Welcome & Thanks to the Dean for allowing me a short time to bring you up to speed on the Renewal Process and to engage you in the continued development of the process and practice of Program Renewal at NSCC.
[5 minutes] The objectives of Academic Services and the Programs Ctee of the Board is the same objective that we all share here in this room – to help make our programs the best, most current, engaging and successful programs they can be. Status – steady as she goes. Increasing value seen in the process by most Deans. Documentation Progress – we are learning a great deal – me in particular – by doing the work and this has lead to substantial improvement year over year. In this year: Stability of forms and process Annual Report well received Board reporting much smoother New metrics evolving – in development Delivery metrics (program support, faculty preparation) Records of learning (incl. learner and employer feedback) More comprehensive manual Additional details for study phase Procedural steps Better alignment between instructions, forms, procedure (including related procedures, rubric) Supporting materials including Study template aligned with Briefing Notes Documentation – in the library and appointment Manual and Forms version 10.2 is current and on the S/P site.
[6 minutes] I know many of you will recall the process as I laid it out for you last year, but just to refresh your memories and ensure we are aware of how it goes, I’d like to compare Renewal to your trip to the doctor. The first stage is like when you come to the doctor when you have a boo, ache, etc. The first stage the doctor will take is to review or take your history and review the symptoms. In the case of the first stage of renewal, that is exactly what we are going to do. Will review in higher detail later on, but generally the intent of the first stage is to develop the scope of a renewal by looking at some basic stats and discussing with key program personnel. If the program is generally healthy and having ongoing quality improvement and review, a full scale renewal would be more costly and time-consuming than valuable so those programs will go to what we call a summary renewal. The second stage is where the analysis of the symptoms indicates that a few tests ought to be run: from a renewal point of view, it is where you may recognize the need to look under the cover a little and conduct activities like a detailed market needs analysis or a review of the program’s Records of Learning to evaluate issues like consistency, relevancy, currency, innovation, faculty preparation, etc. The third stage is where the tests are back and the doctor decides on medical or surgical intervention, rehab or counseling: in terms of program renewal it is where we determine what actions, if any are necessary to renew the program and developing a solid plan to get there. Supporting the process are a series of schedules, forms, timetables, process documents, etc. – if we must take the medical analogy a little further this might be seen as patient records and administrative process? These documents provide support to developing a renewal project, tracking and reporting progress and planning for future renewal activity.
We’ll examine these in a little more detail in a moment, but basically the first stage will examine two basic sets of data; viability and quality metrics. Some of this is collected for you and some you need to provide yourself – in collaboration with leading program staff – most often the AC for the program. The purpose of viability metrics is to look at how the program is doing in filling capacity, retaining and graduating learners, and getting them out the door into industry or whatever their next step is in the pathway. These metrics also examine whether the training is still needed in the marketplace, or more appropriately whether NSCC can afford to offer it given all the other programs that we could be offering. Quality metrics try to examine how well we are doing at delivering and developing the program, and the feedback from learners and employers. Let’s look a little more detail… [5 minutes]
[8 minutes] Examine the PRF-1 template Notice again – the two key sections – the viability or feasibility of the program and the quality of the program. Generally we want to provide a basic picture of the program to the Board, the Dean and other stakeholders. Where do we get this information – well a lot of it will come from IR, some from AS/AC and a lot fo impt info will come from you – working with the CC and possibly your faculty or WGC to provide appropriate feedback.
[15 minutes] The most important info to come from you working with your CC or me, will be the following… The rubric has been developed to match the new format shared in CU last week. We encourage you to have the discussion about the other items with the AC and establish a plan for collecting this information for next year.
[15 minutes] For 2010 we have 2 full studies going forward that we know about which were initiated as a special renewal at the request of the Dean…MPPR and INDM. There may be more depending on how you folks see the need for your programs…and please try to consider this as an opportunity, not a useless audit or Board reporting process. If a full study is done, it will include two or three parts. The first is the renewal review and analysis itself and there is a form (PRF-D) that you can use to help plan your project. [review the PRF-D, study template - analysis] Once the information has been collected and analysed, the renewal recommendations will come forward as findings and possibly a development and transition plan. [review study template – recommendations and transition plan] If an action is required by programs committee, a briefing note should be prepared. We have worked to try to ensure that the study aligns well with the briefing note format so it will be largely a cut’n’paste activity. When are briefing notes required?
[2 minutes] As you can see these are the reasons why we would do a briefing note. In addition, the manager for curriculum development may suggest that a briefing note for information only be prepared where significant activity might be undertaken thorough working group, PAC and industry partnership is involved, even if no board-sanctioned action is to be taken on.
[3 minutes] The final stage is PRF-3, the renewal summary that has to be done by ALL renewals whether full study is taken or not. The intent of this stage is to release or dispose the Programs Ctee, and to signal the start of the development activity…the reports are summarized in an annual status report to Board in May or June. They don’t actually see the PRF-3 forms – unless they specifically ask for them, so the summary provides an overall view of the process. However, the specifications from each and every PRF-3 are put into an annual report to Deans which I present in person and bring attention to ensuring that the Dean is aware of the subsequent activity. At this point, I am generally out of the loop as far as the actual development and transition is concerned, but will likely follow-up as we get to the next renewal in five years.
Just so you know – if you haven’t already been informed…here are the Renewals for your school this year. Note that two are special renewals…
[10 minutes] OK – so where to from here? In the next few weeks, your CC (possibly working with me) will be in touch to ask you to work through the PRF-1 so that you can make a recommendation to Ron if the program should go through a full or summary renewal. If you think it should go through a full renewal, your recommendation will go back to Ron for his approval – in collaboration with his fellow Deans and if it is seen as feasible, studies you recommend will then go forward and summaries your recommend will be in abeyance until April when your CC will generate a summry of program activity for your OK. If you think it should do a full study, your CC or I will be in touch to work through a project plan, you need o identify the support you think you need and we will get it underway with a taget of Apr 1 for completion and a report to Board by May 1.
[5 minutes] I want to make it clear that this is not a process that you are victims of or subjected to: it is a process you are integral to. But you have to be willing to get involved. Where are you involved? Let’s start with annual campus reviews or reflections…
[10 minutes] Well I hope we have a few minutes to cover any process and systems questions I can answer… Questions Thanks – and you know where to find me…
Program Renewal for NSCC Schools 2010-11
Program Renewal 2010-11
Presentation to Schools
NSCC Program Renewal
Systems & Process
NSCC Program Renewal
Process and Procedure
PRF-1: history &
Schedules and References
PRF-1: Renewal Scope
Analyse evident health, progress, relevancy
Determine level of renewal work
Initiate dialogue on program quality
Sources of Information
Academic Services/ CC
AC and Faculty
Metrics provided by you & program
Curriculum Quality Rubric (CC)
Program Support * (AC, CC, Faculty)
Records of Learning * (AC, CC, Faculty)
Faculty Preparation * (AC, CC, Faculty)
Learner & Employer Feedback * (AC, CC,
* Under development
PRF -2: The Study Report
Collection and Analysis
Findings & Development/Transition
Prepared when Programs Committee
Action To Programs
To Board for
Suspensions * *
Transfers * *
Change in Credential * *
Change in Length * *
Name Change * *
Expansion * *
PRF-3: Renewal Summary
Releasing the Programs Committee
Initiating the development activity
Note: Renewal summary versus
2010-11 Renewals for
School of Trades & Technology
Cabinet Making Pipe Trades
Civil Engineering Technology Plumbing
Electro Mechanical Technician Refrigeration & Air Conditioning
Heritage Carpentry Steamfitting/ Pipefitting
Industrial Mechanical* Welding Inspection & Quality Control
Motorcycle and Power Products Repair* * Special Renewals
CC/AC to evaluate scope matrix
Determine scope and report to School
(leadership team?) by Nov 1
Create project plan (if full study)
Advise support you need
Conduct renewal activities by April 1
Prepare all reports by May 1
Where do you fit in?
Encourage/ facilitate reflection
Records of Learning
Faculty Working Groups
Where do I fit in?