addition to the president, the senior leadership which serves as the president’s cabinet includes the: executive vice-president, Dr. Debra Colley, Ms. Mary Borgognoni, senior vice-president for operations and finance, Provost and vice-president of academic affairs, Dr. Timothy Ireland, vice-president for university mission, Rev. Dr. Kevin Creagh, chief financial officer, Mr. Michael Jaszka, and vice-president for institutional advancement, Dr. Derek Wesley. The Office of University Planning and Assessment leads centralized processes and campus-wide documentation related to the effectiveness of university programs, services and facilities in order to advance strategic decision-making, sustainable quality improvement, and renewal. This is accomplished by:

• Leading the development, communication and evaluation of university strategic plans. • Supporting the short- and long-term planning needs, space assessment and aesthetic design

standards for Niagara University by managing connections between campus stakeholders, constituents and departments.

• Serving as the institution's clearinghouse for data, including those required for federal and state agencies, external surveys and internal reports.

• Studying and analyzing institutional data to support decisions regarding planning, assessment and evaluation of student learning, and institutional effectiveness.

• Ensuring university compliance with accreditation standards of the Middle States Commission on Higher Education.


The general counsel manages the legal affairs of the university (Appendix 10), from contracts and intellectual property, to the oversight of litigation and the hiring of outside counsel, and provides in-house legal services to NU's Board of Trustees, administration and faculty. This responsibility includes advice related to state and federal compliance programs, real and intellectual property management, municipal law, NCAA regulations, policy development, NIMS-compliant crisis response, employee and student training, and pro bono services. The assistant general counsel, Ryan Thompson, is responsible for all Title IX issues, which in the Province of Ontario include issues related to Human Rights (Appendix 11). The office of human resources is responsible for the hiring process, performance appraisals, benefits, leaves of absence, workman’s compensation, and any other employee related issues. Benchmark 2.3 The organization’s reporting structure clearly indicates the relationship

between the owners and the governing and managing bodies. The roles, scope of responsibilities and reporting arrangements of the Board of Trustees and administrative officers are contained in the Niagara University Bylaws (Appendix 9). The reporting structure is outlined in the Organizational Chart (Appendix 12) for the University and the responsibilities of senior administration outlined in the university’s bylaws. In accordance with these Bylaws the Board of Trustees of Niagara University is vested with all the powers, privileges and duties, and subject to all the limitations and restrictions prescribed for colleges and universities by law or by the ordinances of the State of New York. The President’s Cabinet (Appendix 13) serves as an advisory body to the president, deliberating on university-level matters and areas of priority, such as enrollment and tuition, budget analyses, legal and policy decisions, and contextual challenges/opportunities for the independent sector, among other priority initiatives. The President’s Cabinet consists of nine administrators in addition to the president. Each administrator oversees a vital function of the university, and each brings a special expertise to cabinet meetings, allowing for collective and strategic development and decision-making in regard to the priorities of the president and across university-wide divisions (addressing both opportunities and challenges facing the institution). The individuals are as follows:

• Vice president for university mission and ministry oversees campus ministry and advises the president on the mission (Appendix 14).

• Provost and vice-president of academic affairs reports directly to the president on teaching and other academic issues (Appendix 15).

• Director of athletics oversees the students who engage in athletics, both in Division I competitions and other extramural and intramural activities (Appendix 16).

• Executive vice president enrollment management across all enrollment segments; public relations and marketing; student affairs; informational technology; international relations; institutional research, planning and accreditation; as well as the connection between Niagara University and the greater community. Reporting to the executive vice president is another member of the cabinet who also serves as a key advisor to the president (Appendix 17).


• Vice president for institutional advancement oversees university efforts to fundraise from alumni and the community (Appendix 18).

• Senior vice president of operations and finance oversees all the operations that maintain the infrastructure of the university. Reporting to the senior vice president of operations and finance are two other members of the cabinet who also serve as key advisors to the president (Appendix 19):

o Director of human resources oversees all policies with regard to hiring, firing, training and the well-being of personnel (Appendix 20).

o Vice president of business administration is the chief financial officer and fiscal advisor to the president (Appendix 21).

Benchmark 2.4 Governance and decision-making structures are clear, effective, and consistent with the organization’s academic purposes.

Niagara University identifies itself as an independent, non-profit, and religiously-affiliated institution of higher education. Its religious affiliation lies with the Catholic Church and with the religious community of the Congregation of the Mission (Vincentians). The governance structure at Niagara University is framed by the Board of Trustees, administrative officers, Academic Senate, faculty union, and student government. The organizational chart (Appendix 12) articulates the organizational structure. The Board of Trustees consists of elected and ex-officio members. The minimum number of Board members is six, and the Board shall not exceed 30; no less than 51 percent of the members shall be laypersons. In addition to the chair, vice chair and secretary of the Board of Trustees, who are elected by majority vote; the officers include the president of Niagara University and the provincial of the Eastern Province of the Congregation of the Mission who are ex-officio, voting members of the Board of Trustees. The Board has 11 standing committees, The Board of Trustees elects, by majority vote, the president of the university. The president serves as the chief executive officer of the university. The Board of Trustees exercises its power through the president, who is charged with the execution and administration of all university matters. The president is assisted by a cabinet of administrators who are well qualified for their positions. The cabinet, as currently comprised, has in excess of 220 combined years of professional experience in its members’ respective disciplines. Additionally, the president enjoys the assistance of well-qualified NULTA leadership comprised of senior faculty. Through the Academic Senate, procedures are in place for the assessment of learning outcomes, with annual reporting to the president and the Board of Trustees’ academic affairs committee. Additionally, through his support for accreditation, the president sets in place accreditation-based assessment of learning outcomes, efficiency, and effectiveness of specific programs. Through establishment and reporting of key performance indicators, in association with strategic and operational plans, the president provides assessment information to both the Board of Trustees and the campus community on a regular basis. The Board of Trustees evaluates the performance of the president on an annual basis, based upon specific goals and expectations. In 2014, Father Maher


included a 360-degree style process into his first-year evaluation that included interviews with the Board and senior administration. Article A.5.e of the bylaws (Appendix 9) indicates that the Board approves the awarding of degrees. Further, Article A.5.f gives the Board the responsibility of making decisions to direct the university to its objectives. Article A.5.c indicates that the Board sets salaries. The executive committee oversees strategic planning. The academic affairs committee specifically oversees issues of curriculum development and quality. The audit and finance committees are charged with assuring strong fiscal management. Other ad hoc committees are formed as needed to oversee specific areas of investigation. The audit committee is responsible for ensuring the integrity of financial reporting and an effective system of internal controls by providing oversight of the university’s financial practices, internal controls, financial management and standards of conduct. The audit committee recommends to the full Board an independent accounting firm, which performs an annual audit. Committee members subsequently meet with the auditors. The university relies heavily on a system of annual reports in which each department presents its work in key areas of outcomes. These reports are reviewed across divisions and summarized at the vice-president level for further planning. Key performance indicators are reported annually to the Board of Trustees, with data presented to the university community and related committees as applicable. Additionally, the UPC has identified dashboard indicators and data reports (specifically NSSE, retention reports, student engagement reports) which will be planned points of discussion throughout the academic year, focusing on the timely deliberation for planning. Similarly, the diversity committee is using NSSE data, related surveys, institutional data, and campus climate survey results for continuous development, improvement and planning. Recently, the annual report system has been supplemented with an extensive personnel evaluation system in which supervisors review the contributions of reporting staff members. This annual evaluation system includes the supervisor’s appraisal as well as the confirmation of priority goals and a review of outcomes to these goals. While the Board of Trustees retains responsibility for certain matters, as dictated by university statutes and obligations of law, it generally empowers the Academic Senate (Appendix 22) to establish and modify the educational policies which include: Academic Freedom (Appendix 23), Academic Standards, Standards for Admission and Retention of Students, Promotion and Facilitation of Academic and Instructional Research, New Academic Programs and Major Revisions of Existing Academic Programs (Appendix 24), and Assessment and Revisions in the General Education Component. The Academic Senate has oversight of matters related to the academic division. Serving as ex-officio members are the provost and all academic deans. Academic Senate bylaws govern the senate’s structure, processes and procedures. After the senate approves proposals, the senate forwards them to the president for approval or veto. Each committee serves a primary function, while aligning with the general planning framework (Appendix 25) for the university. The UPC serves as the overarching and primary vehicle for strategic


planning for the university (Appendix 26) , with the focus of the UBB on budgeting (Appendix 27) across university divisions, procurement processes and procedures, and prioritization for both academic and functional programs. Similarly, the master planning committee supports the goals of the UPC in terms of strategic planning, space allocation, and the physical plant at Niagara University. Recommendations and data goals related to diversity (e.g., diversity of community, preparation of students for a diverse and global community, respect and value for inclusiveness) are shared with the president and provided to the UPC in navigating the strategic planning process and dashboard data for the university. The Strategic Enrollment Committee (SEC) serves as the primary vehicle for developing, implementing, and tracking enrollment and retention strategies. These standing committees of the University serve to assist the president in decision making, enhance engagement and transparency across the university, and align priority areas of focus with strategic planning efforts. Benchmark 2.5a Qualified senior administrative staff, including a chief executive officer

who is accountable to the governing body and whose full-time or major responsibility is the administration of the institution

Father Maher is appropriately credentialed to serve as president of Niagara University (Appendix 28) . He holds a bachelor’s degree in sociology from St. John’s University (1984), a master’s of divinity (1989), a master’s of theology from Mary Immaculate Seminary (1990), and a doctorate of ministry from Immaculate Conception Seminary and Graduate School of Theology (2004). Father Maher pronounced his vows to the Vincentian community in May 1989 and was ordained to the priesthood on May 26, 1990. Father Maher has over 20 years' experience, working in higher education since 1994. He spent 19 years at St. John’s University, starting in campus ministry and rising to the position of executive vice-president for mission and student services. In 2009, he was appointed to the Board of Trustees at DePaul University, and in 2010, he was appointed to the Board of Trustees at Niagara University. At St. John’s, Father Maher served on the NCAA certification committee, the executive planning committee, the executive committee of the Board, and was a part of the ’s senior management team. His experiences at St. John’s exposed him to all facets of higher education at one of the largest Catholic universities in the country. Given the number of students, faculty and staff at the university, the size of the administration is appropriate for it to operate effectively. The cabinet has a balance of members who have served the university for a number of years and new voices that have either recently joined the Niagara University community or recently moved into administrative roles. In terms of overall service to the university, about half of the cabinet has more than 15 years of service to the university; the other half has six years or fewer; the newest member joined Niagara University this year. This provides a good balance of administrators who grasp the history and structure of the institution, along with others who bring new voices and fresh perspectives (Appendix 29). Every member of the administration brings substantial credentials and professional experience to the table. Each member of the cabinet has over 15 years of professional experience, and most have over 20 years. Two cabinet members have a Ph.D. and two have an Ed.D. and three others hold master’s


degrees in their professional disciplines. Each member of the cabinet is highly qualified to lead his/her particular department and to aid the president.

Name Title Professional Experience

Highest Degree

Degree Area

Borgognoni, Mary E. Senior Vice President for Operations & Finance

27 MPA Public Administration

Colley, Debra A. Executive Vice President 34 PhD Education Creagh, Kevin G. Vice President of Campus

Ministry and Mission 20 EdD Higher Ed.

Administration Gray, Simon B. Director of Athletics 17 MS Sports

Administration Ireland, Timothy O. Provost and Chief Academic

Officer 22 PhD Criminal Justice

Jaszka, Michael S. Vice President for Administration

32 BS Accounting

Mostiller, Donna M. Director of Human Resources 24 MBA Business Wesley, Derek Vice President for

Institutional Advancement 18 EdD Educational

Leadership Benchmark 2.5b sufficient administrative staff with clear lines of administrative

authority and accountability necessary to conduct the affairs of the institution in Ontario

With the creation of the Strategic Plan 2018-2025, changes have been made to the administrative structure that have expanded the governance for Ontario programs and put into place a comprehensive administrative and operating structure. These changes expand the structure of the University beyond the College of Education to include the director of Ontario administration: academic affairs (Appenidx 30). Under general supervision, the director of Ontario administration is responsible for providing leadership in establishing new ministerial consents for agreed-upon programs, and in all educational, compliance, and administrative areas in a large market (Greater Toronto Area). The Director is also responsible for collaboration across campus sectors for enrollment and marketing – including undergraduate enrollment of freshmen and transfer students from Ontario (Lewiston campus), academic quality, and community development/outreach. The director for Ontario administration reports directly to the provost and vice-president for academic affairs on academic matters and to the executive vice-president and senior vice-president, respectively on non-academic matters. In accordance with the collective bargaining agreement (Appendix 31), the college deans and department chairs are responsible for all direct matters of curriculum and academics such as program creation, quality and evaluation, and the hiring and evaluation of faculty. Benchmark 2.5c Administrative capacity to effectively manage an institution of higher

learning as demonstrated by co-ordinated business and academic plans


detailing the commitment to the academic quality of program content and delivery.

The organizations five-year business plan (Appendix 32) identifies the Master of Science in Finance (MSF), the Master of Business Administration (MBA) and the Master of Science in Information Security and Digital Forensics (MS ISDF) as the programs in this consent. The plan includes sources of revenue and operational costs related to Niagara University’s educational, physical, and fiscal operation in Ontario. These financial and operation projections include programs currently offered under consent (MS.Ed., & BPS). The plan includes the following:

• Historical operations • Investment in facilities • Incremental costs • Projected enrollments • Incremental margin

Benchmark 2.6 Policies are in place that provide for succession planning. Structurally, Niagara University deliberately includes faculty and student representatives on all committees, and faculty frequently are represented as co-chairs of committees. As a means to providing equitable opportunity and as a means to assist with succession planning, Niagara University has established a process to involve a greater number of faculty in advancing the goals and objectives of the institution and a process to bring names forward as needed (referred to as the Committee on Committees) which is further defined in the Collective Bargaining Agreement 2013-2017 (p.7)(Appendix 31). These formal mechanisms ensure regular and systematic involvement of faculty seeking to be involved in university level committee work. In addition, talent is recognized through promotion. At the faculty level, success planning is enshrined in the Collective Bargaining Agreement, which identifies the criteria for tenure and promotion to each level of faculty rank. The faculty rank designations represent cumulative accomplishments: increased teaching competence, scholarship as reflected in degrees and certifications earned, honors won, scholarly and professional accomplishments, educational leadership, intellectual breadth, and creativity, all of which will stand the test of both administrative and collegial judgment within the University, and of generally accepted academic and professional standards. Promotion through the various ranks signifies increasing rather than continuing competence and achievement. Benchmark 2.7 Development of the curriculum, academic policies, and standards

includes participation by qualified academic staff and consultation with students.

Curriculum is under the purview of the Office of the Provost and Chief Academic Officer. It is the responsibility of the faculty to develop the curriculum. In the 2016-17 academic year, the Academic Senate, the body responsible for the approval of curriculum matters at the University, established a new approval process (Appendix 33) that would enable preliminary discussion around viability and financial commitment to ensue prior to the development of the formal proposal. These discussions would include input from the UBB (Appendix 27) with respect to priority-based budgeting of programs. It would also


include input from the UPC (Appendix 26) to ensure alignment with the strategic plan for the university. The Academic Senate has 30 voting members; the elected members consist of 18 faculty, 4 administrators, and 3 students; the provost and academic deans serve in ex officio capacities. Members serving on the Academic Senate also serve on Senate Sub-Committees each of which oversees a particular academic area. The responsibilities of the Senate and its members is outlined in the Senate Bylaws (Appendix 9). There are numerous ways for students to provide valuable input to the faculty and administration. The Niagara University Student Government Association (NUSGA) actively recruits students to serve on the many university committees. The NUSGA Master Document Book (Appendix 34) frames the scope of its responsibilities as it represents all students to the Trustees, administration, faculty, and external communities. Students serve as voting members in the Academic Senate and on each of the senate’s standing committees. They also have the opportunity to participate in other university committees, and Niagara University is committed to appointing students (graduate and undergraduate) to all core university committees. Those committees include the University Planning Council (UPC), diversity committee, University Budget Board (UBB), strategic enrollment committee, and marketing committee, among others. Each year, groups of students meet with the Board of Trustees and the Board of Advisors to discuss the student experience, providing insight and perspective to their decision-making. This formal opportunity for input and discussion is held annually during the December meeting of the Board of Trustees, with follow-up specifically led by the student affairs committee of the Board. Additionally, student leaders for athletics and student government are invited to present to these committees respectively during the course of the academic year, providing additional opportunities for input and feedback.


Section 4: Ethical Conduct The applicant values and upholds integrity and ethical conduct Benchmarks: 1. The governing Board has produced an acceptable statement of the ethical standards relating to

fair and honest business practices that will guide its conduct in the course of operations in Ontario and in other jurisdictions.

Benchmark 3.1 The governing Board has produced an acceptable statement of the

ethical standards relating to fair and honest business practices that will guide its conduct in the course of operations in Ontario and in other jurisdictions.

Ethics and integrity can be viewed as the common language of trust, productivity, shared vision, and mission. They are essential elements of an institution of higher education. The university mission and goals are supported when ethical standards and a commitment to integrity enables and channels the meaningful participation of all constituents. In 2009 the Board of Trustees at Niagara University formally adopted a Statement on Ethical Business and Educational Practices (Appendix 7) in which it reaffirms Niagara University’s commitment to trustworthiness, honesty, transparency, honor, responsiveness, and respect in all business and educational endeavors. The Officers and Directors of the University have not had any criminal convictions relating to fraud or misrepresentation that will give reasonable grounds to believe that business will not be carried out in accordance with the conditions of ministerial consent and with integrity, honesty and in accordance with laws of general application in the Province of Ontario. There are no administrative actions pending against the institution and/or any of the owners, officers, administrators, or instructors by any federal provincial, state or municipal law enforcement agency. None of the Directors, officers or faculty in the Province of Ontario, have ever been convicted of a criminal offense related to OSAP or the requirements under the Private Vocational Schools Act.


Section 5: Academic Freedom and Integrity The applicant maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity. Benchmarks: 1. The applicant has a policy on academic freedom that recognizes and protects the rights of

individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third parties, and the right of individuals to communicate acquired knowledge and the results of research freely.

2. When students or staff are required to adhere to a statement of faith and/or a code of conduct, the applicant a) has a policy that ensures staff and students are notified of the requirement prior to

employment or admission b) has procedures in place to ensure that the principles of natural justice are followed in

the event of alleged violations of any policy or contractual arrangement concerning any required statement of faith and/or code of conduct

c) demonstrates that the organization’s curriculum development, content, and delivery procedures and practices ensure an academic environment in which i) a full and balanced treatment of the commonly-held, academic body of knowledge,

theories, and opinions with respect to the various individual subjects and general discipline areas that comprise the program of study is appreciated and fostered

ii) both students and faculty are permitted and expected to engage in an open dialogue with and about these various theories and opinions.

3. The applicant has appropriate policies pertaining to academic honesty and procedures for their enforcement.

4. The applicant provides an appropriate plan for informing students and faculty about and ensuring their understanding of the policies and procedures concerning academic honesty.

5. The applicant has an appropriate policy on the ownership of the intellectual products of employees and students.

6. The applicant upholds formal ethical research standards. Where the applicant conducts research in Ontario that involves the management of research funds, the use of animals in research or human research participants, the policies of the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada, and/or the Social Sciences and Humanities Research Council of Canada will govern the research.

7. There are appropriate policies and procedures concerning compliance with copyright law. 8. Where courses/programs are delivered online, the institution has appropriate policies and

procedures to address copyright and intellectual property issues (e.g., digital rights management and the use of object learning repositories).


Benchmark 4.1 The applicant has a policy on academic freedom that recognizes and protects the rights of individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third parties, and the right of individuals to communicate acquired knowledge and the results of research freely.

The commitment to, and protection of Academic Freedom are, as identified in the Academic Senate Bylaws (Appendix 22), the responsibility of the Academic Senate, specifically, the Academic Standards and Planning and Support Committee. In addition, through policy set by the Board of Trustees, the university enshrines its commitment to academic freedom (Appendix 23), intellectual freedom, and freedom of expression in a manner consistent with best practices as advanced by the AAUP. Via both the Collective Bargaining Agreement (Appendix 31) with the faculty Niagara University Lay Teachers’ Association, and through the policy on “Student-generated Intellectual Property,” (Appendix 7) the university ensures and reinforces respect for intellectual property rights. While academic freedom for faculty is emphasized in the classroom, a commitment to student freedom of expression is evidenced through a revitalized student newspaper. Benchmark 4.2a When students or staff are required to adhere to a statement of faith

and/or a code of conduct, the applicant a) has a policy that ensures staff and students are notified of the requirement prior to employment or admission

The University does not require staff or students to adhere to a statement of faith, however, the University does maintain standards for the personal conduct of its employees. The Standards of Conduct Policy (Appendix 7)outlines rules that are a matter of common sense and which apply to all employees with the exception of faculty. In addition to employees, students at the university are expected to abide by the Student Code of Conduct, (Appendix 7) university rules and procedures, and all federal, state and local laws. In addition to the Code of Conduct (https://www.niagara.edu/student-code-of-conduct), students are protected by their Bill of Rights (https://www.niagara.edu/sexual-assault-bill-of-rights/) which offer freedoms and protections not covered in the Code of Conduct. These are publicly posted on the University website accessible from the home page under Life on Campus (https://www.niagara.edu/student-code-of-conduct/) and addressed in our recruitment sessions with perspective students. Benchmark 4.2b Has procedures in place to ensure that the principles of natural justice

are followed in the event of alleged violations of any policy or contractual arrangement concerning any required statement of faith and/or code of conduct

Niagara University is committed to the fair treatment of all students, faculty and staff and as such provides for due process should a violation related to conduct occur. At Niagara University, these complaints are defined as academic and non-academic and the policies and procedures for each are posted on our policies page. While due process is provided to faculty, staff, administration and students, the process for each will differ where contracts are in place.

https://niagara.compliance-assist.com/accreditation/source.aspx?id=de03247e-e35b-e511-b304-86539cf2d30e#page=3

https://niagara.compliance-assist.com/accreditation/source.aspx?id=de03247e-e35b-e511-b304-86539cf2d30e#page=3

https://niagara.compliance-assist.com/accreditation/source.aspx?id=69ae1e63-7155-e511-b304-86539cf2d30e

https://www.niagara.edu/student-code-of-conduct

https://www.niagara.edu/sexual-assault-bill-of-rights/

https://www.niagara.edu/student-code-of-conduct/


For faculty, the Collective Bargaining Agreement (2014-2017) identifies the process by which grievances (p.148), and discipline and removal for cause (p. 156)(Appendix 31) are handled. Student infractions for Conduct are handled through the Dean of Students In cases where a formal hearing is required, specific protocols are followed which are publicly available to students at https://www.niagara.edu/hearing-procedures/. Once a decision has been made sanctions (https://www.niagara.edu/sanctions/) may be imposed in accordance with the information posted through the Office of Student Affairs. It should be noted that regardless of the outcome of the hearing, both the student who was accused of the infraction or the complainant may appeal the decision. The process for appeal is also publicly posted (https://www.niagara.edu/hearing-procedures/). Violations of Academic Honesty are covered under the Academic Honesty Policy and due process provided under this policy. As the decision regarding the severity of the violation is under the purview of the faculty member in whose class the infraction occurred, the process may be handled informally between the student and the faculty member. In situations where the violation was deemed by the faculty member to be severe enough to be reported, formally processes including a formal hearing are held. These process and supporting information that will assist the student in the process are publicly available on the Niagara University website (https://www.niagara.edu/academicintegrity/) and easily searchable under Academic Integrity. Benchmark 4.2c i) Demonstrates that the organization’s curriculum development,

content, and delivery procedures and practices ensure an academic environment in which i) a full and balanced treatment of the commonly-held, academic body of knowledge, theories, and opinions with respect to the various individual subjects and general discipline areas that comprise the program of study is appreciated and fostered

Niagara University respects Academic Freedom and provides official support through policy. As such, curriculum falls under the purview of the Academic Senate which is empowered by the Board of Trustees through the Niagara University Bylaws. In this respect the Senate Curriculum Committee is responsible for new academic programs, major revisions in academic programs, new course proposals and course revisions and the review of all academic programs. Prior to submission to the Senate, a series of faculty run processes are completed. These processes include discussion within and approval by the department faculty and verified by the Department Chair; discussion within and approval by the College Curriculum Committee and verified by the Committee Chair; discussion within and approval by faculty of the college and verified by the Dean. Niagara University faculty are required to have the appropriate credentials and experience, and, in most cases, full-time faculty members must have terminal degrees in their fields to receive employment (Ph.D., Ed.D., MBA, J.D., M.A., M.S., MSN, MSW, MFA, DNP, or Th.D.). In fact, 95 percent of full-time faculty hold a terminal degree in their fields. Additionally, the university maintains a low student-to-faculty ratio to allow for more one-on-one interactions between students and professors; this number has consistently been between 11 and 13 since 2010.

https://www.niagara.edu/hearing-procedures/

https://www.niagara.edu/sanctions/

https://www.niagara.edu/hearing-procedures/

https://www.niagara.edu/academicintegrity/


Evaluation of faculty members is performed periodically by the department chairs and the deans of each college, who are required (Appendix 35: Faculty Evaluation Form) to visit classes taught by all professors, both full- or part-time, and submit reports. Just like full-time faculty members, part-time faculty members are informed of the procedures, outcomes, and are allowed to respond in writing to those evaluations. In a similar manner, non-faculty professionals meet annually with their supervisors to discuss and evaluate their performance. The supervisor and employee can meet at any time during the year in an effort to encourage development, progress, and plans for the future. Benchmark 4.2c ii) both students and faculty are permitted and expected to engage in

an open dialogue with and about these various theories and opinions. When students come to Niagara University, they come with the very purpose of transforming themselves toward fulfilling their vision of a good and ethical life. As they work, study and grow during their years at Niagara University, their vision sharpens, evolves into plans, and becomes a reality through disciplined effort. Within the framework of the university's mission and values, the student learning experience emphasizes a commitment to educating the whole person. Niagara University’s approach to instruction is framed within a constructivist orientation. This orientation is based on the belief that knowledge is created and developed by learners and is influenced by experiences, values and multiple identifies (e.g., race, class, culture, gender, nationality, exceptionality and language of individuals.) Grounded in Dewey’s progressive educational philosophy, predicated on the learning theories of Piaget and Vygotsky, and furthered through the research of such modern leaders as Darling-Hammond (2001), Shulman (2005), Gardner (2006), Perkins (2009), and Danielson (2007). This perspective drives us to place the prior knowledge and experiences of students at the core of our institutional practice and facilitate their development through meaningful exploration. Constructivist practice invites candidates to be active participants in their own development and to view knowledge - in theory and in practice - as fluid social constructions that are made and re-made through reflective interactions with social, cultural and natural phenomena. (Dansforth & Smith, 2005; Foote, Vermette, & Battaglia, 2001; Ladson-Billings, 2009; Marlowe & Page, 1998; Vermette, 2009). Benchmark 4.3 The applicant has appropriate policies pertaining to academic honesty

and procedures for their enforcement. In accordance with our commitment to our mission and core values, Niagara University has a commitment to academic honesty. Severity of an infraction is under the purview of each faculty member who makes the determination whether or not the infraction warrants formal reporting. As cited in the policy, “Faculty members have the authority and responsibility to make the initial judgment regarding violations of academic integrity in the context of the courses they teach”. It should also be noted that in accordance with the policy, “returning a paper to be re-written for minor or technical violations of plagiarism guidelines shall not be considered a violation”. Infractions that are not deemed to be severe are handled by the faculty member informally with the student in accordance with the guidelines provided in the course syllabus. Infractions that, at the discretion of the faculty member, are deemed to be severe are reported through a formal process. The penalty for the infraction is imposed by the faculty member up to and including assigning a grade of F in the course. The student has the right to appeal the decision of the faculty member to the Academic Integrity Board (AIB) through the process outlined in the Academic Integrity Policy (Appendix 7). Although the University takes no further action on a single violation, two or


more reported violations will automatically trigger AIB involvement; the student will be notified of his or her rights, provided with an ombudsperson and scheduled for an official hearing. Benchmark 4.4 The applicant provides an appropriate plan for informing students and

faculty about and ensuring their understanding of the policies and procedures concerning academic honesty.

As a requirement all syllabi as exemplified in the official syllabus template (Appendix 4) are required to include the official policy on academic honesty in full or a link to the official policy. This policy is made available to students and faculty through their password protected MyNU accounts and publicly on Niagara University’s website https://www.niagara.edu/academicintegrity/. Benchmark 4.5 The applicant has an appropriate policy on the ownership of the

intellectual products of employees and students. As a University, Niagara University has a commitment to the creation of new knowledge and as such values the importance of Intellectual Property. In order to ensure protection of faculty (see NULTA CBA Article XXVII (Appendix 36) and Intellectual Property Policy (Appendix 7) and students (see Appendix 61: Student IP Policy), Niagara University has developed independent policies for Intellectual property protection. and Faculty in their creation of new knowledge. Benchmark 4.6 The applicant upholds formal ethical research standards. Where the

applicant conducts research in Ontario that involves the management of research funds, the use of animals in research or human research participants, the policies of the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada, and/or the Social Sciences and Humanities Research Council of Canada will govern the research.

As employees of a private institution, U.S. institution, Ontario faculty members are not, at present, eligible for Tri-Council grants. If any receive such grants, it is as part of a team whose other members are eligible and the REB processes of those institutions would be engaged. Recently, Niagara University and Conestoga College have partnered to establish an opportunity for faculty from Niagara University to have access to the REB at Conestoga (Appendix 37) in order to ethically conduct research in Canada in accordance with the latest iterations of the Tri-Agency Framework and Tri-Council Policy Statement (TCPS2): Ethical Conduct for Research Involving Humans. In accordance with this agreement the research must be conducted and submitted by Niagara University faculty living and working in Ontario, Canada and align with the expertise of Conestoga’s Research Ethics Board (e.g. action research). Proposals will follow established Research Ethics Board submission protocols and documentation. Conestoga and Niagara University have agreed to permit a maximum of four (4) submissions per year from faculty from Niagara University to Conestoga College for review by the REB. For research conducted by Niagara University Ontario faculty, application must also be made to Niagara University’s IRB in the US. Niagara University faculty access the American processes to ensure further compliance with US laws and regulations (see https://www.niagara.edu/policies-and-regulations/).

https://www.niagara.edu/academicintegrity/

https://www.niagara.edu/policies-and-regulations/


Benchmark 4.7 There are appropriate policies and procedures concerning compliance with copyright law.

Copyright Policy is overseen by our library and found in the library policies and guidelines on copyright for programs in the US and Canada. In addition, the student Academic Integrity Policy provides explanations of and sanctions for the violation of copyright. The faculty collective bargaining Agreement (CBA) also provides for faculty/institutional ownership of copyright of material authored at/by NU (See Appendix 7: Policies). Benchmark 4.8 Where courses/programs are delivered online, the institution has

appropriate policies and procedures to address copyright and intellectual property issues (e.g., digital rights management and the use of object learning repositories).

In order to ensure appropriate protections for courses and programs delivered using an online approach, the library provides policies and guidelines on copyright for programs in the US and Canada. In addition, the student Academic Integrity Policy provides explanations of and sanctions for the violation of copyright. Niagara University also has policies for Intellectual Property Rights for faculty which includes the use of object learning repositories and digital rights management and Student Intellectual Property Rights (See Appendix 7: Policies).


Section 6: Student Protection The applicant values and upholds integrity and ethical conduct in its relations with students. Benchmarks: 1. Public reports, materials, and advertising are produced in a thorough, accurate, and truthful

manner. 2. Recruitment policies follow ethical business practices. 3. Key information about the applicant’s organization, policies, and programs is published in its

academic year calendar and is otherwise readily available to students and the public, specifically including a) the organization’s mission and goals statement b) a history of the organization and its governance and academic structure c) a general description of each degree program (e.g., purpose, outcomes, length) d) the academic credentials of faculty and senior administrators e) individual descriptions of all courses in programs and their credit value.

4. The applicant has policies and procedures that protect student and consumer interests in the following areas: a) security of academic student records b) payment schedule of fees and charges c) student dismissal d) withdrawals and refunds.

5. Prior to registration, students are provided with, and confirm in writing their awareness of, policies (and procedures) pertaining to a) admissions b) credit transfer arrangements for incoming students c) credit transfer arrangements with and recognition by other institutions d) entrance examinations e) prior learning assessment f) grading g) the ability of international students admitted to the program to meet program

requirements for degree completion h) method of course delivery i) academic honesty j) Intellectual property rights k) student dismissal l) student support and services m) tuition n) scholarships and other financial assistance o) payment of fees and charges p) withdrawals and refunds q) institutional closure r) where appropriate, supervision, preparation, and examination of theses/dissertations.


6. For courses and/or programs that incorporate blended, hybrid or online delivery, potential students are fully informed about a) the technological requirements of participation and the technical competence required of

them b) the nature of learning and the personal discipline required in an anytime/anywhere

environment c) any additional costs, beyond tuition and ancillary fees, associated with e-learning aspects

of course/program delivery d) the kind of support and protection available to them.

Benchmark 5.1 Public reports, materials, and advertising are produced in a thorough,

accurate, and truthful manner. Niagara University has a commitment to honesty, truthfulness and transparency as identified in Commitment to Ethical Business Practices (Appendix 7) and to ensuring that public materials and advertising is conducted in an honest, truthful, transparent and ethical manner. In accordance with the its accreditation by the Middles States Commission on Higher Education (MSCHE), the University must show compliance with federal and state laws with respect to transparency. In addition to program information found in the Academic Calendar, additional information is made available through the Student-Right-To-Know webpage (https://www.niagara.edu/righttoknow/) which provides links to important information concerning accreditations, costs associated with programs of study, Student Data, and important links. In addition, the Niagara University College of Busienss Administration must publish performance data on the official website. This requirement is mandated by the AACSB as part of the accreditation standards.

Benchmark 5.2 Recruitment policies follow ethical business practices Niagara University is a member of The National Association for College Admission Counseling (NACAC). Founded in 1937, NACAC is an organization of nearly 16,000 professionals from around the world who are dedicated to serving students as they make choices about postsecondary education. NACAC is committed to maintaining high standards that foster ethical and social responsibility among those institutions and persons involved in the transition process. All members are required to follow the guiding principles which are outlined in the NACAC Statement of Principles of Good Practice (SPGP, 2017) (Appendix 38), which speak direction to requirements for postsecondary institutions to abide by stringent regulations around promotion and recruitment, admission, financial aid, and testing policies and procedures. Niagara University adheres to the core values of the organization which include: professionalism, collaboration, trust, education, fairness and equity and social responsibility. In addition, all members of the organization agree to abide by the following:

1. Members will make protecting the best interests of all students a primary concern in the admission process.

2. Members will evaluate students on the basis of their individual qualifications and strive for inclusion of all members of society in the admission process.

https://www.niagara.edu/righttoknow/


3. Members will provide accurate admission and financial aid information to students, empowering all participants in the process to act responsibly.

4. Members will honor students’ decisions regarding where they apply and choose to enroll. 5. Members will be ethical and respectful in their counseling, recruiting and enrollment

practices. 6. Members will strive to provide equal access for qualified students through education about

financial aid processes and institutional financial aid policies. 7. Members will abide by local, state and federal laws regarding the treatment of students and

confidential information. 8. Members will support a common set of admission-related definitions and deadlines. 9. Members will support and enforce the Statement of Principles of Good Practice. SPGP, p. 2)

Benchmark 5.3a Key information about the applicant’s organization, policies, and

programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including a) the organization’s mission and goals statement

In accordance with the its accreditation by the Middles States Commission on Higher Education (MSCHE), and with Federal and State regulations and laws, the University must make available to students and the public through the web or in its academic calendars, certain information inclusive of, but not limited to: organization, policies, and programs, graduation rates, employment information, default rates and costs of attendance. This information is made available through e, through the Student-Right-To-Know webpage (https://www.niagara.edu/righttoknow/) which is publicly available. In addition, the University’s mission and goals are included in the general information section (p. 5) of the Ontario academic calendar (Appendix 39) and on the University website (https://mission.niagara.edu/about/mission-statement/) Benchmark 5.3b Key information about the applicant’s organization, policies, and

programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including b) a history of the organization and its governance and academic structure

A History of Niagara University’s heritage is included in the general information section (p. 5) of the Ontario Academic Calendar and on the University website (https://mission.niagara.edu/vocation/). A history of our Vincentian heritage is available on the website (https://mission.niagara.edu/vocation/vincentian-tradition/). The governance and academic structure of the University is available on the University website under the president’s office tab (https://www.niagara.edu/s-office/) Benchmark 5.3c Key information about the applicant’s organization, policies, and

programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including c) a

https://www.niagara.edu/righttoknow/

https://mission.niagara.edu/about/mission-statement/

https://mission.niagara.edu/vocation/

https://mission.niagara.edu/vocation/vincentian-tradition/

https://www.niagara.edu/presidents-office/


general description of each degree program (e.g., purpose, outcomes, length)

General descriptions of each degree program including purpose, outcomes and length can be found in the Ontario academic calendar (pp. 23-42) and on the University website through the Academics tab on the Home Page (https://www.niagara.edu/academics). These are listed by type (i.e., graduate, doctoral, Ontario), by department (major or minor), and by college (Arts and Sciences, Hospitality and Tourism Management, Education, and Business Administration). Benchmark 5.3d Key information about the applicant’s organization, policies, and

programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including d) the academic credentials of faculty and senior administrators

The academic credentials of senior administration are made available on page 43 of the Ontario Academic Calendar (Appendix 39) and on the University website according to department: (https://www.niagara.edu/assets/Uploads/Maher-Bio-March-2017.pdf), Institutional Advancement (https://www.niagara.edu/institutional-advancement-staff/), Director of Athletics (http://www.purpleeagles.com/staff.aspx), Academic Affairs (https://www.niagara.edu/academic-affairs-staff/), The academic credentials of faculty members and brief biographies of each are available in accordance with the college in which they teach: College of Arts and Sciences (https://www.niagara.edu/coasfaculty/), College of Business Administration (https://www.niagara.edu/ba-faculty-directory/), College of Education (https://www.niagara.edu/education-faculty/), College of Hospitality and Tourism Management (https://www.niagara.edu/hospitality-and-tourism-faculty/). Benchmark 5.3e Key information about the applicant’s organization, policies, and

programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including e) individual descriptions of all courses in programs and their credit value.

Individual descriptions of courses and their credit values are available in the Ontario academic calendar (pp. 28-42) and on the University website listed by program https://www.niagara.edu/colleges/. Benchmark 5.4 The applicant has policies and procedures that protect student and

consumer interests in the following areas: a) security of academic student records b) payment schedule of fees and charges c) student dismissal d) withdrawals and refunds.

a) In accordance with Niagara University’s Security and Information Protection Policy (Appendix

40). Students enrolled in distance (online), and hybrid courses access materials through the LMS Canvas which requires an activated Purple Pass. The Purple Pass is a user login and password protected system specific to Niagara University. All students are required to activate their Purple Pass account in order to engage in university business which includes registration

https://www.niagara.edu/academics

https://www.niagara.edu/assets/Uploads/Maher-Bio-March-2017.pdf

https://www.niagara.edu/institutional-advancement-staff/

http://www.purpleeagles.com/staff.aspx

https://www.niagara.edu/academic-affairs-staff/

https://www.niagara.edu/academic-affairs-staff/

https://www.niagara.edu/coasfaculty/

https://www.niagara.edu/ba-faculty-directory/

https://www.niagara.edu/education-faculty/

https://www.niagara.edu/hospitality-and-tourism-faculty/

https://www.niagara.edu/colleges/


for courses and participation in courses offered in all formats inclusive of face-to-face, distance, and hybrid. The Purple Pass is linked directly to the Student’s identification number and Student Card. All personal information is protected under FIPPA in Canada and FERPA in the U.S., which is listed in the Ontario Academic Calendar.

The information is also made available through the Records Office website. All students receive, from the University, an annual notification of student’s rights. The Director for IT in consultation with the Registrar is responsible for, and maintains the policies and procedures associated with student identity. The FERPA website found at http://www.niagara.edu/ugc-compliance/ and in the Ontario Academic Calendar (p. 13).

b) Niagara University is committed to transparency and as such provides tuition and fees for all

programs are publicly posted on its website accessible from the home page and through the Student-Right-to-Know page at https://www.niagara.edu/tuition-and-fee-schedule/

c) Niagara University’s policies on dismissal are bifurcated for undergraduate and graduate

programs. Accredited programs, such as the Bachelor of Professional Studies in Education, set their own requirements and processes, which are articulated in the Maintaining Eligibility in the BPS Program Policy (Appendix 41). The policy on Maintaining Eligibility in Graduate Programs (Appendix 42)covers all graduate programs regardless of whether or not the programs are externally accredited. Each of these are available on the policy website and in the Ontario academic calendar (Appendix 39)

d) Withdrawal and refund information is available on the university website

(https://www.niagara.edu/withdrawal/) and on page 19 of the Ontario academic calendar (Appendix 39)

Benchmark 5.5 Prior to registration, students are provided with, and confirm in writing

their awareness of, policies (and procedures) pertaining to: a) admissions b) credit transfer arrangements for incoming students c) credit transfer arrangements with and recognition by other

institutions d) entrance examinations e) prior learning assessment f) grading g) the ability of international students admitted to the program to

meet program requirements for degree completion h) method of course delivery i) academic honesty j) intellectual property rights k) student dismissal l) student support and services m) tuition

http://www.niagara.edu/ugc-compliance/

https://www.niagara.edu/tuition-and-fee-schedule/

https://www.niagara.edu/withdrawal/


n) scholarships and other financial assistance o) payment of fees and charges p) withdrawals and refunds q) institutional closure r) where appropriate, supervision, preparation, and examination of

theses/dissertations. Prior to registration students must attend a mandatory orientation session specific to their program of study at which they are provided an orientation booklet that includes important information about their programs of study and important information about the University such as history, mission, administrative structure, student support services, policies and procedures concerning admissions, credit transfer, entrance requirements and examinations, where applicable prior learning assessment, grading, method of course delivery, academic honesty, intellectual property rights, student dismissal, student support and services, tuition, scholarships and other financial assistance, payment of fees and charges, withdrawals and refunds, institutional closure, and where appropriate, supervision, preparation, and examination of theses/dissertations. As Niagara University is not recognized as an international student provider, it does not accept international students into its Ontario programs. Orientations for programs offered fully online and for programs that include hybrid courses include additional information relevant to online learning such as technical requirements and expectations, and policies and laws governing copyright, digital rights management, and the appropriate use of object learning repositories (See Appendix 7: Policies). Depending on the program, orientations may be in person or web-based. As evidenced in the Student Orientation Policy (Appendix 43) and in the webinars (See Sample Webinar content Appendix 44) which are students are required to complete. At the conclusion of the session, students are required to confirm in writing their attendance at the session and that they have received a copy of, and understand the materials presented in the orientation booklet/online orientation In addition, all policies are available to students through their password protected MyNU accounts which are linked with the Purple Pass and all made available to students publicly and covered in the student orientation session. Benchmark 5.6 For courses and/or programs that incorporate blended, hybrid or online

delivery, potential students are fully informed about a) the technological requirements of participation and the technical competence required of them b) the nature of learning and the personal discipline required in an anytime/anywhere environment c) any additional costs, beyond tuition and ancillary fees, associated with e-learning aspects of course/program delivery d) the kind of support and protection available to them.

Niagara University uses its comprehensive website and Purple Pass system as the primary method to inform faculty, non-faculty employees and students on policies and the implementation of policies. The Ontario academic calendar, orientation booklets and program handbooks also describe these policies and enhance awareness.


Prior to registration students must attend a mandatory orientation session specific to their program of study at which they are provided an orientation booklet that includes important information about their programs of study and important information about the the technological requirements of participation and the technical competence required of them, the nature of learning and the personal discipline required in an anytime/anywhere environment, any additional costs, beyond tuition and ancillary fees, associated with e-learning aspects of course/program delivery and the kind of support and protection available to them.


Section 7: Financial Stability The applicant demonstrates financial stability and the financial resources to provide a stable learning environment and to ensure that students can complete the program. Benchmarks: 1. The institution has the financial management procedures, resources and appropriate planning

to provide a stable learning environment and to ensure that students can complete the degree program.

2. The applicant’s business plans address the applicant’s future educational, enrolment, physical and fiscal growth in Ontario a) including two scenarios: most likely and worst case, projected over 5 years–see the

Budget Template in the Submission Guidelines b) also including a budget narrative, providing context and a rationale for the most likely

scenario in the Budget Template—telling the “story” of how the applicant intends to develop the proposed degree program over the next five years

c) demonstrating the organization’s commitment to academic quality of program content and delivery

d) being credible. 3. Financial information contained in the business plan indicates that the organization has a

financial base adequate to support activities consistent with its mission and educational objectives, and the required financial resources for start-up and ongoing operating costs associated with the delivery of the proposed program(s).

4. The institution demonstrates financial capacity sufficient to assure stability and the financial resources to provide a stable learning environment and to ensure that the number of students assumed in the business plan can complete the degree program in the event that revenue falls short of the business plan or costs exceed the estimated allowances. (The financial information includes an audited financial statement2 in the case of existing institutions, or a pro forma financial statement for newly established organizations.)

5. The institution has identified the source of funds to be invested. 6. The institution has a policy requiring the regular audit of the applicant’s financial methods,

performance, and stability by a qualified third-party accountant in accordance with generally accepted accounting practices.

7. The institution subscribes to an annual reporting format that will permit the Board to assess whether the criteria described above are being met.

Reporting and Audit The financial audit policy for Niagara University (Appendix 45) has been in place since 2012. This policy sets the procedures and guidelines regarding the use of external auditors to ensure compliance with all relevant regulations in Canada and the United States. For its operationsin Ontario, the University has retained the services of MNP, LLP, Chartered Accountants, 50 Burnhamthorpe Road West Suite 900 Mississauga, ON L5B 3C2. In accordance with this policy, Niagara University participats in annual audits to ensure compliance with OSAP and ministerial consents, for all programs offered in Ontario. An


example of its most recent audit for OSAP is attached as Appendix 46, and its external audit for the BPS and MS.ED. programs in education are attached as Appendix 47. Subsidiary or Partner Organization

• If your organization is a subsidiary or partner of another organization/organizations, include an audited financial statement for all parent, partner, and subsidiary organizations for their most recent year of active operation, prepared by a qualified independent accountant.

Not Applicable Business Plans Niagara University has developed a 7-year business plan for Ontario operations as part of its overall Strategic Plan 2018-2025: What Must Be Done. See Attached Business Plan (Appendix 32) for details. Budget Template As part of the business plan, Niagara University has developed a budget to ensure that the development of programs of Ontario are resourced at a level that is commensurate with the resourcing of programs offered from its main campus and that they are self-sustaining and economically viable. Attached are the expected (i.e., best) case scenario and worst expected case scenario for programs includedin this consent over the next five years. See Attached Budget Template (Appendix 48) Budget Narrative Niagara University’s record of responsible fiscal management, ethics, and integrity is demonstrated in annual external audits and in records of the Board of Trustees in its governance responsibility. Systems that plan for and address financial stability include, in large part, the role of the University Budget Board, Institutional Advancement, and analyses that support evidence-based decision-making. Niagara University has a commitment to financial ethics and integrity, as can be evidenced in the University Bylaws (2015), which identify the responsibilities of the Board of Trustees and the Audit Committee under whose purview it is to ensure that annual independent audits are performed. As the annual audit documents reflect, the assessment encompasses almost every administrative office. Further, a separate audit, as required by law, assesses the use of all federal funds. Form 990, filed by the university on an annual basis and available to the public for analysis and assessment, also shows a record of responsible fiscal management, based on a prepared budget for each year. All audit documents review the budget practices of the university and ensure they are conducted per Generally Accepted Accounting Principles (GAAP). Niagara University’s fiscal management is driven by a long-range budgeting process, the mission, and Strategic Plan (2018-2025), and analysis of institutional resources through audits and assessment from the University Budget Board (UBB). Fiscal performance is continually assessed through the Office of the Senior Vice President of Operations and Finance and its administration in collaboration with the President's Office, the President’s Cabinet, and the Board of Trustees. Niagara University allocates resources and monitors expenditures in accordance with an annual operating budget. The budget is developed based upon a projection of revenues (e.g., tuition, fees, housing, and fundraising) and


projected expenses, which are in keeping with the mission and strategic priorities of the university. The proposed budget is submitted to the university’s Board of Trustees for approval in March prior to the start of the fiscal year on June 1. A current year status report, reflecting actual revenues and expenditures as applied to the approved budget, is provided to the Board at four (4) meetings occurring after the start of the fiscal year (September, December, March, and May), and provides the administration with an opportunity to highlight any fiscal issues that may emerge as a result of revenue shortfalls or unanticipated increases in expense. Annually, the institution contracts with an independent accounting firm to conduct an audit of Niagara University. This audit process, including the plan, presentation to the Trustees, and outcomes of the audit, technology, and financial aid controls, is provided in Appendix 47. Compared to many regional competitors, Niagara University is in a relatively strong financial position to operate, grow, and thrive in the current educational environment. Strategies have been implemented to improve fiscal sustainability while preserving affordability of a Niagara University education to students; maintaining the Niagara University brand including the 13-to-1 student to faculty ratio; increasing funded scholarships by approximately $1.8 million on a cumulative three-year basis (2015-2017); and implementing a priority-based concept to budgeting, operational planning, and resource allocation. The Niagara University Operational Plan permits flexibility to capitalize on new opportunities and reallocate resources when applicable to evolving priorities. For example, there is a fiscal strategy in place to permit drawing down as much as 5 percent of endowment revenue in the short term, should circumstances warrant such an action. The completion of Phase One of the last campus master plan included a new science building, a shared connected building for education and business, and renovations to the theatre and Gallagher Center dining facilities and the expansion of Clet Hall Dining Commons. Building on that success, a new committee was convened in early 2016 to lead development of the Campus Master Plan, Phase Two. The committee will help to address, recommend, and "map" upcoming capital projects for Niagara University, with the charge to maintain the natural beauty of the campus and to incorporate environmental sustainability into all planning. In addition, several Phase Two efforts already are underway, including:

• Enhancements in recreation and athletic facilities; • Examination of facility efficiency by possibly repurposing some buildings to reduce operational

costs; and • Promoting Start-Up New York status for economic development opportunities. The Start-Up

New York program is a New York state jobs and economic development initiative that provides incentives to businesses to relocate or expand in New York and co-locate on college and university campuses. Niagara University has identified space available for Start-Up New York and received state approval of an application to consider businesses providing services that align with Niagara University’s educational mission.

The initiatives of the Master Plan Committee and Phase Two of master planning aligns with the timelines for the development of a new strategic plan, as the assessment and evaluation of facilities must be conducted in tandem with the strategic priorities of the university. As such, an RFP has been issued to identify a firm to assist with the planning and development of a master plan during the 2017-2018 academic year. Twenty-two architectural/engineering firms have submitted proposals to develop the


planning concepts and infrastructure analysis and recommendations. The selection of a firm and specific components with timelines for the proposed consulting work are being determined in keeping with priorities of the new strategic plan.

• The relationship of the budget to the attainment of the institutional strategic/ academic plan/s

For more than 160 years, Niagara University has been inspired by the enduring truths of its heritage, shaped by the values of St. Vincent de Paul and St. Louise de Marillac to enact a proud mission to educate students and enrich their lives through programs and career preparation, informed by the Catholic and Vincentian traditions. Niagara University has sought to instill a passion for knowledge and inquiry through an experiential education that provides an integrated approach to quality teaching, meaningful interdisciplinary research, academic service learning, internships, and co-curricular learning experiences. Since 2011, Niagara University has implemented one strategic and one operational plan that focused on its commitment to core strengths: 1) excellence in teaching and student engagement within and beyond the classroom, 2) excellence in producing graduates that succeed and a make a difference, 3) excellence in engaging the whole institution in our community mission and making a difference in the community, and 4) education that is excellent, affordable, personalized, and based on Catholic and Vincentian values. While remaining faithful to these core strengths, prior plans have also responded to a realistic assessment of challenges in the higher education landscape by focusing on the diversification of programs and populations. Examples of programmatic diversification include the expansion of nursing programs and designation of the School of Nursing, and establishment of an Online MBA in Strategic Management. Efforts to globalize Niagara University by growing international enrollments have resulted in enrollment pathways and partnerships with institutions in Southeast Asia. Internationalizing the campus can serve to stabilize fluctuations in domestic enrollment and provide an enriched learning experience for all Niagara University students. With the 2013 appointment of a President Father James J. Maher, C.M., came a renewed commitment to transparency in planning and budgeting, a continuing commitment to a vision of shared governance (adopted as a vision commitment), and a call to elevate even further evidence-based practices in planning and institutional improvement. In doing so, he established the University Planning Council (UPC) to provide for broader participation in planning and assessment processes. The UPC serves as the overarching and primary vehicle for strategic planning for the university. The membership of the UPC can be found in Appendix A. Following the university’s Operational Plan, 2015-18, the UPC was called to engage in a comprehensive strategic planning process to address directions over the longer term and to engage the university and its community across sectors – What must be done: Sustaining our future. Through a process of visioning and analysis of internal and external environments, the UPC engaged university-wide councils and committees, sectors and divisions, students, and the external community - gathering relevant input for strategic goals and directions. The process to develop the strategic plan, with a horizon to 2025, followed the important foundational work in the development of the five Strategic Vision Commitments. These commitments speak to Niagara University’s vision for academic excellence in our interdisciplinary approach to liberal arts and professional programs. They highlight our commitment to diversity and educating students as citizens of


the world, while providing transformative leadership in our local and regional communities. The commitments envision our university as a place of care for the whole person that is strengthened by shared governance, and they identify our promise to continue cultivating our physical campus environment and improving use of cutting-edge technology. With these commitments as a beacon, the campus community engaged in a broad effort, across all sectors and colleges, to develop goals and strategies, based on both opportunities and challenges, in support of the vision commitments. This grass-roots participation was supported by a mutually reliant relationship to the outcomes of key university initiatives and groups. These strategic deliberations and analysis include progress on directions and initiatives of the current operational plan, the comprehensive self-study for Middle States accreditation, functional and academic program analysis and prioritization from the UBB, campus climate and study from the Diversity Committee, findings and recommendations of the Business Model Task Force of the Board of Trustees, the brand/marketing study (Power of Niagara), and the feasibility study for the advancement campaign. This strategic plan, therefore, purposefully looks beyond short-term goals and strategies to a longer-term, university-wide focus on sustaining Niagara University into the future. This focus comes out of a candid assessment of the complex and challenging environment facing postsecondary education today, and of the specific challenges and opportunities that Niagara University (NU) must address and embrace in order to strengthen its future impact. Although the plan follows a familiar template on its surface, it is underpinned by new information and new thinking regarding successful strategic planning for our current times. It was developed through a process that supports an informed, engaged, outcomes-oriented and accountable planning culture at NU. The plan is a culmination and integration of comprehensive study and analysis, carried out with engagement from across the university community. It provides a framework for prioritizing the objectives and goals that are most critical to sustaining the university’s future, and metrics by which their accomplishment will be tracked. It extends beyond prior plans in several important ways:

1. It is firmly grounded in the current reality that while NU’s mission and vision may be more relevant than ever, and its ability and commitment to deliver on them stronger than ever, the university must take decisive action to regain and sustain a strong fiscal position.

2. Key stakeholders were engaged in the process, including faculty, staff, administration, students, and the Board of Trustees.

3. It was developed out of a university-wide planning process that looked at challenges and opportunities from the perspective of what is needed for the university as a whole, rather than an integration of goals and strategies proposed by various divisions across the university.

4. It will be implemented and supported through new, more transparent and stronger platforms for dialogue, planning and decision-making that engage the university community more fully as accountable partners in sustaining its future.

5. It builds on the success of recent organizational changes and decisions. 6. It builds from the core as evidenced through multiple levels of study and assessment

(strengths, priorities, accreditation). Niagara University’s Strategic Plan has identified six objectives one of which, objective 5, clearly distinguishes an expansion of current program offerings to include Ontario, and in particular the GTA.


Objective I Elevate academic excellence and reputation through student-centered, collaborative, experiential and integrative approaches to learning in preparation for 21st century careers. Transformational education that integrates the liberal arts and professional study into careers of the 21st century will lead to successful outcomes for graduates, while building the academic profile and reputation of the University. Academic excellence will be defined by the University’s core strengths in programs and graduate outcomes (value), as well as the quality of students and learning environment. Building from a core of experiential learning within liberal arts and professional studies, actions include revising General Education (deeply integrating mission with the liberal arts), advancing strategies to intentionally increase graduation rates (profile indicators), elevating priority programs that have distinctive value and scale in the marketplace - resulting in increased retention and graduation rates, improved graduate outcomes, and the ability to differentiate tuition across the university. Objective II Cultivate a culture that fosters excellence in all of our experiences, including development of the campus, support services, and technologies. It is the deep engagement across the university experience, lifelong connections made between students, staff and faculty, and advancements to campus facilities that foster excellence in the experience of students and ultimately builds retention. The integration of this culture will require deep and sustainable interdependencies across the university community. We will seamlessly integrate learning and development of students through mentoring, advising and providing support when needed. Expanding engaged experiences on campus and connecting to professional networks for students provides new opportunities to connect with over 34,000 alumni around the world. The investment in facilities and support for technology must focus on the student experience and foster a culture that ‘puts students first’. A focus on the importance of engaging students in campus life and the co-curricular learning experience will lead to significant investments in housing, the Kiernan Center and the library. These actions also align with findings from the brand marketing study, resource prioritization report, and capital campaign feasibility study. Objective III Advance impactful collaborations that focus on mission and civic engagement to benefit the Greater Niagara Region and Niagara University. Inspired by St. Vincent de Paul, we are called to look beyond the campus, seeking out the causes of poverty, and using the strength of education in an engaged process that inspires positive short and long-term change in the lives of others in our community and around the world. This will be accomplished by building on the University’s existing contributions in service and elevating initiatives to scale, for a deliberate and focused impact in the region surrounding the University, with emphasis on community-based action in the city of Niagara Falls. This clear focus on mission must be integrated across colleges and sectors of the University, aligning service with the academy. Action plans include transforming service to realize a measurable impact, enhancing co-curricular programs that focus collectively on poverty and environmental justice and establishing living and learning opportunities in the heart of the community. Objective V


Expand Niagara University as the premier bi-national university within the Province of Ontario, Canada through mission-based academic programs, improved branding, and the establishment of an Ontario NU campus. Niagara University’s legacy in graduating students who live and work in the Province of Ontario formally dates back to 1984, with the first Consent of the Ministry. As the only bi-national University in this region with authority to operate in Ontario, Niagara University alumni in the province are seen at all professional levels of leadership and across professions. As aligned with the recommendations of the Business Model Task Force, Niagara University is positioned to regain its market in the province of Ontario and build upon the success of Niagara University in Ontario. These actions include expansion of Ministerial Consent to offer more programs in and around the greater Toronto area, reset of tuition for (2+2 and 2+2+1) partnership programs with Canadian institutions, and strategic recruitment of undergraduate students for programs offered on our main campus. Objective VI Diversify revenue generation and strengthen fiscal sustainability. The commitment to affordability as an independent University aligns with the landscape of concern for costs and value in high education. Fiscal responsibility and efficiencies, as identified in the prioritization report, are complemented by the need to diversify revenue through partnerships that generate revenue and provide opportunities for innovation that builds non-tuition streams (including grants and advancement)a nd establishes brand affinity in new markets. Actions include movement to self-sustainability among centers of the university, implementation of recommendations in the UBB prioritization report, seeking funding for endowed faculty positions and research (also builds reputation) and establishing competitive areas of programming (price differentiation).

• the full detail of the budget plan and projections In accordance with its Business Plan, Niagara University is seeking Ministerial Consent to offer three additional programs in Ontario. Based on current operations and recently renewed consents to offer the BPS and MS.ED. at its approved sites in the GTA, Niagara University’s current operations could sustain operations at the additional site as well as fund the costs associated with the three proposed programs. The budget includes the signing of a 10-year lease at a cost of more than $7 million dollars, an initial investment for the build-out of approximately, $1.7 million, and investment in FF&E of approximately $320 thousand. Incremental costs for the operation of the facility, personnel, faculty, marketing, and incidentals will range from just over $400 thousand in year one to just over $3.3 million by year five. Expected enrolment will begin at 52 new students in fiscal 2020 and grow to 208 in fiscal 2023. Revenues from these new programs will generate deficit margins for the first two years of operation growing to just over $2.4 million in fiscal 2023. A detailed budget can be found in Appendix 48.

• the realistic achievability of the base plan The base plan as presented is based on historical success and reputation of the university and the strategic marketing of programs to a currently underserved segment of the population seeking masters’ degrees, college graduates. Based on the current number of articulation agreements with Ontario colleges, many of which are focused on the ability to completed MBA programs, NU believes that a cohort of 20 students each year is a conservative target given the number of Ontario college graduates


with business degrees and the current climate that exists in post-secondary education in the province with respect to the acceptance of applied degrees granted by Ontario colleges by Ontario universities.

• the major risks to the most likely scenario and mitigation plans for the risks The most likely risk is that consent is not given or that a large number of new consents to out-of-province institutions offering the same degrees is granted; thereby, driving down both demand and price to a point that it is no longer economically feasible to sustain a physical presence in the GTA. One other possibility is that the programs will not meet their target enrollments negatively impacting the fiscal viability of the program. Another scenario would include Universities accepting applied degrees, given the recent white paper positing a need to bifurcate colleges and universities rather than to provide pathways, this move seems unlikely within the next five years.

• the likelihood of the worst-case scenario The worst-case scenario presented is based on 50% of the targeted projections being met with respect to enrolment. This would considerably reduce the projected margins as revenues would be negatively impacted, but not to a point that the operation would cease to be viable as incremental expenses would also decline with respect to the increase in the number of faculty and staff that would be needed to maintain the operation at an efficient level. See Appendix 49: Worst Case Budget Scenario.

• the risk discussion could cover risks in the context of likelihood, consequences, causes and mitigation. Concentrate on the few risks that could materially affect the budget.

Benchmark 6.1 The institution has the financial management procedures, resources

and appropriate planning to provide a stable learning environment and to ensure that students can complete the degree program.

Niagara University has the financial stability and resources to provide a strong and sustained learning environment to ensure that students can complete their programs offered in Ontario. Niagara University has invested in the infrastructure, personnel, and locations for the programs, most recently through a 10 year lease agreement with the Cortel Group to buildout and occupy approximately 1,200 square metres of space in Vaughan, Ontario. Financial audits from years as well as the proposed business plan moving forward, demonstrate the commitment of the University to these resources and to the stability of Niagara University in Ontario. Benchmark 6.2 The applicant’s business plans address the applicant’s future

educational, enrolment, physical and fiscal growth in Ontario a) including two scenarios: most likely and worst case, projected

over 5 years–see the Budget Template in the Submission Guidelines

b) also including a budget narrative, providing context and a rationale for the most likely scenario in the Budget Template—


telling the “story” of how the applicant intends to develop the proposed degree program over the next five years

c) demonstrating the organization’s commitment to academic quality of program content and delivery

d) being credible. The 2018-2025 Strategic Plan: What Must Be Done, calls for the strategic commitment to expand operations as the premier bi-national university within the Province of Ontario, Canada through mission-based academic programs, improved branding, and the establishment of a Niagara University campus in Ontario. Niagara University has had a physical presence in the Greater Toronto Area (GTA) under ministerial consent since 1984. In January 2007, it increased this presence when it began offering the Bachelor of Professional Studies Program (BPS) at two sites: Brother Andre Secondary School in Markham Ontario (York Region) and St. Luke’s Elementary School (Toronto Proper). Despite consistently operating at a profit, which currently contributes $2.5 million CAD in annual net revenues to the overall budget of the university, the programs, housed in schools have been forced to move five times. The GTA has a population of 5,928,040 (68.9% of whom are between the ages of 15-64 years), a GDP of more than $304 billion, annual exports of more than $70 billion, an average employment income for full time workers of $74,722, and an annual average household income of $109,480. As such, other US-based Universities have begun to find their way into the marketplace. Further analysis of the GTA shows the York Region, and in particular, the City of Vaughan, which has a population of 306,233 residents (an increase of 6.2% since 2011 census) as a promising market. The average household income of Vaughan is $113,988 and it is the largest employment center in the York region hosting 38 per cent of jobs (more than 11,000 businesses which employ more than 208,000 people) and with a 3.6% Average Employment Growth Rate it has emerged as a choice location to offer Niagara University the visibility and branding power it will need to expand operations in a meaningful way. As noted previously, other US-based and international universities are looking to the GTA as a viable option for expansion and the number will continue to grow. Niagara University has an early entry advantage in that it is already established in the GTA and highly regarded for the quality of its current program offerings by the Ministry of Advanced Education and Skills Development (MAESD), the Post Education Quality Assessment Board (PEQAB), and the Ontario College of Teachers. Moving to the administrative offices and new programs to a location in Vaughan will enable Niagara University to consolidate its current operations; thereby, increasing both stability and visibility for current and future programs. In accordance with the Strategic Plan 2018-2023, this move will enable Niagara University to expand graduate program offerings in the GTA building on core strengths through new consents for specific programs of distinction that currently are offered only on the main campus. These graduate programs will be representative of all four colleges and grow from concept to fruition through the appropriate process of development including faculty.


The Location: Expo City The specific location that NU has identified named Expo City and is a major part of the urban development plan. Currently housing two towers, NU would be located in the most visible corner facing Hwy 7 and Jane Street. Three more towers are slated for construction as well as a park and pedestrian bridge connecting Expo-City directly with the bus terminal and Toronto subway system. Expo-City is located one block from the northern most subway stop – two stops past York University and a forty-three-minute ride from Union Station, the main transportation hub in downtown Toronto. A new bus terminal connecting the northern towns and cities to Vaughan is located one block from Expo-City, as is a rapid transit bus line with a dedicated lane running between Brampton and Markham. For those who commute, the 407 ETR runs one block south, Hwy 400, the main connection between the GTA and the north runs three blocks to the west and there is ample parking on location. This makes it possible to drive from the main campus to the Expo-City location in 90 minutes. The College of Education currently services 270 students between the Bachelor of Professional Studies and Master of Science in Educational Leadership programs now offered from two locations for a combined footprint of 7263 SF at a cost of $37.26 per SF. Relocating to the Vaughan site will provide approximately 12,300 SF at a cost of $40.00 per SF. In addition to providing much opportunity for growth, the consolidation of current programs into a single site will offer current students and faculty some of the amenities expected by students on the main campus in Lewiston, New York. In addition, this move will foster the opportunity for strategic enrollment growth by extending current programs into the Ontario market.

Strategic Business Model A strategic plan that cycles in programs in a yearly cycle beginning in fiscal year 2020 and ending in fiscal year 2025 will begin with two programs in year two, three programs in year three and one program in year four. To date these include three programs from the College of Business Administration, one program from Arts and Sciences and one additional Program from the College of Education. The College of Hospitality and Tourism Management is also looking into graduate offerings. Phase 1 (Years 2018-2021) Niagara University will begin its GTA expansion in the Vaughan location with graduate programs of distinction offered by the College of Business Administration and the College of Arts and Sciences. Upon completion of the buildout of the new location, the administrative offices will be relocated to this site along with the classes for the BPS and MSEd programs. The first two colleges that will seek ministerial consent beginning in summer 2018 will be the College of Business Administration and the College of Arts and Sciences. Responding to a need in the banking industry and the world of international finance, faculty from the College of Business Administration are working with administration to prepare their Master of Science in Finance to be offered in Ontario. The College of Business Administration has also come forward with plans to expand MBA programs into the GTA with concentrations in Accounting, Finance, Strategic Marketing Management, Global Business and Supply Chain, Healthcare Administration, and Strategic Management). With approval from the Board of Trustees for the business model and lease, the process


for ministerial consent will begin with a completed submission to the ministry in late summer 2018 leading to an anticipated start date of 2020. Building upon current and new articulation agreements with colleges such as Humber, Seneca, and Conestoga, faculty in the College of Arts and Sciences have begun to work with administration at Niagara University to prepare the Master of Science in Information Security and Digital Forensics to be offered in the GTA. The process for ministerial consent will be included in the application from the College of Business and submitted to the ministry in summer 2018 leading to an anticipated start date of 2020. Phase 2 (2019-2022) In response to a 2016 Ontario Auditor’s Report and the most recent announcement of the provincial government that funds will be dedicated to the need for Mental Health programs in Ontario, the College of Education has come forward with plans to expand graduate their newly accredited CACREP program in Mental Health Counseling to the standards put forth by the Canadian Counselling and Psychotherapy Association in order to begin offering their program in the GTA. This will be the fourth program that will be introduced in the GTA. Consent will be applied for in summer 2019 with an anticipated start date of fall 2021. In addition to this consent, the College of Arts and Sciences will seek consent to offer the Master of Science in Criminal Justice in Ontario. Based strictly on incremental margins beyond the current $2.5 million CAD net revenue, which have already been absorbed into the budgets on the main campus, the incremental activity is as follows: Other Considerations Expansion into Ontario will also allow the University to take advantage of more favorable regulations concerning student and work visas that will strengthen our ability to recruit International students. Visas for international students are tied to the institution which must be recognized under consent as an International Student Provider (ISP). In order to qualify, a program must have been operating in Canada for a minimum of three years. The incentive for this is tied to Canadian visa regulation and in particular


the Post-Graduation Work Permit (PGWP) which upon completion of a program completed at an ISP and which has required a minimum of 2 years of study grants a work permit for the length of the study program up to a maximum of three years. Presence in Ontario and particularly in Vaughan will add to the Power of Niagara University by increasing its brand and brand awareness. This will indirectly add to campus enrollments through transfer agreements and an increased enrollment of non-athlete Freshmen from the Province of Ontario. It will also provide opportunities for Advancement to tap into one of the strongest economies in North America adding to the endowment and the overall financial health of the Institution. (See Appendix 32: Business Plan) Benchmark 6.3 Financial information contained in the business plan indicates that the

organization has a financial base adequate to support activities consistent with its mission and educational objectives, and the required financial resources for start-up and ongoing operating costs associated with the delivery of the proposed program(s).

See Appendix 32: Busness Plan

Benchmark 6.4 The institution demonstrates financial capacity sufficient to assure

stability and the financial resources to provide a stable learning environment and to ensure that the number of students assumed in the business plan can complete the degree program in the event that revenue falls short of the business plan or costs exceed the estimated allowances. (The financial information includes an audited financial statement2 in the case of existing institutions, or a pro forma financial statement for newly established organizations.)

See Appendix 47: Audited Financial Statement

Benchmark 6.5 The institution has identified the source of funds to be invested.

See Appendix 32: Busness Plan Benchmark 6.6 The institution has a policy requiring the regular audit of the applicant’s

financial methods, performance, and stability by a qualified third-party accountant in accordance with generally accepted accounting practices.

The financial audit policy for Niagara University (Appendix 45) has been in place since 2012. This policy sets the procedures and guidelines regarding the use of external auditors to ensure compliance with all relevant regulations in Canada and the United States. For its operationsin Ontario, the University has


retained the services of MNP, LLP, Chartered Accountants, 50 Burnhamthorpe Road West Suite 900 Mississauga, ON L5B 3C2. Benchmark 6.7 The institution subscribes to an annual reporting format that will permit

the Board to assess whether the criteria described above are being met. The audit statements for (years–2013-2015) are included in Appendix 47.


Section 8: Dispute Resolution

The applicant has policies for dealing with disputes between the organization and its students, and between faculty and students. Benchmarks: 1. Institutional policies and procedures ensure that academic appeals, complaints, grievances,

and/or other disputes of students, faculty, staff, and administration are dealt with in accordance with the principles of natural justice. a) Individuals have a right to a fair and expeditious resolution of disputes. b) Individuals have a right to know and understand the charges or complaints made against

them. c) Individuals have a right to be heard in response to charges or complaints made against

them, before any disciplinary decision is taken. d) Institutions have an obligation to deal with complaints or grievances according to clear

and reasonable deadlines. e) Institutions have an obligation to establish and operate according to administrative

processes that deal with disputes fairly and expeditiously at the informal level. 2. Students and employees are informed about and understand the policies and procedures for

dispute resolution. To these ends, the organization’s policies ensure that a) charges or complaints against an individual are stated clearly and in writing b) there is an administrative person(s) responsible for dealing with complaints, and to whom

complaints may be directed, who may facilitate the informal resolution of disputes c) there is a process for reviewing disputes and examining the evidence d) there is provision for a final internal review by a body of persons not involved in the

dispute in any way. Benchmark 7.1 Institutional policies and procedures ensure that academic appeals,

complaints, grievances, and/or other disputes of students, faculty, staff, and administration are dealt with in accordance with the principles of natural justice. a) Individuals have a right to a fair and expeditious resolution of disputes. b) Individuals have a right to know and understand the charges or complaints made against them. c) Individuals have a right to be heard in response to charges or complaints made against them, before any disciplinary decision is taken.


d) Institutions have an obligation to deal with complaints or grievances according to clear and reasonable deadlines. e) Institutions have an obligation to establish and operate according to administrative processes that deal with disputes fairly and expeditiously at the informal level.

As a means of ensuring ethical practice, the university has codified through policy, guidelines for ethical behavior. Policies and procedures governing employee and student discipline are written to be fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably. For faculty, Article XXVIII of the Collective Bargaining Agreement (Appendix 50) provides a concise explanation of both the formal and informal process to address faculty grievances. For students, an explanation of the formal and informal process to address grievances can be found in the Student Grievance Policy,(See Appendix 7) which clarifies the process for grievances dealing with nonacademic concerns; it does not replace current policies or processes. In addition, the Ontario academic calendar (Appendix 39) details student academic rights and responsibilities, including processes to address grade appeals, (See Appendix 7) and disclosure and amendment of FERPA and FIPPA records. The Student Code of Conduct details conduct standards as well as a process for the consistent and fair disposition of policy violations, including processes for hearings, sanctions and appeals. Human Resources policies support a commitment to nondiscrimination as outlined in the Harassment and Non-discrimination policies. It should be noted that the Student Code of Conduct includes reference to the Harassment and Discrimination Policy for Students. The Student Sexual Misconduct Policy (See Appendix 7: Policies) provides definitions and procedures governing response to complaint of assault, domestic violence, dating violence, and stalking, as required by Title IX and New York State Education Law. Information on the name, title, location and contact information for the university’s Title IX coordinator is featured prominently in applicable policies, as well as communicated through training programs, print materials, and the university website. In the summer of 2016, the university initiated a review of communications and workflow assessing employee and student concerns, to make sure that even those concerns not covered by regulation are optimally addressed to ensure all systems have the right balance of confidentiality, transparency, and trust. One of the results was the creation of the new Student Grievance Policy (See Appendix 7). Clear, consistent, and accessible policies and procedures support the fair and equitable treatment of faculty, staff, and administrators in hiring, evaluation, promotion, discipline, and separation. For example, Article VI of the Collective Bargaining Agreement, (Appendix 51) and Human Resources Policy A04, outline the university’s commitment to equal opportunity and nondiscrimination in all aspects of the employment relationship. Article XX (Appendix 52) of the Collective Bargaining Agreement provides for consistent and equitable consideration of faculty tenure and promotion. Articles XVII and XVIII (Appendix 53), and XXIX (Appendix 54) of the Collective Bargaining Agreement outline the evaluation criteria for faculty promotion. The promotion process includes a portfolio review of evidence of teaching, scholarship and service, as well as the review of annual student evaluations. Performance reviews of non-faculty employees are conducted annually and elicit qualitative and quantitative assessments of employee performance. The establishment and review of personal and professional goals supports continuous improvement and ongoing professional development. Article XXIX (Appendix 54) of the Collective Bargaining Agreement describes a clear and equitable process for the progressive discipline of faculty members. Due process and hearing procedures for faculty facing removal of tenure

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are outlined in Appendix B of the Collective Bargaining Agreement (Appendix 55) cites the Niagara University statutes which afford multiple levels of review at the peer, president, and board level. The non-faculty employee disciplinary process, outlined in Human Resources Policy A01–Disciplinary Action Procedure (Appendix 56), provides for progressive discipline and administration in a fair and equitable manner. A review of communications and workflow assessing employee and student concerns ensures that matters of concern are moved in a way that is perceived as fair and transparent. In addition to the Student Code of Conduct, students are expected to act in accordance with the policy on academic integrity identified in the Ontario academic calendar (Appendix 39)as well as in all course syllabi. Due process for claims of noncompliance with this policy are heard by the Academic Integrity Board (AIB) (Appendix 7), which is comprised of faculty and students. In cases where a grade may be deemed to have been unfairly recorded, students may appeal in accordance with the Grade Appeal Policy (2011) (Appendix 7). As a manner of due process, this appeal may be heard by Grade Appeal Board, which is comprised of faculty who, under the guidance of the chair and vice chair, resolve disputes in accordance with the criteria and timelines identified in the policy and procedures. Benchmark 7.2 Students and employees are informed about and understand the

policies and procedures for dispute resolution. To these ends, the organization’s policies ensure that a) charges or complaints against an individual are stated clearly

and in writing b) there is an administrative person(s) responsible for dealing with

complaints, and to whom complaints may be directed, who may facilitate the informal resolution of disputes

c) there is a process for reviewing disputes and examining the evidence

d) there is provision for a final internal review by a body of persons not involved in the dispute in any way.

Niagara University uses its comprehensive website and Purple Pass system as the primary method to inform faculty, non-faculty employees and students on policies and the implementation of policies. The Ontario Academic Calendar, Orientation booklets and program handbooks also describe these policies and enhance awareness. Niagara University defines student complaints as either academic or non-academic in nature. Academic complaints are defined and handled in accordance with the policies on Grade Appeal,(Appendix 7) and Academic Integrity (Appendix 7). Students are expected to act in accordance with the policy on academic integrity identified in the Ontario Academic Calendar (Appendix 39) as well as in all course syllabi. Due process for claims of noncompliance with this policy begin at the informal level. During these preliminary stages, the faculty member, who determines the severity of the claim, may decide not to pursue formal proceedings choosing instead to handle the situation informally. During this informal stage, mediation may occur that will involve the chairperson for the department in which the course was offered. Should the faculty member decide that the violation is severe enough to warrant a filing of the complaint, a formal process as detailed in the policy is to be followed. Formal hearings dealing with are heard by the Academic Integrity Board (AIB), which is comprised of faculty and students.


In cases where a grade may be deemed to have been unfairly recorded, students are advised to contact the faculty member directly. Once again, faculty and students are encouraged to, whenever possible, deal with these situations informally. During this informal stage, mediation may occur that will involve the chairperson for the department in which the course was offered. Should the issue not be resolved to the student’s satisfaction, he or she may appeal the grade in accordance with the Grade Appeal Policy (2011) (Appendix 7). As a manner of due process, this appeal may be heard by Grade Appeal Board, which is comprised of faculty who, under the guidance of the chair and vice chair, resolve disputes in accordance with the criteria and timelines identified in the policy and procedures. Non-academic complaints are handled by policies (under the purview of specific offices (e.g., human resources and Title IX) and which are made available to all faculty, staff and students through the Purple Pass system. In addition, Niagara University’s Student Grievance Policy (Appendix 7) provides further clarification of the process for grievances and complaints from students dealing with non-academic concerns which are not already addressed in specific policies; it does not replace current policies or processes. In the summer of 2016, the university initiated a review of communications and workflow assessing employee and student concerns, to make sure that even those concerns not covered by regulation are optimally addressed through systems that have the right balance of confidentiality, transparency, and trust. One of the results was the creation of the new Student Grievance Policy. Performance reviews of non-faculty employees are conducted annually and elicit qualitative and quantitative assessments of employee performance. The establishment and review of personal and professional goals supports continuous improvement and ongoing professional development. The non-faculty employee disciplinary process, outlined in Human Resources Policy A01–Disciplinary Action Procedure (Appendix 56), provides for progressive discipline and administration in a fair and equitable manner. A review of communications and workflow assessing employee and student concerns ensures that matters of concern are moved in a way that is perceived as fair and transparent. Niagara University values the importance in ensuring that the rights of students, faculty and employees are protected. As such, students are informed about University policies during orientation sessions held prior to their registering for their programs and required to sign a statement confirming that this and other pertinent information was not only provided to them, but that they understand it. Upon hiring, faculty and non-faculty employees are required to attend a similar orientation at which they are informed about University policies, conformation of which is confirmed upon their signing of a contract of employment with the University. It should also be noted that at each step in the process of appeal, students are provided with possible next steps that they may pursue should they not be satisfied with the outcome at any particular stage in the process.

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Section 9: Organization Evaluation The quality of the operational and administrative aspects of the organization is assured by procedures for periodic evaluation that meet the requirements outlined below. Benchmarks: 1. The applicant has a formal, institutionally approved policy and procedure for the periodic

review of its operational and administrative policies and procedures embodying the following characteristics: a) organizational reviews at regular intervals, normally not exceeding five to seven years.

The first such evaluation should occur before a request for renewal of ministerial consent. b) criteria for organizational review that include

i) assessment of the continuing adequacy of the organization’s mission statement and academic goals to accurately identify the academic character and aspirations of the organization

ii) assessment of the continuing adequacy of the organization’s governance structure and qualified administrative capacity necessary to organize and manage a competent institution of higher learning with appropriate participation by qualified academic staff and in consultation with students

c) assessment of the organization’s ethical conduct and businesses practices in its dealings with administrative, academic and support staff, students, regulators, suppliers, and the public in general

d) assessment of the continuing accuracy and completeness of the institution’s public reports, materials, and advertising and the key information about the organization and determining that it is readily available to potential and current students

e) assessment of the organization’s commitment to, and the continuing appropriateness of, its academic freedom and integrity policies in that they i) recognize and protect the rights of individuals in their pursuit of knowledge ii) clearly define the ownership of the intellectual products of employees and students iii) uphold formal ethical research standards iv) foster and enforce academic honesty

f) assessment of the continued financial stability of the organization and of the adequacy of its financial resources to provide a stable learning environment and to ensure that students can complete the program with the stated learning outcomes

g) assessment of the continuing appropriateness of the organization’s dispute resolution policies and practices.

2. The organization's review procedure includes a) a self-study A self-study undertaken, with student input, by administrators, faculty

members, and staff of the organization based on evidence relating to organizational performance against the criteria stated above including strengths and weaknesses, desired improvements, and future directions.

b) an Organization Evaluation Committee An organization evaluation committee struck by the senior administration to evaluate the organization’s operational and administrative activities, policies and procedures based on


i) the self-study ii) a site visit during which members of the committee normally meet with administrators,

faculty members, students, graduates, and other relevant parties such as financial auditors, bankers, and critical service providers to gather information. A majority of the members must have relevant expertise in the degree granting environment, be from outside the institution and be free of any conflict of interest.

c) the report of the Organization Evaluation Committee. The overarching purpose of the organization evaluation committee report is to assess the appropriateness and quality of the organization’s operation, policies, and procedures, and to recommend any changes needed to strengthen that quality. The report must be addressed to the senior administration and be shared with the academic council and governing Board, together with a plan of action responding to the recommendations in the report.

3. The implementation of the policy and procedures for the periodic review of the organization a) is aligned with the Board’s requirements for such evaluation b) achieves its intended aim of continuous improvement of the organization.

Benchmark 8.1 The applicant has a formal, institutionally approved policy and

procedure for the periodic review of its operational and administrative policies and procedures embodying the following characteristics:

a) organizational reviews at regular intervals, normally not exceeding five to seven years. The first such evaluation should occur before a request for renewal of ministerial consent.

Niagara University is accredited by the Middle States Commission on Higher Education. Individual colleges also hold major accreditations from the Council for the Accreditation of Educator Preparation (CAEP), the Association to Advance Collegiate Schools of Business International (AACSB), the Council on Hotel, Restaurant and Institutional Education (CHRIE), and The College of Teachers for Ontario programs. Additional programmatic accreditations are held by nursing, social work, and chemistry. Niagara University was last reaffirmed in Fall 2017 and as such will submit a periodic review report in the fifth year (2022). In accordance with Middle States Requirements Institutions are

Accreditation is intended to strengthen and sustain higher education, making it worthy of public confidence and minimizing the scope of external control. Regional accreditation, a means of self-regulation adopted by the higher education community, has evolved to support these goals. Accreditation demonstrates an institution's commitment to continuous self-assessment. Based upon the results of a self-appraisal and institutional review by peers and colleagues assigned by the Commission, accreditation attests, in the judgment of the Commission, that an institution:

• has a mission appropriate to higher education; • is guided by well-defined and appropriate mission-related goals, including goals for

student learning; • has established conditions and procedures under which its mission and goals can be

realized; • is accomplishing its mission and goals in substantial measure; • is organized, staffed, and supported so that it can be expected to continue to

accomplish its mission and goals;


• meets the Standards for Accreditation and Requirements of Affiliation of the Middle States Commission on Higher Education along with relevant federal regulations; and,

• assesses both institutional effectiveness and student learning outcomes and uses assessment results for improvement. Evaluations of Middle States institutions take place within the following cycle (Middle States Commission on Higher Education Self-Study 2018-19, p. 5)

b) criteria for organizational review that include i) assessment of the continuing adequacy of the

organization’s mission statement and academic goals to accurately identify the academic character and aspirations of the organization

ii) assessment of the continuing adequacy of the organization’s governance structure and qualified administrative capacity necessary to organize and manage a competent institution of higher learning with appropriate participation by qualified academic staff and in consultation with students

c) assessment of the organization’s ethical conduct and businesses practices in its dealings with administrative, academic and support staff, students, regulators, suppliers, and the public in general

d) assessment of the continuing accuracy and completeness of the institution’s public reports, materials, and advertising and the key information about the organization and determining that it is readily available to potential and current students

e) assessment of the organization’s commitment to, and the continuing appropriateness of, its academic freedom and integrity policies in that they i) recognize and protect the rights of individuals in their

pursuit of knowledge ii) clearly define the ownership of the intellectual products

of employees and students iii) uphold formal ethical research standards iv) foster and enforce academic honesty

f) assessment of the continued financial stability of the organization and of the adequacy of its financial resources to provide a stable learning environment and to ensure that students can complete the program with the stated learning outcomes


g) assessment of the continuing appropriateness of the organization’s dispute resolution policies and practices.

Internally, Niagara University’s commitment to continuous improvement led to the Academic Senate’s processes for new programs and closure of programs and through the Outcomes Assessment Committee, processes for program review. In keeping with the Ontario framework, which is based on best practices of Universities from across the globe with respect to quality assessment, Niagara University has furthered its commitment to continuous improvement in accordance with our Middle States Accreditation and current processes. Through a reformatting of current practices, a new document, entitled the Niagara University Quality Assurance Process (Appendix 57), which is aligned with the requirements for ministerial consent in Ontario was created. Along with it, a policy on the approval and review of academic programs (Appendix 58) has also been created. Elements that are specific to Ontario, have been noted as such.

Externally, Niagara University is accredited by the Middle States Commission on Higher Education (Appendix 5) which requires periodic reviews (Appendix 58) based on fifteen requirements of affiliation (Appendix 59)and seven standards, which include:

• Standard I: Mission and Goals • Standard II: Ethics and Integrity • Standard III: Design and Delivery of the Student Learning Experience • Standard IV: Support of the Student Experience • Standard V: Educational Effectiveness Assessment • Standard VI: Planning, Resources, and Institutional Improvement • Standard VII: Governance, Leadership, and Administration

Benchmark 8.2 The organization's review procedure includes

a) a self-study, self-study undertaken, with student input, by administrators, faculty members, and staff of the organization based on evidence relating to organizational performance against the criteria stated above including strengths and weaknesses, desired improvements, and future directions.

b) an Organization Evaluation Committee An organization evaluation committee struck by the senior administration to evaluate the organization’s operational and administrative activities, policies and procedures based on

i) the self-study ii) a site visit during which members of the committee normally meet with administrators, faculty members, students, graduates, and other relevant parties such as financial auditors, bankers, and critical service providers to gather information. A majority of the members must have relevant expertise in the degree granting


environment, be from outside the institution and be free of any conflict of interest.

c) the report of the Organization Evaluation Committee. The overarching purpose of the organization evaluation committee report is to assess the appropriateness and quality of the organization’s operation, policies, and procedures, and to recommend any changes needed to strengthen that quality. The report must be addressed to the senior administration and be shared with the academic council and governing Board, together with a plan of action responding to the recommendations in the report.

In addition to the internal processes of review identified in the Quality Assurance Handbook, Niagara University undergoes external evaluation through the Middle States process in the US. This requires the completion and submission and of a self-study (Appendix 61) and verification of compliance report (Appendix 60) review and a site review completed by external examiners from similar institutions. Niagara University also participates in regular reviews in accordance with the Ministry of Advanced Education and Skills Development (MAESD) and the Postsecondary Education Quality Assessment Board in Ontario (PEQAB) for the BPS (Appendix 62) and Masters (Appendix 63) programs in edcuation. Individual programs in education are also accredited by CAEP (Appendix 64), OCT (Appendix 65) and programs in business by the AACSB (Appendix 66). Benchmark 8.3 The implementation of the policy and procedures for the periodic

review of the organization a) is aligned with the Board’s requirements for such evaluation b) achieves its intended aim of continuous improvement of the

organization. In accordance with our current policy on the creation of policies, anyone may initiate a policy. However, beyond initiation, it must be vetted by the appropriate bodies on campus and go through a developmental process whereby the appropriate sectors will have input. Although it has had long standing processes, Niagara University recently enshrined these in policy form by creating the policy on policy review (required by both Middle States and the Ministry of Advanced Education and Skills Development).

At the core of Niagara University’s mission is the education of students. The experiences Niagara University provides all are oriented toward this singular goal. To ensure that the university’s efforts and the efforts of students are meeting that goal, the institution engages in continual assessment to examine practices and their effects on students, share the results as appropriate, and use them to improve and enhance the work for the benefit of students.


Section 10: Optional Material Address in a narrative, with appropriate supporting materials, any other relevant information that is not adequately addressed elsewhere in the submission for organization review. Include and clearly label any supporting material. Niagara has a strong commitment to offering high quality programs of distinction and to providing opportunities and access to postsecondary education for underrepresented groups. Through our work with Ontario colleges, we have created numerous pathways for their students to pursue degree completion opportunities and graduate degrees with Niagara University. We believe that obtaining consent to offer the proposed programs in Vaughan will provide additional opportunities for degree graduates from these institutions to pursue affordable high-quality education without the barriers of the US/Canadian border, fluctuations in currency exchange rates, and distance from the GTA to the Lewiston campus. In support of this, we provide letters of support from Ontario colleges, school districts, businesses and the Catholic community.


Letters of Support


Appendices

For policies, please see: http://policies.niagara.edu/

June 30, 2016

Chandra J. Foote, PhD Dean College of Education Niagara University P.O. Box 1930 Niagara NY 14109 United States of America

Dear Dr. Foote,

Re: Accreditation Decision for Programs of Professional Education

Please find enclosed the Accreditation Committee’s written decision regarding the application for accreditation submitted by the College of Education at Niagara University. The decision was issued on June 21, 2016.

I am pleased to report that the Accreditation Committee has granted general accreditation to the following program for a period of seven years until June 21, 2023, or for an amended period of time according to Section 15 of the Accreditation of Teacher Education Programs Regulation: Consecutive program of professional education with areas of study in the

Primary/Junior and Intermediate/Senior divisions, leading to a Bachelor of Professional Studies degree

The Accreditation Committee’s decision is based on the final report of the accreditation panel, the written comments provided in your response to that report, supplementary information provided by the faculty for the panel’s consideration, and the regulatory requirements for accreditation of programs of professional education. The Ontario College of Teachers will publicize the Accreditation Committee’s decision.

In accordance with subsection 41(1) of the Accreditation Regulation, you may appeal the Accreditation Committee’s decision by delivering a Notice of Appeal to the Registrar within 60 days after receiving the written decision. The Notice of Appeal must set out the grounds for the appeal and the facts on which it relies, and include the appeal fee identified in Section 23.14 of the College bylaws.

Please advise the College before making changes that may reasonably be considered to substantially change the character, duration or components of this accredited program. A new review may be required to determine if the program continue to qualify for accreditation.

Page 2

If you have any questions about this decision or the accreditation process, please contact Roch Gallien, OCT, Director of Standards of Practice and Accreditation, at 416-961-8800, ext. 870 (toll-free in Ontario at 1-888-534-2222) or by email at [email protected].

I wish you continued success in offering your accredited program of professional education.

Sincerely, Nicole van Woudenberg Chair of the Accreditation Committee

Encl.

Copy: Michael Salvatori, OCT Roch Gallien, OCT

RG/mf-ac

NIAGARA UNIVERSITY

MASTER OF BUSINESS ADMINISTRATION

Name: Student #:

Concentration:

ALL COURSES ARE 3 CREDIT HOURS

YOU MUST HAVE 51 CREDIT HOURS TO GRADUATE

MBA CURRICULUM CARD COURSE NAME SEMESTER / SESSION GRADE

BLOCK 1: PREREQUISITES (18 CREDIT HRS)

ACC 505: Fundamentals of Financial & Managerial Accounting

MGT 515: Analysis of Quantitative Data

ECO 525: Economics for Managers

LAW 560: Law & Business Ethics

MGT 565: Communications for Executives

MGT 570: Management Principles

BLOCK 2: CORE COURSES (18 CREDIT HRS)

ACC 601: Strategic Accounting Analysis & Planning OR

ACC 685: CPA Research, Practice, and Strategy *ACC 685: Only for students intending to sit for the CPA exam

MGT 611: Advanced Quantitative Methods OR

ECO 640: Econometrics

MKG 631: Strategic Marketing

FIN 641: Corporate Financial Policy

MGT 651: Strategic MIS

MGT 670: People In Organizations

BLOCK 3: MUST TAKE ONE (3 CREDIT HRS)

MGT 673: Production & Operations Management

MGT 674: Strategic Supply Chain Management *Required for Global Business Concentration

COURSE NAME SEMESTER/SESSION GRADE

BLOCK 4: CONCENTRATION ELECTIVES ACCOUNTING

ACC 602: Advanced Business Tax Strategy ACC 603: Advanced Accounting Theory ACC 604: Advanced Auditing

FINANCE FIN 643: Corporate Financial Policy II FIN 644: Investments FIN 645: International Finance

STRATEGIC WEALTH MANAGEMENT *specific restricted elective and capstone course requirements

FIN 644: Investments FIN 674: Income Tax Planning MGT 683: MBA Co-op

FINANCIAL PLANNING *specific restricted elective and capstone course requirements

FIN 671: Insurance & Risk Management FIN 672: Retirement Planning FIN 673: Estate Planning

GLOBAL BUSINESS and SUPPLY CHAIN MANAGEMENT MGT 676: International Management

MGT 654: Global Sourcing and Risk Management

MGT 655: Global Transportation Systems

HUMAN RESOURCE MANAGEMENT MGT 675: Strategic Human Resource Management MGT 677: Organizational Development MGT 678: Labor & Industrial Relations

INTERNATIONAL BUSINESS ECO 621: Global Economic Perspective MGT 676: International Management FIN 645: International Finance

STRATEGIC MANAGEMENT MGT 675: Strategic Human Resource Management MGT 677: Organizational Development MGT 673 OR 674 (Whichever one not taken in Block 3)

STRATEGIC MARKETING MKG 632: Product & Marketing Comm. Strategy MKG 633: Marketing Engineering MKG 634: Global Marketing

HEALTHCARE ADMINISTRATION MHA 663: Mgt & Policy in Healthcare Organizations ACC 664: Financial & Managerial Accounting in

Healthcare Organizations

MHA 668: Strategic Mgt. in Healthcare Organizations MBA 682: Healthcare Executive Placement

BLOCK 5: CAPSTONE (3 HRS) MGT 691: Business Research, Strategy, & Planning FIN 678: Cases In Personal Financial Planning *Strategic Wealth Mgt & Financial Planning concentrations

ADVISED ELECTIVE MBA 681: Global Trade Mission

NIAGARA UNIVERSITY MASTER OF SCIENCE IN FINANCE

Name: Student #:

YOU MUST HAVE 42 CREDIT HOURS TO GRADUATE

MSF CURRICULUM CARD COURSE NAME SEMESTER /

SESSION GRADE

BLOCK 1: PREREQUISITES

(12 CREDIT HRS)

ACC 505: Fundamentals of Financial & Managerial Accounting

ECO 525: Economics for Managers

MGT 515: Analysis of Quantitative Data

FIN 320/FIN 610: Financial Management

BLOCK 2: Required CORE

(30 CREDIT HRS)

ACC601: Strategic Accounting Analysis & Planning OR

ACC685:CPAResearch,Practice,andStrategy *ACC685:OnlyforstudentsintendingtositfortheCPAexam

FIN 615: Valuation & Financial Modeling

FIN 643: Corporate Financial Policy

FIN 644: Investments

FIN 645: International Finance

ECO 640: Econometrics

FIN690:AppliedPortfolioManagement*capstonecourse

Advised Elective: (1) from any 600 or above ACC, ECO, or FIN



* Those interested in the CFA or FRM exams must take FIN 681, FIN 685, FIN 686. * Those interested in the CFP exam must take FIN 671, FIN 672, FIN 673, ACC 674, FIN 678. * Those interested in the CPA must take ACC602, ACC603, ACC604.

NIAGARA UNIVERSITY MASTER OF INFORMATION SECURITY AND

DIGITAL FORENSICS Name: Student #: Concentration:

• ALL COURSES ARE 3 CREDIT HOURS • YOU MUST HAVE 36 CREDIT HOURS TO GRADUATE

MS. ISDF CURRICULUM CARD

COURSE NAME SEMESTER / SESSION GRADE

BLOCK 1: PREREQUISITES (18 CREDIT HRS)

• CIS 500 Principles of Information Security and Federal Law

• CIS 510 Data Privacy

• CIS 520 Managing Security Risks

• CIS 530 Ethical Hacking

• CIS 540 Network Security

• CIS 550 Software Security

• CIS 565 Computer Forensics I

• CIS 585 Computer Forensics II

• CIS 580 Modern Cryptography

• CIS 595 Mobile Forensics and Security

• CIS 600 Capstone Project/Research Project I

• CIS 601 Capstone Project/Research Project II

Documents

SUBMISSION University... · Professional Studies (BPS) and a Master of Science in Education: Leadership (MS. Ed.), in Ontario and it is seeking consent to offer a Master of Science