Annual Report Addendum: Multi-Year Accountability Agreement Report Back
Please note that, as was outlined on page one of Appendix B: Multi-Year Agreement Action Plan for Colleges of the Multi-Year Accountability Agreement for Colleges for 2006-07 to 2008-09, the release of the full amount of your 2007-08 and 2008-09 allocations will be conditional on your institution confirming that it is on track for meeting its commitments, or the approval of an improvement plan by the ministry. The ministry will review your Action Plan annually, using this Annual Report Addendum: Multi-Year Accountability Agreement Report Back, and if required, discuss progress made on the commitments outlined in your Action Plan. Based on this review, you may be required to submit an improvement plan to the Ministry.
Also as outlined on page one of the Multi-Year Accountability Agreement for Colleges for 2006-07 to 2008-09, implementing the 2006-07 MYAA and future agreements will be part of an evolutionary process. As the Ministry and postsecondary institutions work in collaborative partnership to continuously increase access and improve quality, the results in your report back will inform the development of best practices and the creation of measures of system-wide results. These measures may be incorporated in revised requirements in future years to demonstrate system-wide improvements. Advice from and research undertaken by the Higher Education Quality Council of Ontario (HEQCO) will inform this process.
College: / Centennial College / Fiscal Year: / 2006-07A. ACCESS
Increased Participation of Under-Represented Students — Measurement
As stated in the MYAA, the Ministry is committed to working with the institutions and HEQCO to develop a system measure that will track the participation of under-represented students in a manner that is sensitive to privacy concerns.
Measurement Methodologies at Your College
Instructions: Referring to your approved MYAA Action Plan, list the measurement methodologies your college uses to determine the presence of under-represented groups (Aboriginal students, first generation students, students with disabilities, and mature students) and Francophone students in its student population. Describe the instrument being used and the categories of students being surveyed. Particularly valuable are methodologies and results that complement those of the Ontario College Student Engagement Survey (OCSES) – for instance, those that address participation in part-time, transition or apprenticeship programs.
Individual students may belong to more than one group. In the cells counting respondents for each under-represented group, do not adjust for this potential double-counting. Eliminate any double-counting in the column, “Total Number Self-Identifying as Member of Under-represented Group”.
Measurement Methodology(including description)
(overlap) / Student Groups in Your Student Population / Total Number Self-Identifying as Member of Under-represented Group / Francophone
Students / Total Number of Students Surveyed, if applicable
Aboriginal / First Generation / Students with Disabilities / Mature Students
Student Engagement Survey (1) / 2,588 / 638 / 319 / 73 / 962
Student Satisfaction Survey (2) / 0
College data base (3)
Total / 0 / 2,588 / 638 / 319 / 3,307 / 73
Measurement Methodology
Centennial College used 2006-07 Student Engagement Survey database to calculate number of students in under-represented groups.
In the 2006-07 Student Engagement survey, total of 1,341 students participated, the response rate was 962. Out of this number, 8 students were Francophone, 95 students were Aboriginal, 284 students were First Generation, 70 students were with disability and 35 students identified as mature students.
Student Satisfaction survey represents 11% of Centennial College post secondary full-time and part-time enrolments in Fall 2006. The extrapolation methodology is used to calculate the College level total number of under-represented Groups of students.
In terms of Aboriginal students, we found a discrepancy between KPI student satisfaction college specific question (Q.55) and Student Engagement Survey. In Student Satisfaction Survey conducted in winter 2007, none of the respondents identified as an Aboriginal out of 4,723 students. If we use Student Engagement Survey and extrapolate numbers to the College level, we found 866 Aboriginal students. We believe this is not representative of our student population because of the following reasons: Student Satisfaction Survey sample size is 5 times bigger than Student Engagement Survey sample size and from our campus experience; we believe we may have a few Aboriginal Students, but certainly not 866. Therefore, we used Student Satisfaction Survey result.
Overlap Calculation
To eliminate overlap calculation, we used student level database in Student Engagement Survey. If any individual student identifies under more than one group, we count them as one student in the total calculation.
Increased Participation of Under-Represented Students — Programs/Strategies
Instructions: Referring to your approved MYAA Action Plan, list: each access improvement strategy/program planned for the fiscal year being reported; whether the strategy/program was executed; the result achieved; any variance from the targeted result; an explanation of the variance; and, planned remedial action.
AccessStrategy/Program / Implemented? / Actual Result / Target Achieved? / Explain Variance between Actual and Expected Results and Any Remedial Action You Expect to Take
Yes / No / Yes / No
Aboriginal students action plan / Yes / Initial meetings have been scheduled with community outreach groups in our Scarborough neighbourhoods. An example of these groups is Native Child and Family, who are also represented on the Program Advisory Committee for the Malvern Outreach Program (now called HYPE).
In addition, a partnership opportunity has been explored with Miziwe Biik. Our proposal for a three-year training program focusing on how to start and operate a business for Aboriginal youths across Toronto is currently being reviewed by Miziwe Biik. The program would consist of a 24-month combination of in-class training, coaching/advisory and networking. Up to 25 participants per year would be trained under this program and a part-time program coordinator will be in charge of the day-to-day activities of the program. / No / There is currently no identified group of Aboriginal Students to which we could target. We are currently putting in place an identification strategy.
Mature students / Yes / A comprehensive study of mature student population at Centennial College has been concluded in March 2007. The objective of the study was to gather facts and drive conclusions to influence the College’s academic, program development and recruitment policies in line with the needs of mature students.
The study highlighted the general profile of mature students in Centennial in the following terms:
- Previous education
- Previous experiences
- Pattern of program selection
- Demographic characteristics such as age, gender, languages spoken, periods in Canada, purpose for college attendance, marital status
- Program choices
Further research is currently underway to determine how the college can better assist these students in meeting their academic and educational needs.
Centralized Advisement Centre / Yes / Since its inception in September 2006, the Advisement Centre has assisted approximately 1,400 applicants and students from a variety of groups including first generation students and internationally trained new immigrants. / Yes / The Advisement Centre fulfilled its expected duties during its first year of operation. It will continue to reach out to students who may need its services.
Customized plans to help students with learning disabilities achieve success in English classes / Yes / A learning strategist was assigned to assist students with learning disabilities achieve success in their English classes.
The number of students that self-disclosed was documented and the success rates of these students are being monitored.
Increased number of Literacy and Ontario Basic Skills program students, were referred to the Advisement Centre. Remediation incorporated into learning plans for identified students. / Yes / The initiative has been mostly successful to meet its expected targets. The students with learning disabilities will be monitored and their educational success will be benchmarked against other students.
Web-based language learning technology / Yes / The objective of the web-based language learning technology initiative is to provide Centennial students with an on-line ESL learning tool. This initiative that started in 2006-07 fiscal year has not been fully completed yet. In 2007-08 fiscal year we provided additional funding to the project from college resources. The project is now scheduled to be completed by December 2007. / No / With the additional funding, the new ESL assessment and support tool is planned to be in service in January 2008.
Services for students from at-risk communities / Yes / In 2006-07, 114 students from at-risk communities were recruited to our summer continuing education program. The objectives of these courses are to provide education to the youth from at-risk communities in the areas of their interest and motivate them to enrol in college programs.
Last year we had 85 graduates from these courses. This year we had more than 100 graduates.
This program is now being called HYPE; Helping Youths Pursue Education / Yes / The project target was 100 students. With increased recruitment efforts we were able to enrol 114 students. All students successfully completed the program and 23 intend to enrol in full-time diploma/certificate studies at Centennial College. Bursaries have been provided to those that enrol in full-time programs. In addition, a number of students will return to secondary school to complete their studies, which was another objective of the program.
First Generation Students Pilot / Yes / In February 2007, 1,200 secondary school students from two Scarborough secondary schools, Lester Pearson and West Hill Collegiate, were surveyed with the purpose of determining the status of First Generation (FG) students in these schools. The survey targeted students in grades 10, 11 and 12 to ascertain socio-economic background, educational intentions and aspirations of these students. There was a response rate of 25% representing 300 students.
The survey determined that there were 150 FG students among the respondents. This high ratio re-emphasizes the special circumstances of the communities that Centennial College is serving.
Further actions, including a special bursary, are underway to support First Generation students to enrol at Centennial
Further, we;
- Increased grade 10 career presentations in 25% more schools to a total of 2,242 students
- Expanded grade 7/8 career exploration participation from 120 in 2005-06 to 440 in 2006-07.
- Added off-campus grade 7/8 career exploration visits to 129 students in 3 secondary schools
- Added grade 11 career exploration day to grade 11 students in Alternative Education Programs: 120 students at York District School Board and 60 in Toronto District School Board.
- Created a First Generation Advisement Brochure and distributed to approximately 12,000 students.
- Provided 16 summer Success Workshops for First Generation students and their families.
Collaboration with high schools to direct students to a college education. (learning to 18 program) / Yes / Through the joint funding from Ministry of Education and Ministry of Training, Colleges and Universities, we have entered in partnerships with Toronto and York district school boards for the creation of three dual credit courses that will allow high school students to earn credits that count towards their high school diploma and their college education. Seventy-nine students participated in the dual credit course program in 2006-07.
We have also partnered with Toronto District School Board schools to provide ongoing relationships between subject-matter teachers in the schools and Centennial College / Yes / The initiative created its expected outcome. Eighty-four percent of students in the dual credit projects successfully completed the dual credit offerings by our college. This ratio exceeded the provincial average completion rate for similar dual credit course programs in the province.
Special career advisement to internationally trained new immigrants / Yes / During 2006-07 fiscal year, 340 internationally trained immigrants ITI) used the services of the Advisement Centre. Of this number, 78% used the Centre in person, while 18% was by phone and 3% by email. Most of the advisement centred on OSAP inquiries, community agency services, credentials validation and English language improvement programs.
Of the 340 ITI that used the services of the Centre, 56% were community members, 19% applicants and 6% students. Those community members are prospective students seeking advice on education and financial aid opportunities as well as career options.
Most of the users are landed immigrants and naturalized Canadian citizens with their top four countries of origin being India, China, Pakistan and Sri Lanka.
A broad marketing strategy directing internationally trained new immigrants to our “fast track” programs was also launched through OMNI television and ethnic papers (such as DESI magazine). / Yes / The Advisement Centre has made significant progress in its outreach program and will enhance its efforts in the coming year in serving ITIs to facilitate their successful transition into the Canadian workforce
Occupation-specific language curriculum in business programs
Occupation specific language curriculum in health sciences programs / Yes
Yes / The response to our Business Foundations program has exceeded our expectations. For fall 2007 we had 240 applications to the program.
In the fall of 2006, there were 25 students in the Health Foundation program.
To enhance program performance, an evaluation guide was established for data collection and analysis to evaluate language component of Health Foundation / Yes
Yes / The results we have seen thus far have exceeded expectations for both programs.
We continue to see more applicant interest in occupation specific language curriculum. We estimate a continued growth in enrolment to these programs
Targeted supports for low income students to remove financial barriers to post-secondary education / Yes / First Generation Students
In 2006-07 fiscal year, 26 students were awarded $29K from the Ontario First Generation Bursary opportunity. Centennial supplemented the government portion to enable it to increase the values offered to each student to meet current financial demands.
Students with Disabilities
Fourteen students were assisted to the tune of $7,631 from the Summer Disability Support Program designed to financially assist disabled students who wished to continue part-time study in the summer term.
Single Parent Students:
In the 2006-07, a total of 496 students comprising of single parents and single parent students participated in Child Maintenance Bursary. This was designed to assist fulltime students with dependent children to meet some of those additional costs associated with having children.
Other specific bursaries that Single Parents have participated in, although not exclusively, is our Women in Skilled Trades Bursary. 6 students shared $3,000 in this program
Students from ‘at risk’ communities or from low income families
The following results were achieved in the 2006-07 fiscal year;
- 126 students to date have received a Special Hardship Bursary (SHB) in the amount of $91K.
- An additional $75K is currently being allocated for the summer term with an expectation of 40 students to apply. Although this program is not specific to low income students, particularly, the low income groups would access SHB opportunities to meet their costs.
- Five scholarships were offered to students from Community Youth Initiative Bursary. One student received $2,500.
Centennial did not undertake any specific programs to address this group; however, a vast majority (69%) of our student population is considered “mature” and have access to our many opportunities such as Child Maintenance Bursary, Women in Skilled Trades Bursary, Student Access Guarantee and Book Bursaries.
Student Access Guarantee
The following results have been achieved in this regard,;
- A total of 1,142 students to date have shared $665K in Student Access Guarantee Bursaries as mandated by the Government of Ontario
- Additionally, $20K is set aside for the summer 2007 expectation of requests.
The following results were achieved;
- A total of 1,320 students shared $428K in our Book Bursary (SAG 2) developed by Centennial College to recognize the high costs of textbooks.
- A total of 91 students have shared $74K in various tuition bursary opportunities.
Our general bursary program has achieved the following;
- A total of 464 fulltime students shared $232K in our General Online Bursary to assist with general costs of their education.
- A total of 252 continuing education and part-time day school students shared $75K to assist with their general costs of attendance.
- Thus far, 121 students have participated in Centennial’s work study programs at a total of $141K.
With continuous improvement in our outreach programs, we expect to include internationally trained immigrants in our bursary development in the near future.
Official Languages Education Program: French Language College Collaboration
NOT APPLICABLE
This table applies only to the two French language colleges — Boréal and La Cité.
Instructions: As excerpted from the approved MYAA Action Plans, for each college collaboration strategy/program listed below, indicate: whether the strategy/program was executed; the result achieved; any variance from the targeted result; an explanation of the variance; and, planned remedial action.
French Language College Collaboration Strategy/Program / Implemented? / Actual Result / Target Achieved? / Explain Variance between Actual andExpected Results and Any Remedial Action
You Expect to Take
Yes / No / Yes / No
Identify pilot projects, action plans, schedules and joint strategies
Iidentify the partnerships needed for the pilot projects to succeed
Iidentify the mechanisms needed to assess the effectiveness of cooperation on the pilot projects
Mount a joint marketing and public relations campaign for secondary schools and school boards in the Centre-South-West Region (the London and Welland areas)
Iidentify the differences between the sets of programs offered by English-language colleges and those offered by French-language colleges
For the Learning to 18 initiative, sign memoranda of understanding with the province’s 12 French-language school boards
College Small, Northern and Rural