There are some KPI data available for the college's current programs in networking.
The Network Specialist program, a post-diploma program, has been offered for several years. Network Specialist KPI Data
Year Student
Satisfaction Satisfaction Graduate Satisfaction Employer Employment Graduate
Class 1999 No data 92% 100% 100%
Class 2000 No data 88.2% 83.3% 90.3%
In addition, a new undergraduate three-year program, the Network Professional program was launched in September 2001. In order to assess the student satisfaction levels with this new program, the College administered the KPI Student Satisfaction Survey in November 2001. The student satisfaction rating for semester one students was 85%. Obviously no data regarding graduate or employer satisfaction or employment levels is available yet for this new program. Network Professional Diploma
Year Student
Satisfaction Satisfaction Graduate Satisfaction Employer Employment Graduate
Class 2001 85% no data no data no data
College-wide KPI Data Year Graduate Employment Rate Graduate Satisfaction Rate Employer Satisfaction Rate * Student Satisfaction Rate Graduation Rate 98-99 89.5% 65% 76% 57% na 99-00 85.0% 79% 89% 59% 49% 00-01 87.8% 79.2% 90.2% 76.6% 50%
Centennial College Applied Degree in Computer Networking 38 College Wide KPI Data
Graduate Employment 82.00% 83.00% 84.00% 85.00% 86.00% 87.00% 88.00% 89.00% 90.00% 98-99 99-00 00-01 Graduate Satisfaction 0% 20% 40% 60% 80% 100% 98-99 99-00 00-01 Employer Satisfaction 65% 70% 75% 80% 85% 90% 95% 98-99 99-00 00-01 Student Satisfaction 0% 20% 40% 60% 80% 100% 98-99 99-00 00-01
Centennial College Applied Degree in Computer Networking 39 Appendix 8.2 Program Appropriateness
While the proposed Bachelor of Applied Information Sciences (Computer and Communications Networking) is distinct it also builds on Centennial's existing strengths and experience in both high technology and business.
The College's Mission
The proposed degree follows from the college's mission to "Educate students for career success” through offering diploma, certificate and degree level programs. It expands Centennial's experience in offering collaborative degree level education. Specifically:
• BSc. in Nursing in co-operation with Ryerson University through our School of Health Sciences
• Degrees in New Media and Journalism with the University of Toronto (planned) The College's Links to Industry
The proposed degree submission is also enhanced by the college's extensive range of strong industry partnerships and commitments. These include:
• a credible and active Program Advisory Committee
• extensive linkages with industry associations and employers such as Cisco Systems Canada, AccPac International, SAP Canada, Microsoft Canada, IBM Canada, Compaq Canada and Avaya Canada.
• concrete commitments for industry support in terms of co-op placements as well as substantial financial contributions as evidenced by the $10.2 million private sector commitments to the new University of Toronto campus focusing on Science and Technology and the proposed Wireless Institute at the new campus.
The College's Existing Capacity
The proposal builds on the College's current expertise and experience in the Schools of
Engineering and Applied Science (SETAS) and Business which offer high demand programs in: Computer Systems and Network Technology, Network Specialist and Neworking Professional and e-Business. These existing programs meet rigorous industry certification requirements and have experienced high demand. For example:
• the Network Specialist program interviews 3 applicants for every applicant accepted • well qualified faculty with both academic qualifications, industry certifications and
extensive work experience in networking technology, applications management and e- business
• Nearly 100 % employment within 6 months of graduation and highest college-wide graduating salaries for graduates from our Network Specialist program
• Faculty appointed to be one of the few select Canadian training centers for high school and college network teachers in Ontario, charged with training teachers to deliver Network programs and monitoring their progress through a stringent quality control (QAP) program
• industry standard curriculum in traditional and on-line formats including our partnership with Ontario Learn and commitment to a distributed learning task force based upon the Blackboard platform
• a wider range of responsive and flexible supports for students and faculty development and success including a well developed Student Success program.
Centennial College Applied Degree in Computer Networking 40 The New Science and Technology Campus at the University of Toronto
• state-of- the- art labs at the new Science and Technology Campus at the University of Toronto campus (2003) the proposed Wireless Institute; and at our Progress campus: three state-of-the art e-Commerce labs, our newest Cisco CCNP Network lab
augmenting our existing CCNA Network labs, our Hardware, Interface, CRAM and CAD labs.
Applied Research
Finally it will build on and enhance developing capacity in applied research reflected and the recent proposal for an Applied Research Chair in Wireless Technologies.
Centennial College's Mission
Clearly the proposed program promotes and enhances the college's mission statement: "To Educate Students For Career Success" as well as its Strategic Objectives:
To meet the needs of internal and external communities through:
1. The provision of life-long education and training that will produce graduates who will possess transferable career and life skills necessary to sustain individual career success within a global economy and provide the employers and communities of today and tomorrow with the human resources they will require for success.
2. The offering of high quality and responsive education and training programs and the granting of certificates, diplomas and applied degrees.
3. The conducting of applied research that will capitalize on the application of knowledge and create the new products and services necessary for sustaining the economic health of our external communities.
4. The creation of an internal environment that will result in Centennial College being considered the “employer of choice” for our management, faculty and support staff through:
• Ensuring a pro-active approach to professional development that will provide our people with the qualifications necessary to fulfill emerging needs in a global workplace
• Ensuring that our people have the necessary support and tools to fulfill their responsibilities;
• Ensuring a safe, secure and supportive working environment; and • Ensuring effective working relationships at all levels in the organization.
5. The creation of an environment that results in Centennial College being considered the college of choice by prospective students in our target market areas.
6. Value and respect our multi-cultural and multi-national diversity through:
• Ensuring that we sustain an operating environment that capitalizes on the unique contributions of the multi-cultural and multi-national diversity of our internal and external communities; and
• Ensuring that our students are equipped with the skills necessary to respond to the opportunities and challenges associated with ever changing societal
demographics.
7. Ensure an effective, supportive and accessible learning environment, from a technological, affordability and physical accessibility perspective.
8. Ensure that sufficient financial resources are obtained in order to achieve the organization’s strategic objectives.
9. Ensure that Centennial College takes a leadership position in influencing public policy on behalf of our internal and external communities.
Centennial College Applied Degree in Computer Networking 41 Appendix 8.4 Policies on Faculty Evaluation / Renewal
The following is Centennial College’s response to the criteria established by PEQAB concerning the college’s policies on faculty evaluation and renewal
Academic/professional credentials required of faculty teaching in Applied Degree Programs
Current full-time faculty must have a minimum of a Master’s degree or enrolled in a Master’s program which will be completed by 2006 and the appropriate professional designations. Future full-time appointments must have a minimum of a Master’s degree, the appropriate professional designation and the appropriate experience.
By clearly articulating the expected educational requirements for faculty who wish to teach in an Applied Degree program, we expect the following:
• The development of a faculty base prepared at a minimum of a Master’s level
• The provision of a timeframe within which faculty without a Master’s preparation will be able to upgrade their academic credentials.
The College will provide partial support (release time and financial assistance) to current full- time faculty who are teaching in an Applied Degree program and who upgrade their academic credentials to the Master’s and Doctoral levels.
The minimum requirement for adjunct faculty is an undergraduate degree, the appropriate professional designation and extensive work experience in the relevant profession. Record Keeping Requirements
The college’s Human Resources Department is in the process of checking every faculty file to determine if evidence of the highest academic credential and required professional credentials claimed by faculty members are on file. In cases where such evidence is not present in the personnel file, professors will be asked to provide the necessary documentation via the granting agency of the degree or professional credential.
The regular review of faculty performance, including student evaluation of teaching; Centennial College has a New Faculty Assessment System – The Learning Model that was jointly developed by academic managers and the faculty union to assess probationary faculty. It is our intent to adapt this Model for the ongoing evaluation of professors teaching in Applied Degree programs. The following reflects the Model as it will be adapted for use by Applied Degree professors.
The primary purpose of faculty performance evaluation is to provide formative feedback to professors to encourage professional growth via reflective practice. Reflective practice is the process of using feedback to self-assess and to identify learning needs for professional development. The outcome of the Model is the development of a professional development plan leading to the continuous improvement of professors’ practice.
Goals of the Faculty Evaluation Model
By being part of the Faculty Evaluation Model, professors will demonstrate that they • Are committed to students and their learning;
• Are committed to accommodating diversity in teaching/learning situations; • Know the subjects they teach and how to teach these subjects to students; • Are responsible for managing and monitoring student learning;
Centennial College Applied Degree in Computer Networking 42 The Faculty Evaluation Model
The Learning Model for the evaluation of faculty performance presumes that good teachers engage in reflective practice. The five LEARN* steps of reflection (Look back; Elaborate and describe; Analyze the outcomes; Revise your approach; New trial) help to identify the
professional development needs of the professor. The data collected may trigger reflection, or reflection may highlight the need to collect more specific information. The process is cyclical. Data Sources
It is sound assessment practice to ensure that data is collected from a variety of sources. Data to be reviewed by the professor should be collected from at least the following two sources: the evaluation of course materials (assignments, tests, handouts, lesson plans, etc.) and student questionnaires. Other possible sources of data include: classroom observation, reflective journals, videotapes, student feedback, student work, self-evaluation, peer feedback, alumni feedback, evidence of ongoing development in the profession, etc.
Administration of Student Evaluation of Teaching Questionnaire
Student feedback regarding teaching will be solicited, at least, annually and preferably, every semester. The process is designed to provide an opportunity for all the students in the Applied Degree program to reasonably respond and to provide feedback about all of their professors in the program. The process is also designed to protect student confidentiality.
The administration of the Student Evaluation of Teaching questionnaire shall be supervised by the academic department(s) responsible for the Applied Degree Program. Procedures for the questionnaire administration will be clearly outlined and the questionnaire itself is uniform for all professors.
Although professors are encouraged to solicit formative feedback on a regular basis from their students, distribution of the Student Evaluation of Teaching form will occur in the last few weeks of the teaching period. Professors must provide sufficient time for students to respond to the questionnaire thoughtfully (one-half hour, at minimum).
The Student Evaluation of Teaching questionnaires will be forwarded to the professor who will: • Arrange for a student to distribute and collect the forms in class
• Leave the room during the time when students complete the questionnaire • Ensure that there is no interference with the administration of the questionnaire. All questionnaires will be collected in class, placed in an envelope, and sealed with the
signature of the student written across the seal of the envelope. The envelope will be delivered to a central location where appropriate distribution and/or processing will occur.
A summary of the results will be prepared. At the end of the semester and after grades have been submitted, the summary will be sent to the professor. Discussion of the student feedback between the professor and the Chairperson will result and any professional development requirements will be identified at this stage.
The outcome of the Model, as stated above, is the production of professional development plans for professors teaching in Applied Degree Programs. The implementation of these plans will contribute to the continuous improvement of the program and its professors.
Centennial College Applied Degree in Computer Networking 43 The means of ensuring the currency of faculty knowledge in the field:
Centennial College is committed to ensuring the currency of faculty knowledge in their profession. To support faculty in their on-going professional development related to their discipline area, the college:
• Facilitates the scheduling of ten professional development days per year for all faculty as per the Collective Agreement;
• Annually calls for proposals for Professional Development Leaves and allocates Professional Development Leaves as per the Collective Agreement;
• Supports and facilitates secondments of faculty to jobs in professional areas related to the faculty’s teaching discipline area;
• Supports professional exchanges to and from business, government and community groups, organizations, labour, and professional bodies;
• Allocates professional development funds annually to departments for use by
department members to attend workshops, conferences, and other related professional development events and to participate in other professional development activities, which enhance their skills and knowledge in the discipline;
• Offers all college post secondary courses or programs to employees for a reduced fee; • Provides targeted professional development funds for faculty in applied degree
programs to upgrade their academic credentials to the minimum of a Masters’ degree and beyond;
• Subsidizes and supports the participation of faculty in industry-sponsored education and requires these faculty to share their newly acquired expertise with their colleagues upon their return to the college;
• Engages in partnerships with business and industry to ensure state-of-the-art
technology, processes and teaching expertise for the preparation of qualified program graduates;
• Encourages team teaching opportunities to partner full-time faculty with representatives from the professional field to share teaching and technical expertise;
• Mentors full-time and adjunct professors to ensure academic and professional currency; • Is developing an applied research strategy for the college to enable faculty to define
applied research objectives, implement research projects and integrate the research outcomes in the teaching and learning process.
The promotion of curricular and instructional innovation.
In order to meet our commitment to high-quality and innovative curriculum and instruction, Centennial College:
• Supports the Centre for Instructional Development (CID) whose mandate it is to enhance the learning-teaching process by providing support and learning opportunities for
Centennial’s academic community, facilitating academic policy development, and contributing to the advancement of the Key Directions of the Academic Framework. The Centre has a staff of three full-time seconded faculty, one support staff and one researcher. The CID provides a leadership role in the college in the promotion of excellence in teaching and curriculum design. Specific activities of the CID include: workshops, targeted training, the Teacher of Adult Program, curriculum design and review support, training and support for program mapping (Wisconsin Instructional Development System), program support, research support, professional development seminars for experienced teachers, orientations for new faculty, etc.
Centennial College Applied Degree in Computer Networking 44 • Funds academic renewal initiatives via the Academic Renewal Program. On a
competitive basis, judged against criteria established by the Vice President Academic, project proposals are funded for the development of new curriculum, revision of existing courses and programs, and the adoption of innovative delivery strategies (including distributed learning) into programs.
• Requires Program Advisory Committees for all post secondary programs. These committees are comprised of representatives from business, industry, service and community sectors who have a stake in the outcomes of our programs (future
employers, articulation partners, graduates, etc.). The advice of the Program Advisory Committees steers the direction of curriculum, influences trends in programming, and contributes to the definition of program learning outcomes.
• Encourages and values industry partnerships to support co-operative work, field, and clinical placements and to create win-win relationships between industry and the college. Centennial has many examples of outstanding partnerships that have resulted in the creation of state-of-the-art facilities, curriculum and faculty education for the college and showcase environments for marketing and training for our partners. Examples of such partnerships include: Compaq, Cisco, Avaya, IBM, SGI, Sony, Alias-Wavefront and SAP.
• Supports and subsidizes attendance of faculty at workshops and conferences to keep track of technology/service/process trends and to ensure currency of faculty knowledge in specific domains of interest to the college.
• Encourages and supports the hiring of adjunct professors and the hosting of Visiting Professors who come to the college directly from industry or universities and colleges as a means of keeping our program and course content at the leading edge.
• Evaluates programs on a regular basis as documented in the PROVE – Program Review – Our Vision of Excellence process. All programs are evaluated on a cyclical basis to solicit student, employer, graduate and faculty feedback for use in the fine-tuning of our programs (see Appendix 7.1.1).
• Is developing and refining an Intellectual Property Policy to define and protect the intellectual property of the college, our employees and students in the context of Applied Degree programs.
• Has developed and implemented an institutional strategy regarding distributed learning. • Has an approved college wide curriculum development framework that ensures faculty
Centennial College Applied Degree in Computer Networking 45 Appendix 8.5 Enrolment Projections and Staffing Implications
Staffing Requirements - Projected Cumulative Enrolment Full-Time Part-Time Cumulative Full-time Faculty Equivalents (F.T.E) Cumulative Part-time Faculty Equivalents (F.T.E) Cumulative Technical Staff Assigned to Program (F.T.E) Ratio of Full-time Students/ Full-time Faculty Year 1 72 4.55 2.45 .5 10 Year 2 132 10 7.8 4.2 .75 10.8 Year 3 190 20 10.4 5.6 1 11.6 Year 4 240 35 13 7 1 12
These enrolment projections are based upon an annual intake of 72 students. Once the
program has operated for a year and additional paid co-op placement have been confirmed, the college is prepared to increase the annual intake of students. The anticipated maximum annual intake is 140 students.
Centennial College Applied Degree in Computer Networking 46 Appendix 8.6.1 Library Resources
Centennial and the University of Toronto, Scarborough have initiated discussions which will lead to allowing Centennial Applied Degree students access to University of Toronto Library