Self Evaluation of

the Vanier College

2008-2013 Strategic Plan

December 2012

Self-Evaluation of VC Strategic Plan 2008-2013

In June of 2012, the Director General of Vanier College established a Strategic Plan Steering Committeecomposed of the Academic Dean, the Coordinator of Institutional Development and Research, a sociology teacher assigned to strategic plan coordination and himself. This Committee was charged with overseeing at least four processes:

  • Careful review of the CEEC Evaluation Report on the Vanier College Strategic Plan 2008-2013 (dated Dec. 2011, received in Feb. 2012);
  • Establishing and implementing a process for the Self-Evaluation of this Strategic Plan based on the guidelines in the CEEC document Evaluating the Effectiveness of Strategic Plans in the Cégeps (April 2008);
  • Presenting the draft Self-Evaluation to various College bodies for feedback, and ultimately approval (including the Board of Directors) prior to submitting the Self-Evaluation to the CEEC.
  • Establishing procedures for integrating recommendations from both the Self-Evaluation Report and from the CEEC Report into the planning of the Strategic Plan 2013-2018, which is currently underway.

Review of CEEC Evaluation (Dec. 2011) of the Vanier College Strategic Plan 2008-2013

The Steering Committee found the CEEC evaluation report to be instructive and a very useful basis not only for the self-evaluation process of our current plan, but also for the development of the Strategic Plan 2013-2018, which is now underway.

Of particular importance to both of these processes are the following:

  • That the self-evaluation of the current plan precede and inform the development of the new strategic plan;
  • That the self-evaluation be based on wide-spread consultation with managers; that managers be asked to assess the validity and clarity of the “indicators” (measurable results) as well as the status of actions in their respective areas of responsibility;
  • That an environmental scan—both internal and external—be carried out and that the strengths and challenges identified therein provide the basis for revising theStudent Success Plan and the development of Strategic Plan 2013-2018;
  • That once completed, therevised Student Success Plan be integrated into Strategic Plan 2013-2018, and, as with the current Plan, be the lead priority.
  • That the environmental scan—the articulation of Vanier’s strengths and challenges—provide the basis for a broad consultation about Vanier College’s Mission, Vision and Values; that these, in turn guide strategic choices in the new plan.
  • In other words: Let’s learn from our mistakes!

Environmental Scan

A fundamental weakness of Strategic Plan 2008-2013 is that it did not contain a description and analysis of context—an articulation of the strengths and challenges within the internal and external environments—upon which our strategic priorities, goals and actions were formulated. The Plan contained little information about our students, our human resources, our facilities. At best, a few student characteristics were presented: percentage of students in pre-university (75%), technical (20%)

and bridging programs (5%); percentage of students reporting mother tongue other than English or French (40%); percentage of students residing in St. Laurent (41%), Laval (23%), West Island (11%), South Shore (2%). A brief reference was made to cultural diversity among the student population—60 different languages spoken on campus.

This short-coming will be thoroughly addressed in Strategic Plan 2013-2018. A process is already underway to collect, summarize and synthesize data about the strengths and challenges in our internal environment—data about student success rates, retention rates, rates of participation in the labour force, IT usage—their strengths and the obstacles they face. This internal environmental scan will also contain data about our human resources and our facilities.

As well, the Strategic Plan Steering Committee has begun to identify information which should be included in the external environmental scan—educational reform, demographics, labour force characteristics, knowledge-based economies, globalization, for example.

Mission, Vision, Values

Strategic planning should begin with a critical analysis of the previous/current strategic plan and an up-to-date internal and external environmental scan. These provide the empirical basis for reviewing and revising the College’s Mission Statement, for involving the College community in elaborating a Vision of the next five years, and for articulating a set of values to guide these processes. Though the current strategic plan involved extensive and in-depth consultation with all College constituencies, the Mission Statement was not reviewed; a collective Vision was not constructed; Values were lived and latent rather than articulated and manifest. A revised strategic planning process is currently being elaborated so as not to repeat these oversights.

Student Success Plan

That the Student Success plan of 2004 was extended to 2013 is also a weakness in Strategic Plan 2008-2013. The Steering Committee has therefore asked the Academic Dean and the Academic Council to embark on a process of revision and consultation. In addition, it is agreed that the revised Student Success Plan must be linked to the internal and external environmental scan referred to above. A standing sub-committee of Academic Council—the Long Range Planning Committee—has begun to work on this important revision process.

Assessment of Goals, Actions and Indicators in Strategic Plan 2008-2013

In June 2009, the Director General presented a Strategic Plan Status Report to the Board of Directors. This report contained an exhaustive list of 2008-2009 activities and events linked to three of four priorities and eight of the nine goals identified in the Strategic Plan. (See Appendix 1)

In the intervening period, managers have submitted annual reports and work plans. Because reference to the Strategic Plan has not been a consistent practice in these reports and plans, the Strategic Plan Steering Committee decided that for the purpose of this self-evaluation, an assessment of every strategic goal, action and indicator would be undertaken.

Methodology

To facilitate the process, a report template was prepared by the Coordinator of Institutional Development and Research (IDR). Following a Management Advisory Committeemeeting, during which managers were consulted about their important role in the evaluation process, the individualizedself-evaluation templates were emailed to them on Aug. 29, 2012, with a submission deadline of Sept. 13, 2012.

All managers were asked to:

  • Report on “Action Status”—whether the actions identified for each goalfor which they were responsible, were underway, completed, postponed or requiring review; when the response was “postponed” or “requiring review”, managers were asked to explain and/or to propose additional actions;
  • Assess the appropriateness of the indicators—were the operationalized actions appropriate, or does the indicator itself require review. Again, when “requires review” was the response additional comments and suggestions were requested.

Of the 19 self-evaluation requests sent out, 17 responses were received by the due date. Because Continuing Education is currently undergoing a total reconstruction involving both structure and staffing, no detailed report was submitted.

Summary of Managers’ Self-Evaluation Reports: Part I—Action status

This section presents a summary of managers’ “action status” reports. This is followed by a discussion of the appropriateness of the indicators—how clear and measurable were the targeted results?

The summary of “action status” follows the same structure as the Strategic Plan: nine goals organized according to four strategic priorities. In this report, the foundation of the Strategic Plan—Priority Student Success—is dealt with in greatest detail.

PRIORITY: STUDENT SUCCESS (Goals 1, 2, 3)

Goal 1 refers to fostering a commitment to student centeredness throughout the College community. Some of the actions have been completed, some are underway, some postponed and one action is clearly problematic:

  • Under the direction of the new Academic Dean (one year of service), the development of the principles and methods of a student centred college are underway.
  • The development and implementation of co-curricular and extra-curricular student activities have surpassed the target, with many more than one project developed annually.
  • The information gathering action (student surveys) was postponed due to a lack of human resources in this area.
  • Section 1.1 (c) required managers in all areas of the College to includea student impact statement for each project proposal: 7 of the 17 managers did not respond; 4 reported that the action was underway, but one of these questioned how this was relevant to her/his area of responsibility; 3 reported that the action was completed; 3 reported the action as postponed—with one considering ways to implement this action in his/her specific area. The manager responding for Alumni Affairs suggested that the parent Vanier College Foundation was the more appropriate agency to report on this action. Another manager suggested that the action be reviewed, and that a committee or a manager be charged with providing guidance for its implementation. If this action is to be retained in the next strategic plan, guidance for its implementation is clearly required.

Goal 2 refers to the adequate preparation of students for their program of study. Many cautious and qualified successes were reported:

  • Actions to ease student transition from high school to college were reported as completed (annually) by both the academic sector and Student Services.
  • Initiatives to understand the new high school curriculum and high school graduates’ approach to learning(basically the “Reform Students”—1st cohort in A2010)and to adjust college curriculum and pedagogy accordingly are well underway in all programs. However, the quality and number of such actions were not specified.
  • All recommendations made in the evaluation of the bridging programs (Explorations) are underway/ongoing or completed (ex. Study Skills course revised).
  • All Faculty Deans report that initiatives to incorporate study skills into program courses are underway or completed. However, it was suggested that mechanisms for monitoring these initiatives and assessing their impact be put in place and addressed in departmental annual reports and work plans.
  • Similarly, actions to improve student language skills are reported as underway in all programs. However more measurable targets need to be established and mechanisms put in place to monitor and assess the impact of literacy across the curriculum initiatives. (It is hoped that the ELCAD project—English Literacy and Communication Across Disciplines—which got off the ground in A2012,and which will be funded over the next five years, will provide some leadership in this regard.) In addition, Vanier’s commitment to proficiency in language of instruction as well as proficiency in French, should be identified as a value in the next strategic plan.

Postponed actions or action problems were also identified in Goal 2:

  • Data gathering—to monitor academic success, to identify at-risk students—and the dissemination of this information, was postponed due to a lack of Human Resources.
  • Systematic actions need to be specified not only to inform students of the services available to them but also how to recognize the need for and then usethese services—and to involve teachers and other frontline workers in this process.

Goal 3 refers to providing high quality education that meets ever-changing needs of students and society.

Professional Development is an important aspect of Goal 3.The Professional Development Office (PDO), created in January 2011, has addressed this goal in the academic sector, surpassing targets in the Strategic Plan:

  • A large number of actions were specified: a teaching tips column in the once-weekly online publication,Intercom; workshops (brown bag lunches) on pedagogical themes; support given to some teachers (release time) to take courses in the Master Teacher Program (MTP), yearly Ped. Or VCC Day activities, etc. The activities are many, varied and relevant to this goal.
  • Numbers and percentages of employees availing themselves of these opportunities should be specified.
  • (Opportunities for skills development and professional advancement for support staff were reported by Human Resources in another section of the Strategic Plan, 5.5)

Program Evaluations and KPIs (Key Performance Indicators) are reported as completed, but not without caution:

  • The need for support (Pedagogical Councillors) is urgent.
  • Program evaluations should be carried out more frequently—every 3 to 5 years. (See Indicators section.)

Regarding the development and/or cessation of academic programs:

  • Many developments were reported: Bilingual DEC in both Science and Social Science; some new “majors” in the Commerce Program as well as in the Science Program; double DECs with Music and other programs, namely Modern Languages, Science and Social Science (Commerce option); a college-wide Sustainability Major—open to students in all programs—is in development.
  • Development of new programs is limited by available space; expansion in one area may lead to cuts in another, hence a review of this action must be considered in the next strategic plan.
  • Some programs were abolished due to insufficient enrolment: Black Studies Major in Social Science; International Baccalaureate.

Actions for the development and support of frontline services to students were reported as ongoing or completed. It was suggested that mechanisms to inform and involve teachers should be explored, possibly by the PDO.

Data collection about Vanier students is a necessary action to achieve Goal 3.

  • The first student exit survey was completed at the end of the H2012 semester and though data is informative, the sample size is disappointingly small. Hence, to ensure greater representation and reliability, strategies to increase sample size must be developed.
  • The first student entrance survey will be administered in October 2012 with strategies already in place to increase student participation
  • A mid-way through college studies student survey will be developed in H2013.

Another important aspect of Goal 3 is establishing and maintaining links with other colleges and universities:

  • Actions in this regard are either underway or completed and well documented.
  • This is an important strength to recognize and to continue to build on.

PRIORITY: RESOURCES (Goals 4,5,6,7)

Goal 4refers to achieving the appropriate size, balance and range of programs and specifies several actions:

  • Completed (and ongoing, as this is an annual action) is the optimal enrolment and allocation of teachers and support services. Further, allspecified documentation has been disseminated every year of the strategic plan.
  • Clarification of the difference (and connection) between recruitment actions and promotional/publicity actions is needed.
  • Increased enrolment in Career and Technical Programs has been achieved: from 1500 students in 2008 to 1993 students in 2012. These students now constitute 30.4% of enrolment, while pre-university students (n=4342) constitute 66.3 % of enrolment.
  • Also achieved, at 3.3% (n=218) are the number of students in “at-risk” or transition programs (basically Explorations); in this regard, Vanier has honoured its value of providing access to college education.
  • It was suggested that a goal for the next strategic plan be to maintain the current enrolment balance; that there are space constraints to the continuing growth of career and technical programs; that other programs would have to shrink to allow for growth in career programs.
  • With respect to the Alumni Society (officially incorporated as the Vanier College Alumni Association in 2009) role in recruitment, the Alumni Relations Officer spearheaded the many activities relating to the 40th anniversary (2010 – 2011) (Gala, Homecoming Football Game, on site Graduation Ceremony under a tent, Reunion Picnic, Commemorative booklet, advertising); extraordinary efforts which contributed to considerable visibility for Vanier, something so necessary to recruit students to the college. . It should be noted that the Alumni Society Officer was active in introducing social media to communicate with alumni, growing the mailing list from 0 to 4,000 contacts. A webpage, Facebook presence, Twitter account and newsletter continue to be active, current and regularly published despite termination of the special project surrounding formalization of alumni services/40th anniversary celebrations in December 2011. Formal alumni relations are now (2012 - ) under the purview of the Vanier College Foundation.

Goal 5 refers to human resources—initiatives to recruit, retain, develop and value all employees, including those in Continuing Education.

  • Actions to identify human resource needs are underway and ongoing.
  • Actions for mentoring non-teaching staff have been postponed. Staff turnover in this area is currently very high and this includes a new Director of Human Resources (less than one year of service).
  • Mechanisms to ease transition and mentor new teachers were identified: individual contact and offers of support by the PDO; an updated Teacher Handbook in the Faculty of Social Science, Commerce, Arts and Letters available in both paper copy and online and which can easily be adapted to teachers in the other two Faculties; a College Coordinators’ Guide with information useful to all employees is now available online; most academic departments have established a mentoring system for new teachers.
  • Employee training activities (other than those referred to in Goal 3) are both completed and ongoing; the courses/workshops planned for employees are based on employee surveys and a variety is offered each semester, usually in August, January and June.
  • Several actions to nurture pride and respect in the work place have been completed and should continue: the various employee recognition awards; the annual picnic and softball game; the DG’s auditorium welcome followed by a barbeque in August, the semester meetings of the DG and the union executives.
  • Problem area: the targeted result of fewer psychological harassment cases was not achieved. In fact, there has been an increase in such cases.

Goal 6 refers to the management of Vanier’s physical and technological resources and the provision of a sustainable environment conducive to teaching and learning.

  • All actions regarding classrooms, student space, classroom furniture, assessment and maintenance of physical facilities reported as completed.
  • The needs assessment and required renovations for handicap access is still underway.
  • Sustainability actions are both completed and underway:
  • A Vanier environment committee, called Vanier College comitéd’action et concertation en environment(VCCACE) has been meeting regularly since A2010 and attendance has been high;
  • A campaignto ban the sale of plastic water bottles on campus achieved its targeted result: no more plastic water bottles sold at Vanier.
  • The comité has developed an ambitious work plan for current academic year.

Goal 7 refers to the financial health of the institution and includes the Vanier Foundation.