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Board of Governors

Open Session Meeting Agenda

Tuesday, November 19, 2019 10:15am – 12:00pm Room S103B, Kelowna Campus

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We acknowledge that we are meeting on the unceded territory of the Syilx (Okanagan) people.

1. APPROVAL OF AGENDA Recommended Motion:

“BE IT RESOLVED THAT the November 19, 2019, Okanagan College Board of Governors Open Session meeting agenda is approved”.

2. ELECTION OF CHAIR AND VICE CHAIR (A. Hay)

3. INTRODUCTION OF NEW MEMBERS

4. OATH OF NEW MEMBERS

5. DECLARATION OF CONFLICT

6. CONSENT AGENDA Recommended Motion: “BE IT RESOLVED THAT the Consent Agenda be approved as presented”.

6.1 Previous Minutes – September 24, 2019

6.2 Written Reports 6.2.1 President’s Report – J. Hamilton 6.2.2 Education Council Report – C. Newitt

6.3 Approvals 6.3.1 Board Observers

Recommended Motion: “BE IT RESOLVED that the be following persons be appointed as Board Observers for a one year term from November 19, 2019 to November 24, 2020:

Sharon Mansiere, representing Okanagan College Faculty Association (OCFA), Cam McRobb, representing BCGEU Vocational Instructors, Valerie Tuhkala, representing BCGEU Support Staff,

Steve Robinson, representing Okanagan College Admin. Association in Central Okanagan,

Jennifer Gullins, Student Representative for Central Okanagan, and Sarah Wood, Student Representative for South Okanagan, and Madeline Wiebe, Student Representative for Shuswap/Revelstoke.”

6.4 Information 6.4.1 Annual Policy Report 6.4.2 Annual Meeting Schedule Recommended Motion: “BE IT RESOLVED that the Okanagan College Board of Governors approve the Meeting Schedule for 2020”.

November 19, 2019, Open Session Agenda Pkg

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OC Board of Governors Open Session Meeting AGENDA

Room S103B, Kelowna Campus, November 19, 2019

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7. BUSINESS ARISING FROM THE MINUTES

8. PRESENTATIONS/DELEGATIONS

9. NEW BUSINESS/RESOLUTIONS 9.1 Finance, Audit & Risk Review Committee

9.1.1 Chair Report – B. McGowan

9.2 Governance Committee 9.2.1 Board Professional Development Session Follow-up – S. Cook

9.3 Education Council – C. Newitt

9.3.1 Program Revisions Recommended Motions: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Refrigeration Mechanic as recommended by Education Council and as presented.”

“BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Pharmacy Technician as recommended by Education Council and as presented.” “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Accounting Specialty as recommended by Education Council and as presented.” “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Human Resources Management Specialty as recommended by Education Council and as presented.” “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Marketing Specialty as recommended by Education Council and as presented.”

9.3.2 New Program Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the new program


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Common First Year Engineering Certificate as recommended by Education Council and as presented.”

9.3.3 Academic Schedules Recommended Motions: Adult Special Education “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Adult Special Education Schedule as recommended by Education Council and as presented.”

Certified Dental Assistant “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Certified Dental Assistant Schedule as recommended by Education Council and as presented.” Early Childhood Education Diploma “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Early Childhood Education Diploma Schedule as recommended by Education Council and as presented.” Health Care Assistant Certificate “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Health Care Assistant Certificate Schedule as recommended by Education Council and as presented.” Human Services Work Diploma “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Human Services Work Diploma Schedule as recommended by Education Council and as presented.” Practical Nursing Diploma “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Practical Nursing Diploma Schedule as recommended by Education Council and as presented.” Therapist Assistant Diploma “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Therapist Assistant Diploma Schedule as recommended by Education Council and as presented.” Pharmacy Technician Certificate “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Pharmacy Technician Certificate Schedule as recommended by Education Council and as presented.”


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Next regular Board meeting: January 28, 2020

10. VERBAL REPORTS

10.1 Board Chair Report 10.2 President’s Report – J. Hamilton

11. INFORMATION 11.1 Stable Enrolment Report – A. Coyle 11.2 Student Satisfaction Survey – A. Coyle

12. TOPICS FOR NEXT MEETING

13. OTHER BUSINESS

14. FOR THE GOOD OF THE BOARD

15. ADJOURNMENT


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Board of Governors

Open Meeting Minutes Tuesday, September 24, 2019 Okanagan College Salmon Arm Campus

BOARD MEMBERS PRESENT: • Shelley Cook

• Juliette Cunningham (Acting Chair)

• Jim Hamilton (President)

• Tina Lee

• Raghav Magahan

• Bob McGowan - teleconference

• Chris Newitt

• Devin Rubadeau

• Dale Safinuk

• Karley Scott

• Skakti Singh

REGRETS: • Chris Derickson (Chair)

• Gloria Morgan (Vice Chair)

• Blake Edwards

OTHER STAFF: • Curtis Morcom, Vice President, Employee & Corporate Services

• Andrew Hay, Vice President, Education

• Allan Coyle, Interim Vice President, Students - excused

• Linda Le Gallee, Board Secretary

OBSERVERS: • Mary Kline, Okanagan College Faculty Association

• Valerie Tuhkala, BCGEU Support Staff – absent

• Cam McRobb, BCGEU Vocational Instructors – absent

• Jill Panton, Administrators – absent

GUESTS: • Helen Jackman, Director, Advancement and Alumni

• Joan Ragsdale, Regional Dean, Salmon Arm Revelstoke

ACTION

The meeting was called to order at 9:00am We acknowledge that we are meeting on the unceded traditional lands of the Indigenous people who inhabited and used the lands since time immemorial.


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ACTION

1. INTRODUCTION OF NEW MEMBERS 2. OATH OF OFFICE The Oath of Office was signed by D. Safinuk and K. Scott and filed with the Board Office.

3. APPROVAL OF AGENDA Motion: “BE IT RESOLVED THAT the September 24, 2019, OC Board open session meeting agenda is approved”. Two agreements were added to the Education Council section as items 9.3.3 and 9.3.4.

4. SIGNING OF CODE OF CONDUCT AND ACKNOWLEDGEMENT OF THE CHARTER OF EXPECTATIONS

The Code of Conduct is signed on an annual basis by all members. This was done and filed with the Board Office.

5. DECLARATION OF CONFLICT No conflicts were declared

6. CONSENT AGENDA Motions: “BE IT RESOLVED THAT the Consent Agenda be approved as presented”.

“BE IT RESOLVED THAT the Okanagan College approve the minutes of June 25 2019, as presented”.

S. Cook/T. Lee

CARRIED

7. BUSINESS ARISING FROM THE MINUTES

8. PRESENTATIONS/DELEGATIONS 8.1 Okanagan College Foundation Annual Report – H. Jackman The Director noted that awards have increased by 18%, $844,000 in awards were distributed.

She noted that a priority for the coming year was fundraising for the new Health Sciences

Centre. The fundraising target for the project was $5 million and so far the Foundation has raised $1.2 million. The $5 million goal includes establishing new financial awards in health sciences and the Foundation is looking at identifying where there are current gaps and awards need to be developed.

9. NEW BUSINESS/RESOLUTIONS

9.1 Regional Dean Report – J. Ragsdale The Regional Dean noted:

• That 40% of the population live outside the municipality, Salmon Arm is very rural with a population of 17,700;

• The following highlights related to programming:


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ACTION

o There is a Health Care Assistant Certificate in Revelstoke as well as a new Tourism Management Diploma Program o There has been a decrease in the demand for adult upgrading o There is a dual credit program in contracting o There are Early Childhood Education and Culinary Arts programs offered for Indigenous students o The Campus is looking at offering an Infant Toddler program in the Early Childhood Education program. This program would be primarily for Indigenous students as there are not enough domestic students to fill the labour need.

• One of the issues students face is lack of housing. The College is working on solutions to this problem.

9.2 Finance, Audit and Risk Review Committee – D. Rubadeau Nothing to report.

9.3 Education Council – C. Newitt

Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the

program revision Supported Access to Modified Education (SAME) as recommended by Education Council and as presented.”

This is a small prerequisite change and name change to the program. Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Science in Nursing Program (BSN) as recommended by Education Council and as presented.” Okanagan College has an agreement with University of British Columbia Okanagan (UBCO) to offer this Program. The students take the first two years at the College and the next two at UBCO. This change is to revise the admission requirements. Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Block Transfer Agreement between Okanagan College and the University of British Columbia – Okanagan as recommended by Education Council and as presented.” This revision is required due to the fact the Bachelor of Science in Nursing has been revised, the Block Transfer Agreement must now be revised. Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the International Academic Cooperation Agreement Student Exchange Agreement as recommended by Education Council and as presented”. This agreement will be signed in early November with Chandigarh University. It is agreement to allow Bachelor of Business Administration or Bachelor of Computer Information Systems students the ability to do a year of exchange with the University in their third year. Chandigarh University will take a maximum of three students per year.

D. Rubadeau/T. Lee

CARRIED

T. Lee/S. Cook

CARRIED

S. Cook/T. Lee

CARRIED

S. Cook/T. Lee

CARRIED


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ACTION

Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Dual Credit Agreement for the Office Assistant Certificate Program, the Accounting/Bookkeeping and the Administration Assistant Certificate Program as presented”. Students in Revelstoke require this dual credit agreement and will take courses online.

T. Lee/S. Cook

CARRIED

10. VERBAL REPORTS

10.1 Preliminary Enrolment Update – A. Hay The College enrolment is identical as last year. There are new student programs in some

areas; the student picture is looking reasonable.

10.2 Board Chair Report – C. Derickson The flag raising at the Salmon Arm campus on September 23rd was a great ceremony.

10.2 President’s Report – J. Hamilton The Indigenous Task Force has been working over the summer and has made progress on

the Indigenous Plan.

11. INFORMATION 11.1 Connections 2019 Video – J. Hamilton

The link for the video is: https://www.youtube.com/watch?v=r8PjxjsfWww&feature=youtu.be

A Board member questioned if Board members should attend Connections. The

President noted this would be brought to the Connections Committee to decide.

12. TOPICS FOR NEXT MEETING No topics suggested for the next meeting

13. OTHER BUSINESS No other business

14. FOR THE GOOD OF THE BOARD

15. ADJOURNMENT he meeting adjourned at 10:10 am S. Singh

CARRIED

Next regular Board meeting: November 19, 2019 – Kelowna Campus


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https://www.youtube.com/watch?v=r8PjxjsfWww&feature=youtu.be

President’s Report to the

Okanagan College Board of Governors

November 2019

Learner Readiness and Success On September 26th, the Foresight Cleantech Accelerator Centre, Okanagan College and UBC Okanagan signed

a Memorandum of Understanding to assist students and professors to engage with the cleantech industry through hands-on learning and research in the industry and to help students tap into industry mentorship in the field.

We had the pleasure of welcoming six outstanding new students to Okanagan College at the annual President’s Entrance Scholarship dinner on October 17th.

In November, the Okanagan College Foundation Awards ceremonies took place in Penticton, Vernon and Kelowna. In the past academic year, over $750,000 has been awarded to students in bursaries and scholarships.

On October 3rd, Global News donated $10,000 to establish two annual awards of $1,350 each to support students in the Communications, Culture, and Journalism Studies program at Okanagan College.

Community Engagement and Service On October 30th, the Okanagan College Foundation launched a $5-million campaign, Our Students, Your

Health, to support the completion of the new $18.9-million state-of-the-art Health Sciences Centre currently under construction at the Kelowna campus.

On November 8th, I attended the official opening of locker rooms renovated by our trades students at the Kelowna Christian Academy officially for our Coyotes basketball players. Students working on the project included Grade 10-12 dual credit students, along with students from electrical, plumbing and carpentry/joinery.

Teaching, Programming and Applied Research The British Columbia College of Nursing Professionals Board recently accredited our Bachelor of Science in

Nursing program for the maximum term of seven years with no terms or conditions.

On October 23rd, Ken Steele, a well-known researcher, author, speaker and consultant on post-secondary communications, marketing and recruitment was on hand at the Kelowna campus to share his perspective on emerging trends in the sector. Internationalization


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As part of an ongoing cross-cultural awareness series organised by our International Department, students and employees gathered in the Trades Atrium on October 2nd to learn about the history and culture of Mexico and again on October 30th to learn about Jamaica.

On October 25th, Okanagan College’s International Development department showcased local individuals and organizations who have a global impact through international humanitarian actions and development efforts.

Indigenization On September 30th, student and staff wore orange shirts to campus to commemorate the Indigenous

survivors of residential schools.

Organizational Sustainability Information Nights were for prospective students were held at the Vernon, Penticton, and Salmon Arm

campuses throughout October and November.

The College’s 38th annual Career Fair was held on Sunday, November 3rd at the Kelowna campus, offering all members of the community the opportunity to explore potential career paths and connect with employers.


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Education Council – Report to the Board November 19, 2019

Education Council met on November 7th and approved 15 course revisions, 5 program revisions, 1 new program, and academic schedules. PROGRAM REVISIONS Refrigeration Mechanic Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Refrigeration Mechanic as recommended by Education Council and as presented.” Program revision:

• Program name – new name – Refrigeration and Air Conditioning Mechanic • Program description • Graduation requirements

Rationale: To align with the new Harmonized ITA outline. Program description: Existing: This 25-week (750 hours) program is designed to take a student with little or no previous experience in the heating, air conditioning and refrigeration industry and supply the student with the necessary skills to seek employment in that industry as an apprentice. It also provides a solid foundation in the fundamentals of installing, servicing, and troubleshooting all aspects of heating, ventilating and air-conditioning/refrigeration equipment. Graduates of this program may receive credit for Level 1 apprenticeship technical training and may also be granted practical credit from the Industry Training Authority. In order to complete the apprenticeship and become a journeyperson, graduates would return to school to complete Level 2 (six weeks), Level 3 (eight weeks) and Level 4 (eight weeks). The Refrigeration and Air Conditioning Mechanic Apprenticeship program consists of five years of on-the-job experience combined with four levels of in-school technical training in order to be eligible to write the Interprovincial (Red Seal) Examination through the Industry Training Authority. Good hand/eye coordination and problem solving skills with attention to detail are desirable qualities for individuals pursuing a career in this field. Proposed: This 25-week (750 hours) program is designed to take a student with little or no previous experience in the heating, air conditioning and refrigeration industry and supply the student with the necessary skills to seek employment in that industry as an apprentice. It also provides a solid foundation in the fundamentals of installing, servicing, and troubleshooting all aspects of heating, ventilating and air-conditioning/ refrigeration equipment. Graduates of this program may receive credit for Level 1 apprenticeship technical training and may also be granted practical credit from the Industry Training Authority. In order to complete the apprenticeship and become a journeyperson, graduates would return to school to complete Level 2 (seven weeks), Level 3 (ten weeks) and Level 4 (ten weeks).


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The Refrigeration and Air Conditioning Mechanic Apprenticeship program consists of five years of on-the-job experience combined with four levels of in-school technical training in order to be eligible to write the Interprovincial (Red Seal) Examination through the Industry Training Authority. Good hand/eye coordination and problem solving skills with attention to detail are desirable qualities for individuals pursuing a career in this field. Graduation requirements:

Existing Proposed Completion of all courses in the program with a minimum grade of 70% in each

An overall average of 70% calculated on a weighted percentage, based on time allocation

Implementation date: December 2019 Cost: N/A Pharmacy Technician Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Pharmacy Technician as recommended by Education Council and as presented.” Program revision:

• Program description • Revision of courses

Rationale: This program revision is an accreditation requirement to add 70 hours of clinical practice to the program. The program is choosing to add hours to both clinical practicums. Program description: Existing: The Pharmacy Technician Certificate program prepares students for employment as technicians in community and hospital pharmacies. Students gain knowledge and skills relevant to the technical and clerical aspects of the pharmacy profession. Topics covered include: job orientation, pharmacy equipment, prescription preparation, mathematical skills in pharmacy, inventory maintenance, record keeping, pharmaceutical products, compounding, sterile product handling, hospital pharmacy procedures, computer skills, communication skills and the law as it applies to pharmacies, and the legal relationship between a pharmacist and technician. The program includes theory, demonstrations, and practice in the classroom. Students will be assigned both a community pharmacy and a hospital pharmacy practicum. Students are required to have a lab coat or nurse's uniform for the labs and practicum. Please note that practicum placements may be anywhere in BC, so travel may be required. Program graduates will have completed the first step to becoming a regulated pharmacy technician. For more information on the regulation process for pharmacy technicians please visit: http://www.bcpharmacists.org/new-practice. The length of the theory and lab practice portion of the program is approximately 26 full-time weeks per year, depending on the Calendar year. The two practica, hospital and community, are 150 and 140 hours respectively. The two practica usually take two months to complete. Proposed: The Pharmacy Technician Certificate program prepares students for employment as technicians in community and hospital pharmacies. Students gain knowledge and skills relevant to the technical and clerical aspects of the pharmacy profession.


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http://www.bcpharmacists.org/new-practice

Topics covered include: job orientation, pharmacy equipment, prescription preparation, mathematical skills in pharmacy, inventory maintenance, record keeping, pharmaceutical products, compounding, sterile product handling, hospital pharmacy procedures, computer skills, communication skills, and the law as it applies to pharmacies and the legal relationship between a pharmacist and technician. The program includes theory, demonstrations, and practice in the classroom. Students will be assigned both a community pharmacy and a hospital pharmacy practicum. Students are required to have a lab coat or nurse's uniform for the labs and practicum. Please note that practicum placements may be anywhere in BC, so travel may be required. Program graduates will have completed the first step to becoming a regulated pharmacy technician. For more information on the regulation process for pharmacy technicians please visit: http://www.bcpharmacists.org/new-practice . The length of the theory and lab practice portion of the program is approximately 26 full-time weeks per year, depending on the Calendar year. The two practica, hospital and community, are 180 hours each. Revision of courses: PHRM 111 and PHRM 112 Implementation date: June 2020 Bachelor of Business Administration – Accounting Specialty Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Accounting Specialty as recommended by Education Council and as presented.” Program revision:

• Revision of courses

Rationale: The program change pertains to a name and description change for BUAD 359 Accounting Theory. BUAD 359 Accounting Theory, was originally created, and offered, as a part of our suite of courses which transferred to the three Canadian accounting designations post graduate programs. In 2014, when the three accounting bodies merged into the single CPA designation (Chartered Professional Accountants), Accounting Theory was eliminated from their program of studies. BUAD 359 Accounting Theory is now an elective course in the BBA and is no longer constrained by the transfer credit requirements. Since 2014, the focus has shifted to include new and emerging issues in accounting and would like to update the name and description to reflect this change. Revision of courses: BUAD 359 Implementation date: January 2020 Cost: N/A Bachelor of Business Administration – Human Resources Management Specialty Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Human Resources Management Specialty as recommended by Education Council and as presented.”


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http://www.bcpharmacists.org/new-practice

Program revision: • Program outline

Rationale: The BBA program has been designed with flexibility to allow students meet their specific educational goals, while, providing essential core knowledge. To achieve these goals, the program is 50% required and 50% elective courses. The BBA specialties make use of BBA electives, to allow students to focus on areas of interest. These specialties each require a total of 8 courses, comprised of a combination of required and elective courses. The specialties have evolved to focus on student flexibility by restricting the number of required courses to a maximum of four. This change to the Human Resources Management Specialty reflects this department shift. BUAD 374 Compensation and Benefits is being moved from a required core course to an elective to provide additional student flexibility to meet their individual education goals. Program outline:

Existing Proposed

Human Resources Management Specialty While satisfying all the requirements outlined above for the Bachelor of Business Administration degree, students must include the following courses in their Business elective choices to specialize in Human Resource Management: BUAD 246 Recruitment and Selection BUAD 247 Training and Development BUAD 248 Occupational Health and Safety BUAD 375 Strategic Human Resource Planning BUAD 376 Compensation and Benefits Plus three courses from the following list, with at least one at the 400 level. BUAD 201 Conflict Resolution and Negotiation BUAD 279 Industrial Relations BUAD 374 Employment Law BUAD 379 Selected Topics: Human Resources BUAD 479 Selected Topics: Human Resources BUAD 410 Organization Change and Development BUAD 411 HR Metrics & Analytics BUAD 412 Strategic Performance Management

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Human Resources Management Specialty While satisfying all the requirements outlined above for the Bachelor of Business Administration degree, students must include the following courses in their Business elective choices to specialize in Human Resource Management: BUAD 246 Recruitment and Selection BUAD 247 Training and Development BUAD 248 Occupational Health and Safety BUAD 375 Strategic Human Resource Planning Plus four courses from the following list, with at least one at the 400 level. BUAD 201 Conflict Resolution and Negotiation BUAD 279 Industrial Relations BUAD 374 Employment Law BUAD 376 Compensation and Benefits BUAD 379 Selected Topics: Human Resources BUAD 479 Selected Topics: Human Resources BUAD 410 Organization Change and Development BUAD 411 HR Metrics & Analytics BUAD 412 Strategic Performance Management

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Implementation date: December 2019 Cost: N/A Bachelor of Business Administration – Marketing Specialty Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the program revision Bachelor of Business Administration – Marketing Specialty as recommended by Education Council and as presented.” Program revision:

• Revision of courses


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Rationale: The program revision request is as a result of changes to the title, course description and prerequisites for BUAD 334. TITLE BUAD 334 is currently titled Events Management and Marketing, which has misled students as to the main content of the course. Students enrolling in this course expect to manage operations where the course actually covers planning the event, not managing it. The revised course name better reflects the learning outcomes and clarify students’ expectations. COURSE DESCRIPTION The course description had minor revisions to provide more clarity around the integrated community component of the course. PREREQUISITES There are proposed changes to the prerequisite to ensure students are fully prepared for the community based component of these courses. Past experience has shown success in these courses are dependent on strong marketing skills learned in BUAD 200 or BUAD 266. This change will allow students to integrate the foundational knowledge acquired in their prerequisites and better prepares them to work with members of the community on projects. Revision of courses: BUAD 334 Implementation date: January 2020 Cost: N/A NEW PROGRAMS Common First Year Engineering Certificate Recommended Motion: “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the new program Common First Year Engineering Certificate as recommended by Education Council and as presented.” Rationale: Historically, there has been no consistent transfer agreements in place which allows for engineering students to transfer from colleges to universities in British Columbia. To address this deficiency, BCCAT provided a Transfer Innovation project grant for the First-Year Core Engineering Curriculum for the BC Post-Secondary Sector project which involved several phases. The project was spearheaded by the BCCAT Engineering Articulation Committee (the "Committee") which represented 6 accredited research institutions, 17 teaching institutions and colleges, and the province’s engineering professional association (EGBC). The primary goals of this project were:

• To determine the feasibility of building a common first-year engineering curriculum acceptable at all accredited receiving institutions in the province and, if feasible,

• To design and implement a common first-year engineering curriculum for members of the BC Transfer system.

This project found that, although there exists diversity within the first-year engineering programs offered at different institutions, there was sufficient overlap to suggest a sector-wide common first-year curriculum could be developed. As a result the Committee moved forward with the development of a common first-year engineering curriculum. A first-year core curriculum, if clearly articulated and regulated, can:


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• Improve access and opportunity for success in engineering education for BC's diverse post-secondary students;

• Create opportunities for regional community engagement and partnerships within the engineering sector, encouraging graduates to return to employment in smaller, non-urban communities;

• Enhance the student learning environment and improve retention and achievement in engineering across the province through maximizing use of student supports, class size, and regional diversity;

• Enhance quality reporting for accreditation processes; and • Improve overall efficiencies within the post-secondary system.

One of the primary concerns with developing a common first year engineering curriculum was ensuring it prepared students sufficiently for second year engineering. Engineering programs are typically 6 to 7 courses per semester. The heavy workload associated with taking this many courses often takes students by surprise. So in order to prepare students the common first year program must satisfy the technical requirements and mimic the workload typically found in engineering programs. To achieve this secondary outcome, the common first year engineering program is set up so that students must complete 13 courses within a 12 month time frame. A student who cannot meet this requirement is likely not going to be able to manage the expected workloads in a university engineering program. With the 12 month completion requirement, it will necessitate that students complete all courses at Okanagan College. This is because coordination with other institutions such as UBCO will be too difficult to arrange in the compressed time frame. Also since the intent is to mimic university engineering programs, students will have to complete all courses with in the 12 month time frame and will not be able to transfer in credits from other institutions. Program description: The Common First Year Engineering Certificate program provides students with a comprehensive first-year university transfer program in engineering and is aimed at high school graduates with strong academic performance and highly motivated post-secondary students. This full-time program is ideal for students who want more one-on-one time with instructors, are hoping to save money in tuition fees, and/or may not be prepared yet for the university environment. The program offers the courses for first-year engineering, including engineering design, chemistry, physics and calculus. The program must be completed within 12 months and can be completed in either a two or three semester format. The 12 month time limitation is to prepare students for the rigorous academic pace that will be expected of them in a university engineering program. Successful completion of this program ensures that students who transfer to an engineering degree program at UBCO or other BC universities typically require only three additional years of study to complete their degree. Admission requirements: B.C. secondary school graduation or equivalent, or 19 years of age and out of secondary school for at least one year as of the first day of classes. English Entrance Requirement:

• English 12 with minimum 67% or alternatives. Math Entrance Requirement: A minimum of 67% in any of:

• Pre-calculus Grade 12 • Adult Basic Education MATH 012 • OC MATH 120 or alternatives

Science Entrance Requirements: A minimum of 67% in:

• Chemistry 12 • Physics 12

All of the above courses must have been completed in the last two (2) years in order to ensure that the student has recent knowledge of the materials contained in these courses.


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Graduation requirements: Graduation from the Common First Year Engineering Certificate requires the completion of the 39 required credits within a 12 month period, with a minimum 70% GGA. Program outline:

2 Semester Program (course code, course name, credits, contact hours)

3 Semester Program (course code, course name, credits, contact hours)

Fall Semester CHEM 111 Principles of Chemistry I 3-7 COSC 111 Computer Programming I 3-6 CMNS 133 Technical Writing and Communications I 3-3 ENGR 101 Engineering Design I 3-4 MATH 112 Calculus I 3-5 PHYS 111 Calculus-Based Physics I 3-7 ENGL 100 University Writing 3-3 Winter Semester CHEM 121 Principles of Chemistry II 3-7 ENGR 111 Engineering Design II 3-4 MATH 122 Calculus II 3-5 MATH 221 Introduction to Linear Algebra 3-4 PHYS 121 Calculus-Based Physics II 3-7 PHYS 202 Engineering Mechanics I 3-4

Summer Semester MATH 112 Calculus I 3-5 ENGL 100 University Writing 3-3 Fall Semester CHEM 111 Principles of Chemistry I 3-7 COSC 111 Computer Programming I 3-6 CMNS 133 Technical Writing and Communications I 3-3 ENGR 101 Engineering Design I 3-4 MATH 122 Calculus II 3-5 PHYS 111 Calculus-Based Physics I 3-7 Winter Semester CHEM 121 Principles of Chemistry II 3-7 ENGR 111 Engineering Design II 3-4 MATH 221 Introduction to Linear Algebra 3-4 PHYS 121 Calculus-Based Physics II 3-7 PHYS 202 Engineering Mechanics I 3-4

Implementation date: September 2020 Cost: N/A Schedules Adult Special Education Schedule 2020 – 2021

“BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Adult Special Education Schedule as recommended by Education Council and as presented.” Fall 2020 Semester One: September 8, 2020 to January 26, 2021 2020

September 7 Labour Day (no classes)

September 8 Classes start (Orientation)

October 12 Thanksgiving Day (no classes)

November 11 Remembrance Day (no classes)

December 17 Last day of classes before Christmas break

December 24 College closes at 3 p.m.

December 25 – January 1 Christmas closure (no classes) – Okanagan College will be closed to the public

2021 January 1 New Year’s Day


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January 4 Classes resume

January 22 Classes end Semester One

January 25, 26 Semester break (no classes)

Winter 2021 Semester Two: January 27, 2021 to June 17, 2021 2021 January 27 Classes start

February 15 Family Day (no classes)

February 16 Study break (no classes)

March 15 – 19 Study break (no classes)

April 2 – April 5 Easter (no classes)

May 24 Victoria Day (no classes)

May 25 Study break (no classes)

June 17 Classes end Semester Two

Certified Dental Assistant Kelowna “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Certified Dental Assistant Schedule as recommended by Education Council and as presented.” 2020 August 31 Classes start for Semester I



November 11 Remembrance Day (no classes) December 18 Semester I ends December 24 College closes at 3 p.m.

December 25 – January 1 Christmas closure (no classes) – Okanagan College closed to the public

2021 January 1 New Year’s Day (no classes)

January 4 Semester II starts

February 15 Family Day (no classes) April 1 Semester II ends

April 2 – 5 Easter (no classes)

April 6 Classes start for Semester III

May 24 Victoria Day (no classes)


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June 17 Classes end for Semester III

Early Childhood Education Diploma Kelowna “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Early Childhood Education Diploma Schedule as recommended by Education Council and as presented.” 2020

August 31 Classes start for Semester I and Semester III September 7 Labour Day (no classes)



December 18 Classes end for Semester I and Semester III



2021

January 1 New Year’s Day (no classes) January 4 Classes start for Semester II and Semester IV

February 15 Family Day (no classes) April 2 – 5 Easter (no classes)

May 7 Classes end for Semester II

May 14 Classes end for Semester IV

May 17 Infant/Toddler Practicum begins

June 18 Infant/Toddler Practicum ends

Health Care Assistant Certificate “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Health Care Assistant Certificate Schedule as recommended by Education Council and as presented.” Fall 2020 Kelowna August 17 Classes start



November 11 Remembrance Day (no classes) December 18 Classes ends December 24 College closes at 3 p.m.



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January 4 Classes begin

February 15 Family Day (no classes) February 24 Classes End Fall 2020 Penticton, Vernon October 19 Classes start November 11 Remembrance Day (no classes)

December 18 Last day of classes before Christmas closure December 24 College closes at 3 p.m.



January 4 Classes resume February 15 Family Day (no classes) April 2 – 5 Easter (no classes or exams)

April 28 Classes End Winter 2021 Kelowna January 1 New Year’s Day (no classes)

January 4 Classes start February 15 Family Day (no classes) April 2 - 5 Easter (no classes or exams)

May 24 Victoria Day (no classes) June 23 Classes End Summer 2021 (Kelowna and Salmon Arm) April 26 Classes start

May 24 Victoria Day (no classes) July 1 Canada Day

August 2 BC Day (no classes) September 6 Labour Day (no classes)


October 20 Classes end


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Human Service Work Diploma Kelowna and Salmon Arm (Vernon Second Year) “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Human Services Work Diploma Schedule as recommended by Education Council and as presented.” 2020 September 7 Labour Day (no classes)

September 8 Classes start (Program Orientation) for Semester I in the morning.

Classes start (Program Orientation) for Semester III in the afternoon.



December 7 Classes end

December 9 - 19 Final exam period


December 25 – January 1 Christmas closure (no classes) – Okanagan College closed to the public 2021 January 1 New Year’s Day (no classes)

January 4 Classes start for Semester II

January 4 Classes start for Semester IV

February 15 Family Day (no classes) April 2 – 5 Easter (no classes or exams)

April 13 Classes end

April 16 – 24 Final exam period

April 19 Start of Practicum Period (Note: host agencies generally accommodate

students’ exam schedules)

June 18 End of Practicum Period

Practical Nursing Diploma Kelowna, Vernon, Penticton (August 2020) “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Practical Nursing Diploma Schedule as recommended by Education Council and as presented.” 2020 August 24 Classes start for Semester I

September 7 Labour Day (no classes or CPE) October 12 Thanksgiving Day (no classes or CPE) October 30 Classes end for Semester I November 2 Consolidated Practice Experience (CPE) 1 starts November 11 Remembrance Day (no classes or CPE) November 20 Consolidated Practice Experience 1 ends November 20 Semester I ends


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November 23 Classes start for Semester II December 18 Last day of classes before Christmas break


December 25 – January 3 Christmas closure (no classes or CPE) – Okanagan College closed to the public

2021 January 1 New Year’s Day (no classes or CPE) January 4 Classes resume February 15 Family Day (no classes or CPE)

February 19 Classes end for Semester II

February 22 Consolidated Practice Experience 2 starts March 19 Consolidated Practice Experience 2 ends March 19 Semester II ends March 22 Classes start for Semester III April 2 – 5 Easter (no classes or CPE)

May 24 Victoria Day (no classes or CPE there is no CPE at this time)

May 28 Classes end for Semester III May 31 Consolidated Practice Experience 3 starts July 1 Canada Day (no classes or CPE) July 16 Consolidated Practice Experience 3 ends July 16 Semester III ends July 19 – August 20 Summer Break August 23 Classes start for Semester IV September 6 Labour Day (no classes or CPE) October 11 Thanksgiving Day (no classes or CPE) October 15 Classes end for Semester IV October 18 Consolidated Practice Experience 4 starts October 29 Consolidated Practice Experience 4 ends November 1 Transition starts November 5 Transition ends November 8 Preceptorship starts November 11 Remembrance Day (Preceptorship will run) December 16 Preceptorship ends December 16 Semester IV ends Kelowna (January 2021) 2021

January 1 New Year’s Day (no classes or CPE) January 4 Classes start for Semester I February 15 Family Day (no classes or CPE)


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March 12 Classes end for Semester I March 15 Consolidated Practice Experience (CPE) 1 starts April 1 Consolidated Practice Experience 1 ends April 1 Semester I ends

April 2 - April 5 Easter (no classes or CPE) April 6 Classes start for Semester II May 24 Victoria Day (no classes or CPE) June 18 Classes end for Semester II June 21 Consolidated Practice Experience 2 starts July 1 Canada Day (no classes or CPE) July 16 Consolidated Practice Experience 2 ends July 16 Semester II ends July 19 – August 20 Summer Break August 23 Classes start for Semester III September 6 Labour Day (no classes or CPE) October 11 Thanksgiving Day (no classes or CPE) October 29 Classes end for Semester III November 1 Consolidated Practice Experience 3 starts November 11 Remembrance Day (no classes or CPE) December 17 Consolidated Practice Experience 3 ends December 17 Semester III ends December 23 – January 3 Christmas closure (no classes or CPE) - Okanagan College closed to the

public 2022 January 1 New Year’s Day (no classes or CPE) January 4 Classes start for Semester IV February 14 Family Day (no classes) February 25 Classes end for Semester IV February 28 Consolidated Practice Experience 4 starts March 11 Consolidated Practice Experience 4 ends March 14 Transition starts March 18 Transition ends March 21 Preceptorship starts April 15 - 18 Easter (no classes, Preceptorship will run) April 29 Preceptorship ends April 29 Semester IV ends


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Therapist Assistant Diploma Kelowna “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Therapist Assistant Diploma Schedule as recommended by Education Council and as presented.” 2020 September 7 Labour Day (no classes)

September 8 Classes start



December 7 Classes end

December 9 - 19 Final exam period



2021

January 1 New Year’s Day (no classes)

January 4 Classes start February 15 Family Day (no classes) April 2 – 5 Easter (no classes or exams)

April 9 Classes end Fall 2019 Intake April 12 Start of Fall 2019 Intake Preceptorship

April 13 Classes end Fall 2020 Intake

April 16 – 24 Final exam period

April 26 Start of Fall 2020 Intake Practicum

June 18 End of Fall 2019 Intake Preceptorship

June 18 End of Fall 2020 Intake Practicum Pharmacy Technician Certificate Kelowna “BE IT RESOLVED THAT the Okanagan College Board of Governors approves the Pharmacy Technician Certificate Schedule as recommended by Education Council and as presented.” 2020 June 15 Classes start

July 1 Canada Day (no classes) August 3 BC Day (no classes)

September 7 Labour Day

October 12 Thanksgiving Day

November 11 Remembrance Day


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December 15 Classes end December 24 College closes at 3 p.m. December 25 – January 1 Christmas closure - Okanagan College closed to the public

2021 January 1 New Year’s Day

January 4 Earliest start date for Hospital and Community practica

June 18 Last day to complete Hospital and Community practica


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Submission of Information from Senior Staff to the Board of Governors

REPORT TITLE Annual Policy Report DATE November 14, 2019 BACKGROUND INFORMATION For example: Purpose History Other relevant information The President approved and revised the following policies:

• Accessibility: Academic Accommodation for Students – effective October 29, 2019 (new policy) • Kilometre Reimbursement Policy (revised policy)

No Education Council policies were approved or revised this year. ACTION REQUIRED For example: For consultation For information For approval (including resolution; see language below)

For information.

STRATEGIC PLAN 1ALIGNMENT With which Key Directions is this topic aligned?? (please choose all those that are applicable)

Key Directions: ☐ Support learner readiness and success ☐ Excelling in teaching, programming, and applied research ☐ Working with, and learning from, the Indigenous community ☐ Serving and engaging the community ☒ Focusing on organizational sustainability ☐ Not an initiative driven by the Strategic Plan but necessary for operational purposes

COMMENTS FROM THE PRESIDENT Not required.

REPORT PREPARED AND SUPPORTED BY (include name and title) Director, Legal Affairs and Policy Development Linda Le Gallee, Assistant to the Board

1 Strategic Plan can be found at: www.Okanagan.bc.ca/toward2020


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http://www.okanagan.bc.ca/toward2020

Month Committee Meetings all meetings are in Kelowna Board Meeting Location of Board Meeting

January January 14 Executive January 28 Central Okanagan

February February 11 Finance February 25 (if required) Central Okanagan

March March 17

Executive Finance Governance

March 31 North Okanagan

April April 14

Executive HR PRC

April 28 (if required) Central Okanagan

May

May 12 Executive Finance (Audit) Governance

May 26 Central Okanagan

June June 9

Executive Finance

June 23 Central Okanagan

July NO MEETINGS August NO MEETINGS

September

September 15 Campus Planning Executive Finance Governance

September 29 Shuswap/Revelstoke Region (Salmon Arm)

October October 13

Executive Governance*

(*if required for PD Session planning)

October 26 p.m. & October 27 a.m. Board dinner October 26 PD Sessions - In Camera

Central Okanagan

November

November 10 Executive Finance HR Governance PRC

November 24 South Okanagan

December Finance conference call to approve Forecast NO MEETING

Upcoming Events: CICan Conference 2020 in Montreal, QC – May 3-5, 2020 Committee Meetings: (Additional meetings may be required and the schedule will be adjusted. Committees will be notified in advance.) Executive will meet every month. Finance, Audit & Risk Review will meet: January, February, March, May (Audit), June, September and November. Campus Planning will meet as required (generally 2 times/year) Human Resources (HR) will meet in April and November Governance will meet in March, May, September and November President’s Review Committee (PRC) will meet in April and November


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REPORT TITLE Fall 2019 Stable Enrolment report DATE November 15, 2019 BACKGROUND INFORMATION For example: Purpose History Other relevant information This report is to provide the Okanagan College Board of Governors with a synopsis of September 2019 enrolment numbers at stable enrolment date, the last date to add an academic course (Sept. 16, 2019).

This report gives a partial picture of the overall enrolment of students at Okanagan College. It includes all programs where students begin their studies in September, but reports incomplete enrolments for programs with start dates prior to or following the beginning of September. Continuing Studies (CS) Certificate enrolments are included. Both of these counts include international and domestic students. As listed below there are two different methods of counting students used in this report. However, additional comments have been included related to the total course registrations:

1) Headcount: counts individual students in a program, regardless of the number of courses the student is taking. It does not differentiate between full time and part time students; each is counted as one headcount. This count does not include exchange, visiting, or unclassified academic students.

2) Credits: counts the total number of billing credits being taken in a discipline area. This is directly related to tuition revenue (except the tuition free programs such as domestic foundational programs). This count includes exchange, visiting, and unclassified academic students.

Credits are reflective of all students taking a particular course; for example, an English course may have students from Arts, Business and Science attending. This is thus quite different from headcount, which simply counts students enrolled in a particular program. Credits give the best measure of tuition revenue. ACTION REQUIRED For example: For consultation For information For approval (including resolution; see language below)

For information


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STRATEGIC PLAN 1ALIGNMENT With which Key Directions is this topic aligned? (please choose all those that are applicable)

Key Directions: ☐ Support learner readiness and success ☐ Excelling in teaching, programming, and applied research ☐ Working with, and learning from, the Indigenous community ☐ Serving and engaging the community ☒ Focusing on organizational sustainability ☐ N/A - Not a Strategic Plan initiative

COMMENTS FROM THE PRESIDENT None required REPORT PREPARED AND SUPPORTED BY (include name and title) Ajit Batra, Manager, Institutional Research Mark Francis, Institutional Research Analyst

This document is intended to be a cover sheet only (e.g. one page) If supporting documents are required, please attach them.

Material is to be submitted to the relevant Vice President for review and submission to the President



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Okanagan College Total Fall Headcount and Course Registrations* Fall 2019 overall headcounts at stable enrolment date were down 0.4 per cent compared to fall 2018 but up 10.7 per cent compared to fall 2017. In fall 2019 headcounts decreased at all campuses except Penticton where an increase of 7.1% occurred. International student headcount across all campuses increased from 1,393 in fall 2018 to 1,661 in fall 2019. Total College billing credits fall 2019 stable enrolment date decreased 2.1 per cent from fall 2018 billing credits, however they have increased 7.2 per cent as compared to fall 2017. *Total fall headcounts and course registrations exclude Continuing Studies non-certificate, unclassified, exchange, and visiting students.

September Headcount, all programs

Okanagan College Domestic and International Headcount 2017 2018 2019

% change from fall 2018 to fall 2019

Kelowna 4906 5533 5521 -0.2% Vernon 800 843 821 -2.6%

Penticton 782 831 890 7.1% Salmon Arm 404 429 383 -10.7%

Distance 482 561 549 -2.1%

Total 7374 8197 8164 -0.4% Despite the slight decrease in total headcounts, total course registrations have increased at fall 2019 stable enrolment date compared to fall 2018.

Okanagan College Domestic and International Course Registrations 2017 2018 2019


Kelowna 19998 21465 22082 2.9% Vernon 3301 3616 3846 6.4%

Penticton 2548 2994 3229 7.8% Salmon Arm 1476 1379 1518 10.1%

Distance 1814 2434 2158 -11.3%

Total 29137 31888 32833 3.0%


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Overall elementary and secondary school headcounts in the Okanagan College region are projected to increase steadily through 2028. However, headcounts for Grade 12 classes in the Okanagan College region are projected to remain lower for the next few years before increasing, beginning in 2023.


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Okanagan College Total Fall Credits

September Credits, all programs

Okanagan College Domestic and International Credits 2017 2018 2019


Kelowna 62359 67823 67270 -0.8%

Vernon 9608 10069 9438 -6.3%

Penticton 9092 10540 10655 1.1%

Salmon Arm 4748 4665 4280 -8.2%

Distance 4475 5719 5096 -10.9%

Total 90282 98816 96738 -2.1%

Note that headcounts are tied to a particular program, where billing credits are tallied by the respective discipline (see Appendix). Business students taking Arts course will be counted as heads in Business, but the billing credits are counted under Arts. There is not necessarily a direct relationship between the two measures. Total College billing credits for fall 2019 stable enrolment date have decreased 2.1 per cent from fall 2018 billing credits. Total billing credits have increased 7.2 per cent in fall 2019 as compared to fall 2017.


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Arts Fall Headcount and Credits

September Headcount, Arts programs (university transfer and diplomas)

Arts Headcount 2017 2018 2019 % change from

fall 2018 to fall 2019 Kelowna 778 945 970 3%

Vernon 175 209 194 -7%

Penticton 219 197 250 27%

Salmon Arm 84 96 69 -28%

Distance 55 53 41 -23%

Total 1311 1500 1524 2% *Low headcounts will have inflated percentages.

Overall Arts headcounts have increased by two per cent from fall 2018 to fall 2019. Vernon, Salmon Arm and Distance headcounts have all decreased, while Kelowna, and Penticton have increased.


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September Credits, Arts programs (university transfer and diplomas)

Arts Credits 2017 2018 2019 % change from


Vernon 1863 2238 2235 0%

Penticton 2724 2724 3360 23%

Salmon Arm 897 726 738 2%

Distance 1197 1287 1191 -7%

Total 17742 20703 21723 5%

Arts billing credits are up five per cent, with Penticton seeing the largest increase from fall 2018 to fall 2019. Distance billing credits have decreased by seven per cent, while Kelowna and Salmon Arm billing credits are up by three and two per cent respectively since fall 2018. Since 2017, Kelowna has seen an increase of over 28 per cent in arts billing credits. Distance billing credits have remained almost at the same level when compared to 2017. Salmon Arm has seen a decrease since 2017, down 17.7 per cent. Vernon, and Penticton saw increases during that same span, up 20 per cent, and 23.3 per cent.


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Science Fall Headcount and Credits

September Headcount, Science programs (university transfer and Human Kinetics; excluding computer science)

Science Headcount 2017 2018 2019 % change from


Vernon 86 74 88 19%

Penticton 123 117 113 -3%

Salmon Arm 24 18 24 33%

Distance 5 6 5 -17%


Overall science headcounts increase by eight per cent from fall 2018 to fall 2019 from 596 to 643 students. Kelowna, Vernon, and Salmon Arm saw an increase, up eight per cent, 19 per cent and 33 per cent respectively.


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September Credits, Science programs (university transfer and diplomas; excluding computer science)

Science Credits 2017 2018 2019 % change from


Vernon 1065 1026 972 -5%

Penticton 1248 1122 1113 -1%

Salmon Arm 276 312 258 -17%

Distance 210 213 267 25%

Total 8113 8733 8964 3% Despite Vernon, Penticton, and Salmon Arm seeing a decrease in billing credits from fall 2018 to fall 2019, overall science billing credits are up three per cent from fall 2018.


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Technology Fall Headcount and Credits

September Headcount, Technology programs (including Computer Science)

Technology Headcount 2017 2018 2019 % change from

fall 2018 to fall 2019 Kelowna 523 563 554 -2%

Vernon 10 5 0 -100%

Penticton 25 29 23 -21%

Salmon Arm 0 1 0 -100%

Distance 0 1 0 -100%

Total 558 599 577 -4% *Low headcounts will have inflated percentages.

Technology (including Computer Science) headcounts have decreased in 2019, down four per cent from fall 2018 to 2019. Headcounts across all campuses decreased. With a small n-size the per cent change appears significantly larger for campuses other than Kelowna campus.


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September Credits, Technology programs (including Computer Science)

Technology Credits 2017 2018 2019 % change from


Vernon 78 48 42 -13%

Penticton 302 553 461 -17%

Salmon Arm 0 0 0 N/A

Distance 0 0 0 N/A

Total 6047 6668 5948 -11% Technology billing credits have also decreased across all campuses from fall 2018 to fall 2019. Of the 5,948 billing credits generated by Technology programs in fall 2019, 1,960 were generated by Computer Science. This is a four per cent decrease from fall 2018, when Computer Science generated 2,046 billing credits. Technology program billing credits (excluding Computer Science) decreased by nearly 14 per cent from fall 2018 to fall 2019, from 4,623 to 3,988.


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Health Fall Headcount and Credits Please note that “health” also includes social development programming, such as early childhood education and human service worker.

September Headcounts, Health programs

Health Headcount 2017 2018 2019 % change from


Vernon 72 86 81 -6%

Penticton 18 39 30 -23%

Salmon Arm 57 72 77 7%

Distance 51 42 38 -10%


Health program headcounts have decreased by five per cent from 2018. Practical Nursing is a rotating program, in fall 2018 it was held in Vernon and Penticton, but not in Salmon Arm. In fall 2019, the program was held in Penticton and Salmon Arm, but not Vernon. However, Vernon only saw a small decrease in Health headcount due to an intake of the Early Childhood Education program, while Penticton saw a significant decrease due to fewer students enrolled in the Practical Nursing program compared to fall 2018. Despite Practical Nursing being held in Salmon Arm in fall 2019, decreases in Early Childhood Education and Health Care Assistant program headcounts contribute to an overall marginal increase in Salmon Arm Health headcount.


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September Credits, Health programs

Health Credits 2017 2018 2019 % change from


Vernon 901 1342 1190 -11%

Penticton 472 1026 732 -29%

Salmon Arm 816 963 1056 10%

Distance 136 114 91 -20%

Total 6987 9353 8630 -8%

Total health billing credits have decreased by eight per cent from fall 2018 to fall 2019. The fluctuation of billing credits for Vernon, Penticton, and Salmon Arm is likely partially due to the rotational/phased aspects of program offerings outlined on the previous page.


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Business Academic Fall Headcount and Credits Please note that “business” includes culinary arts and management diplomas, but not cook training (culinary arts certificate or pastry arts) which is combined with Trades.

September Headcount, Business Academic programs (includes Business Administration degree and diploma, Commercial

Aviation, Viticulture Technician, and Advanced Culinary Arts)

Business Academic Headcount 2017 2018 2019 % change from


Vernon 158 162 145 -10%

Penticton 77 99 105 6%

Salmon Arm 39 38 47 24%

Distance 180 189 180 -5%


Headcounts in the Academic Business programs were very slightly down from fall 2018. Increase of 24 per cent was noticed in Salmon Arm. Penticton also saw a modest increase of six per cent from fall 2018 to fall 2019, while Vernon and Distance campuses saw a decrease of 10 per cent and five per cent respectively.


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September Credits, Business Academic programs (includes Business Administration degree and diploma, Commercial

Aviation, and Advanced Culinary Arts)

Business Academic Credits 2017 2018 2019 % change from


Vernon 1155 1254 1050 -16%

Penticton 609 765 765 0%

Salmon Arm 174 234 372 59%

Distance 2613 2898 2799 -3%

Total 16026 18399 18060 -2% Overall, billing credits in Academic Business programs decreased by two per cent from 2018. Salmon Arm continues to see growth in Academic Business billing credits, increasing by 59 per cent from fall 2018 to fall 2019. Since fall 2017, Salmon Arm Academic Business billing credits have increased by more than 113 per cent.


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Business Vocational Fall Headcount and Credits

September Headcount, Business Vocational programs (includes Office Administration certificate programs)

Business Vocational Headcount 2017 2018 2019 % change from


Vernon 21 18 22 22%

Penticton 9 11 7 -36%

Salmon Arm 19 15 15 0%

Distance 106 190 197 4%


Business vocational (Office Administration) program headcounts increased by two per cent overall. Results from Vernon, Penticton, and Salmon Arm campuses should be taken with caution due to small n-sizes.


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September Credits, Business Vocational programs (includes Office Administration certificate programs)

Business Vocational Credits 2017 2018 2019 % change from


Vernon 669 440 652 48%

Penticton 153 300 193 -36%

Salmon Arm 569 369 389 6%

Distance 319 1208 748 -38%

Total 3122 3557 3062 -14% Despite small overall increase in headcount results, billing credits for Business Vocational programs were down except in Vernon and Salmon Arm. Business Vocational billing credits reached a new high in fall 2018 with 3,557, greater than the previous high of 3,387 in fall 2010 but have slipped down to 3,062 in fall 2019.


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Foundational Fall Headcount and Credits

September Headcount, Foundational programs (includes Adult Academic Career Prep, Adult Special Education and English

as a Second Language)

Foundational Headcount 2017 2018 2019 % change from


Vernon 155 158 167 6%

Penticton 161 186 181 -3%

Salmon Arm 110 127 86 -32%

Distance 1 1 3 200%


Foundational programs headcounts decreased overall by eight per cent from fall 2018 to fall 2019. Distance headcount changes are to be read with caution because of very small n-size. Kelowna headcount for Foundational programs increased for the first time since 2013 in fall 2018 but have now decreased by eight per cent in fall 2019. Vernon saw an increase while Penticton saw a decrease. Salmon Arm saw the most notable decrease of 32 per cent from fall 2018 to fall 2019.


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September Credits, Foundational programs (includes Adult Academic Career Prep, Adult Special Education and English as

a Second Language)

Foundational Credits 2017 2018 2019 % change from


Vernon 3877 3720 3114 -16%

Penticton 3257 3270 3579 9%

Salmon Arm 2016 2061 1467 -29%

Distance 0 0 0 N/A

Total 22360 21814 19890 -9% Overall Foundational billing credits have decreased by nine per cent. Penticton is the only campus that saw an increase in billing credits of nine per cent. All other campuses saw significant decreases in billing credits from fall 2018 to fall 2019, with Salmon Arm seeing the largest decrease by 29 per cent. Currently, no foundational programming is offered through Distance.


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Trades Fall Headcount and Credits

September Headcount, Trades programs (includes apprenticeship and foundation programs, and cook training)

Trades Headcount 2017 2018 2019 % change from


Vernon 34 18 45 150%


Salmon Arm 18 5 2 -60%

Distance 1 0 0 N/A


The Trades September headcount is up by three per cent from fall 2018 to fall 2019. Vernon has seen an increase in Trades headcount of 150 per cent due to Carpentry and Plumbing apprenticeships. Trades intakes often vary from year to year. There is no trades training that is done via the distance office, although there is some programming that is conducted by distance.


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September Credits, Trades programs (includes apprenticeship and foundation programs)

Trades Credits 2017 2018 2019 % change from


Vernon 0 0 182 N/A

Penticton 328 780 452 -42%

Salmon Arm 0 0 0 N/A

Distance 0 0 0 N/A

Total 9885 9589 10461 9%

Overall Trades billing credits are up nine per cent from fall 2018. A Welding Foundation intake offered in fall 2018 but not fall 2019 is the cause of the large decrease in billing credits at the Penticton campus. Kelowna billing credits have increased by a modest 12 per cent from fall 2018 to fall 2019, partially due to the Automotive Service Technician and Collision Repair & Refinishing diplomas.


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Continuing Studies (Certificate Programs) Fall Headcount

September Headcount, CS Certificate programs

CS Certificate Headcount 2017 2018 2019 % change from


Vernon 89 113 79 -30%


Salmon Arm 53 57 63 11%

Distance 83 79 85 8%


Fall Continuing Studies (CS) certificate headcounts have increased by three per cent from fall 2018 to fall 2019. Salmon Arm CS certificate headcounts have increased every year since 2014. All campuses except Vernon have seen an increase in CS headcount. Vernon has seen a decrease of 30 per cent from fall 2018 to fall 2019. CS certificate courses do not generate billing credits.


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Appendix: Notes on the Stable Enrolment Report Every fall and winter the Registrar’s office produces a series of enrolment reports leading up to and including stable enrolment date. Stable enrolment date is the last day that students may add and drop classes without penalty. It is after this day that the class numbers should be considered stable. Students may, of course, drop classes later in the semester, but usually without refund. This report is derived from the Registrar’s Enrolment Report drafted after stable enrolment date. It should be noted that this report is especially useful to describe academic enrolments, and enrolments in those programs that follow an academic schedule, September to April. However, not all college programs follow this timeframe or the same billing business practices. These non-academic programs create challenges for this report. In terms of billing for many non-academic programs, fee codes and billing are determined not by individual course (billing credits), but may be attached entirely to the first course section of the program, and not to each course. Thus billing credits may not appear as expected in this report. As well, there may be anomalies between a student’s home or declared campus, and the campus he or she is actually attending, even for the academic programs. For example, a Kelowna student may be travelling to Penticton to attend Criminal and Social Justice courses. In this case, the student would be counted in the Kelowna headcount but billing credits would appear in the Penticton campus. Thus a headcount by campus may not yield the expected billing credits by campus. Several programs in trades, health, and social development rotate between the smaller campuses year to year, providing access to programming in smaller markets. Because of this, headcounts at campuses may fluctuate. Another issue is that students may be listed in a program but may also be attending general interest or skills training courses. This report has been left as it is with these anomalies left in. These are easier to identify with smaller campuses, but are much more difficult to determine in larger ones. Tracking all of these anomalies would be difficult. There is no “one size fits all” enrolment report. This report is a reflection of academic programs. Other reports complete the view for the College’s enrolment picture, including the interim and final FTE reports.


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REPORT TITLE 2019 Student Satisfaction Survey DATE November 26, 2019 BACKGROUND INFORMATION For example: Purpose History Other relevant information This is the ninth time since 2007 that Okanagan College has administered its Student Satisfaction Survey. The survey was initially conducted every second year, in years “opposite” the Community College Survey of Student Engagement (CCSSE). It was determined that the CCSSE was not providing Okanagan College with value so we have amended our process and now conduct the Okanagan College Student Satisfaction survey annually. The survey asks students to rate the importance of various items or services and report their satisfaction as well. It also gathers information about motivations to enroll. The survey has a 95 per cent confidence level with a plus or minus 3.4 per cent confidence interval. ACTION REQUIRED For example: For consultation For information For approval (including resolution; see language below) None For information only. STRATEGIC PLAN 1ALIGNMENT With which Key Directions is this topic aligned? (please choose all those that are applicable)

Key Directions: ☒ Support learner readiness and success ☒ Excelling in teaching, programming, and applied research ☒ Working with, and learning from, the Indigenous community ☒ Serving and engaging the community ☒ Focusing on organizational sustainability ☐ N/A - Not a Strategic Plan initiative

COMMENTS FROM THE PRESIDENT None required REPORT PREPARED AND SUPPORTED BY (include name and title) Mark Francis, Institutional Research Ajit Batra, Manager Institutional Research Allan Coyle, InterimVice President Students



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THE DEPARTMENT OF INSTITUTIONAL RESEARCH OKANAGAN COLLEGE | OCTOBER 2019

2019 STUDENT SATISFACTION SURVEY


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Table of Contents Executive Summary ...................................................................................................................................... iv

2019 Results .................................................................................................................................................. 1

Educational Goals.......................................................................................................................................... 2

School of Choice ............................................................................................................................................ 4

First Choice ................................................................................................................................................ 6

Motivation to Enroll at Okanagan College .................................................................................................... 7

Results by Category: Overall ......................................................................................................................... 8

Results by Category: Strategic Plan............................................................................................................... 9

Results by Category: Program ..................................................................................................................... 10

Results by Category: Facilities ..................................................................................................................... 11

Technology .............................................................................................................................................. 11

Computers and Network ..................................................................................................................... 11

Website ............................................................................................................................................... 11

Facilities: Other ....................................................................................................................................... 12

Facilities: Other ....................................................................................................................................... 13

Results by Category: Services...................................................................................................................... 14

Registration Office .............................................................................................................................. 14

Registration Process ............................................................................................................................ 14

Library ................................................................................................................................................. 15

Services: Personal ............................................................................................................................... 16

Services: Personal (continued) ............................................................................................................ 17

Services: Other .................................................................................................................................... 18

Results by Category: Campus Life ............................................................................................................... 19

Results by Category: Transportation .......................................................................................................... 20

Results by Campus: Kelowna ...................................................................................................................... 21

Kelowna Campus Gap Analysis ............................................................................................................... 22

Results by Campus: Vernon ........................................................................................................................ 23

Vernon Campus Gap Analysis ................................................................................................................. 24

Results by Campus: Penticton ..................................................................................................................... 25

Penticton Campus Gap Analysis .............................................................................................................. 26

Results by Campus: Salmon Arm and Revelstoke ....................................................................................... 27

Salmon Arm and Revelstoke Campus Gap Analysis ................................................................................ 28


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Results by Campus: Distance Education ..................................................................................................... 29

Distance Education Gap Analysis ............................................................................................................ 30

Conclusions ................................................................................................................................................. 31

Appendix A: Responses by Demographics .................................................................................................. 32

Appendix B: Motivation by Demographics ................................................................................................. 33

Appendix C: Student Parking by Region ...................................................................................................... 42

Importance .............................................................................................................................................. 42

Agree ....................................................................................................................................................... 43

Appendix D: Question Text ......................................................................................................................... 44


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Executive Summary This report presents the results of the ninth Student Satisfaction Survey of Okanagan College students,

conducted in the spring of 2019. This year’s survey had a 40 per cent response rate, with 926 responses,

yielding a 95 per cent confidence level with plus or minus 3.0 per cent confidence interval. The sample

was representative of the regions and programs.

Results from this year’s survey have remained similar to results from previous years. Okanagan College

remains the first choice institution for the majority of students, with only 11 per cent applying to other

institutions. Motivations for enrolment at Okanagan College have also remained consistent with

previous years’ results. While the top motivations for students to enroll at Okanagan College were

consistent with previous years, students placed a higher level of importance on them in 2019 compared

to 2018.

For example, the top two reasons survey respondents cited for coming to Okanagan College were

availability of the program and affordable tuition. Ninety three per cent of respondents reported the

availability of the program was important or very important to them, compared to 86 per cent in both

2018 and 2016. Eighty seven per cent of respondents reported affordable tuition was important or very

important to them, slightly higher than the results from 2018 and 2016 (82 per cent and 81 per cent,

respectively).

Other noteworthy changes from the previous iteration of the survey include:

87% were satisfied with the application process (81% in 2018)

80% agreed that services they received from the Registration Office was helpful (72%)

78% found the Learning Centre useful (73%)

75% agreed that the Student Services office was open when they needed it (64%)

71% agreed that the assistance they received from the Education Advising Department was

helpful in choosing programs or courses (63%)

Results from the survey have also illustrated persisting issues from previous years. Only 26 per cent of

respondents agreed that there was adequate student parking on campus, up from 21 per cent in 2018.

Meanwhile, 57 per cent of respondents found that the wireless network worked well for them in 2019,

consistent with the results from 2018.


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2019 Results The Okanagan College Student Satisfaction Survey (SSS) has been conducted nine times in the last

twelve years. From 2010 to 2018, it has been conducted bi-annually, alternating with the Community

College Survey of Student Engagement (CCSSE), an international survey used for benchmarking.

However, CCSSE participation was not plausible in 2019 due to non-availability of a sizable peer group of

Canadian Colleges for benchmarking. It was decided to conduct the Student Satisfaction Survey again to

ensure that an updated baseline dataset remains available to the institutional stakeholders for planning

and accountability purposes. Institutional Research developed the Student Satisfaction Survey in 2007 in

consultation with Leadership Team and Executive to report on the key drivers of student satisfaction

with programming, facilities, services, and campus life. It has been adapted over the years with

additional questions relating to strategic planning and transportation.

The longitudinal data the survey provides have been valuable to observe changes with satisfaction and

importance students associate with the college facilities and services, and providing quantifiable

evidence of actions taken to address satisfaction levels.

The student population in February 2019 was 7,009 after excluding foundational students (ASE, lower

levels of ABE and ESL, and Study Tours). That same month the survey was distributed to 2,336 students

and 926 responses were received, resulting in a 40 per cent response rate.

Year Responses Response Rate %

Confidence Level %

Confidence Interval +- %

2019 926 40 95 3.0

2018 754 35 95 3.4

2016 574 28 95 3.9

The sample is representative of region (with the exception of Kelowna), programming area, and

Aboriginal status. Female respondents are over-represented in the sample. Trades students are slightly

under-represented in the sample. Additional information is available in Appendix A.

Campus % of Population % of Responses Responses

Kelowna 67% 63% 584

Vernon 12% 13% 121

Penticton 9% 10% 95

Salmon Arm Revelstoke 4% 5% 46

Distance Education 8% 9% 79

Exchange 0.2% 0.1% 1

Grand Total 100% 100% 926

Trades student responses have increased by total amount and proportion of responses from 2018.

Trades responses in 2019 10% 8% 73

Trades responses in 2018 10% 5% 38


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Educational Goals Most (72 per cent) students who enroll at Okanagan College are planning to complete a credential,

while some (16 per cent) are planning to transfer. Often students’ educational goals are dependent on

the program enrolled. Most students in bachelor degree, diploma, or certificate programs are planning

to complete the credential. Close to half of the students in the Associate of Arts (47 per cent) or Science

(46 per cent) degree programs are usually planning to transfer to another institution, most often to UBC

Okanagan according to data from the Student Transitions Project. It is noteworthy that for Associate of

Science a significantly lesser percentage of students are considering a transfer to another institution or

planning to complete a program at Okanagan College as compared to the 2018 Student Satisfaction

Survey cohort. Indications have slightly increased that more Associate of Science students are still

deciding upon a career. Eleven per cent of Associate of Science students are attending Okanagan College

to decide upon a career while nine per cent of Associate of Arts students are.

A vast majority (95 per cent) of surveyed students enrolled in the Bachelor of Business Administration

program are planning to complete their degree at Okanagan College. Most students in the Adult Basic

Education (ABE Advanced Certificate) are planning to complete their diploma at the College while 19 per

cent are planning to transfer.

As first noticed in 2018, for the second time in 2019 since the survey began in 2007, less than 50 per

cent of Associate of Arts students are planning to transfer to another school.


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School of Choice The majority of students who enrolled last fall did not apply to other post-secondary institutions. Results

are similar to the previous survey.

Whether a student applies to another institution varies depending on the program. A higher percentage

of Science (18 per cent) and Arts (18 per cent) students applied elsewhere.


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Most that applied to another school, applied locally to UBC Okanagan or Thompson Rivers. There was no

distinction made by year of study so some of these are students may be applying to transfer.

Year 2019

UBC - Okanagan 51

Thompson Rivers University 21

Camosun College 4

UBC - Vancouver 4

University of Calgary 4

University of Victoria 4

Simon Fraser University 3

University of Alberta 3

University of Northern British Columbia 3

Northern Alberta Institute of Technology 2

College of New Caledonia 2

Langara College 2

Other 24

Total 127


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First Choice Quite comparable to 2018, eighty-eight per cent of students said that Okanagan College was their first

choice. For the University Transfer programs, Associate of Arts and Associate of Science the results were

down (by 7 percent) as compared to 2018.

Okanagan College was the first choice of 92 per cent of the 73 trades students who responded to the

survey and only eight survey respondents said they applied to another school.


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Motivation to Enroll at Okanagan College There was no significant change in the motivation to come to Okanagan College, the top four

motivations from 2018 remain the top four in 2019. Availability of the program and affordable tuition

fees are the two most important factors for students, including for Aboriginal students. For International

students, availability of the program was most important, followed by the reputation of programs,

personal attention from staff and faculty, and wanted to study in Okanagan. Overall, 58 per cent of

respondents said affordable tuition fees were very important in 2019, up slightly from 54 per cent in

2018. Not being accepted by the first choice was very unimportant to 15 per cent of the respondents in

2019, down significantly from 25 per cent in 2018.

Although motivations varied by the program area, affordable tuition fees continued to rise in ranks over

the past few years and is now the top motivation for Associates of Arts and Associate of Science

students. Program availability was the top motivation for BBA, Continuing Studies, Technologies, Health

& Social Development, and Trades & Apprenticeship students. When compared to 2018, small class sizes

has noticeably risen in ranks among the Technologies students to become the second most motivation

to enroll, while personal attention from staff and faculty has remained the second most important

factor for the Trades & Apprenticeship students. (See Appendix B for additional motivations charts).


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Results by Category: Overall

The Student Satisfaction Survey was originally conducted in 2007 to measure student satisfaction with

Programs, Facilities, Services, and Campus Life; these categories were taken from the first Strategic Plan

launched in 2006 called Designing our Future. There were some structural changes to the survey

methodology after review. The “Results by Category” sections demonstrate how the category questions

have changed over time since 2007. Many have remained steady, while some have seen improvements

and others have declined. These questions are asked in terms of how important each statement is to the

student and to what extent the student agrees with the statement. The score is determined on a five-

point scale but is condensed for reporting purposes. The scores for important and very important and

the scores for agree and strongly agree are compressed to important and agree for ease of reporting.

There were no significant differences from 2018 to 2019 in the overall category questions. 93 per cent of

respondents agree that attending Okanagan College has been a good experience and 91 per cent agree

that the College has a good reputation within the community.

Results for the “Overall” questions have not changed dramatically since the survey was first run eleven

years ago. As well, there is very little or no gap between the scores for importance and agreement.


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Results by Category: Strategic Plan

Due to a technical error, the Strategic Plan category questions were not included in 2014. The

statement “Okanagan College cares about my success as a student” has seen a significant increase in

student agreement, rising from 70 per cent in 2010 to 81 per cent in 2019. The level of importance

associated with that statement has grown by 10 per cent since 2010, increasing from 83 percent to 93

per cent. The statement “Okanagan College has helped me become a better learner” has largely

remained consistent since it was introduced in 2010, with agreement levels hovering around 70 per

cent.

As can be seen by the charts below, the level of student agreement on Strategic Plan category questions

has yet to be satisfied by the level of importance associated with them.


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Results by Category: Program

None of the Program category questions saw statistically significant change in agreement percentages

between 2018 and 2019. In 2019, 93 per cent agreed that they would recommend their program or

course to other people.

I would recommend my program or course to other people

SSS (2018) SSS (2019)

90% 93%


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Results by Category: Facilities

Technology

Computers and Network The wireless network has remained important to students over time (between 93 and 94 per cent said it

was important since 2008). Agreement with whether the network worked well had dropped in 2014 but

regained in 2016 and saw negligible change since then. In the era of personal devices, there is an

increasing level of agreement among students about the adequacy of computers available on campus

while the availability of computers on campus is quite consistently falling in importance.

Website As with many of the category questions, the website importance and agreement scores have been

generally stable since 2008 with a small gap between scores. The navigability of the Okanagan College

website is at 67 per cent still close to its usual agreement score after dipping in 2016 with only 59 per

cent agreeing. In 2019, the percentage of respondents who said they found the information they

needed on the website was 80 per cent, consistent with the results of 2018.


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Facilities: Other The importance of the bookstore, food services, and student parking has remained high since 2008,

fluctuating very little. There is a small gap between the importance and agreement scores of campus

bookstore, but food services has generally seen a significant gap between agreement and importance

since 2008.

A large, continuing gap between the importance and the agreement with student parking also persists;

only 26 per cent agree or strongly agree that parking is adequate.

While parking is important at all campuses, the lower satisfaction has mostly been localized to the

Kelowna campus up until 2016. In 2018 all other physical campuses saw a drop in satisfaction with

student parking from 2016. However, in 2019 Kelowna and Vernon campuses did not see much change

over 2018. Salmon Arm-Revelstoke and Penticton campuses have seen their agreement rates return

generally to pre-2018 levels. Satisfaction with parking spaces is associated with the number of students

on campus and as enrolment increases, satisfaction with parking decreases. Please see additional

regional charts in Appendix C.


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Facilities: Other Other than satisfaction with study space improving from 53 in 2008 to 73 per cent in 2019, the rest of

the facilities question results have remained stable since 2008 with little gap. Similar to last year, ninety-

five per cent agreed that the campus feels safe and secure and 92 per cent agreed that the overall

learning environment is good.


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Results by Category: Services Registration Office Since 2008, there has generally been a declining importance reported by respondents with the services

from the Registration Office. Satisfaction with Registration Office services grew from 72 per cent in 2018

to 80 per cent in 2019, while satisfaction with the office hours has largely remained stable.

Registration Process The importance of registration processes has remained high; since 2008, between 79 and 96 per cent of

respondents have said these processes are important or very important to them. Satisfaction has

fluctuated as processes have been changed and refined. Satisfaction with the application process has

increased 6 percentage points from 81 to 87 per cent from 2018 to 2019.


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Library The importance and agreement scores for the library services has remained stable since 2008 with very

little or no gap between the importance and agreement, with the exception of library study space. Since

2008, agreement that library study space meets student needs increased from 49 per cent agreeing to

82 per cent agreeing in 2016 but has since decreased to 76 per cent in 2019. The largest gains in

satisfaction with study space since 2008 have been in the Central Okanagan region.


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Services: Personal

Between 2012 and 2018 the importance and agreement levels associated with helpful service from the

Aboriginal Centre were consistently around 56 per cent and 45 per cent respectively. However, in 2019

some improvement was noticed in both importance (66 per cent) and agreement (58 per cent).

The Student Services Office (phrased as Welcome Centre until the 2018 survey) continues to see an

increase in agreement after steadily decreasing since 2008. In 2019, 75 per cent of respondents agree

that the Student Services Office was open when they needed it (up 11 per cent from 2018). After having

seen a decrease in 2018 the agreement with Disability services has increased from 37 per cent in 2018

to 52 per cent in 2019. The Counselling Department importance decreased from 85 per cent to 75 per

cent in the first two years but has remained near 75 per cent with little change since then. Agreement

that the Counselling Department has helped remains steady at around 60 per cent.


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Services: Personal (continued) The Aboriginal Centre question results are filtered by respondent demographic (Aboriginal or non-

Aboriginal) and presented here. The number of Aboriginal respondents to this question is very low (51) and

the results should be used with caution; 162 non-Aboriginal people responded to the question in 2019. The

survey instructs students to respond only if they have experience with the service. There were 71

respondents who declared themselves Aboriginal.


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Services: Other Educational Advising and Career services were reported as important by 87 per cent and 82 per cent of

respondents respectively. Student orientation activities category has seen significant growth in both

agreement and importance scores since it reached a record low in both categories in 2014. Agreement is

up to 64 per cent in 2018 from 44 per cent in 2014, while importance is 60 per cent from 43 per cent in

2014.


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Results by Category: Campus Life The following questions were not asked in the 2016 Student Satisfaction Survey due to a glitch in the

survey software. There is no noticeable change from 2018 to 2019. However, three of the four campus

life related items have seen substantial growth in agreement since 2014: the availability of cultural and

social activities (up 15 per cent), recreational services (up 10 per cent), and an overall satisfaction with

campus life (up 9 per cent).


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Results by Category: Transportation Questions about transportation methods were first introduced in the 2014 Student Satisfaction Survey

(SSS). After being excluded from the 2016 SSS, they were reinstated in 2018. Responses to the questions

What transportation methods do you use to commute to campus? And what percentage of time do you

use each? have been separated by campus below.

Both public transit and walking were used most on the Kelowna campus. Carpooling was used most on the Vernon campus, while Vernon also reported the most use of a single occupant vehicle with 77 per cent responding they use this method over 75 per cent of the time.


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Results by Campus: Kelowna Please see Appendix D for the complete list of question text and numbers. Question average scores are

plotted on a scatter diagram to visually demonstrate how each question scores on both importance and

agreement. Those items that students have scored with a high level of importance and a relatively lower

level of agreement are possible targets for attention.

For the Kelowna campus, question number 34 (student parking is adequate) is on the far left quadrant

indicating it is high in importance, but low on agreement. Further to the right, items 57 (wireless

network works well for me). The items in the top of the right quadrant are the issues that students have

both high importance and high agreement, items with which students are satisfied. Students feel that

they will achieve their educational goals (50) and that attending Okanagan College has been a good

experience for them (60). As well, students report that the campus feels safe and secure (23) and the

College has a good reputation in the community (28).

All of the areas listed above, both those that may warrant attention and those that appear to be

meeting student needs, are consistent with results from the 2016 and 2018 Student Satisfaction survey.


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Kelowna Campus Gap Analysis The radar chart below shows the mean scores for questions (scored between one and five) in terms of

importance and agreement. Large gaps where importance is more than agreement may be areas to

focus for improvement. Where agreement is greater than importance, this indicates that expectations

have been met. For the Kelowna campus, questions 21 (website), 34 (student parking), 35 (adequate

study space), 36 (register for classes without conflicts), 38 (food services), and 57 (wireless network) are

ones that stand out with the largest gaps. This is similar to the scatter plot results as well as 2018.

Meanwhile, the following items have shown a significantly positive shift since 2018 at the Kelowna

campus. The positive shift is defined as one standard deviation or more from the longitudinal mean of

the respective item for both agreement and importance. 26 (Student Service Office is open when I need

it), 27 (I would recommend my program or course to other people), 31 (fee payment process is clear and

efficient), 43 (I am satisfied with the registration process), 45 (assistance I got from the education

advising department was helpful for me in choosing my program or courses), 46 (I am satisfied with the

application process), 48 (service I received from the Disability Services Office was helpful), 50 (I feel I will

achieve my educational goals), and 51 (service from the Aboriginal Centre is helpful).


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Results by Campus: Vernon Item results for the Vernon campus are mostly clustered around the 4.0 mark, but slightly more spread

out than 2018. As is common among all campus scatter plots, item 34 (parking) is located in the top left

quadrant, indicating that students are unsatisfied with parking despite its importance, 48 (service I

received from Disability Services was helpful), 21 (website is easy to navigate), and 57 (wireless

network), are the items in the far left hand quadrant, being higher in importance than in satisfaction.

In the far right quadrant are the strengths of the campus including items 23 (campus feels safe and

secure) and 50 (students feel that they will achieve their educational goals). In the bottom left are items

scoring lower on importance and agreement, including items 42 (recreational services) and 55 (cultural

and social activities are available for me to attend).


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Vernon Campus Gap Analysis When considering the radar map below, the largest gaps between importance and agreement are with

items 34 (parking), 21 (food services), 48 (Disability Services), and 57 (wireless network).

The following items have shown a significantly positive shift since 2018 at the Vernon campus. The

positive shift is defined as one standard deviation or more from the longitudinal mean of the respective

item for both agreement and importance.

27 (I would recommend my program or course to other people), 30 (learning environment adequate), 31

(fee payment process), 36 (able to register for classes with few conflicts), 39 (overall learning

environment good), 40 (Registration Office services), 42 (recreational services), 46 (application process),

50 (will achieve educational goals), 51 (Aboriginal Centre services), 53 (Admission and Registration

Office timing), 59 (computers available on campus adequate for my needs), 60 (attending Okanagan

College a good experience), 63 (Okanagan College has helped me become a better learner).


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Results by Campus: Penticton Similar to Kelowna and Vernon campuses, Penticton respondents have indicated 34 (student parking) as

well as 57 (wireless network) as very important issues with comparatively low satisfaction. Other items

are closer to the distribution center point indicating that Penticton campus students are generally more

satisfied with high importance items.

The top right of the scatter plot contains many items with high importance and agreement scores. These

include 23 (campus feels safe and secure), 58 (help with library resources is there when I need it), 28

(the institution has good reputation with the community), 39 (overall learning environment), 60

(attending Okanagan College a good experience), and 50 (will achieve educational goals). The bottom

right quadrant items are of lower importance and higher agreement, including 27 (would recommend

my program or course to other people), and 59 (computers available on campus are adequate for my

needs).


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Penticton Campus Gap Analysis Penticton respondents have indicated lower agreement than importance for student parking (item 34)

and wireless network (item 57). Items 24 (Financial Aid services I received are helpful) and 21 (food

services) form the next largest gaps.

The following items have shown a significantly positive shift since 2018 at the Penticton campus. The

positive shift is defined as one standard deviation or more from the longitudinal mean of the respective

item for both agreement and importance.

24 (Financial Aid services I received are helpful), 26 (Student Services Office is open when I need it), 33 (I

am satisfied with campus life), 52 (Learning Centre is useful to me), and 63 (Okanagan College has

helped me become a better learner).


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Results by Campus: Salmon Arm and Revelstoke On the top left side of the scatter plot item 57 (wireless network) is flagged as the one being high on

importance but low on agreement.

Items that are meeting the needs of students in Salmon Arm and Revelstoke include 50 (will achieve

educational goals), 60 (attending Okanagan College a good experience), 39 (overall learning

environment), 30 (learning environment adequate), 23 (campus feels safe and secure), and 53

(Admission and Registration Office timing).

In the bottom left quadrant, items 29 (campus bookstore has a good selection), 38 (food services), 54

(feel a sense of pride about the campus), and 42 (recreational services) score much lower in importance

and agreement.


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Salmon Arm and Revelstoke Campus Gap Analysis Three items demonstrate larger gaps between importance and agreement in Salmon Arm and

Revelstoke: item 57 (wireless network), 29 (campus bookstore has a good selection), 48 (service I

received from the disability services office was helpful), 21 (website is easy to navigate).

The following items have shown a significantly positive shift since 2018 at the Salmon Arm campus and

Revelstoke centre. The positive shift is defined as one standard deviation or more from the longitudinal

mean of the respective item for both agreement and importance.

23 (campus feels safe and secure), 26 (Student Services Office is open when I need it), 27 (would

recommend program or course to others), 32 (student orientation activities helpful), 34 (number of

student parking spaces are adequate), 36 (able to register for classes with few conflicts), 40 (services

received from Registration Office are helpful), 41 (service from Student, Graduate, and Co-operative

Education Employment Centre is helpful) , 43 (satisfied with registration process), 44 (there is a

commitment to academic excellence on this campus), 46 (satisfied with the application process), 50

(achieved my educational goals), 53 (Admissions and Registration Office is open when I need it), and 56

(library has information resources I need).


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Results by Campus: Distance Education As also indicated in the previous year’s report, with the increase in distance education enrolment, more

questions relating specifically to distance student experience might help explore this cohort more

closely. As many of the distance education students may also be taking courses on campus, many of the

issues of distance learners (e.g. 34 parking) are the same as on campus learners. The onsite services,

such as 32 (student orientation activities), and 42 (recreational services), score low in importance for

this group. Item 50 (I feel I will achieve my educational goals) is continuing to be in the top right corner

of the scatter plot indicating that it continues to score high in importance and agreement for distance

learners.


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Distance Education Gap Analysis Since many of the distance education students may also be taking courses on campus, many of the

issues of distance learners (e.g. parking, wireless network) are the same as on campus learners. The

items 21 (website is easy to navigate), 24 (financial aid), 29 (campus book store) and 30 (Learning

environment on campus) were some of the other large gaps.


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Conclusions

This is the ninth iteration since 2007 for the Student Satisfaction Survey at Okanagan College measuring

satisfaction with College programs, facilities, services, and campus life. Results do not typically change

dramatically over time; however, there are some significant differences with this year’s results. Students

appeared to be more satisfied with a variety of student services, as the Registration Office, Learning

Centre, Student Services, Financial Aid, and Education Advising departments all saw increases in

satisfaction from 2018 to 2019. The Aboriginal Services and Disability Services departments also saw

increases in satisfaction, growing by 13 per cent and 15 per cent respectively.

Despite an overall increase from 21 per cent in 2018 to 26 per cent in 2019, adequate student parking

remains an issue at the Kelowna and Vernon campuses.

Over a third of respondents (35 per cent, 321) added open ended comments on how to improve

Okanagan College.


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Appendix A: Responses by Demographics Gender % of Population % of Responses Responses

Female 54% 66% 612

Male 46% 34% 311


Aboriginal % of Population % of Responses Responses

Aboriginal 7% 8% 71

Non-Aboriginal 93% 92% 855


Age Range % of Population % of Responses Responses

19 and Under 26% 26% 241

20 to 24 36% 36% 334

25 to 29 15% 15% 137

30 to 34 8% 8% 78

35 and Over 15% 15% 136


Campus % of Population % of Responses Responses

Kelowna 67% 63% 584

Vernon 12% 13% 121

Penticton 9% 10% 95

Salmon Arm Revelstoke 4% 5% 46

Distance Education 8% 9% 79

Exchange 0.2% 0.1% 1


Programming Area % of Population % of Responses Responses

Arts 20% 20% 183

Foundational 4% 3% 32

Business 29% 27% 249

Office Administration 4% 5% 42

Food, Wine and Tourism 2% 2% 15

Science 10% 12% 111

Technologies 5% 5% 44

Health and Social Development 8% 11% 98

Trades 10% 8% 73

Continuing Studies 8% 9% 79



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Appendix B: Motivation by Demographics


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Appendix C: Student Parking by Region

Importance


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Agree


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Appendix D: Question Text Q# Question Text Category Response Count 1 What is your Okanagan College student ID number? None 901 2 What is your main educational goal at Okanagan College right now? None 925

3 Did you apply to any other post-secondary institutions last fall (September 2017)? None 926

4 If yes, which ones? (Choose all that apply) None 99

5 Was Okanagan College your first choice? None 924

6 How important were each of the following in your decision to enroll at Okanagan College: Availability of the program

Motivation 920

7 Opportunity to do a co-op program Motivation 697

8 College is close to where I live Motivation 884

9 Recommendation from others Motivation 852

10 Affordable tuition fees Motivation 911

11 Program was not offered elsewhere Motivation 703

12 Reputation of programs at Okanagan College Motivation 896

13 Was not accepted by my first choice Motivation 370

14 Small class sizes Motivation 863

15 Financial aid, scholarships, and bursaries are available Motivation 819

16 Personal attention from staff and faculty Motivation 902

17 Length of program Motivation 888

18 Interaction with Okanagan College through recruitment activities and events

Motivation 809

19 Wanted to study in Okanagan Motivation 878

20 Other Reason? Motivation 52

21 The Okanagan College website is easy to navigate Facilities 908 Agree Scale, 896

Importance Scale

22 Web registration process is easy to use Facilities 870 AS, 861 IS

23 Campus feels safe and secure Facilities 861 AS, 863 IS

24 Financial Aid services I receive are helpful Services 515 AS, 583 IS

25 Library study space meets my needs Services 785 AS, 790 IS

26 Student Services office is open when I need it Services 692 AS, 704 IS

27 I would recommend my program or course to other people Programs 922 AS, 902 IS

28 This institution has a good reputation within the community Overall 892 AS, 887 IS

29 Campus bookstore has a good selection Facilities 832 AS, 832 IS

30 Learning Environment (Classroom, Lab, Shop) on campus is adequate for my needs Facilities 837 AS, 833 IS

31 Fee payment process is clear and efficient Services 915 AS, 906 IS

32 Student Orientation activities are helpful to me Services 644 AS, 661 IS

33 I'm satisfied with campus life Campus Life 768 AS, 773 IS

34 Number of student parking spaces is adequate Facilities 763 AS, 770 IS

35 Study space on campus is adequate for my needs Facilities 822 AS, 826 IS

36 I am able to register for my classes with few conflicts Services 891 AS, 883 IS

37 There are adequate services to help me decide upon a career Services 727 AS, 738 IS

38 Food services on campus are good for my needs Facilities 754 AS, 764 IS

39 Overall learning environment on this campus is good Facilities 863 AS, 855 IS

40 Services I receive from the Registration Office are helpful Services 882 AS, 878 IS

41 The service from the Student, Graduate and Co-operative Education Employment Centre is helpful Services 474 AS, 520 IS

42 I am satisfied with the recreational services available to me Campus Life 675 AS, 688 IS

43 I am satisfied with the Registration process Services 910 AS, 902 IS


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44 There is a commitment to academic excellence on this campus Programs 906 AS, 895 IS

45 Assistance I got from the Education Advising Department was helpful for me in choosing my program or courses

Services 658 AS, 682 IS

46 I am satisfied with the Application process Services 915 AS, 907 IS

47 There is a good variety of courses on this campus Programs 897 AS, 887 IS

48 Service I received from the Disability Services office was helpful Services 193 AS, 261 IS

49 Personal counselling I received from the Counselling Department helped me Services 366 AS, 447 IS

50 I feel I will achieve my educational goals Programs 912 AS, 904 IS

51 Service from the Aboriginal Centre is helpful Services 213 AS, 279 IS

52 Learning Centre is useful to me Services 583 AS, 618 IS

53 Admissions and Registration office is open when I need it Services 890 AS, 884 IS

54 I feel a sense of pride about my campus Campus Life 829 AS, 825 IS

55 Cultural and social activities are available for me to attend Campus Life 726 AS, 728 IS

56 Library has the information resources I need Services 786 AS, 794 IS

57 The wireless network works well for me Facilities 832 AS, 829 IS

58 Help with library resources is there when I need it Services 786 AS, 785 IS

59 Computers available on campus are adequate for my needs Facilities 729 AS, 747 IS

60 Attending Okanagan College has been a good experience for me Overall 907 AS, 901 IS

61 I found the information I needed on the Okanagan College website Facilities 898 AS, 890 IS

62 Okanagan College cares about my success as a student Strategic Plan 909 AS, 900 IS

63 Okanagan College has helped me become a better learner Strategic Plan 902 AS, 893 IS

64 What transportation methods do you use to commute to campus? And what percentage of time do you use each? Single occupant vehicle

Transportation 899

65 Car pool Transportation 846 66 Bicycle Transportation 839 67 Motorcycle Transportation 828 68 Bus Transportation 854 69 Walk Transportation 850 70 Other Transportation 810 Final Comment Is there anything you would like to add that would improve Okanagan College? Overall 321


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