Board of Governors - University of Windsor...Board of Governors Agenda and Supporting Documents...

BoardofGovernors

AgendaandSupportingDocuments

Tuesday,May23,2017

4pm

Freed-OrmanCommons,AssumptionHall

PleasereviewalldocumentspriortotheBoardofGovernorsmeeting.

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NOTICEOFMEETING

TherewillbeameetingoftheBoardofGovernors

Tuesday,May23,2017at4:00pmFreed-OrmanCommons,AssumptionHall

AGENDA

ITEM DESCRIPTION DOCUMENT#&ACTION

Declarationofconflictofinterest1 ApprovaloftheAgenda2 MinutesofthemeetingofApril25,2017 Allen-Approval

BG170425M

3 Businessarisingfromtheminutes

4 OutstandingBusiness/NewBusiness4.1 Reports:

4.1.1 RemarksfromtheChair Allen-Information4.1.2 President’sReport

4.1.2.1 MemorialNames4.1.2.2 StrategicMandateAgreement(SMA2)(p4) Wildeman-Approval

BG170523-4.1.2.2

4.1.2.3 AnnualReportonSexualMisconductPolicy(2016-2017)(p59) Wildeman-InformationBG170523-4.1.2.3

4.2 AuditCommittee

4.3 ExecutiveCommittee

4.4 GovernanceCommittee

4.5 InvestmentCommittee

4.5.1 StatementsofInvestmentPoliciesandProceduresforthePension Allison-ApprovalPlans,EndowmentandWorkingCapitalFunds–Revisions(p60) BG170523-4.5.1

4.5.2 FinancingStrategy(p62) Allison-Approval

BG170523-4.5.2

4.6 PensionCommittee

4.7 ResourceAllocationCommittee 4.7.1 2017/18ProposedOperatingBudget(p64) Willis-Approval Budget2.0forUWindsor2.0 BG170523-4.7.1

5 InCamera

6 Adjournment

BG170523A

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[Bylaw1,Section2.6–ConsentAgenda:Itemsthatnormallydonotrequiredebateordiscussioneitherbecausetheyareroutine,standard,ornoncontroversial,shallbe“starred”(identifiedbyanasterisk(*))ontheagenda.“Starred”itemswillnotbediscussedduringameetingunlessamemberspecificallyrequeststhata“starred”agendaitembe‘unstarred’,andthereforeopenfordiscussion/debate.Arequestto“unstar”anagendaitemcanbemadeatanytimebefore(byforwardingtherequesttotheSecretary)orduringthemeeting.Bytheendofthemeeting,agendaitemswhichremain“starred”(*)willbedeemedapprovedorreceivedbytheBoard,asthecasemaybe.Noindividualmotionshallberequiredfortheadoptionof“starred”agendaitems.]

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BG170523-4.1.2.2UniversityofWindsorBoardofGovernors

4.1.2.2: StrategicMandateAgreement(SMA2) Itemfor: ApprovalMOTION: ThattheBoardapprovethe2017-2020StrategicMandateAgreement,subjecttoanyfinalminor

revisionsrequiredbytheMinistry.Rationale:§ TheMinistryhasalreadyprovidedfeedbackonthedraftSMA2,whichtheUniversityhasincorporatedas

appropriate.AdditionalrevisionsmayberequestedbytheMinistrypriortofinalapproval.Throughthismotion,theBoardisaskedtoauthorizethePresidenttomakeanysuchrevisionsprovidedtheyareminoranddonotmateriallyimpactthesubstanceoftheSMA2.

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STRATEGICMANDATE

AGREEMENTUniversityofWindsor

2017-20DraftSubmissionTemplatebetweenthe

MinistryofAdvancedEducationandSkillsDevelopmentandTheUniversityofWindsor

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Ontario’sVisionforPostsecondaryEducationOntario’scollegesanduniversitieswilldrivecreativity,innovation,knowledge,skillsdevelopmentandcommunityengagementthroughteachingandlearning,research,andservice.

Ontario’scollegesanduniversitieswillputstudentsfirstbyprovidingthebestpossiblelearningexperienceforallqualifiedlearnersinanaffordableandfinanciallysustainableway,ensuringhighqualityandgloballycompetitiveoutcomesforstudentsandOntario’seconomy.

UniversityofWindsorVision,MissionandMandateTheUniversityofWindsor’sMissionandVisionstatementsareembeddedwithinourStrategicPlan,ThinkingForward…TakingAction,andcontinuetoclearlyreflectthecommitmentoftheUniversitytostudentsandtoourcommunity,andthedesirethatwhatwedowillpreparepeopletocontributemeaningfullytosociety.Theyalso align directly with the future aspirations for our University, and in broad measure they capture theprioritiesoftheProvinceofOntario.

MissionStatementEnablingpeopletomakeabetterworldthrougheducation,scholarship,research,andengagementVisionStatementThe University ofWindsor is a progressive, student-centered university,where the challenges ofcommunitiesandofaworldintransitioninformtheeducationweprovide,theresearchwedo,andthecreativeendeavourswepursue

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2 Preamble___________________________________________________________________________________________

ThisStrategicMandateAgreementbetweentheMinistryofAdvancedEducationandSkillsDevelopmentandtheUniversityofWindsoroutlinestheroletheUniversitycurrentlyperformsinOntario’spostsecondaryeducationsystemandhowitwillbuildonitscurrentstrengthstoachieveitsvisionandhelpdrivesystem-wideobjectivesandgovernmentpriorities.

TheStrategicMandateAgreement(SMA):

• IdentifiesandexplainsthesharedobjectivesandprioritiesbetweentheOntariogovernmentandtheUniversity;

• Outlinescurrentandfutureareasofprogramstrength;• Supportsthecurrentvision,mission,andmandateoftheUniversityandestablishedareasofstrength

withinthecontextoftheUniversity’sgoverninglegislation;• Describestheagreed-uponelementsofthenewuniversityfundingmodel,including:

o aUniversity’senrolmentplansaswellastheirprojectionsoftheirenrolmentsrelativetotheircorridormidpointandanydesiredchangestotheircorridorduringtheperiodofthisSMA;and

o differentiationareasoffocusincludingmetrics,targetsanddifferentiationgrantallocation.• Providesinformationonthefinancialsustainabilityoftheinstitution;and• InformsMinistrydecision-makingandenablesMinistrytoalignitspoliciesandprocessestofurther

supporttheUniversity’sareasofstrength.

ThetermoftheSMAisfromApril1,2017toMarch31,2020.

TheagreementmaybeamendedintheeventofsubstantivepolicyorprogramchangesthatwouldsignificantlyaffectjointcommitmentsmadeintheSMA(e.g.MajorCapacityExpansion,HighlySkilledWorkforce,etc.).Anysuchamendmentwouldbemutuallyagreedtoinwriting,dated,andsignedbybothsignatories.

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3 Aspirations_______________________________________________________________________________________

TheUniversityofWindsorhasahistorytracingbackover150years.Ithasbeenapartofthelivesofmorethan115,000alumniaroundtheworld,andhascontributedtothewell-beingoftheWindsor-EssexregionandofCanada.FromitsrootsasAssumptionCollegein1857,continuingthroughtodayinaffiliationwithAssumptionUniversity,CanterburyCollegeandIonaCollege,itcombinestraditionwithacommitmenttothefuture.

OurUniversityishelpingmorethan15,000studentsayearfromnearbyandfromaroundtheworldtoachievepersonalandprofessionalgoals.Itisaplacewithacommitmenttolearninganddiscovery,andacommitmentto social justice and all of the expectations and opportunities that come with it – access to education,recognitionoftheimportanceofcommunity,andabeliefintheentrepreneurialspiritthathasbeenvitaltotheeconomyinthisregionofourcountry.TheMissionStatementintheUniversityofWindsor’sStrategicPlanisinrealityastatementabouttheUniversity’sreasonforbeing.

Weareauniversityforwhichtheheadhasnot lostsightofthefeet. TheUniversityofWindsorhasa longhistoryof seekingways inwhichendeavoursof themind reflect the road thatweasa societymust travel.Alignedwith this reality, theUniversity ofWindsor is committed to creating learning environmentswherestudentscangainexperiencethatwillpreparethemforlifeaftergraduation.Wearebigenoughtohavetheprogramsandservicesthatstudentswantandneed,andsmallenoughtofeellikeacommunitywithclosetiesandcommoninterestsandopportunitiesforstudentstobeengaged.

Through education and scholarship in the sciences, human kinetics, arts, humanities, social sciences andperforming arts, and in professional programs in law, education, nursing, engineering and business, theUniversity has, without pretense, enriched our region and the world. It has helped to create a strongercommunityaroundus,addedtoourknowledgeoftheenvironment,helpedindustriessucceed,strengthenedthearts,helpedusunderstandthecomplexitiesofaworldthatisrapidlychanging,anddonemuchmore.Andintyingthemall together,ourUniversity’sStrategicPlanmakesacommitmentthatwewillbeaplacethatencouragespursuitofthepersonalbest,whetherinalaboratory,library,classroom,athleticstadium,orotherplace of high endeavour. The University of Windsor aspires to see everyone fulfil the promise withinthemselves.

Universitiesmustcontributetothebettermentofsociety.Theyhavearesponsibilitythrougheducationandenquirytoencouragemindstobecreativeandentrepreneurialandtohelpcommunitiesbevibrantandsustainable.Theexpectationsplacedonuniversitiesarehigh,themobilityofpeopleandideasisacceleratinginpaceandisglobalinbreadth,andgreatercompetitionforresourcestosupportpublicinstitutionsisaneconomicfactoflife.TheUniversityofWindsormustpreserveanunwaveringcommitmenttoacademicexcellenceandtohelpingpeople,anditmustusethetalentsofitspeopletoadaptindistinctivewaystotherealitiesitfaces.

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TheUniversitysitsattheedgeofCanada,intheheartofNorthAmerica.Bybeingontheedge,itoffersadistinctvantagepointfromwhichtoengageinglobaltransitionsthataffectpeople’slives.Byencouraginginternationalparticipationandcommunityengagement,andthroughacommitmenttoequity,diversityandhumanrights,theUniversitycapturestheenergyofchangethatonlyreleasingthebreadthofhumancapacitycanbring.OurcampusandourcommunityofWindsor-Essexhavealonghistoryofwelcomingpeoplefromaroundtheworld,makingusoneofthemostdiversecommunitiesinthecountry.

The University ofWindsor is a fully comprehensive, highly diverse university that offers a broad range ofacademicandprofessionalprogramsthatareneededfortheeconomicandculturalvibrancyofWindsor-Essex,which isOntario’suniquegeographicpeninsulawithin theUnited States. It is a region thathas enormouseconomicimportanceinmanufacturing,agriculture,thearts,tourism,healthcare,andmore.Becauseofourlocation,wearealsoauniversitythatisdedicatingitselftoissuesofgreatimportance-takingcareofourGreatLakes,doingworkthatinformshowtobettermovepeopleandgoodsacrossinternationalborders,contributingknowledgeandinnovationtowhatisstillthemanufacturingheartlandofNorthAmerica,anddemonstratingincountlesswayshowtheknowledgeandcreativityofauniversitycanhelpacommunity.

ThisiswhattheUniversityofWindsorisaboutandthatiswhatwewanttobe.Weknowthatauniversityislesslikelytoberelevantintheworldifitisnotrelevantintheneighbourhood,andthatitislesslikelytoberelevantintheneighbourhoodifitdoesnotbringaperspectivethatisgloballyinformed.ThereisnotanotheruniversityinOntariolikeours.TheUniversityofWindsor’scomprehensivenatureinauniquelocationisnotaluxurythatcomesatacost. Rather, it isanecessitythatcomeswithaprize…thatprizebeinganacademicinstitutionthatisdedicatedtoensuringthatthisregionofOntariohasauniversitythatisdoingeverythingauniversityissupposedtodofora21stcenturygloballyconnectedOntario.WearecommittedtoworkinginpartnershipwiththeProvincetosafeguardthatprize.

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SharedObjectivesandPrioritiesforDifferentiationInthenextsection,universitiesarerequestedtoindicatehowrecentandplannedinitiativesand/orinvestmentshelptofurtherfocusonareasofdifferentiatedstrength,including:

• StudentExperience;• InnovationinTeachingandLearningExcellence;• AccessandEquity;• ResearchExcellenceandImpact;and• Innovation,EconomicDevelopment&CommunityEngagement.

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1.0StudentExperienceThissectioncapturesinstitutionalstrengthsinimprovingstudentexperience,outcomesandsuccess.Thissectionrecognizesinstitutionsformeasuringthebroaderlearningenvironment,suchascontinuityoflearningpathways;retention;studentsatisfaction;co-curricularactivitiesandrecords;careerpreparedness;andstudentservicesandsupports.

1.1 InstitutionalApproachtoImprovingStudentExperienceUniversitiesareaskedtocommentonexistingorplannedinitiativesaimedatimprovingthestudentexperience,includingtheuniquenessofyourapproach,targetgroupsandpartnersinvolved.Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievementsovertime.

TheUniversityofWindsoriscommittedtoprovidinganexcellenteducationthatpreparesstudentsforlifeaftergraduation. We know thatwemust do several things ifwe are to fulfill this commitment. First, throughcontinual academic program innovation we seek to integrate into the learning process a workplace orcommunity-basedopportunitythatprovidesexperience,mentorship,andmaximumvaluetothedegreeearnedasastudentseekstosuccessfullyentertheworkplace.Second,wearecommittedtohavingcampuslearningandsocialspacesthatsupportinnovationinteachingandlearning,collaboration,partnerships,andcommunityengagement.Third,weareplacingastrongemphasisonstudentservicesthatpromotehealthandwellness.

The University of Windsor is distinctive in its location, its comprehensive program offerings, its researchstrengths that serve the needs of the community and the province, and its attraction as a destination forinternationalstudentslookingtostudyinOntarioandpossiblymakeittheirhome.Wecanfurtherstrengthenthisdistinctivenessbyensuringthatwepayattentiontoourprograms,ourspaces,andourservices.

1.2 ExamplesofInstitutionalInitiativesUniversitiesareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplainyourinstitution’sapproach:

1) AcademicProgramInnovationTheUniversityofWindsorisuniqueintermsofitsgeographiclocationontheUSborderandthewidespectrumofprofessionalandacademicprogramsthathaveservedtheregionfordecades.Almost50%ofourfull-timeundergraduatesareinaccreditedprofessionalprogramswithdirectworkplacetraining,suchasLaw,Business,Education,SocialWork,ClinicalPsychology,andNursing.Withtheserealities,therehasbeenalonghistoryofprograminnovation,includingwork-integratedlearning.InallFaculties–professionalandacademic–thereisa commitment togiving studentsanopportunity to seewhere their education can take them. There is anincreasingnumberofprogramsandservicesattheinstitutionalleveltocomplementwhatishappeningwithintheFaculties,andtheycombinetocreatemultipleopportunitiesandsupportsforstudents.

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2) CampusTransformationIn2011, theUniversityembarkedona campus transformationplan in supportof its strategicobjectives toenhancethestudentexperience,supportthecommunityandregion,andrecruitandretainthebestfacultyandstaff. Financial support forwhat has been amajor renewal of campus facilities has come from the City ofWindsorandfrombothprovincialandfederallevelsofgovernment,aswellastheUniversity,studentathleticslevies,andprivatedonors.

•WewerethefirstuniversityinOntariotoofferco-operativeeducationinBusiness.• Career preparation opportunities exist in most other disciplines across campus, including suchopportunitiesasthehands-onpublishingpracticainEnglishLanguage,LiteratureandCreativeWriting;internshipsinfineartsandpublichistory;theFacultyofScienceCareerWeekfocusingonsoftskills,goalsetting,andself-promotionstrategies;andmanymore.

• TheEnactusprogramrunthroughtheOdetteSchoolofBusinesshasstudentsworkingwithcommunitypartnerstohelpnewbusinessesstartandthrive.

• Twoanti-povertylawclinicsandtwocross-borderclinicsforWindsor’sFacultyofLawprovidehands-onopportunitiestodeveloplegalskills.

• Numerous graduate programs – for example, Kinesiology, Political Science, Education, ComputerScience,Engineering,SocialWork,andPsychology–incorporatework-integratedlearninginternshipsorpractica.

• In 2015-16, UWindsor created a new service unit that brought together into a new highly visiblecentralizedlocationallofthestaffandprogramsfocusedonenhancingcareerpreparation,mentorship,reflectionanddocumentation.NamedtheCo-op,CareerandEmploymentServicesunit,thisre-designedorganization emphasizes collaboration with academic units to provide experiential and careerdevelopmenteducationforeverystudent,andhasresultedinthefollowing:

o 46%increaseinstudentutilizationofserviceso 126%increaseininternshipengagemento 28%increaseinco-openrolmento beginning the development of “experiencemaps” formostmajor academic programs, andan

environmentalscanofexperientiallearningopportunitiesattheUniversity.o placementofnearly1,000studentswithmorethan650employersannually.

• TheEntrepreneurshipPracticeandInnovationCentre(EPICentre)providesstudentsandrecentgraduateswithopportunitiestolearnaboutentrepreneurship,andtheresourcestoturntheirideasintosuccessfulventures.SixEPICentrefacilitiesacrosscampusprovidededicatedspacefordiscipline-specificinnovationand venture development. The Centre offers integrated cross-campus leadership, mentorship,entrepreneurialeducation,andtechnology-transfer.Studentsinupper-yearbusinessconsultingcoursesact asmentors to communitymembers andpeers establishingnewbusinesses. Communitymentorsdedicate their time to helping student start-ups succeed. The EPICentreworkswithawide rangeofbusiness and community organizations inWindsor andDetroit, including the Royal Bankof Canada,whichunderwrotetheRBCEpicFoundersprogramandtheRBCBusinessModelCompetitionthroughan$800,000donation.

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Oneofthecentralgoalsofthisplanhasbeentocreatespacesthatbestsupportastudentexperiencethatisrelevanttotheeducationpathwaybeingpursued.Wearedevelopingacampusintheheartofthecityforourprograms in Social Work, Executive Education, and the Creative Arts because that is where many of theorganizationsandcommunitiesofinterestarelocated.OurSocialWorkstudentssupportcommunityhousingprojectsinthecitycentre,andwehavenowenteredintoaformalpartnershipwiththeWindsorSymphonyOrchestrawhichishousedadjacenttoournewlocationdowntown.Onthemaincampus,ournewEdLumleyCentreforEngineeringInnovationwasdesignedtoincludewithinitanindustrialcourtyardwherecompaniescan be engagedwith our students. We closed amajor traffic thoroughfare that ran through the campus,creatinganewpedestrianizedpathwaythatwehavenamedTurtleIslandWalkinrecognitionofFirstNations.TheseandotherprojectsarereinforcingthecommitmentoftheUniversityofWindsortoourstudentsandtheirfuture.

Completedorinprogress• NewcampuslocationinthecitycentreforourSchoolofCreativeArts,SchoolofSocialWork,andCentrefor Executive and Professional Education. This location positions our students closer to communitypartnersandinadditionprovidesamajoreconomicdevelopmentboostforthecity

• EdLumleyCentreforEngineeringInnovation,withindustrialcourtyard• NewwingofOdetteSchoolofBusiness,providingclassroomsandspace forcommunityengagementevents

• CompletionofnewfloorofMedicalEducationBuilding,providingclinicaltrainingspacewhereUniversityofWindsornursingstudentsandSchulichmedicalstudentscantrainalongsideeachother

• PedestrianizedthoroughfarerenamedTurtleIslandWalk,andadjacentDavidA.WilsonCommonswithoutdoorgatheringspacesandbasketballcourt

• Parkinggaragewhichhasenabledtheclosingandgreeningofsurfacelots• JoyceEntrepreneurshipCentrethathousesourCareerandEmploymentServicesCentre;ourCross-BorderInstitute;andEPICentre,ournewcentreforstudententrepreneurs

• Stephen and Vicki AdamsWelcome Centre, providing a new and highly visible location for StudentRecruitmentandAlumniAffairsoffices

• ScienceResearchandInnovationFacilityinSpring,2018

Inplanningstages• LancerSportandRecreationCentre,amajorupgradingofathleticsfacilities• Consolidatedstudentserviceshubforallregistrarialandfinancialservices

Proposedbutyettobefinalized• RelocationoftheLawSchooltothedowntowncampus,andwithittheconsolidationoflegaleducation,legalaidclinics,andotherlegalservicestheLawSchoolprovidestothecommunityintoonehubincloseproximitytothecourtsandtheWindsor-Detroittunnel.ThislocationwouldprovidereadyaccesstotheUniversityofDetroitMercyLawSchoolthatisourpartnerinNorthAmerica’sonlythreeyearDualJurisDoctorateProgramthatenablesgraduatestopracticeinCanadaortheUS

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3) StudentServicesUnderanewlyestablishedAssociateVice-President,StudentExperience,UWindsorhasfurtherstrengthenedits student services programs and increased access to counselling services. Many of the programs engagecommunitypartners, includingtheMulticulturalCouncilofWindsorandEssexCounty,theCanadianMentalHealthAssociation,theSexualAssaultCrisisCentre,sportsandrecreationorganizations,andothers.

• In2014,theUniversityapprovedaBehaviouralInterventionPlanoperationalizedbytheAssessmentandCareTeam(ACT)toassiststudentsincrisis.Trainedinthreatassessmentandbehaviouralinterventionstrategies,theACTprovidessupportandproblemresolutionforat-riskstudents.

• TherecentlylaunchedonlineWellTrackprogramenablesstudentstodevelopcopingskillsforanxiety,depression,phobiasandstress.

• Anewtrainingprogramhasenhancedfacultyandstaffcapacityandexpertiseinrespondingtostudentswhohaveexperiencedsexualviolence.

• AnewSteeringCommitteeforUWindsorStudentMentalHealth,withbroadcampusrepresentation,isdevelopingacomprehensiveStudentMentalHealthstrategy.

• TheUniversityofWindsorisrecognizednationallyandinternationallyasaleaderinestablishingsexualviolencepreventionprograms.Since2010,studentsattheUniversityhavebeenengagedasparticipantsandfacilitatorsintheUniversityofWindsorBystanderinitiative,whichseekstolowertheincidenceofsexualassaultthroughsystematicstudentengagementinculturechange.Twoundergraduatecoursesteachmaleand femalestudents fromall facultiesaboutsexualassaultand thesocialpsychologyofbystander behavior (Course 1), and prepare students to deliver the Bringing in the Bystander®workshops, under supervision, to other students (Course 2). The workshop program reachesapproximately1,500studentsaswellasallResidenceStaffandOrientationvolunteersannually.Inthefallof2018,trainingundertheBystanderInitiativewillbeavailabletoeveryincomingfirst-yearstudent.

• These initiatives are integrated within an overall strategy for campus sexual security, coordinatedthroughtheeffortsofthenewlycreatedpositionofSexualMisconductResponseandPreventionOfficer.TheOfficer is helping to implement theUniversity’snewPolicyonSexualMisconduct,andacts as acentral point of contact for all UWindsor communitymemberswhohave concerns related to sexualmisconduct.

• TheUniversityfundedamulti-yearinitiativetoencourageinternationalstudentparticipationinfitnessandsportsactivitiessuchascrickettournamentsandgender-separatefitnessclasses,gearedtowardstheinterestsandneedsofinternationalstudents.

• TheUniversityalsosupportsarangeofsustainabilityinitiativesthatcontributetohealthylifestylesoncampus,includingacurriculum-integratedcommunityorganicgarden,abicycle-sharingprogram,andaweeklyfarmers’market,providingstudentaccesstolocallygrownandorganicproducts.Reductionofcartrafficoncampushassignificantlyenhancedsafety.

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1.3 MetricsandTargets1

InstitutionalMetrics InstitutionalTargets

System-WideMetrics InstitutionalTargetsforSystem-WideMetrics

• Metric1StudentaccesstoandinvolvementintheworkplaceasmeasuredbytwoorthreeexamplesofcareerpreparednessopportunitiesthatareimportanttoUWindsorandcommunity

• Metric2MaintainsupportsforStudentHealthandWellness

• Target1:Provideannualreporttocommunity

• Target2:Provideannualreporttocommunityonallofthepartnershipsonandoffcampusthathelpsupportthehealthandwellnessofstudents

• ProportionoffourthyearstudentswithtwoHigh-ImpactPractices(HIPs)oraveragenumberofHIPsperstudent(fromtheNationalSurveyofStudentEngagement)

• Year1toYear2retention(fromtheConsortiumforStudentRetentionDataExchange)

• Proportionofoperatingexpendituresonstudentservices,netofstudentassistance(asreportedintheCouncilofUniversityFinanceOfficersdata)

• Target1:Maintainorexceedcurrentlevels

• Target2:Atorabove85%

• Target3:Maintainourcommitmentasapercentageofoperatingbudget

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2.0 InnovationinTeachingandLearningExcellence

Thissectionfocussesoninnovativeeffortsincludingpedagogicalapproaches,programdeliveryandstudentservicesthatcontributetoahighlyskilledworkforceandensurepositivestudentoutcomes.

Thissectioncapturesinstitutionalstrengthsindeliveringhigh-qualitylearningexperiences,suchasexperiential,entrepreneurial,personalizedanddigitallearning,topreparestudentsforrewardingcareers.Itincludesrecognitionofstudentcompetenciesthatimproveemployability.

Itbeginstoidentifyindicatorsofqualitythatarecurrentlyavailableandwithinaninstitution’scontrol.

2.1 InstitutionalApproachtoInnovationinTeachingandLearningExcellence

Universitiesareaskedtocommentonexistingorplannedinitiativesrelatedtoinnovationinteachingandlearning(e.g.,co-opeducation,placements,simulations,digitalmodulesandotherhigh-impactpractices),includingtargetgroups(e.g.,part-timestudents,adultlearners,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievementsovertime.

Note:Thereisaparticularinterestinlearningmoreabouttheactivities/initiativesthatUniversitiesarepursuingin the area of experiential learning. A system-wide definition for experiential learning is currently underdevelopmentandwillbefinalized inthenearfuture. Inthemeantime,SMAAdvisorsare interested in learningaboutactivitiesthatUniversitiesarepursuingthatmightfallintothiscategory.

OneoftheUniversityofWindsor’sdefiningfeaturesisthebreadthofprofessionalandacademicprogramsthatitoffersfortheregion.Withthatbreadthcomesapaletteofapproachesforteachingandforexposingstudentstowork-relatedexperiences.TheUniversityofWindsorstronglysupportsteachinginnovationandpedagogicalimprovementacrossalldisciplinesandprograms.Withoutquestion,thereisincreasinginstitutionalmomentumforexcellence, innovation,andleadershipinteachingandlearning, includingexperiential learningandhigh-impactpractices.

We use a diversity of teaching approaches in response to evolving student and public expectations andtechnological change. The University ofWindsor campus is one of themost diverse in Ontario, as is thecommunityandregion.Weunderstandthatinnovationinteachingandlearningmustoperatewithindiverseculturesandamongadiverseandhighlyinternationalizedstudentbody.TheUniversityisdistinctiveinhowitcombinesitsgreatregionalimportancewithaninternationalperspectivethatderivesfromthecommunityandfromthecloseto20%ofthestudentbodythatisinternational.Teachingandlearning,andhowtheyfostercommunityintegration,areveryimportanttous.

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2.2 ExamplesofInstitutionalInitiativesInstitutionsareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplainyourinstitution’sapproach:

1) ExperientialLearningandHigh-ImpactPracticesExperientiallearningandhigh-impactpracticesareavailableacrossalldisciplinesattheUniversityofWindsor.OurmostrecentNSSEdataindicatesthat52%offourth-yearstudentstookpartinorplannedtotakepartinacourseinvolvingservicelearning,comparedto45%atotherOntarioinstitutions.Theseincludecommunity-andindustry-based projects, entrepreneurial mentorship programs, course-embedded and co-curricular peermentorship,andhealthandsocialpolicyeducationalinitiatives.

• In theOdetteSchoolof Business, students inManagementandOrganizationalLife (MOL)workwithcommunityorganizationstodevelopprojectsthatrespondtochallengesfacingtheorganization,andraisefundsthroughavarietyofactivitiesforthoseorganizations.Sinceitsinception,MOLstudentshavecontributed thousands of volunteer hours to over 85 agencies, raising more than $1 million in theprocess.

• For over a decade, the School of Social Work’s Community-University Partnership for CommunityDevelopment,TrainingandResearch(CUP)haspartneredwiththeWindsor-EssexCommunityHousingCorporation,theCityofWindsor,andnumerouscommunityagenciestoenableresidentsofmanyinner-cityandlow-incomehousingcommunitiestoaccessskilldevelopmentopportunitiesandservicesastheyseektoimprovetheirlivesandneighbourhoods.StudentsfromSocialWork,Nursing,Business,andLawworkwith communitymembers to adapt and createnew approaches to a rangeof challenges. Thisprogram, recipient of numerous national awards, has had a significant impact on communityengagement,health,andwellnessinthecommunitiesinvolved.

• In addition to their regular practica, students in the Faculty of Education must undertake a servicelearningcourse.Thereareawidevariety,fromtheurbaneducationMILEprogram,toBeginningTimesTeaching,whichfocusesonIndigenouscommunitiesandcultures,tointernationalplacementsthroughtheFaculty’sGlobalLearningprogram.ManyoftheseprogramspromotesustainabilityandthesocialjusticefocusoftheFacultyofEducation.

• Students in the University’s Volunteer Internship Program, a community-service learning program,providedover9,000hoursofvolunteerserviceinmorethan300placements.

• Approximatelyonefifthofundergraduatestudentsareengagedinaresearchproject,andin2014-15theUniversitylaunchedaninstitution-wideUndergraduateResearchConference.

• Theinstitutionally fundedUndergraduateResearchExperienceGrantsprogramenables instructorstoapplyforfundstolaunchprogramsthatinvolvestudentsinpursuingtheirownresearch.

• STEM students enhance their employability through community-based initiatives that integrateorganizational, leadership, communication and interpersonal skills with the pursuit and transfer ofscientificknowledge.Researchershelpstudentsconnecttheirpursuitofscientificknowledgewiththesocietalneed for thisknowledge: studentspursue research inmentoredsettings,butarealsodeeplyengagedwithcommunity-basedfundraisingandoutreach.Suchprojectsbringtogetherteamsoflocalresearchers,professionals,communitypartnersandstudents.

• StudentsareengagedwithpublicationthroughstudentresearchjournalssuchastheWindsorReviewof

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2) Innovative,Technology-EnabledLearningattheUniversityofWindsorTheUniversity ofWindsor has a significantmandate to serve theneedsof southwestOntario, andwe arecommittedtomakingourofferingsasaccessibleaspossibletomeetthewiderangeoflearningneedsofyoungpeople,andofmaturelearnerswhomightalreadybeintheworkforce.TheOfficeofOpenLearning(OOL)wasestablished in 2013. In collaboration with both the Centre for Teaching and Learning and InformationTechnologyServices,itprovidesinspiration,expertise,andtechnicalandpedagogicalsupportfortechnology-enabledlearninginitiatives.

3) TeachingImprovementPracticesandPedagogicalInnovationTeachingandlearninginnovationarehard-wiredintotheUniversityofWindsor.TheyrepresentanessentialpartofhowtheUniversityisfulfillingitsstrategicmandatetocreateeducationpathwaysthatpreparestudentsforfutureemploymentandcivicengagement.Therearemultiplework-integratedlearningopportunities,andmultipleopportunitiesforawiderangeoflearningopportunitiesoutsideoftheclassroom.Notonlydoesthismakeforabetterstudentexperience,butitalsomakesasignificantcontributiontotheeconomicandculturallifeofWindsor-Essex.

• StudentsareengagedwithpublicationthroughstudentresearchjournalssuchastheWindsorReviewofLegalandSocialIssues,Generation,WindsorSalt,andtheGreatLakesJournalofUndergraduateHistory,aswellasthroughanumberofdigitalinitiativessupportedbytheCentreforDigitalScholarship.

• TheUniversity’sSchoolofDramaticArtprovidesexperiential learningtocloseto300studentsayear,withtraininginperformance,production,design,andtheatreadministration.

• InternationalexchangeopportunitiesarebothlocalandglobalattheUniversityofWindsor.o Locally,theFacultyofLaw’sDualJDprogramandtheSchoolofCreativeArts’VisualArtsandthe

Built Environment program, in collaboration with the University of Detroit Mercy Law andArchitecture programs, respectively, offer unique professionally accredited educationalopportunitiesacrossourlocalborderandbroadencareeroptions.

o Globally,the“GlobalLearning:CulturalEngagement”courseoptionintheFacultyofEducation,open to all teacher candidates, extends opportunities for community engagementand servicelearningplacementsorpracticainChina,TanzaniaandtheUnitedKingdom.TherecentlylaunchedGlobalPerspectivesofSciencecourseishometostudy-abroadprogramsintheFacultyofScience,whichwillsee15studentsundertakingundergraduateresearchinCostaRicathisMay.ProgramssuchastheInternationalMaster’sinAutomotiveEngineeringenablestudentstoearndegreesinbothCanadaandItaly,andauniqueWindsorexchangeprogramenablesCanadian,SwedishandAustraliannursingstudentstostudyhealthcareinternationally.

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Asa flagshipdemonstrationof theUniversityofWindsor’s commitment to teachingand learning,wehavecreatedfiftynewfull-timefacultypositionstobefilledovertheperiodof2015-18.ThenewfacultyarebeingrecruitedintoareasidentifiedasbeinginstitutionalstrengthsthatbuildonourdistinctiveroleintheprovinceasdefinedinourfirstStrategicMandateAgreement.Thiscommitmenttothenextgenerationofinnovativefacultyreinforcesourcommitmenttoconductteaching,researchandcreativeactivitythataddressessociety’sneeds and that aligns with the province’s aspirations to see southwest Ontario flourish, and to see theUniversity ofWindsor attract brightminds from around theworld to come to this province to study, andpossiblyeventuallywork.

OurCentreforTeachingandLearninghasbeenattheforefrontofteachinginnovationinOntario.Overtheyearsithasworkedwithfacultyandstaffacrossthecampustofosterhigh-qualityteachingandlearningthatisinformedbyextensiveresearchonbestpractices.TheUniversitystrivesforpedagogicalinnovationthrougheffectiveknowledgemanagementandexchange,support for faculty innovationand learning,recognitionofeffectiveandinnovativeteaching, improvedaccesstodataforteaching improvement,andsustained,multi-levelleadershipinsupportofteachingandlearning.

•Over100coursesand9completeprogramshavebeendevelopedorarebeingdevelopedforon-lineorhybridcoursedelivery,and$4.4millioninexternalfundinghasbeenacquired,placingWindsorinthetop3fundingrecipientsthrougheCampusOntariosince2014.

•Neweducationaldevelopmentprogramsnowofferinstructorsmultipleavenuesforengagementwitheducationaldevelopment, including intensiveOnlineCourseDesignInstitutes forfacultydevelopingonline and hybrid courses; situated training and support at the departmental and faculty levels;individualconsultations;andaCommunityofPracticeforOnlineCourseDevelopment.

• TheOOLhasdevelopedauniqueand increasingly popularon-demandhybriddeliverymodelwhichcombineson-campusinstructionandliveonlineinstruction,allowingstudentsatadistancetointeractinrealtimewithon-campusclassmatesandinstructorsthroughmostweb-enableddevices.Studentschoosethelevelofhybridizationtheyneed,offeringmaximumflexibilityforstudentsandinstructors.

• Therearenow11,000registrationsforcoursesine-learningformats.• TechnologicallyenabledinnovationssupportedincludeBlackboardLearnLMS,BlackboardCollaborateandCollaborateUltravirtualclassroom,Echo360studentengagementandlecturecapturingplatform,WordPress ePortfolios, BVirtual Online Proctoring Service, Blackboard Outcomes and LearningAnalyticspackages,EpsonBrightlinksmartprojectors,lightboard,andVirtual/AugmentedReality.

• Simulationtechnologiesthatcreatereal-worldsituationsplaykey roles inanumberofprofessionalschools. The Faculty ofNursing is a leader in theadoptionand expansion of case-based educationemployingmechanicalsimulatedpatients.Nursesgraduatefromthisprogramfamiliarwithabroadrangeoflife-savingequipment,reducinghealthcarecostsforbridgingtraining,andalsoallowingforexposuretoclinicaltraininginareasotherwiseunavailableowingtolimitedclinicalplacementsettings.Theirfullyequipped“SimLab”isinconstantusebybothmedicalandnursingstudents.Similarly,theOdetteFinancialMarketsLab’smarketsimulationsandliveBloombergdatafeedsenablestudentstobridgethegapbetweenthetheorytheylearnintheclassroomandthepracticesoftherealbusinessworld.TheUniversity’sForensicsprogramistheonlyoneinCanadausingtheForensicsVirtualLabforteaching,internshipandresearchpurposes.

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• In2015-16,nearlyhalfofallfacultymembersparticipatedinworkshopsandcoursesofferedthroughtheCentreforTeachingandLearning.

• TheUniversityestablishedateachingleadershipchairprogram,inwhichprofessorsfocustheirserviceandresearch,forathree-yearperiod,on leadingandsupportingteachingandcurricular initiatives intheirfacultiesandacrosscampus.Theircollectiveandcollaborativeeffortssignificantlyinfluencefacultyengagementwithinnovation.

• ThePromotionofExperientialandActive,Research-BasedLearning(PEARL)speakerseriesfocusesonSTEMpedagogies,andiscreatingamorevisiblecohortofteachingleadersintheSciencefaculty.

• The University established a Centered on Learning Innovation Fund, a grants program promotingpedagogicalresearchandinnovationsynchronizedwithidentifiedinstitutionalpriorities,andoverthepast sevenyears theUniversity’s Strategic PriorityFundhas investedover$8.5million in faculty-ledpedagogical,curricular,andco-curricularinnovation.

•Weofferaninter-institutionalforumoneffectiveteachingevaluationco-ledbyadministrators,facultyandstaff,andensurethatteachingevaluationisakeypartofevaluationforpromotionandtenure.

• The University promotes effective teaching through a range of teaching awards, which since 2010expanded significantly at the faculty and institutional levels. An annual celebration of teachingexcellence,nowinits11thyear,drawshundredsofparticipants.Facultyinstructionalexcellenceisalsorecognized throughahighly active and successfulmentorship program supporting external teachingawardsubmissions.Forexample,since2007,theUniversityofWindsorissecondonlytotheUniversityof Toronto in the number of OCUFA teaching awards received, and University of Windsor facultymembershavebeenrecipientsofnumerousnationalandinternationalteachingawards.

• Overthepasttwoyears,theUniversityestablishedworkinggroupsexploringthe futureofuniversitycurriculaandreviewingthestateoflearningoutcomesbasedapproachesoncampus.TheinstitutionalsoundertookaseriesofcommunityconsultationswithemployersandcommunitymembersregardingthefutureofWindsor-EssexandtheUniversity’sroleintheregion.

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2.3 MetricsandTargets

InstitutionalMetrics InstitutionalTargets System-WideMetrics

InstitutionalTargetsforSystem-WideMetrics

• Metric1 Participationinexperientiallearningandwork-integratedlearning/highimpactpractices

• Metric2Engagementwithteachingimprovementandinnovationpractices

• Target1Strivefor100%

• Target2Ensurethatallfacultyhaveaccesstoinstitutionalteachingimprovementprograms

• CompositescoreonNSSEquestionsrelatedtostudents’perceivedgainsinhigherorderlearningoutcomes

• Proportionofprogramswithexplicitcurriculummapsandarticulationoflearningoutcomes

• Graduationrate(fromtheConsortiumforStudentRetentionDataExchange)

• Target1:TBD• Target2:Targetof100%completedbytheendofthenextcycleofcyclicalreviews

• Target3TBD

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3.0 AccessandEquityThissectionrecognizesinstitutionsfortheireffortsinimprovingpostsecondaryeducationequityandaccess.Institutionsplayanimportantroleinprovidingequitableandinclusiveenvironmentsthatmakeitpossibleforstudentsfromdiversecommunitiestothriveandsucceed.

Institutionswillalsoberecognizedforcreatingequitableaccessopportunitiesthatcanincludemultipleentrancepathwaysandflexiblepoliciesandprogramming,withthefocusonstudentswho,withoutinterventionsandsupport,wouldnototherwiseparticipateinpostsecondaryeducation.Examplesincludeoutreachtomarginalizedyouth,transition,bridgingandaccessprogramsforadultswithatypicaleducationhistoriesandwhodonotmeetadmissionrequirements.

3.1 InstitutionalApproachtoImprovingAccessandEquityUniversitiesareaskedtocommentonthecharacteristicsofthestudentsforwhomaccessisbeingprovided,aswellastheprogramming;policiesandpracticesthatareuniquelysupportiveofaccessfordiversegroupsofstudents.Universitiesarealsoaskedtocommentontheinvolvementofcommunitypartnersandexpectationsanddefinitionsofsuccess.

TheUniversityofWindsor’sstudentpopulationisamongthemostdiverseinOntario,reflectingthecity’sownstatus as the second most diverse city in the Province. Approximately 27% of the city’s population arenewcomers. Historically, the city and region are characterized by economic cycles, and opportunity,affordability, and studentdebtareacutely important to families inour region. Formany, theUniversityofWindsoroffersthefirstandbestopportunitytoobtainahigh-qualityuniversityeducation,whilereducingcostsbylivingathome.Closeto70%ofincomingfirstyearstudentsarefromWindsor-Essexandsurroundingregions,and there isnootheruniversity in this tipof theprovince.Notonly is theUniversityofWindsor critical tocontributingthenecessaryregionalbaseofskillsandexpertise,itisimportanttoretainingandattractingyoungpeopletotheregion.

Weareauniversitythathasembracededucationalaccessandequityascorevalues.Closeto80%citefinancialpressures as an obstacle to success. Windsor’s students have the third highest rate of Ontario StudentAssistancePlanparticipationintheprovinceat64%.In2014,57%ofourfourth-yearstudentsindicatedtheyweremanagingpart-timeemploymentontopoftheircourseload,whichissignificantlymorethantheOntariorateof47%.WeuseearlyinterventionreviewprocessestoidentifyandsupportstudentsexperiencingfinancialhardshipsothatbursaryandOSAPreviewscanbeinitiatedearlyintheacademicyearasrequired.

Over 18% of our student population – 10% at the undergraduate level and 57% at the graduate level - isinternational,andapproximately20%ofourstudentsself-declareasfirstgeneration.Overtheyears,wehavedeveloped significantexpertise in supporting studentswho speakEnglishasanadditional language, and inassistingthosefromfirst-generationandunder-representedpopulations.Aswell,internationalstudentsandstudentsofdiversebackgroundsbenefitgreatlyfromthemanyculturalorganizationsinthecityandregion.TheMulticultural Council ofWindsor-Essex represents a broad diversity of populations in the city, and nomatterwhereintheworldyoucomefrom,thereisacommunitytowelcomeyou.

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1) IncreasingOpportunitiesforAccessTheUniversitysupportsanumberofprogramsaimedatencouragingyoungpeople fromallwalksof life toconsideruniversity,andatassistingthemtosucceedintheiracademicprograms.Outreachprogramsdesignedtopromoteaccessibilitytouniversityeducationspanmanyareasofthecampus,andaregrowing.

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2) IncreasingOpportunitiesforSuccessfulTransitiontoUniversityTheUniversityofWindsoralsorecognizesthatembarkinguponuniversitylifecanbeparticularlychallengingforfirst-generationlearnersandotherswhowanttoearnadegreebutwhomayfindpost-secondaryeducationtobesomewhatdaunting.Inresponsetothatwehavedesignedmanyprogramsthathelpstudentstransitiontouniversitylife,andhelpstudentssucceed.ManyoftheseprogramsbuildupontheUniversity’scommitmenttoacademicadvisingandmentoringasbeingkeytocreatingbetteroutcomesforstudents.Theseprogramstrytobuildupontheuniquenessoftheprofessionaloracademicdisciplinebeingpursued,andindoingsoalsolayimportantgroundworkformakingnewstudentsmoreawareofwhattheircareeroptionsare.

• TheDiasporaConference, established in2004,bringsAfricanCanadiansecondaryschool students oncampusforaweekendtolearnabouttheuniversityexperience.EachyearhundredsofstudentsfromToronto, Windsor, and now Detroit, attend to participate in discussions of their common Africanheritage,andtheirlifeandcareeraspirations.

• TheOdetteHighSchoolLeadershipInitiativeisafive-dayprogramrunbygraduateandundergraduatestudentsfromtheOdetteSchoolofBusiness.Sinceitsinceptioninwinter2013,ithasexpandedtosevenlocalschools,threeDetroitschools,andoneHaltonRegionschool.TheprogramissupportedthroughapartnershipwithKPMG,andengaged500studentsinitsfirstyearofoperation.

• Youthriveisa10-weekprogramimplementedinhighschools,offeringstudentsone-on-onementorshiptoinstillbusiness,entrepreneurshipandleadershipskillsasthestudentsdeveloprealmicro-businesses.

• The University of Windsor has an active Let’s Talk Science program through which undergraduatestudentspresentscience,technology,engineeringandmathematics(STEM)learningexperiencesinbothschoolandcommunitysettings.TheFacultyofSciencehasarangeofcommunityprogramsaimedatinspiringyouthinterestinscience,includingtheScienceRendezvousFestivalandScienceattheMall.TheSchoolofComputerSciencealsorunsaSecondarySchoolProgrammingCompetition.

• IntheLEADprogram,aservicelearningcourseintheFacultyofEducationinpartnershipwithtwolocalschoolboards,B.Ed.studentsfocusonmentoringandcreatingservicelearningprojectswithteachersandat-riskstudentstoenhancethestudentexperienceandinspirestudentstosetlifegoals.

• Through the new President’s Indigenous Peoples Scholars Program, the Universitywill allocate fivetenure-trackfacultypositionsfortheappointmentofAboriginalscholarsacrossarangeofdisciplines,with the goal of increasing the strength and diversity of Indigenous voices and of dialogue aboutindigeneityontheUniversityofWindsorcampus.

• AnumberofinitiativesarecurrentlyunderwaytopromoteaccesstouniversityeducationforIndigenousstudents.The4WindsSTEAM(Science,Technology,Engineering,Arts,andMathematics)andBeginningTimeTeachingProjectisgearedtowardsFirst-Nations,Metis,andInuit(FNMI)youthingrades5&6.Workshops,whichinvolveonlinesupport,in-classroompresentations,andSaturdayworkshops,addressOntariocurriculumexpectations,whilemakingstrongconnectionstoFNMIculture.ThroughtheTurtleIslandSummerArtsCamp,elementarystudentstakepartinvariousAboriginalartactivities.

• IncollaborationwithotherOntariouniversities,theUniversityofWindsorisimplementingtheWallstoBridges(W2B)program.W2Breachesasegmentofthecommunitythatotherwisemightbelostintheeducational process: those who are or have been incarcerated. Courses are taught in prisons andcommunitycorrectionalsettings,allowingforaccesstohighereducationaswellasmoreflexiblelearningopportunities.

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Mentoringwithin thecontextof theacademicprogrambeingpursued isoneof themosteffectivewaysofhelpingnewstudentssucceed.Itconnectsstudentsacademicallyaswellassociallytotheirpeers,andhelpstoreinforcehowsuccessatanythingismadeeasierwhenpeopleworktogether. Manyofourmostsuccessfulprogramsarealsogreatlyassistedbystudentswhovolunteertohelpothers.ThereisatrulyremarkablespiritofvolunteerismandhelpingothersamongthestudentbodyattheUniversityofWindsor.

• Therearemanypeermentorshipprograms,includingtheConnecting4SuccessMentorshipProgramofferingone-on-onesupporttofirst-generationstudentsthroughworkshops,wellnesssessions,academichelp,andsocialevents;theKin-OneExperienceinwhichmentorshelpfirst-yearHumanKineticsstudentstransitiontouniversity,connectwithotherstudents,andgenerally“becomeamemberoftheHKfamily”;theOdetteHOUSEprogramintheOdetteSchoolofBusinessplacesallfirst-yearmajorswitha“house”orcohortandatrainedupper-yearmentorwhosupportstheirskilldevelopmentandinvolvementwiththeacademic,socialandcareerelementsoftheirprogramming;theFacultyofLawPeerMentorshipprogramhelpstoeasethetransitionforfirst-yearLawstudentswhosharesimilaracademicandsocialinterests;theNursingPeerMentorProgramofferspeer-mentorfacilitatedlabskillpractice.

• TheWindsorchapterofStudentsOfferingSupport(SOS)provideshundredsofhoursofvoluntarytutorialandExam-AIDreviewsessions,combiningfunwithseriouslearning.

• The Faculty of Arts, Humanities and Social Sciences’ Academic Advising Initiative involves proactivedevelopmental and soon-to-be established online advising in collaboration with Student DisabilityServices and the Office of Open Learning, focusing on the needs of first-year students, students onacademicprobation,andstudentswithdisabilities.

• TheFreshStartProgramoffersanalternativepathtostudentswhohavecompletedtheirfirstyearandwhoareatriskofbeingaskedtowithdrawbecauseofpooracademicachievement.FreshStartstudentscommittoarestrictedcourseload,controlledcoursechoice,andongoingacademicadvising.

• TheFacultyofArts,HumanitiesandSocialSciences’DiscoveryProgramhelpsstudentswhohavenotyetdeclaredamajortoconnect,developtheskillsforsuccess,andidentifyanareaofstudythatmatchestheirskills,interests,andgoals.

• The Faculty of Science PASS program (Preparation for Academic Success in Science) is a retentionprogramintendedtopreparestudentstobesuccessfulinScience,offeredbeforetheystartclassesduringWelcomeWeek.

• TheBounceBackprogrammatches first-year studentswith trainedupper-yearstudentmentorswhoworkone-on-onewithstudentstohelpthemaddresswhatledtoacademichardshipinfirstsemester.

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• MetricsandTargets


System-WideMetrics


Metric1Institutionalinvestmentsinsupportofequity,diversity,andaccessibility

• Target1:Continuedprioritizingatcurrentlevels

• Numberandproportionofthefollowinggroupsataninstitution:A. Indigenousstudents,B. First-generation

students,C. Studentswith

disabilities,andD. Francophonestudents

• ShareofOSAPrecipientsataninstitutionrelativetoitstotalnumberofeligiblestudents

• Numberoftransferapplicantsandregistrations,ascapturedbytheOntarioUniversityApplicationCentre

• Target1:Maintainsupportsforstudentsinthesegroupsandexpandifpossible

• Target2:tbdReportondata

• Target3:tbdReportondata

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4.0 ResearchExcellenceandImpactThissectioncapturesinstitutionalstrengthsinproducinghigh-qualityresearchonthecontinuumoffundamentalandappliedresearchthroughactivitythatfurtherraisesOntario’sprofileasaglobally-recognizedresearchandinnovationhub.Italsoacknowledgesthatresearchcapacityisstronglylinkedwithgraduateeducation.

4.1 InstitutionalApproachtoResearchExcellenceandImpactUniversitiesareaskedtocommentonexistingandplannedcontributionstoresearchandscholarlyendeavours,areasofresearchstrength,partnersinvolvedandkeyresearchfundingsources(e.g.,federal,provincial,private,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievements.

When the University ofWindsor set out to develop a strategic research plan, it took an approach that isconsistent with its historical importance to and deep connections to the region, and consistent with itscommitmenttocontributetoabetterworld. Ratherthanthestartingpoint forourresearchplanbeinganitemizationofthemanyareasofresearchandcreativeexpertiseandtheworkunderway,wedevelopedaplanthatcommitsustoaddressingbigchallengesthatfaceourregion.Inaddressingthosechallengeswearedoingworkthathasalocalandprovincialimpact,butwhichalsohasafarwiderreachintheworldbecauseprogressonthosechallengescanhavefar-reachingimplicationsandapplicationselsewhere.

Our strategic research plan identifies four challenges. They are 1) the health of the Great Lakes; 2) thechallengesofbordersandhowpeopleandgoodsmoveacrossthem;3)sustainable industry, includingautomanufacturing;and4)creatingviable,healthyandsafecommunities.Thesechallengesareallhighlyrelevanttoourregion,givenouruniquegeographiclocationinamanufacturingclusterontheGreatLakesandatthebusiestandeconomicallymostimportantbordercrossinginNorthAmerica.Andyetthesefourchallengesarerelevanttothefutureofourprovinceandcountry. Thereisnotanotheruniversitythatcansodistinctlybeidentifiedwiththesefourchallenges.

TheUniversityofWindsoriscommittedtothecross-transferofknowledge,technology,andexpertiseamongacademia, industry, and the community. We seek to cultivate solid, lasting, and fruitful collaborativerelationshipswithstrategicinstitutional,government,andindustrystakeholders,includinginternationalandfederalgovernmentorganizations;provincialagencies,ministries,andorganizations;andgovernmentandnon-governmentorganizationsat themunicipalandregional levels.Wehavealsoestablishedasignificant trackrecordofsuccessinbuildingandmaintainingongoingcollaborativepartnershipswithprivateindustry,aswellaswithnot-for-profitorganizationsthatmakeabigdifferencetothefabricofourcommunity.Collaborativepartnershipsandworkingwithstakeholdersarekeytooursuccess.

The range of organizations that support the research and creative activity at the University ofWindsor isextensive. Government funding bodies include the Natural Sciences and Engineering Research Council ofCanada,SocialSciencesandHumanitiesResearchCouncilofCanada,CanadianInstitutesofHealthResearch,Canada Foundation for Innovation, Canadian Cancer Society, Mitacs, Networks of Centres of Excellence,Environment and Climate Change Canada,Ontario Centres of Excellence,OntarioMinistry of Research andInnovation,OntarioMinistryofNaturalResources,OntarioMinistryofEnvironmentandClimateChange,LawFoundationofOntario,theGreatLakesFisheryCommission,andmore.Keyindustrialfundingpartnersinclude

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FCA(FiatChryslerAutomobiles),FordandGeneralMotors.TheAutomotiveResearchandDevelopmentCentreinWindsorisapartnershipbetweentheUniversityofWindsorandFCA,andisthelargestcollaborativelyownedautomotiveresearchcentre inCanada. MorethanfivehundredUniversityofWindsorco-opstudentshaveworkedatARDCsinceitopenedin1996.Otherkeyfundingpartnersincludeawiderangeoflocalorganizations,includingtheWindsorDetroitBridgeAuthoritythathasresponsibilityforoverseeingconstructionofthenewGordieHoweinternationalcrossing,andthecancercharitySeeds4Hope.


1) SafeguardingHealthyGreatLakesTheLaurentianGreatLakesholdnearly85%ofNorthAmerica’ssurfacefreshwater.Thedynamicecosystemthatreliesonthemsupportsmorethan3,500speciesofplantsandanimals,over35millionpeople,andamulti-billiondollareconomy.Thecontinuedviabilityofthiscriticalnaturalresourceisbeingthreatenedbyincreasingagricultural intensification,climatechange, invasivespecies,andpopulationgrowth.SituatedontheDetroitRiverbetweenLakeErieandLakeHuron,ourcloseproximitytothesevastbodiesoffreshwaterhasuniquelypositionedtheUniversityofWindsortotaketheleadinsafeguardingthehealthoftheGreatLakesthroughresearchthatprovidesscience-basedsolutionstothemostpressingsocio-ecologicalchallengesfacingtheGreatLakestoday.

• TheUniversityofWindsorishometotheGreatLakesInstituteforEnvironmentalResearch(GLIER),aninternationallyrecognizedresearchcentrefocusedonprovidingreal-worldsolutionstoacuteandseriouspressures faced by the Great Lakes. At GLIER, a growing body of core, cross-appointed, andmultidisciplinaryresearchersfromdiverseUniversityofWindsordepartments, includingBiology,CivilandEnvironmentalEngineering,ComputerScience,ChemistryandBiochemistry,Sociology,andEarthand Environmental Science, dedicate themselves to advancing and communicating fundamentalknowledgeofGreat Lakesscience; understandingandhelping todeveloppoliciesandregulations tosafeguard the Great Lakes; developing technologies to improve water quality and biota health;mitigatingandadaptingtotheeffectsofnaturalandsocietalimpactsontheGreatLakes;anddevelopingremediationeffortsintheGreatLakesregionandbeyond.

• At GLIER, with its researchers and advanced instrumentation, students are provided with a uniqueopportunitytodevelopresearchmethodsandprocessesneededtoprotect,conserve,andmanagetheGreatLakes.Wearetraininghighlyqualifiedpersonnelwhowillbecomenext-generationscholarsandpolicymakerscapableofengaginginproductivedialogueandconsultationonthescienceofecosystemfunction,conservation,management,andprotectionoftheGreatLakesenvironmentalresources.

• UniversityofWindsorresearchinsafeguardinghealthyGreatLakesisfurtherbolsteredbycollaborativeresearchpartnershipswithinacademiaandwithourcommunity,withgovernmentandnon-governmentorganizations, and with industry stakeholders at the local, regional, provincial, national, andinternationallevels.Thesecollaborativerelationshipshaveledtoanumberofhighlysuccessful,large-scalescientific research initiatives thathavecontributeddirectly to theadvancementofGreat Lakesscienceand innovationand the implementationofmuch-need solutions to pivotal challenges to thesustainedenvironmentalefficacyofouraquaticfreshwaterresources.

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2) FosteringSustainableIndustryTheUniversity ofWindsor is locatedwithin a 100-kilometer radius of oneof thehighest concentrations ofmanufacturinginNorthAmerica,includingtheautoindustriesoriginalequipmentmanufacturersandtier-onesuppliersinNorthAmerica.Givenourgeographicproximitytotopautomotivemanufacturersandsuppliers,theUniversityofWindsorestablished itself earlyonas a leader in automotive researchandhas longbeenrecognized for its significant contributions to innovation in theautomotive industry. Many industrieshavefacilitiesonbothsidesoftheborder,makingWindsoratruebordercity. Atthesametime,becauseoftheborderandtherelianceoncross-borderrelations,Windsor-Essexalsositsattheepicenterofglobaleconomicforces,whethertheybeheadwindsortailwinds.Whentheglobaleconomysuffers,Windsorsuffersmorethanmany places in Canada because of its sensitivity to swings inmanufacturing and trade. When the globaleconomyisstrong,Windsorrespondspositively.TheUniversity’sroleineducationandresearchhasalwaysbeentohelpbuffer thoseswings,andfor thatreasonwehavehada long-standingcommitmenttohelpingmanufacturersandotherindustriesinthisregion.

3) UnderstandingBordersTheUniversityofWindsor is situatedontheDetroitRiver, stepsaway fromtheborderbetweenOntario inCanadaandMichigan in theUnitedStates.TheWindsor-Detroitborder, themostheavily travelledpointofcrossingbetweenCanadaandtheUnitedStates,providesauniqueperspectivefromwhichtoobserve,study,andunderstandlogistical,economic,societal,human,cultural,political,legal,andtradeissuesassociatedwith

• Sinceitsinception,theUniversityofWindsorhasworkedtodevelopandmaintainstrongcollaborativerelationshipswithour region’sautomotivestakeholders, includingFCA,Ford,GeneralMotors,andabroadrangeofautomotivepartsmanufacturers.

• UniversityofWindsorresearchhasresultedinimportantinnovationsinautomotivematerials,casting,controls,powertrains,acoustic,electricvehicle,andcleancombustionengineering.

• TheInstituteforDiagnosticImagingResearch(IDIR)hasdevelopedultrasonicmonitoringtechnologiesandadvancedmaterialdepositionprocessesforsustainableenergy-efficientmanufacturing.

• Today, research at the University of Windsor reaches far beyond the automotive sector to fostersustainableindustryinabroadrangeoffieldsincludingenvironmental,civil,industrial,andelectricalengineering. Ourmultidisciplinary researchers are providing technical, legal, andbusiness advice toindustriesonacollaborativebasisandworkingwithindustrypartners,bothin-houseandoff-site,onthedevelopmentofnext-generationideasandproducts.

• TheUniversityofWindsoristrainingthehighlyqualifiedpersonnelwhowillbecometomorrow’ssocialandtechnologicalscholars,leaders,andentrepreneurs.AttheUniversityofWindsor,studentsengageinhands-ontrainingandresearchinthestate-of-the-artfacilitiesattheEdLumleyCentreforEngineeringInnovation,whichhaswithinitanindustrialcourtyardwherecompaniescansetupandwork.

• Through the Entrepreneurship, Practice, Innovation Centre (EPICentre), the University of Windsor isfosteringsustainableindustrybyprovidingaforumandavenueforstudentsandgraduatestotransitionfromresearchtoinnovationtoentrepreneurship.EPICentrehostsmorethan60programsannually,andprovidescollaborativeincubationandinnovationspace,includingthreeincubators,andmentorshipthathashelpedlaunchmanynewandinnovativebusinesses.

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bordersandborder-crossing.Throughcollaborationwithpublicandprivatesectorstakeholders,UniversityofWindsor research strives to understand and support the development of policies, regulations, and bestpractices facilitating border-crossing and the bi-national coordination of environmental and emergencymanagement in border regions. Our researchers are advancing critical knowledge on goods, certifications,regulations,andpeople,andareactivelyengagedinthedevelopmentofscience,technology,andengineeringthatwillfacilitatesafeandsecureborder-crossings.

In addition to these economic and legal matters related to borders, there are also many activities at theUniversityofWindsorthatarelookingatcross-borderopportunitiesfromthestandpointofhumanmovementand themovement of academic and creative ideas. The University ofWindsor’s Law School offers NorthAmerica’sonlythreeyearDualJurisDoctorateprogram,inpartnershipwiththeUniversityofDetroitMercyLawSchool.GraduatescanpracticelawineitherCanadaortheUS.OurVisualArtsandtheBuiltEnvironmentprogram inourSchoolofCreativeArts isalso inpartnershipwiththeUniversityofDetroitMercySchoolofArchitecture,andstudentscanpursueeitheraBFAoranArchitectureprogram.ThereareanumberofotheracademiclinkagesonbothsidesoftheborderthatservetomaketheUniversityofWindsoradistinctiveportalforOntariototheUS.

• The University ofWindsor is home to the Cross-Border Institute (CBI), an internationally recognizedcentreofexcellenceinthestudyandscholarshipofbordersandborder-crossing.AtCBI,agrowingbodyofmultidisciplinaryresearchersandstudentsfromUniversityofWindsordepartmentsanddisciplines,including Political Science, Physics, Computer Science, Computer and Electrical and Civil andEnvironmental Engineering,Business, Economics, andLaw,areengaged in research, instruction,andoutreachactivitiesassociatedwithbordertraffic,delaysandcongestion,trafficsimulationmodelling,trafficoperationandcontrol,andtravelbehaviouranddemandmodelling;sustainabletransportation,intelligent transportation systems, transportation and land use interactions, urban transportationplanning,andtransportationpolicy;supplychainandtradeanalysismodelling,freighttransportationanalysis,andlocation-allocationmodelling;big-dataanalysis,real-timedataacquisitionsystems,andGISandspatialanalysis;economicimpactanalysis;cross-bordermunicipalandhealthcareservicesandfacilitationofcross-bordermedicalresearch;andborderpolicy.

• CBI’s unique Traffic Lab maintains sophisticated software, data, and hardware, including sensingresourcesthatfacilitateresearchthatisimprovingtrafficperformancebetweenCanadaandtheUnitedStates.KeyprojectscurrentlyunderwayinCBI’sTrafficLabincludeanalysisoftheHerbGrayParkwayand Gordie Howe International Bridge infrastructure and performance of the Windsor-Essex roadnetwork; assessing vulnerability, criticality, and resilience in Southern Ontario freight networks;collectionandanalysisofnation-widemicro-levelbusinessestablishmentcommercialvehiclemovementdata;real-timeanalysisandsimulationandshort-termpredictionofcommercialbordercrossingtimes;bigdataanalysisofover1.5 billion records fromGPS transponders in trucks;assessing thepotentialbenefitsofincreaseduseofradiofrequencyidentificationtechnologiesatborderinspectionplazas;anddevelopmentofaComputableGeneralEquilibrium(CGE)modeltoassessthefulleconomicimpactsofbordercrossingpolicies.

• FacultyintheDepartmentofSociology,AnthropologyandCriminologyhaveconductedSSHRC-andCIHR-fundedresearchwithCanadiannewcomers,includingresearchonmigrantagriculturalworkerscomingacrosstheUSborder.Theyarealsolookingatthesocialandeconomicintegrationofimmigrants,theimpact of agency-facilitated settlement, and sexual health issues affecting the African-diasporicpopulationinWindsor.

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4) BuildingViable,Healthy,VibrantandSafeCommunitiesAcrossUniversityofWindsordepartments anddisciplines, research and creativeactivityofour faculty andstudents,bothundergraduateandgraduate,contributestoviable,healthy,vibrant,andsafecommunitiesrighthereinWindsor-Essex,andacrossourcountryandbeyond.Healthycommunitiesareonesinwhicheverythingfromhealthtosocialservicestotheartsisvaluedandsupported.Nearlyeveryfacetofourdiversecampuscommunityisinsomewayengagedinresearchanddiscoverythathelpsaddressthechallengesofcommunitiesinanever-changingworld.

TherearemanydistinctivestrengthsthattheUniversitybuildsuponintermsofcommunity,butoneofthemostsignificant isthediversityofpeoplebothattheUniversityofWindsorandacrossWindsor-Essex,withpeoplefromallwalksoflifeandallcornersoftheworld.Thisdiversityisapowerfulattributetothechallengeofimprovingcommunities.Youcannothaveavibrantcommunityin21stcenturyOntarioifyouarenotengagingpeopleofallracesandethnicities,FirstNations,diversesexualorientations,thedisabled,immigrantsandnewCanadians,andpeopleofallculturalandsocioeconomicstrata.TheUniversityofWindsorisapplyingresearchandcreativeactivityacrossalldisciplinestocontributetomakingastrongercommunity.Withourdiversitycomesthespectrumofperspectivesthatarenecessary.

Whilethetopicofviable,healthy,vibrantandsafecommunitiesisonethatisidentifiedinourstrategicresearchplan,itisalsooneinwhichawiderangeofouracademicprogramsplayasignificantrole.OurcreationofacampusindowntownWindsorforSocialWorkandCreativeArtsishavinganenormouscommunityimpact,andthe large number of classes that involve work-integrated learning or community engagement are alsocontributingsignificantlytotheabilityoftheUniversitytomakeadifferencetotheWindsor-Essexcommunity.

TheWindsor-Essexregionisalsoonethatincreasinglyisattractingseniorstolivehere,becauseofthemilderclimateandaccesstothebenefitsofalargeurbancentreinthegreaterDetroitarea.TherearemanyUniversityresearchers and collaborations that are playing an important role in seniors’ physical and mental health,whetherthroughworkinlocalhospitalsontreatmentandtherapyoptions,orthroughprogramsoncampusforrehabilitationthroughsportsandphysicalactivity.AddressingtheneedsoftheagingpopulationinourregionisanareainwhichtheUniversitywillbeplayinganincreasingrole.

• ResearchersledbyfacultyinPsychologyandWomen’sandGenderStudiesareresearchingwaystopreventsexualassaultandmitigateitsconsequencesonuniversitycampuses.TheBystanderInitiativeisworkingtowardacampusthatrejectssexuallyaggressivebehaviorandempowersstudentsbyembeddingsexualassaultpreventioneducationincoursework.

• TheUniversityofWindsorisanationalleaderonresearchonsexualandotherformsofviolenceagainstwomen.TheHealthResearchCentrefortheStudyofViolenceAgainstWomenwasestablishedthroughanOntarioWomen’sHealthaward,bringingtogetherfacultyandgraduatestudentswithaninterestinthis important topic. CIHR and SSHRC supported research programs are helping us understand theprevalenceofandpreventiveoptionsforviolenceagainstwomen. TheEnhancedAssess,Acknowledge,Act(EAAA)programdevelopedbyUWindsorresearchersdemonstrateda1-year50%reductioninrapeandattemptedrapewithasimultaneousreductioninwoman-blaming,impactsnotreportedforanyotherintervention.Therearenowrequestsfrominstitutionsinseveralworldlocationswhoareusing,testing,andadaptingEAAAindifferentculturalandinstitutionalcontexts.

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• The World Health Innovation Network (WIN) led by researchers in our Odette School of Business ispartnering with health system stakeholders to source innovation in procurement andmedical supplychains,createevidenceforvalue,anddevelopmodelsforscalabilitytoembedinnovativetechnologies,products,andmodelsofcareintohealthsystems.

• ResearchersfromourSchoolofCreativeArtsareemergingasleadersinexcitingnewfieldsofexpressionsuch as BioArt,which employs live media in the creation of artisticworks and provokes thought andimportantdialogueonhuman-environmentinteractions,andthecontinuedhealthofournaturalworld.

• ResearchersfromEducation,History,andPoliticalScienceareusingamajorSSHRCPartnershipgrantforalarge-scaleinitiativethatiscomparingCanadianandChineseeducationalculturalnarratives.Thisworkwillleadtoabetterunderstandingofcross-culturalsimilaritiesanddifferences.

• ResearchersfromBiology,Nursing,andChemistryandBiochemistryhavebuiltonsynergywithcliniciansandoncologistsfromtheWindsorRegionalHospitaltoformtheWindsorCancerResearchGroup(WCRG).TheWCRGisengagedinanumberofimportantresearchinitiativesthatareadvancingcancerscreening,canceridentificationandtreatmenttechnologiesandpatientcare.ManyoftheseinitiativesaresupportedbySeeds4Hope,alocalphilanthropiccharitythatfundshigh-risk,innovativeprojects.TheWCRGisalsoacatalystfordiscussionaboutnewcommercializationopportunities.

• TheInstituteforDiagnosticImagingResearch(IDIR) incollaborationwiththeleadingOntarioHospitalsdevelopsbreak-throughportable,diagnosticimagingtechnologiesforbrainandlungtraumas,facilitatingtimelyemergencymedicalservices,especiallyinremotecommunities.

• TheSport-RelatedConcussionCentre (SRCC)performsadualroleas researchcentreandinprovisionofclinicalservicestoUWindsorVarsityAthletes.TheSRCChasformedapartnershiplocallywiththeSunParlourFemaleHockeyAssociation,andisindiscussionwithotherminorhockeyassociations.

• TheCentreforNeurobehaviouralScience(CNS)isaresearchpartnershipwithHotelDieuGraceHealthcare(HDGH)inwhichUWindsorhasaresearchfacilitywithinHDGHsharedbyClinicalNeuropsychologyandKinesiology faculty. Research centres on interventions for ADHD, cognitive effects of diabetes,socioemotionalconsequencesofbraininjury,andergonomicsofpatienttransfersbynursingstaff.

• Researchonanimal and interpersonal abuse is leading to discussionswithWomen’s Shelters and thedevelopmentofpoliciesthatallowwomentobring theirpets intoshelters,therebyhelpingthemleaveabusive relationships. Work isalsounderwayonhowpolice respondtocalls to intervene indomesticviolence, and how community characteristics and social determinants affect the incidence of partnerviolence.Bothoftheseprojectsplacedinthetop25entriesinthe2017SSHRCStorytellercompetition.

• In/Terminusisamultidisciplinarygroupoffacultyandstudentsexploringtheboundariesbetweenmedia,art,musicandthebuiltenvironment.TheNoiseborderEnsemblecreatesandperformsmultimediaworksacrossthecommunityandinternationally,featuringacombinationofacousticandelectronicinstrumentsaswellas liveprocessingandmixingofsoundandvideo.Bothare recognizedas leadingavante-gardecatalystsfordialogueandcreativityinthecommunity,withparticipantsreceivingfundingfromSSHRCandtheCanadaCouncilfortheArts.

• The Humanities Research Group (HRG) fosters research across the Humanities disciplines throughfellowships,seminars,andspeakers.TheHRGissupportedbymanyintheWindsor-Essexcommunitywhovaluetheroleitplaysinstimulatingpublicdiscourseonawiderangeoftopics.Similarly,theCentreforResearchinReasoning,Argumentation,andRhetoricbringstogetherscholarsfromdiversedisciplinesinregularseminarsandbypublishingtheirworkinitsjournalInformalLogic.

• TheUniversityofWindsor’sDigitalHistoryResearchGroup(DHRG)bringstogetherhistorians,librarians,andscientistsworkingonsharinghistoricalresearchwithboththescholarlycommunityandthepublicatlarge. Many of the projects provide the public with opportunities to see and explore Windsor andSouthwesternOntario’srichlydiversehistorythroughtheuseofnewdigitaltools.

•

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System-WideMetrics


• Metric1Reporttothecommunityonpublications,communications,exhibits,etc.,thataddresseachofthefourgrandchallengesidentifiedinourstrategicresearchplan

• Metric2

EveryAcademicunitwillhaveastatementabouthowtheyassesstheircollectiveresearchandcreativeactivityandwillestablishamechanismformaintainingawayofmeasuringresearchintensityandimpactwithintheirowndepartments.

• Target1:Developandlaunchby2019astrongcommunicationplantodisseminateimpactofresearchandcreativity

• Target2:Allstatementsandmechanismsestablishedby2020

• Tri-councilfunding(totalandsharebycouncil)

• Numberofpapers(totalandperfull-timefaculty)

• Numberofcitations(totalandperpaper)

• Target1:Maintainbesteffortstomaintainoursystemshareasmeasuredbyapplicationsandsuccessrates

• Target2:tbd

• Target3:tbd

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5.0 Innovation,EconomicDevelopmentandCommunityEngagement

Thissectionrecognizestheuniqueroleinstitutionsplayincontributingtotheircommunitiesandtoeconomicdevelopment,aswellastobuildingdynamicpartnershipswithbusiness,industry,communitymembersandothercollegesanduniversities.Itfocussesonregionalclusters,customizedtraining,entrepreneurialactivities,jobs,communityrevitalizationefforts,internationalcollaborations,students,partnershipswithAboriginalInstitutesandaprogrammixthatmeetsneedslocally,regionallyandbeyond.

5.1 InstitutionalApproachtoInnovation,EconomicDevelopmentandCommunityEngagement

Universitiesareaskedtocommentontheimpacttheyhaveoncommunity,economicdevelopmentandinnovation,commercializationofresearch,uniquenessofinstitutionalapproach,targetgroups(e.g.,internationalstudents,communitystakeholders,domesticandinternationalbusinesspartners,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievements.Institutionsarealsoinvitedtoshareaneconomicimpactstatement,iftheyhaveone.

InallthingsthattheUniversityofWindsordoes,ittakestheneedsofthecommunityveryseriously.ThroughoutallfiveprioritiesoftheStrategicMandateAgreementthereareexamplesofourcommitmenttothecommunityandtotheneedsandinterestsofthosewholivehere.Withrespecttoengagementinthecontextofinnovationandeconomicdevelopment,therearesomesignaturestepstheUniversityhastaken.Foremostamongthosehasbeenthecommitmenttoestablishacampuspresenceinthecitycentre.TherelocationofourprogramsinSocialWorkandCreativeArtsnotonlypositionsourstudentscloser toorganizationsthatpartnerwithandbenefitfromwhatthoseprogramshavetooffer;itisalsoprovidingamajoreconomicboosttothecitycore,somethingthathasbeenneededforalongtime.

AsecondinherentdistinctivefeatureoftheUniversityofWindsorthatisrelevanttoitsroleininnovationandeconomicdevelopmentisthewiderangeofprofessionalandacademicprogramsthatweoffer.Withvirtuallyallof theprofessionalprogramsavailableat theUniversity, includingnowtheWindsor campusofWesternUniversity’sSchulichSchoolofMedicineandDentistry,plusabroadspectrumofacademicdisciplines,wemakean enormous contribution to the highly skilled workforce of the region. The breadth of programs at theUniversityofWindsor isneededbyWindsor-Essex. Wehavea longhistoryofcreatinginnovativeprogramsneededby the region–westartedCanada’s firstautomotiveengineeringprogram,andournewaerospaceengineeringprogramisuniquelytargetedtosupportmanufacturing,repairandoverhaulratherthansimplynewaerospacevehicledesign.

Third,wehavebegun to create significant capacity to fosternew innovation throughcapacitybuildingandpartnerships. The University of Windsor campus now hosts the Windsor-Essex Economic DevelopmentCorporation in a dedicated office complex within our new Ed Lumley Centre for Engineering Innovation.WETechAlliance,oneoftheprovincialRegionalInnovationNetworks,isnowalsolocatedoncampus,within

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our EPICentre, a new facility that supports students and recent alumni as they develop new companies.Throughthesekindsofpartnerships,theUniversityisincreasinglyhard-wiredintothecommunityorganizationsdedicatedtoeconomicdevelopmentandinnovation.WehavealsonowpartneredwithSt.ClairCollegetohaveEPICentreexpandedtotheircampus,insupportofentrepreneurialdevelopmentsattheCollege.

Fourth, the University of Windsor is in a unique region of Ontario, where economic changes play outdynamicallybecauseoftheregion’sproximitytotheborderanditshighlyintegratedtransnationaleconomy,industrial base, and culture. The diversity that is here, and the large number of international students oncampus(closeto20%ofthestudentbody)givesabroadspectrumofunderstandingoftheglobalcontextwhenchangeoccursandopportunitiesarise.

Wearecommittedtothetranslationofacademicresearchintovalueforsociety,howeverthatisbestdone.Itisnotsimplythegenerationofnewstart-upsorthecreationandlicensingofintellectualproperty,bothofwhichwedo.Equally,ifnotmore,importantisthebroadwebofconnectivitybetweentheuniversitycommunityanditsstakeholdersthatalsoiscriticaltoknowledgemobilization. Whetheritbeadvisingonanenvironmentalproject,discussingaproblemwithalocalmanufacturer,offeringcoursesandseminarstocompanieswantingtogetbetteratnavigatingtheborder,orofferinglegaladviceonintellectualproperty,thereisawidearrayofcollaborationsthatarenotquantitative,butprofoundlyqualitative.

5.2 ExamplesofInstitutionalInitiativesInstitutionsareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplaintheinstitutionalapproach:

1) CommunityRevitalizationintheCityCentreAuniversitymustseeitsrelationshipwithitscommunityasacollaborationdrivenbysharedinterests. TheUniversityofWindsorsawagreatopportunityforstudentsincertainprogramstobelocatedinthecitycentrewhere there is greater access to community partners, and the City of Windsor recognized the long termeconomicimpacttherewouldbeiftheUniversitywastoestablishapresenceinthedowntown.Withthislevelofcommitment,theUniversityofWindsorembarkedonamajorstepinitshistory,andundertooka$75millioninvestment-$10MplusthehistoricArmouriesbuildingweredonatedbytheCityofWindsorasevidenceofitsimportanceto thecommunity– tocreateadowntowncampuscluster,housingSocialWork, theCentre forExecutiveandProfessionalEducation,andtheSchoolofCreativeArts.

• TheUniversityofWindsordowntowncampusisakeyelementintherevitalizationofthedowntowncore.Twoofthethreebuildingprojectsinvolvedramaticreconceptualizationsofheritagebuildings.

• Forallacademicareasinvolved,thedowntowncampusisseenasanimportantopportunitytocreategreatersynergieswiththecommunity.Asoneexample,aformalpartnershipwiththeWindsorSymphonyOrchestra,locatedadjacenttothenewhomeforourSchoolofCreativeArts,hasbeenestablished,whichwillcreateopportunitiesforourmusicstudentstoperformandrehearsewithaprofessionalorchestra,andallowourfacilitiestobesharedwiththeSymphonyOrchestra.

• Thedowntowncampuswilleventuallyseeathousandstudents,faculty,andstafflearning,working,andincreasinglylivinginthedowntowncore.

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2) SupportforEntrepreneursEstablishedin2014,theUniversityofWindsor’sEntrepreneurship,Practice,andInnovationCentre(EPICentre)provides embedded experiential entrepreneurial learning across all disciplines. It creates opportunities forinnovativeyouthventuresthroughmentor-supportedincubationandmaker-spacesoncampus,andengageswiththebroadercommunitythroughintegrationwithregionalstakeholders,alumni,andindustry.ThecreationofEPICentrearosefromtheUniversityofWindsor’sdeterminationtoaddresskeysocioeconomicchallengesidentifiedwithintheregion,includingcyclicalhighlocalunemploymentandthelackofresourcesthatmakeitchallengingforyounginnovatorstopursuetheirideasinthispartoftheprovince,eventhoughthisregionhasmanyidealattributesforbusinessincludingdirectproximalaccesstotheUS.

• EPICentre employs a uniquemultidisciplinary approach in stimulatingand supporting campus-basedentrepreneurshipandeducation.Experiential,multidisciplinarytrainingofferedthroughprogramssuchastheEntrepreneurialConcentrationforBusinessMajorsandEntrepreneurialMinorforNon-BusinessStudentsprovidestudentswiththeopportunitytogaincriticalreal-worldskillsandknowledgethroughaselectionoftailored,boutiquecoursesthatareteamtaughtbyfacultyfromnumerousdepartmentsanddisciplines.

• In 2015, EpiCentre presented to approximately 5,000 students, hosted more than 4,000 students atentrepreneurialcompetitionsandevents,supported66communityventuresthroughconsultation,andprovided comprehensive support and mentorship for 22 new startups. The Centre supported theintegrationofentrepreneurialisminto36courses.EPICentreactivitiescreated234jobsinourregioninthelastyearaloneandhaveresultedinmorethan20start-upcompanies.

• ThroughEPICentre,studentsgainhands-onexperiencewithconsultingopportunitiesmadepossiblebyinternational collaborations. The level of faculty involvement in EPICentre sets it apart from similarentrepreneurshipprogramselsewhere.AtEPICentre,faculty researchers fromnumerousdepartmentsanddisciplines,includingBusiness,Law,Engineering,theSchoolofCreativeArts,Nursing,ChemistryandBiochemistry,andComputerScience,carryoutentrepreneurialactivitiesinvolvingstudentsandprovidementorshiptobuddingentrepreneurs.

• EPICentre iswidely recognized for the scopeand success of its numerous community collaborations.EPICentre contributes significantly and collaboratively to a regional innovation cluster that includesWEtechAlliance’sRegionalInnovationCentre,theWindsor-EssexEconomicDevelopmentCorporation’sEconomicDevelopmentandSmallBusinessCentre,andSt.ClairCollege’sGenesisCentre,whichisnowapart of EPICentre. In addition to working closely with St. Clair College to manage successful youthentrepreneurship outreach programs at both institutions, EPICentre is also developing collaborativeinnovation outreach initiativeswith local high schools and is engaged in a number of internationalcollaborationswithincubationandacceleratorentitiesintheUnitedStatesandEngland.

• EPICentre’s impact on our economy and in our community is significant. It builds on synergies andexpands services offered by the entities of our regional innovation cluster to stimulate and supporteconomicgrowth.AlthoughearlyintheCentre’sdevelopment,thereisampleevidenceofitsimpactinthegrowthofstudent-ledentrepreneurialclubsandactivitiesoncampusandinthecommunity.

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3) Community Collaborations and Engagement that Drive Life Improvement andEconomicActivity

ThereareagreatnumberofactivitiesthatarehavinganimpactonWindsor-Essex.Theyareactivitiesthataredrivenbyon-goingcampusdevelopments,work-integratedlearning,facultyandstudentresearch,andformalpartnerships,andmanyofthemhavebeenreferredtoinothersectionsofthisSMA.TheytouchonvirtuallyeveryfacetoflifeinWindsor-Essex.Thefollowinglistisasnapshotofafewofthecollaborationsthatresonatedeeplyinthecommunity.

• TheUniversity’songoingcampustransformationplanhas injected$300milliondirectly intothelocaleconomy, and a far greater economic stimulus impact than the direct investment amount. Theconstruction of the $112 million Lumley Centre for Engineering Innovation, for example, ultimatelyresultedinacommunityeconomicstimulusimpactof$270million.

• TheUniversity’sCross-BorderInstituteisplayingamajorroleinassessingmanyaspectsoftheplannednewWindsor-DetroitGordieHoweBridge,andtheUniversityhasnowpartneredwiththeCityofWindsortoestablishtheInstituteforBorderLogisticsandSecurity.TheIBLSwillbeapartoftheWindsor-EssexEconomicDevelopmentCorporation,whichisalsonowlocatedonourcampus,andwillprovidelogisticalsupportforcompaniesdependentonthecross-bordermovementofgoodsandpeoplefortheirbusinesssuccess.

• StudentsinSocialWork,ClinicalPsychology,andotherdisciplinescontribute288,500hoursofserviceintheWindsor-Essexregionannually,withanestimatedeconomicvalueof$19million.

• TheWindsorInternationalFilmFestivalthatattractscloseto20,000filmgoerstothedowntownreliesheavily upon student volunteers during the Festivalweek, coming fromour business, filmandotherprograms.Thestudentsalsogainvaluableexperienceinthebusinesssideofthearts.

• Students in the Publishing Practicum in our English and Creative Writing Program assist Canadianauthorswiththeediting,publishingandmarketingoftheirbooks.EachyearthereisabooklaunchintheCitythatattractsalargecommunityaudience.ThisPracticumisoneofthereasonswhyWindsor-Essexisrecognizedasagreatplaceforcreativewriters,whethertheybenovelistsorpoets.

• The School of Dramatic Art directly engages theWindsor and Essex County community through itsproductionarm,UniversityPlayers.UniversityPlayershasbeenapillarofthecommunityfornearlysixtyyears,bringpre-professionaltheatretotheregion,andhostingspecialeventsinthecommunitysuchasLet’sTalkTheatre.

• The School ofDramatic Art engages in community youthprogramming throughChanging theOdds:Community Transformation through the Arts (CTO), a program conceived by a group of investedcommunity stakeholders. Dramatic Art has created a collaborative, transformative program thatemploystheartstoeffectpositiveoutcomesforyouthlivingwithchallengingcircumstances,whileatthe same time providing new models of engagement amongst all invested parties who serve ouryouth.CTO provides mentorship and community connection through Guest Artists and local youthcentres. Italsostrivestonurtureleadershippotentialandcreativethinkingamongsttheyouth. Fouryearsofprogramevaluationdemonstrates,withgreatsuccess,thatdramaandtheatreisasolidvehicletobestshowcasethestoriesofouryouth.ThisprogramemploysstudentsfromtheDramainEducationandCommunityprogramas leaders tomentorandguideyouthbyusingperformance to investigateimportantcurrentissues,suchas:CyberAddictions,Bullying,Racialdiscrimination,Homelifestruggles,Fostercare,Sexualorientation,socialpressures,goalsetting,tonameafew.

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System-WideMetrics


• Metric1Grants,patents,programsandotheroutcomesdoneincollaborationwithcommunitypartnersthatcreateeconomicorsocialbenefit

• Target1Provideanannualpublicreporttoourcommunity

• Graduateemploymentrates

• Numberofgraduatesemployedfulltimeinarelatedjob

• Target1Reportondata

• Target2Reportondata

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6.0 DifferentiationAreasofFocusIntheprevioussectionsoftheSMAtemplate,theMinistryhasaskedinstitutionstocommentoncurrentandplannedactivitiesandinitiativesinfivepriorityareas:StudentExperience;InnovationinTeachingandLearning;AccessandEquity;ResearchExcellenceandImpact;andInnovation,EconomicDevelopmentandCommunityEngagement.

Inadditiontocommentingonactivitiesintheseareas,institutionshavebeenaskedtoindicatepreferredinstitutionalmetricsandtargets,aswellastoestablishinstitutionaltargetsforsystem-widemetrics.ThisispartofthepathfromSMA2toSMA3andtheongoingworkbetweentheMinistryandinstitutionsindevelopingandusingmetricsthatsupportgreateraccountabilityandtransparencyfortheuseofdifferentiationfunding.

Buildingupontheprevioussections,theMinistryisaskinginstitutionstosetoutadifferentiationnarrative.Ifeachofthefiveprioritiescorrespondedtoafundingenvelope,takingintoaccountyourinstitutionalvisionsandmandates–andyourstrengths–howwouldyouweightyourprioritiesagainstthoseenvelopesandhowwouldyoumeasureyourprogress?

Inthissection,theMinistryisinterestedinlearningmoreabouteachinstitution’soveralldifferentiationvision.

TheUniversityofWindsorplacesahighvalueonallfiveoftheprioritiesdiscussedinthisStrategicMandateAgreement.Theyarenotseparablefromeachother.Ourimpactonjobsandeconomicdevelopmentwillonlyoccurifweareinnovativeinteachingandlearningandcarryingoutrelevantresearchandcreativeactivity.Ourabilitytocreatework-placelearningopportunitiesisenhancedifourcommunityisvibrant.Asistrueinanycomplexsystem,everythingisconnectedtoeverythingelse.

Nevertheless,inresponsetoaquestionofhowwewouldweightthesepriorities,wewouldpointtothetwothatrepresentthebedrockofwhatauniversityisabout.WewouldprioritizeTeachingandLearningExcellence,andResearchExcellenceandImpact.Inthelatterofthese,weincludecreativeactivityandthearts,sincetheyalsounderpincommunitiesandeconomies.Inprioritizingthesetwo,wedonotdiminishtheotherthree–asisevidentinthisSMA,theStudentExperience,AccessandEquity,andInnovation,EconomicDevelopmentandCommunityEngagementarealsotakenveryseriously inallthatwedo. Butwithoutexcellentteachingandlearning,andacommitmenttousingtheintellectualandcreativecapitaloftheuniversitytocreateandapplyknowledgeanddiscoveriesthathelpourcommunityandtheworld,wewillnotfulfillourmissionandvision,andnorwillwebewhatOntarioneedsforthelongterm.

TheUniversityofWindsorisverycapableofmeasuringourprogressagainsttheprioritiesofthisSMA,andwehaveidentifiedmetricsthatwillhelpusdothat.Wewantallofourstudentstoexperiencethemostinnovativeteachingandlearningopportunitiespossible.Atsomepointduringtheireducationwealsowantthemtohaveachancetotackleareal-worldproblem.Wecanmeasurethat.WewantourcommunitytoseewhatwearedoingintermsofresearchandcreativeactivitythatmatterstothemandtoOntario.Wecanreportonthat.Fundingenvelopesthatwouldsupportteachingand learning innovation,andsupportresearchandcreativeactivitythatisfoundationaltothevibrancyofWindsor-Essexwouldhavealastingimpact.

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TheUniversityofWindsoralsofeelsstronglythatmetricsaboutthesefiveprioritiesshouldnotcomewithanassumptionthatassoonasyoustarttomeasuresomethingitmustforeverincreaseorelseyouwillbejudgedasnotsucceeding.Ouruniversityhasalwaysbeeninnovatingandchanging,andmakingprogresswhereveritcan,butitisunrealistictothinkthatcertainmetricscanforeverincrease.Wewouldhopethatdoingwhatwedowell,anddoingityearinandyearout,wouldbevalued.

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7.0 EnrolmentStrategyandProgramDirection

7.1 ProposedEnrolmentPlanandCorridorMidpointsThepurposeofthissectionistoidentifyinstitutionalenrolmentplansandaspirationsandthekeyassumptionsforthoseplans.Institutionsarealsoaskedtoidentifytheirexpectedcorridormidpointsinthenewuniversityfundingmodelandhowtheircorridorenrolmentswillchangerelativetothatmidpoint.(Note:Fordetailsonthecorridormodeland,midpointestablishment,pleaseconsulttheUniversityFundingFormulaTechnicalManual).

(Note:GraduateallocationissueswillbeaddressedinAppendix1.ThereareongoingdiscussionsaboutwherethiswillbereflectedintheSMAtemplate.)

Theseyearsareforplanningpurposesandwillnotbeincludedinthefinal

SMA2

Projected

2017-18

Projected

2018-19

Projected

2019-20

Projected

2020-21

Projected

2021-22

Undergraduate

• Full-timeHeadcounts 8,717 8,476 8,434 8,456 8,468

• FFTEs 9,650 9,390 9,300 9,285 9,310

• First-yearIntake 2,393 2,393 2,393 2,393 2,393

• BIUs 15,190 14,740 14,575 14,560 14,595

Masters

• Full-timeHeadcounts 924 924 924 924 924

• FTEs 2,545 2,604 2,602 2,602 2,605

• BIUs 3,132 3,204 3,202 3,201 3,204

• Newregistrants 447 447 447 447 447

Doctoral


• FTEs 561 568 565 567 572

• BIUs 1,120 1,136 1,130 1,134 1,138

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7.1.1 ProjectedFunding-EligibleEnrolments

7.1.1.1 Note–forthistable,pleaseseethedefinitionsbelow:

• Full-timeHeadcountshouldbereportedforFalltermonly.• FFTE(FiscalFull-TimeEquivalent)forundergraduateenrolmentsandFTE(Full-TimeEquivalent)for

graduateenrolments–asdefinedintheOntarioOperatingFundsDistributionManual.• First-yearIntake–FallTermfull-timeheadcountforthefirstyearofallundergraduateprograms.MAESD

confirmed,toincludefirst-yeardirectentryandNOnursing.• NewRegistrants–ThesumofthenumberofstudentsintermsofFTEenrolledinagraduateprogramfor

thefirsttimeineachterm.• BIUs–forallenrolments.Forgraduateenrolments,adjustforgraduateminima/maxima.

• Newregistrants 28 28 28 28 28

TotalEnrolment


• BIUs 19,442 19,080 18,907 18,895 18,937

TheseyearsareforplanningpurposesandwillnotbeincludedinthefinalSMA2

Projected2016-17

Projected2017-18

Projected2018-19

Projected2019-20

Projected2020-21

Projected2021-22

EstimatedBIUsatcorridormidpoint

19,797

19,442 19,080 18,907 18,895 18,937

EstimatednumberofBIUsaboveorbelowcorridormidpointBIUs1

N/A

0

(GMA=19,797)

(71)

(GMA=19,726)

(214)

(GMA=19,583)

(392)

(GMA=19,405)

(573)

(GMA=19,224)

Comments/Notes: Corridor:Ceiling=20,391Midpoint=19,797Floor=19,203

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7.1.2 ProjectedWeightedEnrolmentsandCorridorMidpointsInstitutionsshouldentertheirestimatedfinal2016-17BIUs,whichwillnormallyformthebasisofaninstitution’scorridormidpointwhenitentersthecorridorsystemin2017-18andcontinuethroughthe2018-19to2019-20period.TheBIUsprojectedshouldbethosewhichwillbecountedtowardseachinstitution’scorridormidpointinthenewuniversityfundingmodel,consistentwiththeinstitution’sprojectedenrolmentsasnotedinTable6.1.1.BIUswillbeconvertedintoWeightedGrantUnitsasdescribedintheUniversityFundingModelTechnicalDesignManualandWGUswillbeusedinthefinalSMA.

7.1.3 ProjectedInternationalEnrolment

1. TheestimatedBIUsoverorunderthemidpointshouldbeestimatedusingtheGrowingMovingAverage(GMA)formuladescribedinthedraftUniversityFundingModelTechnicalDesignpaper.

2. Pleasenoteanyissuesonthedataprovided,whetheranytechnicaladjustmentsaresoughttothecorridormidpoint,etc.

Theseyearsareforplanningpurposesandwillnotbeincludedinthefinal

SMA2

Projected

2017-18

Projected

2018-19

Projected

2019-20

Projected

2020-21

Projected

2021-22

Undergraduate


• FFTEs 1,108 1,078 1,063 1,060 1,056

• First-yearIntake 134 134 134 134 134

• BIUs N/A N/A N/A N/A N/A

Masters


• FTEs 4,562 4,656 4,650 4,648 4,652


• Newregistrants 714 714 714 714 714

Doctoral

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7.1.3.1 Note:Internationalenrolmentsincludeallfundingineligibleinternationalstudents.


• FTEs 308 312 310 310 310


• Newregistrants 11 11 11 11 11

TotalEnrolment



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7.2 InternationalEnrolmentStrategyandCollaborationUniversitiesarerequestedtooutlinetheirinternationalenrolmentstrategyandcollaborationactivities,specificallyhowinternationalpartnerships,activitiesandenrolmentfitwithintheoverallstrategicplanfortheirinstitution.Thedescriptionshouldincludetheseelements:

• Internationalgoals;• Riskfactorsconsideredinmanaginginternationalenrolment;and• Internationalstrategyapprovalprocesswithinyourinstitution.

The pursuit of an international strategy has been a focus at the University ofWindsor for decades. Thiscommitment to internationalizationwas reaffirmedasoneof the five institutional goals in theUniversity’scurrentStrategicPlan,ThinkingForward…TakingAction.Specifically,thisgoalstatesthattheUniversitywill‘Promote international engagement through student recruitment, student and faculty exchanges, andpartnershipsthatcomplementourteachingandresearchstrengths”.Fiveactionsareidentifiedinsupportofthisgoal:

1. Encourage the engagement of every academic program in international initiatives as they areappropriatetothediscipline

2. Competeeffectivelyatagloballeveltoattractandretainthebestinternationalstudentsandmanageinternationalstudentenrolmentopportunitiessustainablyinthecontextofinstitutionalandprogramcapacityandpriorities

3. Encourage faculty, student and staff exchanges and placements, as well as co-op and internshipopportunities,thatofferaninternationalexperience

4. ProvideencouragementandsupporttoUniversityofWindsorcentresorgroupsthathavethecapacitytosignificantlyengageininternationalresearchandgraduatetrainingopportunities

5. Provideclearandconsistentmessagestopotential internationalstudentsandresearchersaboutthebenefitsofstudyingorworkingattheUniversityofWindsor,andprovidesupportiveservicesforthemwhentheyarehere

This commitment to internationalizationwas endorsed by the University ofWindsor Senate, and formallyapprovedbytheUniversityofWindsor’sBoardofGovernors.AllacademicprogramsthataredesignedtomeettheneedsofinternationalstudentsgothroughthestandardapprovalprocessesoftheUniversityofWindsorSenateandtheQualityCouncil.

More than fifteenyearsago theUniversity recognized that ithadanopportunity todevelopexecutiveandprofessionalprogramsinareasthatbuildupontheinstitution’sstrengthsinEngineering,Business,andSocialWork.TheCentreforExecutiveandProfessionalEducation(CEPE)wasestablished,withamandatetoworkwithFaculties to facilitate thedevelopmentofMaster’s levelgraduateprograms in thoseareas. CEPEalsoundertooktoreachouttointernationalstudentsseekingacourse-basedprofessionalgraduateprogram.CEPEhasbeenverysuccessful,andovertheyearstheMastersofManagementandMastersofEngineeringprogramsinparticularattractedincreasingnumbersofstudents,particularlyfromChinaandIndia.Overthepastthree

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years,otherFacultieshavebeguntodevelopsimilarprofessionalMaster’sprogramsthathaveahighappealtointernational students. They include Master’s programs in Education, Medical Biotechnology, AppliedComputing,ActuarialScience,andAppliedEconomicsandPolicy.

Thestrategyoffocusingourinternationaleffortsongraduateandprofessionalprogramsinareaswherewehavestrengths isonethathascontributedsignificantly to theUniversity. Since2012,enrolment incourse-based professional programs has more thandoubledfrom756studentsin2012/13to1,743students in 2016/17. In addition to theseefforts in professional graduate programs,recruitment of undergraduate internationalstudentsisapriority,andisfacilitatedthrougha network of agents in a number of keymarkets around the globe. As well, wecontinue to attract a significant number ofinternational students to research-basedgraduate programs, particularly at thedoctoral level in areas like Engineering.International students now comprise 57% ofthegraduatestudentbodyof justover threethousandstudents. Attheinstitutionallevel,thisgrowthininternationalstudentsinprofessionalprogramshasshiftedthebalancebetweenundergraduateandgraduatestudentsover thepast fiveyears,with thegraduatepopulationnowrepresenting22%of thestudentbody.

TheUniversityprovidesinstitutionalsupporttointernationalstudentsthroughanewlyrenovatedInternationalStudents Centre. In addition tobeing aplace for social gatherings and study, it provides services to assiststudentsfrombeforetheyarriveinCanadathroughtograduation,includingtopicssuchasvisas,workpermits,academicsupport,healthcare,andothermattersimportanttostudentscomingfromabroad.

TheUniversityofWindsor’sinternationalstrategyisfurthersupportedbyalargenumberofformalpartnershipagreements that provide academic pathways for international students and student exchanges, and fosterresearchcollaborations.Wehaveagreementswithover30universitiesinChinaalone,whichrepresentsthelargestcountryfromwhichstudentscometostudy,butinadditionwehaveagreementswithinstitutionsacrossEurope,India,theMiddleEast,AfricaandCentralandSouthAmerica.OneoftheUniversity’smoreprominentinternationalprograms is theMaster’sDegree inAutomotiveEngineering inpartnershipwithPolitecnicodiTorinoinItaly,thehomeofFiat.StudentscompleteoneyearinWindsorworkingwithChrysler,andoneyearinTurinworkingwithFiat,andgraduatewithaMaster’sdegreefromeachinstitution.

The success of theUniversity ofWindsor in recruiting international students is consistentwith the FederalGovernment’simmigrationpoliciesthatfavourskilledworkersandisdesignedtomakeitattractivefortrainedgraduatestoremaininCanada,eventuallyleadingtocitizenship.Infact,theFederalGovernmentannouncedlast year a rise in immigration levels designed tooffset demographic decline and tomaintain and increaseeconomic growth in Canada. The University of Windsor provides a successful pathway for internationalstudentstorealizetheirdreamaswellasassistinginensuringCanada’sfutureprosperity.

0

2,500

5,000

7,500

10,000

12,500

15,000

11/12 12/13 13/14 14/15 15/16 16/17

Full-Time UndergraduateDomestic Full-Time GraduateInternational Full-Time Graduate

Total Enrolment

Grad Students 12% 22%

UGrad Students 88% 78%

5-Year Trend

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Thegrowthininternationalstudentnumbersisbeingwatchedverycarefully.AnEnterpriseRiskManagementframeworkwasdevelopedfortheBoardofGovernors,and it identifiesenrolmentasapriorityareafortheuniversity.TheUniversityhastakenstepstobufferitselfasmuchaspossibleagainsttheriskthatinternationalenrolmentcoulddrop.Ithasdonethisbydevelopingabroadersuiteofprofessionalgraduateprogramsthatappealtoawidersegmentofprospectivestudents,andcontinueswitheffortstoattractstudentsfromdifferentgeographicregions.Closertohome,wehaveimplementedaspecialtuitionfeeforinternationalundergraduatestudentsfromtheUS,recognizingthatourlocationrightonthebordercreatesanopportunitytotapintothehighpopulationregioninMichiganandaroundtheGreatLakes.Thisfeeislowerthanournormalinternationalfee,andispeggedtobeclosetoparwithin-statetuitionfeesthatAmericanstudentswouldpay.

As part of the risk mitigation, this past year the University completed its first comprehensive enrolmentmanagementplan.Itidentifiesafullsetofstepsthatarebeingimplementedtoensurewearedoingallwecantomaximizeourenrolmentpotential.Thesestepsincluderecruitment,marketingcommunications,admissionspolicies,studenttransitionandretentionandsuccessprograms,programinnovationanddevelopment,andchangingorganizationalstructuresandsystemsandpractices.Weareensuringthatallofthesestepsarebeingaddressed.

Insummary, internationalization isdeeplyembeddedwithinall thattheUniversityofWindsordoes. It isastrategy thathasenabledouruniversity tobecomeoneof themostdiverse inCanada, it isa strategy thatreflectsourlocationonaninternationalborder,anditisastrategythatreflectstherealitythatWindsor-Essexisadestinationofchoiceforpeoplefromallaroundtheworld.

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7.3 StrategicAreasofProgramStrengthandExpansion

ProgramAreasofStrengthToprovidecontextforthissection,inyour2014-17SMA,youindicatedyourinstitutionalprogramareasofstrengthtobe:

1.Business2.CreativeArtsandMedia3.EducationinaGlobalContext4.Engineering5.EnvironmentandEcosystemAdaptationandRecovery6.HealthandWellnessfromclassroomandlaboratorytocommunity7.Humanities8.InternationalBorders9.Law10.PhysicalandChemicalSciences

InAppendix2,Tab2,pleaseusethefirsttabletolistamaximumof5-10programareasofstrengthforyourinstitutionfor2017-20.Yourprogramareasofstrengthcanbecarriedoverfromyour2014-17SMAoranewareacanbeidentified.Institutionsareaskedtosubstantiatenewareas(newtothe2017-20SMA)witharationale,suchasKPIsforrelatedprogramsandprojectedenrolment.

Theproposedareasofprogramstrengthareintendedtoinformprogramapprovalprocesses.

ProgramAreasofExpansionToprovidecontextforthissection,inyour2014-17SMA,youindicatedthefollowingareasasprogramareasofgrowth:

TheUniversityofWindsor’sfirstSMAidentifiedthefollowingfiveareasashavingpotentialforprogramgrowth:

1.HealthandWellness2.Law,Education,andPhilosophy3.Engineering,Science,andComputing4.CreativeArtsandDigitalMedia5.Business,PoliticalScience,andInternationalBorders

SincethetimeofthefirstSMA,theUniversityhasbeenengagedinaseriesofcoordinatedinitiativesthatwillinformprogramdevelopmentandgrowth.Theseeffortsareindirectsupportofourcommitmenttothestudentexperienceandtoinnovationinteachingandlearning.

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ThefirstyearofourSEMPlanimplementationwillfocusoncoordinatingourrecruitmentoperations,expandingstudentdemand,andcreatingincentivesforprogramdevelopment.Inparallel,acurriculummappinginitiativewillenabledepartmentstoimprovetheefficiencyandflexibilityofprogrammingandenhanceopportunitiesforcross-disciplinarycollaborationonnewprogramsthatreflecttheneedsofourregionalandglobalstudentbase.

TheseeffortsdovetailwiththeUniversity’smulti-yearERPinitiative,whichwillreconfigureourentireStudentandFinancialInformationsystemstoenhancetransparency,integration,access,anddatausabilityacrossallareasofinstitutionalpractice.Thisinitiativewilltransformourcapacitytoserveandunderstandthestudentexperienceoncampus,andwillenablemuchgreateraccesstodatafordecisionmaking.

In addition to theseplanningefforts, theUniversity’s three-year facultyhiring initiative is seeing fiftynew,above-complement faculty positions established and filled by July 2018. These positions, created with anemphasisonteachingandresearchleadershipinstrategicandrapidlyemergingfieldsofstudy,areintendedtohaveasignificant,long-termimpactonprogramfocusanddevelopment.Manyinitiativesrelyingonthesenewhiresarealreadygerminating.

• Strategic enrolmentmanagement (SEM)plan–An external reviewof our practices in recruitment,admissions, retention, and the student experience drew on a broad cross-section of campusstakeholders,analyzingour demographicsandenrolment trends,programofferings,organizationalstructure,andmarketing&communicationsservices.Theresultingfive-yearplanpresentsrealisticandsustainable enrolment strategies for coordinating recruitment practices; improving marketing andcommunications; conducting on-going market research on where program opportunities exist;incentivizing program development and innovation; and enhancing student access, transition, andsuccess.TheUniversityisensuringthatallofthesestrategiesareaddressed.

• Community consultations with employment and community sectors – Five wide-ranging breakfastretreatswith our community partners have provided rich feedback on perceived future needs andopportunitiesintheWindsor-EssexregionandtheUniversity’spotentialcontributionstothatfuture.

• Institutionalreviewoflearningoutcomesprocesses–Identifyingproceduralbottlenecksandoverlapsin curriculum development and renewal, and targeting areas requiring increased coordination,efficiency,andsupport.

• Enhancedsupportforarticulationagreementdevelopment.• Admissions-Introductionofanewelectronicapplicationsystem(eGas)forgraduateadmissions.• Enterprise Resource Planning – Implementation of a new ERP solution, with Client Resource

Management(CRM)functionalitytoassistwithrecruitmentandretention.• Calendarsimplification–InconjunctionwiththenewERP,therewillbeacompletereworkingofour

coursenumbering system tomake it easier for students to trackprogram requirements, boost themarketingofcoursesandprogramstoprospectivestudentsandtoassistwithacademicadvisingforcurrentstudents.

• President’s Program Development Incentive Fund – A special fund is being established to providesupporttoFacultiesforprogramupdates,makeovers,andinnovations.

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Given the launchof thesemajor strategic initiatives,wearehesitant tocommit theUniversity toa specificthree-yearprogramexpansionagendainadvance.WeproposethereforetorevisethissectionoftheSMAinone year’s time. Thiswill enableprogramsalreadypartway through theplanningprocess and listed inourexistingthree-yearprogramplanfromthefirstSMAtocontinuedevelopmentwhileweimplementthestepsidentifiedthroughourStrategicEnrolmentManagementplanningprocess.Thefollowingprincipleswillinformouridentificationofprogramareasforgrowthoverthecomingyear:

• NewprogrammingshouldalignwiththeUniversity’smission,values,andvision,aswiththeprioritiesidentifiedinourstrategicmandateagreement.

• In addition to new programs, a targeted area is the development of employment-focusedundergraduateandgraduatediplomasandcertificatestoenhanceourgraduates’careerpreparedness.

• Newprogramsmustbegroundedinsolidevidenceoflabourandmarketdemandaswellasinstitutionalcapacitytodeliveracademicallyrigorousofferingsinthefield.

• Giventhescarcityofnewresourcesforprogramexpansion,curricularefficiencybothwithinandacrossprogramsiscriticaltoidentifyingandcreatingopportunitiesforgrowth.

• Interdisciplinaryandinterprofessionalprogramsremainfront-of-mind,reflectingtheinnovativeedgeofscholarshipaswellascommunityandemployerneeds.

• Curricularredesigntoenhancethestudentexperience,includingeffortsto:o improveopportunitiesforwork-integratedandexperientiallearning;o incorporatethesystematicdevelopmentandrecognitionofcoreskillsandcompetencies;o employlearningtechnologiestoenhancestudentinteraction,appliedpracticeandexploration;o expandaccesstocoursesintegratinghigh-impactpractices;o offerprogramflexibilitythroughmulti-modaldeliveryoptions.

• Programming that expands post-secondary access to currently under-served communities andpopulationsisanimportantpartoftheUniversity’smandate.

InthesecondtableonTab2ofAppendix2,listupto5programareasinwhichyourinstitutionwouldliketoexpandofferingsinthenextyears.Institutionsareexpectedtoprovidesupportinginformation,includingexpectedlabourmarketoutcomes,projectedenrolmentrelevantKPIs(ifapplicable)andconnectiontoexistingareasofstrengthproposedabove,wherepossible.Forclarity,theseprogramexpansionsarethosethatwillbemanagedwithinthenegotiatedcorridor.

InTab3ofAppendix2,institutionsareaskedtoindicate,asbestastheyareabletoatthistime,specificprogramsthattheyanticipateintroducingoverthecourseofthisSMA.ThisisinplaceoftheUniversity’sannualprogramdevelopmentplanfor2016.ProgramslistedherewillnotprecludeaninstitutionfromsubmittingadditionalprogramsubmissionsthroughtheperiodofthisSMA.

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7.4 FinancialSustainabilityTheMinistryandtheUniversityrecognizethatfinancialsustainabilityandaccountabilityarecriticaltoachievinginstitutionalmandatesandrealizingOntario’svisionforthepostsecondaryeducationsystem.Tothisend,itisagreedthat:

ItistheresponsibilityofthegoverningboardandsenioradministratorsoftheUniversitytoidentify,track,andaddressfinancialpressuresandsustainabilityissues.Atthesametime,theMinistryhasafinancialstewardshiprole.TheMinistryandtheUniversityagreetoworkcollaborativelytoachievethecommongoaloffinancialsustainabilityandtoensurethatOntarianshaveaccesstoafullrangeofaffordable,high-qualitypostsecondaryeducationoptions,nowandinthefuture.

TheUniversityremainsaccountabletotheMinistrywithrespecttoeffectiveandefficientuseofprovincialgovernmentresourcesandstudentresourcescoveredbypolicydirectivesoftheMinistry,ordecisionsimpactinguponthese,tomaximizethevalueandimpactofinvestmentsmadeinthepostsecondaryeducationsystem.

System-wideMetrics* 2015-16Actuals**

Comments

• NetIncome/(Loss)Ratio • 0.79%•

• NetOperatingRevenuesRatio • 4.97%•

• PrimaryReserveRatio • 41days•

• InterestBurdenRatio • 2.59%•

• ViabilityRatio • 0.25•

*ThesewerethemetricsagreeduponthroughtheCOU/MAESDWorkinggroupduringfall2016.**2015-16actualsunderdevelopment-pendingconfirmationwiththeCOU/MAESDWorkinggroup.

[Placeholderforinstitutionalinput.]

[Noteforsection6.4:Whenconsideringinstitutionalfinancialsustainability,Universitiescouldconsideraddingtheirowninstitutionalmetricsinthe“Comments”sectionofthetableabove.Forexample,universitiesthathavecreditreportsfromratingagenciescanaddinformationfromthesereportsinthereportingtotheministry.]

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7.5 OtherSustainabilityIssuesInstitutionsareencouragedtostatetheirperspectivesonothersustainabilityissuesandopportunitiestoaddressthem.

[Placeholderforinstitutionalinput.Examplesofinputcouldincludeenvironmentalsustainabilityissues,programsustainabilityissues,andcapitalsustainabilityissues.]

Environmentalsustainabilityisapriorityinallofourplanning.Ourcapitaltransformationplanhasenabledustoremoveseveraloldandinefficientbuildings,andwecontinuetomakeenergy-mindfulchangestolighting,heatingandcoolingsystemsaswemodernizethem.SeveralyearsagotheUniversityofWindsorputinplaceanEnvironmentalSustainabilityAdvocate.TheAdvocate’smandateistomaketheUniversityofWindsoramoreecologicallyresponsibleplaceforwork,study,teaching,andresearchbyidentifyingprojectsthatimprovecampusenergyefficiency,reducewaste,enhancethephysicalcampus,promoteenvironmentalsustainability,enrichstudentlearningopportunities,andstrengthenpartnershipswiththelocalcommunity.

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8.0 InstitutionalCollaborationsandPartnerships

[Note:ThissectionshouldincludeinformationthatisnewandnotlistedearlierintheSMAtemplate.]

Institutionsareaskedtoprofilekeypartnershipswithotherinstitutionsthatensurestudentshaveaccesstoarangeoflearningopportunitiesinacoordinatedsystem.Thismayinclude,butisnotlimitedto,credittransferpathways,collaborativeorjointprogramsbetweenorwithinsectorssupportingstudentmobilityandsupportingresearchexcellenceandinnovation.Thissectionshouldalsooutlinepartnershipsthatsupportefficiency,sharedservicesandfinancialsustainability.

InstitutionswithfederatesoraffiliatesmaywishtooutlinetherolethattheyplayrelatedtoachievingSMAobjectivesandinstitutionaldifferentiation.

TheUniversityofWindsor continues to forge interinstitutionalpartnerships in supportof studentaccess tolearningopportunitiesandexcellenceandinnovationinresearch.

The University of Windsor’s partnerships and collaborations reflect the dual local-global emphasis at thefoundationofmuchofourwork.Ourtiestootherinstitutionsreflecttheindustrial,professional,socialandculturalprioritiesofourregion,butalsothecommoninterestsandconcernsofourinternationalpartners.Ouruniqueborder locationallowsstudentstotakedistinctlydesignedcross-borderdegreeprogramswithsisteruniversities inDetroit. Weareperhaps theonlyuniversity inCanada that allows students to literally takeclassesintwodifferentcountriesonthesameday.JointdegreeswithItalianuniversitiesenablestudentsinbothcountriestogainamuchgreaterunderstandingofautomotivetechnologiesandindustriesthatbenefitlocaleconomiesinalltheregionsinvolved.JointresearchandpedagogicalexchangeprogramswithChineseuniversitiesdrawoncoreresearchchallengesinbothlocalregions,fromcleanwaterandlakeecology,tothechallengesofdiversityandculturaldifferenceinteachingandlearning.

Thesecollaborationsenableustofocusonlocalconcerns,buttobringglobalexpertisetothetable.WebringtheworldtoWindsor,andtakeWindsortotheworld.Thisisacriticalroleintheregion’stransitionaleconomy,asindustries,institutions,andinhabitantsexplorenewwaystodefinethemselves,newtechnologies,andnewopportunities.

These partnerships are also critical in expanding the reach, impact, and stability of resource-intensiveprogrammingandinitiativesthroughcostandexpertisesharing.Jointdegrees,learningpathways,andsharedcourseandprogramdesigninitiativesenabletheprovisionoflearningopportunitiesthatwouldotherwisenotbeavailable,bothinourcommunityandinourpartnercommunities.Thesecollaborationsarenotjustcost-effective,however:therichnessofperspectivesanddiversityofparticipantsinvolvedintheseprogramsofferconsiderablescopefornewexperiencesandgrowth.Asalocallyfocusedbutoutward-lookinguniversity,wecontinuetoseekopportunitiestodevelopthesepartnerships.

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1) PartnershipswithCollegesTheUniversityhastakensignificantstepstoenhanceitscourseequivalencyandtransitionalstudentsupportoverthelasttwoyears,andhasbeguntoseegainsinstudentengagementandincollege-universitypathwaydevelopment.WehavestandardarticulationagreementsforCollegeofAppliedArtsandTechnologydiplomagraduates from ten fields, and approximately 40 transfer and degree completion agreementswithOntariocolleges, including St. Clair, Lambton, Fanshawe, Georgian, Mohawk, Seneca, Sheridan, and Fleming. TheUniversityiscurrentlybeginningaprojecttorefineordeveloppathwaysfromallOntarioCAAThumanserviceprogramsintheUniversityofWindsorBAandBSWprograms.

Ourmostextensivecollege-universitypartnershipiswithSt.ClairCollege(Windsor).Ofparticularnoteareanumberofcurricularcollaborationsinprofessionalprograms,includingtheCollaborativeHonoursBachelorofScience in Nursing, the Honours SocialWork degree for graduates of the Ontario College Child and YouthProgram,theBachelorofEngineeringTechnologyforgraduatesoftheCivilEngineeringTechnologyadvanceddiploma,andtheConcurrentBachelorofArts(Psychology)/BachelorofEducation/DiplomainEarlyChildhoodEducation.Inarecentaddition,theBachelorofArtsinPsychology(Hons.)withAutismandBehaviouralSciencePost-GraduateCertificateProgramwithSt.Clair,Fanshawe,andLambtonCollege,Universitystudentscomplete30semestercoursestowardstheirHonoursBachelorofArtsinPsychologybeforeapplyingtothePost-GraduateCertificateprogramatthecollegeoftheirchoice.Theyareabletocompletebothcredentialsinfouryears.Thismodel is unique in the province. Similarly, the Engineering Technology Advanced Diploma to DegreeEngineeringBridgingProgramwillbethefirstofitskindinCanada.WearealsoactivelypromotingexpandingpathwaysfromStClairtotheUniversity’sSchoolofComputerScience:oneprogram,currentlyindevelopment,willenableSt.Clairstudentstoreceiveco-opexperiencethroughtheUniversity,somethingnotavailableatSt.Clair College.A$600,000e-Campusgrant is funding thisproject,which takes accountofprior learningandprovidesafullyonlinemodularpathwaytocompletionofadegreeinComputerScience.

In a unique arrangement, the University and St. Clair College have signed an agreement that will see theUniversity of Windsor’s Entrepreneurship, Practice and Innovation Centre (EPICentre) extend itsentrepreneurialoutreachtoSt.ClairCollege’sGenesisCentre.TheSt.Clair teamwillmergewithEPICentre,creatinganewEPICentrelocationatSt.ClaircalledEPICGenesis.Thiscollaborationwillreduceduplicationofservices, while extending the breadth and variety of entrepreneurial education for college and universitystudentsinWindsor-Essex.Itwillcreateopportunitiestoconnectandintegratethevaryingskillsetsofthesepost-secondarystudentsandgraduates,andenablehighlyinnovativeventureteams.TheUniversity’sCentreforTeachingandLearningandOfficeofOpenLearningarecollaboratingwithSt.Clair’scurriculumandacademicdevelopmentstaffontheprovisionofpedagogicaltrainingandcurriculumdevelopmentsupport.

2) PartnershipswithUniversitiesKeyDomesticPartnershipsOurpartnershipwithWesternUniversitytoofferSchulich’smedicalprogramattheUniversityofWindsorisacriticalcontributiontothestabilityofdistributedmedicaleducationintheprovinceandtomedicalleadershipinthelocalarea.TheMDprogramrunssimultaneouslyatboththeLondonandWindsorcampuses,andWindsorCampusstudentsareofficiallyWesternstudents,whilealsoholding 'affiliate'UniversityofWindsorstudentstatus.Theprogramcombinesliveinteractivevideoconferencepedagogies,simlabcasestudies,experiential

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learning,andface-to-facelecture,lab,andsmallgrouplearning.

InpartnershipwithBrockUniversityandLakeheadUniversity,weoffertheJointPhDinEducationalStudies,whichenablesstudentstopursuedoctoralstudiesincognitionandlearning,educationalleadershipandpolicystudies,andtoexperiencethesocial/political/culturalcontextsofeducationatWindsor,LakeheadandBrock.Combining face-to-face summer programs that rotate among institutions with online and tutorial-basedlearning, the program enables students to pursue their education from a wide range of locations. Theinterinstitutionalcollaborationalsoexpandsthebreadthanddepthofdisciplinaryandsupervisoryexpertiseavailabletostudents.

TheUniversityhasbecomeincreasinglyengagedinsharedonlinecourseandprogramdevelopment,andhasbeenhighlysuccessful insecuringeCampusOntariofundingforprogramdevelopment,ofteninpartnershipwithotheruniversities.AkeyexampleistheredevelopmentofWindsor’scourse-basedMastersofPhysics,inpartnershipwithTrentandYorkUniversities,focusingonimprovingstudentaccesstocoursesandsustainabilityoftheprogram.EachoftheseinstitutionshashistoricallylowenrolmentintheirrespectiveMastersofPhysics,makingitdifficulttooffercoursesregularly.Thisnewprojectwillprovidealargerpoolofstudentstoimprovesustainability and allow for greater diversity and frequency of offerings, which is expected to enhanceenrolment,retention,andcompletioninthesedegrees.

KeyInternationalPartnershipsTheUniversityofWindsorhasalwayssoughtandwelcomedinternationalcollaboration.Wemaintainawidearrayofinstitutionalagreementswithinternationalpartnercollegesanduniversitieslocatedthroughouttheworld.Someoftheseincludeexchangeagreementsthatenhancestudent,staffandfacultymobility.Othersprovidefordualor jointdegreeprograms,transferarticulation,andresearchcollaboration.Manyestablishpathways forgeneralcollaborationbetween institutions.TheUniversityhas internationalpartnershipswithuniversitiesin35countries,includingover30institutionalpartnershipswithuniversitiesinChinaalone.

Cross-borderinstitutionalcollaborationsareadistinguishingfeatureoftheUniversity:studentsinprogramssuchasVisualArtsandtheBuiltEnvironmentandtheDualJDprograminLawdividetheirtime,overthecourseoftheirprograms,onbothsideoftheborder.Manyotherprogramsincorporatecross-borderexperiencesintothecurriculum,suchasEPICentre’scross-bordercollaborationswithDetroitentrepreneurialhubs,andtheLawSchool’s International Intellectual Property Law Clinic. Other joint international programs include the dualdegreesinMaster’sofEngineering,focusingonautomotiveengineeringinCanadaandItaly.

The University’s strong partnership with Southwest University in Chongqing, China is a key example ofinternationalpartnershipinvolvingbothresearchandteaching.ThepartnershipledtocreationoftheChina-CanadaThreeGorgesWaterScienceCentre(CCTW)in2008,whichhasreceivedsignificantbilateralfundingandresearchsupport.CCTWhasrecentlybeendesignatedbytheChineseMinistryofScienceandTechnologyasanInternationalScienceandTechnologycollaborationbase.CCTWconsistsofmajorChineseuniversitiesandhigh-levelgovernmentorganizations, includingtheChinaInstituteofWaterResourcesandHydropowerResearch(IWHR)andthePostConstructionCommitteefortheThreeGorgesDam.BasedonCCTW’ssuccess,researchisnow expanding into the Plateau Lakes in a collaboration in which the lead Chinese institution is YunnanUniversity.Thecollaborationsinvolvefaculty,graduatestudentsandpostdoctoralfellowsfrombothcountriesworkingoncommonprojects,aswellasvisitsandexchanges.

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The University of Windsor leads the Reciprocal Education Project, which is funded by the largest SSHRCPartnership Grant given in education. The project involves a number of other institutions, including theUniversity of Toronto and East ChinaNormal University in Shanghai, aswell as participation by schools inOntario,ChongqingandShanghai.TheresearchcentresoncomparativepedagogiesineducationalphilosophyandpracticeinCanadaandChina.Therearereciprocalvisitsbystudentteachersandexperientiallearningandtrainingopportunitiesintheguestcountryandschools.

ProgramInitiativesthatcreateeconomicefficienciesForCanadatoimproveitscapacityforresearchoutput,innovativestrategiesthatworkacrossjurisdictionsarecritical.AprimaryexampleiswiththeparticipationoftheUniversityofWindor’sLeddyLibraryinprovincialand national consortia to provide scholarly resources, shared digital infrastructure, expertise and digitalservices:

• TheCanadianResearchKnowledgeNetwork(CRKN)isapartnershipofCanadianuniversitiesdedicated

toexpandingdigitalcontentfortheacademicresearchandteachingenterpriseinCanada.LeddyLibrarycurrentlyparticipatesin46ofthe54consortiallicensesinCRKNformajorscholarlyjournals,databasesandfull-text.

• TheOntarioCouncilofUniversityLibraries(OCUL)ScholarsPortalprovidesadditionalprovincialsharedelectronic resource consortial licensing for resources that are not available through CRKN.ScholarsPortal alsoprovides a digital preservation and accesshosting platform for over 600,000electronicbooks,nearly50millionarticlesinover20,000scholarlyjournals,plusgeospatialdata,shareddigitalmapcollections,andresearchdatamanagementservicestoOntario's21universitylibrariesandthestudentsandfacultytheysupport.

• Leddy Library collaborates internationallywith colleagues in libraries and information industries inorganizationssuchastheNationalInformationStandardsOrganization(NISO),CoalitionforNetworkedInformation(CNI),andSPARC,advancingopendata,openaccessandopeneducationthroughadvocacy,leadershipandeducation.

Throughtheabovepartnerships,LeddyLibraryextendsgreateraccesstoacademicresources,atalowercost,andcollaborativelysharescostsandexpertiseinleadingdigitalservicesthatfewconsortialarrangementsinNorthAmericacanmatch.

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9.0 Ministry/GovernmentCommitmentsOvertime,theMinistrycommitstoaligningmanyofitspolicy,process,andfundingleverswiththedifferentiationprioritiesandSMAsinordertosupportthestrengthsofinstitutionsandimplementdifferentiation.Tothisend,theMinistrywill:

• Placeholder• Placeholder• Placeholder

TheMinistryandtheUniversityarecommittedtocontinuingtoworktogetherto:

• Placeholder• Placeholder• Placeholder

SIGNEDforandonbehalfoftheMinistryofAdvancedEducationandSkillsDevelopmentby:

SIGNEDforandonbehalfoftheUniversityofWindsorby:

SheldonLevyDeputyMinister

AlanWildemanPresidentandVice-Chancellor

Date Date

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10.0 Appendix

Appendix1:GraduateEnrolment(templatetobeprovidedbyMAESD)

Appendix2.ProgramAreasofStrength(templatetobeprovidedbyMAESD)[Note:Informationprovidedinthisappendixisconfidential.TheAppendixisnotforpublication.]

TechnicalAddendum–Metrics

• System-widemetrics(tobecompletedbyMAESD)• Institution-specificmetrics(tobecompletedbyeachinstitution;toincludedefinitionofmetrics;

methodology/formulaandhowandwhendataiscollected)

Appendix3:InstitutionalAreasofStrengthfrom2014-17SMAs(tobepre-populatedbyMAESD)

**

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BG170523-4.1.2.3UniversityofWindsorBoardofGovernors

4.1.2.3: AnnualReportonSexualMisconductPolicy(2016-2017)Itemfor:InformationBill132section17,subsections7and7.1statethatuniversitiesaretoprovideannualreportstotheirBoardscontainingthefollowinginformation:1. Thenumberoftimessupports,servicesandaccommodationrelatingtosexualviolencewererequestedand

obtainedbystudentsenrolledattheuniversity,andinformationaboutthesupportsservicesandaccommodations.• TheSexualMisconductResponseandPreventionOfficeisthecentralsiteforthecoordinationofsupport,

services,andaccommodationrelatingtosexualassault.Ofthe17casesopenedbytheSMRPO,tenresultedinthecoordinationofacademicaccommodationand2resultedinthecoordinationofhousingaccommodation.

• Withintheinstitution,thefollowingofficeswerevariablyconsulted:ResidencesServices,DisabilityServices,StudentCounselling,InternationalStudentsCentre,HumanResources,CampusPolice,andtheOfficeofHumanRights,Equity,andAccessibility.

• AllvisitingstudentswereinformedofthelocalSexualAssaultCrisisCentre.On-campusappointmentswerecoordinatedforthreestudents.

2. Anyinitiativesandprogramsestablishedbytheuniversitytopromoteawarenessofthesupportsandservices

availabletostudents.• InJanuary2017asocialmediaandprintcampaignwasrunacrosscampustopromoteawarenessofthe

SMRPO.• InMarch2017aweeklongcampaignentitled“KeepItConsensual”wasrunleadinguptoSt.Patrick’sDay.The

purposeofthiscampaignwastopromotehealthymessagesaboutalcoholconsumptionandconsent,andtoincreaseawarenessoftheSMRPO.

• Overthecourseof2016,disclosureworkshopsweredevelopedforstaffandfaculty,anddeliverybeganinApril2017.TheworkshopspreparestaffandfacultytoRecognize,Respond,andReferappropriatelytodisclosuresofsexualviolence.

3.Thenumberofincidentsandcomplaintsofsexualviolencereportedbystudents,andinformationaboutsuch

incidentsandcomplaints.• 17casesofsexualmisconductweredisclosedtotheSexualMisconductResponseandPreventionOffice.• 4oftheincidentswerefiledascomplaintsthroughaformaluniversityprocedure;4(overlapof2)incidents

werereportedtothepolicewiththeassistanceoftheSexualMisconductResponseandPreventionOfficer.• 9oftheincidentswereclassifiedascurrentorrecent(havingoccurredwithintheprevious12months);the

remaining8wereclassifiedashistorical,with3occurringduringchildhood.• 14ofthereportedincidentsinvolvedsexualassault(rangingfromunwantedsexualcontacttorape);5ofthe

incidentsinvolvedverbalsexualharassmentorthreateningbehaviour.• 4oftheincidentswereperpetratedbyromanticpartners;5wereperpetratedbyfriendsorneighbours;3were

perpetratedbyfamilymembers;2wereperpetratedbygraduateassistants;and2wereperpetratedbypersonsunknowntothecomplainant.

• 12oftheincidentsoccurredoffcampus;theremaining5incidentsoccurredbothonandoffcampus(i.e.,thereweremultipleincidents)–4ofthesewereincidentsofharassmentand1ofsexualassault.

4. Theimplementationandeffectivenessofthepolicy.

• Itisdifficulttospeaktotheeffectivenessofthepolicy,sinceitcanneverbeknownhowmanydonotdiscloseorreportinstancesofsexualmisconduct.However,theimplementationandtheawarenesscampaignhasbeenaggressive,thankstothecreationoftheSexualMisconductResponseandPreventionOffice.Basedonnumbersalone,thepolicyandcommunicationstrategieshavebeeneffectiveinthat17caseshavebeenbroughtforwardoverthelast10monthscomparedtolessthanahandfulofcasesoverthecourseofthelastfewyears. of 101

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BG170523-4.5.1UniversityofWindsorBoardofGovernors

4.5.1: StatementsofInvestmentPoliciesandProceduresforthePensionPlans,EndowmentandWorking

CapitalFunds–Revisions Itemfor: ApprovalForwardedby: BoardInvestmentCommitteeMOTION1: ThattheStatementofInvestmentPoliciesandProceduresforthePensionPlans,Endowmentand

WorkingCapitalFundsbeamendedasproposedtoreflectthechangeinthelendingofcashandsecurities.

ProposedChange:ThePortfoliomayenterintosecuritiesloanagreementsprovidingtheloanedinvestmentsaresecuredbycashorhighlyliquidinvestmentshavingamarketvalueofatleast105%102%oftheloan,andthatthis105%102%levelofsecurityismaintainedatleastdaily.Rationale: The Statement of Investment Policies and Procedures documents for the Pension, Endowment andWorkingCapitalFunds (SIPPs)outline theallowable limitations forsecurities lending, including theamountofcollateralrequired. This limitation is based on the Canadian pension rules as determined by the Office of theSuperintendentofFinancialInstitutionsofCanada(OSFI).

TheGuidelineissuedbyOSFIhaschanged,andnowrequirescollateralofatleast102%(not105%)ofthemarketvalueofsecuritieslent.Itwasnotedthatthechangewasmadetoreflectthecurrentmarketpractice.

TheproposedrevisiondoesnotchangetheriskprofileoftheportfolioandonlyservestoaligntheSIPPswiththeOfficeoftheSuperintendentofFinancialInstitutionsofCanada(OSFI)Guideline.

MOTION2: ThattheproposedchangestotheStatementofInvestmentPoliciesandProceduresforthePension

PlansandEndowmentFundbeapproved.ProposedChanges: TheStatementofInvestmentPoliciesandProceduresforthePensionPlansandEndowmentFundswillbeupdatedtoreflecttheresultsoftheassetliabilityreviewrecentlycompleted,includingthechangeinassetmix,asreflectedinthechartsbelow:PensionFund–AssetMixBenchmark(atmarketvalue)

AssetClass

Benchmark(%)

Minimum(%)

Maximum(%)

Cash/ShortTerm 0 0 20FixedIncome–UniverseBonds 2410 155 4020FixedIncome–LongBonds 1630 1020 2040CanadianEquities 30 2015 40GlobalEquities 30 2015 40AlternativeInvestments 0 0 010

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EndowmentFund–AssetMixBenchmark(atmarketvalue)

Rationale: During 2016/17, the Investment Committee conducted an Asset Liability review for both the Pension andEndowment Funds. Thepurposeof the review is to refresh the rateof return and volatility expectations, andwhererequired,adjusttheassetmixtoensureitcontinuestooptimizeriskandreturn.ThereviewisconductedbytheCommitteeonaperiodicbasis.

ThechangestothePensionfundmaintainfixedincomeas40%oftheportfolio,butincreasestheweightonLongBonds(durationof30yearsormore)overUniverseBonds.

The benchmark for Canadian and Global equities remains constant for both Funds, however theminimum isdecreased,allowingfortheadditionofAlternativeInvestmentproducts(forexample,realestate/infrastructurepooledfundinvestments)totheFunds,ifdesired.

Oncethechangesareadopted,theplannedexcessreturn(10-yr)forthePensionfundsisprojectedtobe3.6%,with an anticipated surplus volatility of 9.5%. The planned excess return (10-yr) for the Endowment funds isprojectedtobe5.4%,withananticipatedreturnvolatilityof8.4%.

The proposed changes create greater diversification of the growth portfolio, better risk/return trade offs andlengthened duration of the bond portfolio. It was specifically identified that the addition of AlternativeInvestmentsreducedtheoverallriskoftheportfolio.

AssetClass

Benchmark(%)

Minimum(%)

Maximum(%)

Cash/ShortTerm 5 0 15FixedIncome–UniverseBonds 35 25 45CanadianEquities 30 2015 40GlobalEquities 30 2015 40AlternativeInvestments 0 0 010

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BG170523-4.5.2UniversityofWindsorBoardofGovernors

4.5.2: FinancingStrategyItemfor: ApprovalForwardedby:InvestmentCommitteeMOTION1: ThatAdministrationbeauthorizedtoproceedwithfinalizingthedetailsofafinancingstrategyforup

to$40m.MOTION2:ThattheExecutiveCommitteebeauthorizedtoapprovethefinancinginstitutionforthe$40m

financingstrategyasrecommendedbytheInvestmentCommittee,onbehalfoftheBoard.ContextfortheFinancingStrategyTheUniversityofWindsor(UWindsor)isnearingcompletionofPhaseIofitsCapitalTransformationPlan.EmergingcapitalrequirementsfortheScienceResearch&InnovationFacilityandthereplenishmentofworkingcapitalrequiresapproximately $41.5m of financing. UWindsor has the opportunity to debt finance for the long term, replenishworkingcapital,andtakeadvantageofanunprecedentedlowinterestrateenvironment.ReplenishmentofUWindsor’sworkingcapitalfundsisrequiredtoincreaseoperatingbudgetflexibility,investmentincome,andincreasetheinstitution’scapacitytolaunchfuturecapitalprojectsandotherfundingopportunitiesthatmayarise.Workingcapitalisakeyfinancialmetricfortheinstitution.BorrowingCapacityFollowing initialdiscussionson theUniversity’sborrowingcapacityat theFebruaryBoard retreat, the InvestmentCommitteemetontwooccasionstoconsidertheimpactonUWindsorofadditionalexternaldebtonitsbalancesheet.KPMG,expertsinthisfield,notedthattakingonadditionalexternaldebtshouldnotnegativelyimpacttheUniversity’screditratings,shouldbeaffordableandsustainable,andshouldprovidetheneededflexibility.UWindsor’sborrowingcapacityisestimatedat$40m,basedonitsabilitytorepaythedebt,itsfinancialhealthmeasures,andmaintainingitscurrentcreditratingsstatus.ThelimitingfactorinestablishingUWindsor’ssustainablelevelofborrowingistheavailabilityofcashflowsfromtheoperatingandancillarybudgetstoserviceincrementaldebtcost(principalandinterest).Inthecurrentenvironment,theoperatingbudgethasflexibilitytosupport$2.2minincrementaldebtservicecashflowsforthenext30years.Anadditionalallocationof$500,000hasbeenincludedinthe2017/18operatingbudgetinsupportofdebtcost. Theintentwillbetodrawtheapprovedfinancingoveraperiodoftwoyears.ProposedFinancingStructureAfullyamortizingtermbankloanisbestalignedwithUWindsor’sfinancingobjectives:

ü Multipledrawstailoredtocashflowrequirementsü Forwardstartinginterestrateswaptofixtheinterestrateonalldrawsandamortizationperiodü Abilitytoincludeinterest-onlyoptionalityuntilfullydrawntomitigateoperatingbudgetpressure

Themarketforamicro-debenturewillbetestedinparallel:ü Investment dealers will provide guidance on whether sufficient investors exist at a $40m level and the

indicativeinterestrateü Interest-only,non-amortizingdebenturebasedonexistingTrustIndenture

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ProcesstoObtainFinancingandReachCloseAdualtrackprocess,bankloanandmicro-debenture,willsolicitofferstofinancefrombanklendersandproposeddebenturesolutionsfrominvestmentdealersandcouldbecompletedbyJuly2017.OfferstofinanceandproposalswillbereviewedwiththeInvestmentCommitteewitharecommendationandresolutiontotheBoardofGovernorsfor the preferred lender/financing solution. With the need for quick turnaround, it is proposed that the Boarddelegate to the Executive Committee approval of the proposed financing institution as recommended by theInvestmentCommittee.ThissameprocesswasfollowedinNovember2012.

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BG170523-4.7.1

UniversityofWindsorBoardofGovernors

4.7.1: Proposed2017/18OperatingBudget Budget2.0forUWindsor2.0Itemfor: ApprovalForwardedby: ResourceAllocationCommitteeMOTION: ThattheBoardofGovernorsapprovethe2017/18OperatingBudget.Rationale:Seeattacheddocument:

▪Budget2.0forUWindsor2.0

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Budget2.0forUWindsor2.0

2017/18OperatingBudget

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Budget2.0forUWindsor2.0I. POSTSECONDARYSECTOR&INSTITUTIONALINITIATIVESIMPACT2017/18BUDGET.....1

1. STRATEGICMANDATEAGREEMENT2(2017-2020)........................................................................1

2. STRATEGICENROLMENTMANAGEMENT(SEM)PLAN.......................................................................2

3. OTHERPROVINCIALINITIATIVES....................................................................................................4

II. AFOCUSONENROLMENT..............................................................................................7

1. MANAGINGENROLMENTWITHINTHEFACULTIES..............................................................................7

2. ENROLMENTPROJECTIONS...........................................................................................................9

III. ENROLMENTCENTEREDMANAGEMENT(ECM)BUDGETMODEL...................................15

1. PRINCIPLESANDPRIORITIES........................................................................................................15

2. ALIGNINGRESOURCESWITHCAMPUSACTIVITIES............................................................................16

3. THEFLOWOFFUNDS................................................................................................................16

4. THEECMTRANSITIONCONTINUES..............................................................................................17

IV. 2017/18OPERATINGREVENUE.....................................................................................18

1. STUDENTACADEMICFEES..........................................................................................................18

2. GOVERNMENTOPERATINGGRANTS.............................................................................................21

3. OTHERSOURCESOFOPERATINGREVENUE....................................................................................23

V. 2017/18OPERATINGEXPENDITURES............................................................................24

1. FACULTY&STAFFSALARIES,WAGES&BENEFITS...........................................................................24

2. DIRECTCOSTSOFACADEMICDELIVERY.........................................................................................26

3. NON-FACULTYCOSTS...............................................................................................................26

4. ANCILLARYSERVICES.................................................................................................................27

VI. UNIVERSITYINVESTMENTFUNDS.................................................................................29

1. SPF50–HIRINGOF50FACULTYPOSITIONS.................................................................................29

2. CURRICULUMDEVELOPMENTFUND.............................................................................................30

3. ENROLMENTSTIMULUSFUND.....................................................................................................30

4. STUDENTEXPERIENCEFUND.......................................................................................................31

5. RESEARCHACTIVITYANDSTIMULUSFUNDS...................................................................................32

6. UWINSITE(ENTERPRISERESOURCEPLANNINGSYSTEM)..................................................................33

7. DEFERREDMAINTENANCE&CAPITALINVESTMENTS.......................................................................33

VII. CONCLUSION................................................................................................................33

APPENDIXA: 2017/18OPERATINGBUDGET....................................................................34

APPENDIXB: 2017/18PROVINCIALGRANTS...................................................................35

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BUDGET2.0FORUWINDSOR2.02017/18OPERATINGBUDGET PAGE1

I. POSTSECONDARYSECTOR&INSTITUTIONALINITIATIVESIMPACT2017/18BUDGET

The2017/18operatingbudgethasbeensignificantlyimpactedbytransformationalchangesannouncedbytheMinistryofAdvancedEducationandSkillsDevelopment(MAESD).TheannouncementofasecondroundofStrategicMandateAgreementsforinstitutions,afundingformulareview,studentfinancialaidtransformation,alongwithothersectorannouncements,haveallhadasignificantimpactonthe2017/18operatingbudget.

Inaddition,astrategicinitiativewasundertakenbyUWindsortocontinuethedevelopmentandimpactoftheEnrolmentCentredManagementbudgetmodelinitiatedinthe2016/17budget.Withtheneedtofocusallcampusstakeholdersonenrolment,aStrategicEnrolmentManagementPlanwasdevelopedthatwillguidetheinstitutioninitsenrolmentplanningandrecruitmentandretentionstrategies.

Thissectionprovidesasummaryofthesemajorinternalandexternalinitiativesthathaveinfluencedthedevelopmentofthe2017/18operatingbudget.

1. STRATEGICMANDATEAGREEMENT2(2017-2020)InApril2014,UWindsordevelopeditsfirstStrategicMandateAgreement(SMA1)asrequiredbyMAESD.SMA1wasa3-yearagreementgoverningtheperiod2014to2017andservedtooutlinetheroleUWindsorplayedinthepostsecondaryeducationsystem.SMA1outlinedtheinstitution’sstrengths,itsvision,andhowUWindsorcontributestothesystem-wideobjectivesarticulatedbyMAESD’sDifferentiationPolicyFramework.

WiththeexpirationofSMA1,UWindsoriscurrentlyworkingonthedevelopmentofSMA2whichwillagaingoverntheinstitutionduringtheperiod2017to2020.SMA2continuestobuildonSMA1andprovidesthefollowing:

• IdentifiesandexplainsthesharedobjectivesandprioritiesbetweentheOntariogovernmentandUWindsor;

• Outlinescurrentandfutureareasofprogramstrength;• Supportsthecurrentvision,mission,andmandateofUWindsorandestablishedareasof

strength;• Describestheagreed-uponelementsofthenewuniversityfundingmodel,including:

o UWindsor’senrolmentplansandprojectionsrelativetoitscorridormidpointandanychangestothecorridornegotiatedduringtheperiodofSMA2;and

o Differentiationareasoffocusincludingmetrics,targetsanddifferentiationgrantallocation.

• Providesinformationonthefinancialsustainabilityoftheinstitution;and• InformsMAESDdecision-makingandenablesMAESDtoalignitspoliciesandprocessesto

furthersupportUWindsor’sareasofstrength.

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SMA2setsoutobjectivesandpriorities fordifferentiationandprovides indicationsofhowrecentandplannedinitiativesand/orinvestmentswillhelptofurtherfocusonthefollowing5areasofdifferentiatedstrengthasprescribedbyMAESD:

1. StudentExperience;2. InnovationinTeachingandLearningExcellence;3. AccessandEquity;4. ResearchExcellenceandImpact;and5. Innovation,EconomicDevelopment&CommunityEngagement.

Furthermore,SMA2setsout institutionalandsystem-widemetricsandtargetsasamechanismto linkgovernmentgrantfundingtotheachievementofUWindsor’soperationalprioritiesandobjectives.Italsoidentifiesthepriorityareasfortheinstitution.

ThePresidentcontinuestoworkwithcampusstakeholdersinfinalizingSMA2thatwillbeapprovedbytheBoardofGovernorsatitsMay2017meeting.ThedraftSMA2canbefoundonthePresident’swebsite(www.uwindsor.ca/president).

2. STRATEGICENROLMENTMANAGEMENT(SEM)PLANInOctober2016,UWindsorengagedtheservicesofSEMWorkstoperformacomprehensiveanalysisoftheinstitution’scurrentpracticesinrecruitment,admissions,retention,andthestudentexperience,andtomakerecommendationsfordevelopingaStrategicEnrolmentManagement(SEM)plan.TheSEMWorksprojectteamconsistedofexpertswhosespecialtylieinmarketresearchandbranding.The work began with a thorough review of the environment and existing operations that impactenrolment,includingcurrentenrolmentnumbers,trends,andmix(undergraduate,graduate,domestic,international,full-time,part-time, local,distant),programofferings,marketing&communications,andorganizationalstructuresinrelatedserviceunits.BetweenOctober 2016 and January 2017, a series of onsitemeetingswere held to identify areas ofstrategicenrolmentopportunities.Thefindingswerepresentedintwowebinarsforsenioradministrationand the SEM Steering Committee. A leadership retreat and two days of goal-setting meetings withacademicleadersfromeachFacultyoccurredinNovember.Abroadcross-sectionofcampusstakeholderswereinvolvedthroughoutthisprocess:senioradministration,deans,studentrecruitment,international,student experience, registrar, institutional analysis, co-op, careers & employment services, alumni,budget,library,IT,andstudentgroups. Basedonthe leadershipretreatandthegoal-settingmeetings,four strategic teamswere established (Program Innovation&Marketing, Target Populations, StudentExperience,andStrategicEnrolmentIntelligence).Theseteamsdevelopedstrategiesandtacticsfortheenrolmentopportunitiessetoutintheleadershipretreat.As part of the consultation process, approximately 1,600 high school and postsecondary studentsrespondedtoaMarketOpportunityAnalysissurveytogivetheirinsightsondemandforexistingandnewacademic programs and to offer their perceptions of UWindsor’s positioning relative to competitors.

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Theseinsightsinformedthedevelopmentoftargetedstrategiesforstudentrecruitment,marketing,andcommunications.Theconsultant’sreportwasdeliveredinJanuary2017,andisnowavailableonthePresident’swebsite(www.uwindsor.ca/president). The diagram below sets out the overall framework and elements ofUWindsor’sSEMplan.

Diagram1:IntegratedSEMPlanElements

Thereportpresentsrecommendationsinthreeareas:

1. AseriesofstrategiesforUWindsortodeveloparealisticandsustainableenrolmentplan,withoptionsforimmediate,medium-term,andlonger-termactions;

2. Enrolmentgoalsforthevariousconstituentpopulations;and3. Resourcesneededtoachievethesegoals,includingthereallocationofexistingresourcesand

investmentsinnewstrategicpositions.ThetopprioritiesidentifiedinthislattercategoryincludeanAssociateVice-PresidentofEnrolmentManagementtocoordinateallaspectsofUWindsor’srecruitmentandadmissionsprocesses;arecruiterstrategicallyembeddedintheGTA;apositioninProgramDevelopmenttoassistFacultieswithprogramrenewalandinnovation;andpositionsyettobedeterminedinacademicmarketresearch/analysisandmarketing&communications.

Statistics taken from the SEM Plan indicate that over a five-year period (Fall 2017 to Fall 2021), theconservativepotentialsuggeststotalenrolmentgrowthof685students,andtheaspirationalpotentialrepresentsnearlydoublethatgrowthrateof1,251students.The2017/18enrolmentprojectionsincludedaspartofthisbudgetdonotreflectthesepotentialincreasesinenrolmentandaresolelybasedonactualexperienceandtrendsofenrolment.

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SuccessinachievingtheprojectedenrolmentgrowthwilldependonUWindsor’sabilitytoimplementandexecutethestrategiesidentifiedintheSEMPlan.Tothatend,the2017/18operatingbudgetincludesthehiringofanewAssociateVice-President,EnrolmentManagement,aswellasthehiringofarecruiterintheGTAarea.Furtherinvestmentsand/orreallocationofexistingresourcestosupporttheSEMPlanwillbeconsideredasthenewAssociateVice-PresidentdevelopsanimplementationstrategyfortheSEMPlan.

3. OTHERPROVINCIALINITIATIVESOther significant initiatives announced byMAESD during 2016/17 that will result in transformationalchangestothepost-secondarysectorinclude:

i) FundingFormulaReview;andii) StudentFinancialAidTransformation

i) FundingFormulaReviewIn2015,MAESDlaunchedaconsultationonuniversityfundingreformledbyformerDeputyMinisterSueHebert.Theconsultationswerepredicatedonachievingthefollowingprinciples:

• Enhancedqualityandimprovingstudentexperience;• Supportfortheexistingdifferentiationprocess;• Financialsustainability;and• Increasedtransparencyandaccountability.

Thefinalreport“FocusonOutcomes,CentreonStudents:PerspectivesonEvolvingOntario’sUniversityFundingModel”wasissuedinDecember2015andMAESDaccepteditskeyrecommendations.InMay2016,MAESDembarkedonthere-designofthegovernmentgrantfundingformula.Theobjectiveofthenewfundingformulawerethreefold:

1. Improvestudentoutcomes;2. PromotedifferentiationbylinkingfundingtotheStrategicMandateAgreements;and3. Provideadditionalsupporttoinstitutionsthroughenrolmentplanningandpredictablefunding.

This process resulted in changes in the structure of government funding as well as to institutionalaccountabilities.Thenewfundingmodelhasthreecategories:

1. CoreOperatingGrant:anenrolment-basedgrant(COG);2. Differentiation/StudentSuccessenvelope;and3. SpecialPurposeandOtherGrants.

TheCOG representsabase levelof fundingrelatedtospecific levelofeligibleenrolments.TheCOGisgovernedbyanenrolmentcorridormechanism.Eachinstitutionwillenterthecorridorbasedontheirfundedlevelofenrolmentsin2016/17,withanychangestobenegotiatedduringtheSMA2process.Thecorridormidpointwill be set and funding during SMA2will remain at a fixed amount as long as theinstitutionmaintainsenrolmentwithin+/-3%ofthemidpoint.Thiswillensureastableleveloffunding

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beginningin2017/18.TherearespecialprovisionsonenrolmentgrowthordeclinewithintheCOGforgraduateeducation.

ThroughtheSMA2process,institutionswillnegotiatemulti-yearenrolmentsandthelevelofenrolmentincludedintheircorridor.Themodelreformalsoincluded:

• Equalizationofperstudentfundingforsimilarprograms,asdifferenceshaddevelopedasaresultofvariouspolicydecisionsovertheyears;

• Removalofformulafees,whichwereanotionalportionofthetuitionrevenueusedinthecalculationoftheoperatinggrant;and

• Establishmentofnewprogramweightstoaccommodatetheremovaloftheformulafees.TheconceptofthepreviousBasicIncomeUnit(BIU)waseliminatedandthenewweightedfundedenrolmentunit(weightedgrantunit(WGU))wasintroduced.

Funding changes resulting from the above adjustments were moved from the COG to theDifferentiation/StudentSuccessenvelope.Inaddition,MAESDadjustedtheoverallsystemperWGUinordertoholdapproximately$300MinthetotalDifferentiationenvelope.

The Differentiation/Student Success envelope focuses on student success and consists of fundingreallocatedfromtheformerBasicOperatingGrant,QualityGrant,KeyPerformanceIndicatorgrantandtheResearchOverheadGrant.Thisfundingwillbelinkedtometricsthathavebeendevelopedthroughthe SMA2 process. SMA2will be used as a transition period asmetrics formany areas need to bedeveloped. However, it isenvisioned that funding fromtheDifferentiation/StudentSuccessenvelopecouldbeatriskduringtheSMA3period(2020–2023).

InordertoreceivetheDifferentiation/StudentSuccessenvelope,universitiesarerequiredtohaveanSMAinplace,whichincludesperformancetargets. UniversitiesarerequiredtoparticipateinMAESD’sdatastrategyinordertodevelopcomparabledataformetricstobedirectlytiedtofundingforSMA3.ThisistobeaccomplishedthroughoutthethreeyearperiodoftheSMA2.

SpecialPurposeGrantsaregrantsthatwillbeheldseparatelyinordertoaddressgovernmentandsystem-wide priorities. These grants include the Municipal Tax Grant, the Clinical Nursing Grant, and theAccessibilityGrantforstudentswithdisabilities.TheCollaborativeNursingGrantthatUWindsorreceivesispaidthroughourCollegepartnerandisnotincludedinthefundingreform.

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ii) StudentFinancialAidTransformationMAESDismakingtransformationalchangestoitsstudentassistanceprogramwiththeintentionofmakingcollegesanduniversitiesmoreaffordableforfamiliesinOntario.

The proposed new Ontario Student Assistance Program (OSAP) will make average tuition “free” forstudents,whosefamilyincomeislessthan$50,000peryear.MAESDhasalsopromisedtoprovidemoregenerousgrantstomakecollegeanduniversitymoreaffordableforstudentsfrommiddleincomefamilies.

OSAPchangesarescheduledtotakeeffectinSeptember2017.Inaddition,MAESDhasintroducedtheconceptofNetTuitionBillingtotakeeffectacrossallOntariopostsecondaryinstitutionsinFall2018.NetTuition is designed to reduce confusion for students when managing their financial aid and tuitionobligationsasstudentswillhavetheabilitytoviewallpendingfinancialaid,includingOSAP,thatwilloffsettheirtuitioncosts.

UWindsoriscurrentlyparticipatinginapilotprogramtoprovidestudentswitha“NetCostView”oftheirstudentaccountinFall2017.ByFall2018,UWindsorwillhaveinplaceasystemthat:

• Providesallstudentsreceivingfull-timeOSAPwiththeirnetcostsuponregistration;• AutomaticallyredirectsallOSAPentitlementstostudentaccounts;and• AssessesstudentsonlytheirNetTuition(actualstudentfeesnetoffinancialaid).

Therearemanydetailsthatrequireresolutionfromanadministrativepointofview.Theimpactonaninstitution’s cash flowwill need to be considered. At UWindsor, approximately 65% of students arecurrentlyreceivingOSAPassistance.

Inordertoalignwiththetransformationalchangesmadetostudentfinancialaid,atwo-yeartuitionfeestrategy has been approved by the Board of Governors. A multi-year tuition fee strategy wasrecommendedbyMAESD.

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II. AFOCUSONENROLMENTEnrolment is the driver of approximately 98% of UWindsor’s operating revenues and remains thefoundationoftheEnrolmentCentredManagement(ECM)budgetmodel.ThroughECM,thelevelofbasebudgetthatFacultiesreceiveisdirectlyimpactedbytheirenrolmentsinallcategoryofstudents.Facultiesmustbeawareofandconcentratetheireffortsonenrolmentmanagementstrategies.AsnotedinSectionI,UWindsoriscurrentlyworkingontheimplementationofitsrecentlydevelopedSEMPlan.

1. MANAGINGENROLMENTWITHINTHEFACULTIESEnrolmentisreadilyclassifiedintofourmaincomponents:1)undergraduatedomestic,2)undergraduateinternational, 3) graduate domestic, and 4) graduate international. The following graph depicts thecompositionoffull-timeenrolmentheadcountatUWindsorprojectedforfall2017comparedagainstthepastfiveyears.

Diagram2:TheChangingUWindsorStudentBody

Whenexaminingthesefourmajorcategories,aconsistentdeclineofundergraduatedomesticstudentsas a percentage of the total student enrolment is evident. International enrolment is projected torepresentmorethan20%oftotalstudentenrolmentinFall2017.Thisgrowthininternationalstudentenrolment is driven primarily by increasing enrolment in course-based masters across a number ofFaculties.

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AnumberofFaculties(i.e.,Engineering,BusinessandScience)havehighlydiversifiedstudentpopulations,whileotherFaculties(i.e.,Law,NursingandHumanKinetics)tendtorecruitdomesticstudentsandhavenot yet entered the international marketplace. This creates opportunities for these Faculties whenexaminingwheretheymightfocustheirenrolmentgrowthefforts.ThegraphicbelowprovidesanoverviewofthecompositionofenrolmentforeachFacultybasedonFall2016levels.

Diagram3:StudentEnrolmentDiversitybyFaculty(Fall2016)

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2. ENROLMENTPROJECTIONS

Thefollowinggraphportraysthefive-yeartrendofactualfull-timeenrolmentheadcountwithaprojectionforFall2017:

Diagram4:UWindsorFull-timeEnrolmentHeadcount

UWindsor is continuing toundergoadramatic shift in the compositionof its studentbody. Full-timestudentenrolment isprojectedtodecreaseslightly inFall2017asaresultofdecliningundergraduatestudentenrolment.Thisdeclineisduetotheflow-throughofsmallerfirst-yearstudentintakesthatbeganinFall2014andhavecontinuedona steadydecline throughFall2016. However, theundergraduateenrolment decline is nearly offset by increases in graduate student enrolment that have been drivenprimarilybycourse-basedmastersprogramsattractingever-greaternumbersofinternationalstudents.

i) UndergraduateStudentsTotalfull-timeundergraduatestudentenrolmentisprojectedat10,210studentsinFall2017–down355fromFall2016.ThisisconsistentwiththeprojectionsmadeduringthedevelopmentoftheSEMPlan.Basedoncurrentapplicationstatistics,therearesignsofoptimismasthesteadydrop-offobservedinfirstyearintakenumbersthatbeganin2014isprojectedtolevelofffor2017.

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Firstyearenrolment isan importantdriverof totalundergraduateenrolment. Firstyearenrolment iscomprisedofanumberofcomponentsincluding:101’s(studentsenteringintouniversitydirectlyfromhighschool);105’s(collegetransfersandoutofprovinceCanadianenrollees);internationalstudents;firstyearLawSchoolstudents;andreturningstudents.ForFall2017,firstyearenrolmentisprojectedat2,790whichisupslightlyagainstFall2016results.Thiscomesafterthreeyearsofdecliningfirstyearenrolmentsduemainlytoasignificantdrop-offintheFacultyofArts,HumanitiesandSocialScienceprograms.The graph below illustrates the various components of first year enrolment over the past five yearscomparedagainstourprojectionforFall2017:

Diagram5:ComponentsofYear1Enrolment

Effortswill be continuing throughout the springand summermonths to continue to convert asmanystudentapplicationsandconfirmationsintoactualregistrations.

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ThefollowingpiechartillustratestheoriginofnewfirstyeardomesticstudentsinFall2016(notincludingLaworreturningfirstyearstudents):

Diagram6:OriginofDomesticFirstYearStudents

Ascanbeobserved,UWindsor isheavily reliantonstudentswhoenrol fromthe local tri-countyarea,includingEssex,LambtonandKentcounties.Unfortunately,demographicprojectionsforyouthaged18-20compiledbytheOntarioMinistryofFinance(distributedSpring2013)indicatesthatthetri-countyareawillexperienceapopulationdecline for thisagegroupover thenext5years. Theonly regions in theprovincewheregrowthforthisagecategoryisexpectedtooccurareOttawaandtheGreaterTorontoArea(GTA).RecruitmentofstudentsfromtheGTAwillbeheightenedtoallowforparticipationinthisincrease.Recent student recruitment initiatives including the development of a marketing, branding, andadvertising strategy to increase the visibility of the institution, raise awareness of our strengths, andcommunicate the advantages of studying here, are helping to offset the challenges of declining localdemographicsfortheUniversityage-group.UWindsorhasrecognizedtheneedtotakeamorestrategicapproachtorecruitmentandanumberofoptionsareunderreviewthatwillseeacohesiveandintegratedapproachtorecruitmentofallcategoryofstudents.

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ii) GraduateStudentsTotalfull-timegraduatestudentenrolmentisprojectedtoreach3,279studentsinFall2017–comprisedof2,926Mastersand353PhDstudents.ThefollowingdiagramillustratesthegrowthofgraduatestudentssinceFall2012andprojectedgraduateenrolmentforFall2017:

Diagram7:Full-timeGraduateStudentEnrolment

The introduction of new graduate programs have contributed to the success in growth of domesticgraduate students. This has been an area of focuswith the Province’s financial incentive to supportgrowthofdomesticgraduatestudentsthroughtheGraduateExpansiongrant.Aspreviouslydiscussed,UWindsorhasexperiencedsignificantgrowthininternationalgraduatestudents,driven largelyby increasedenrolment incourse-basedmastersprograms intheFacultyofEngineering(MasterofEngineering),OdetteSchoolofBusiness(MasterofManagement),andnewprogramsrecentlyintroduced in theFacultyofScience (MasterofMedicalBiotechnology,MasterofAppliedComputing,MasterofActuarialScience,andMasterofAppliedEconomicPolicy).

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Thefollowinggraphdetailstheprofessionalcourse-basedmasterprogramsenrolmentoverthepastfiveyearswithaprojectionforFall2017:

Diagram8:ProfessionalCourse-basedMasterProgramEnrolment

iii) InternationalStudentsInFall2016internationalstudentscomprisedabout19%ofourinstitutionalheadcount;thisnumberisprojectedto increasetoover20%inFall2017. UWindsorhasasignificant internationalstudentbase.International studentengagementhasbecomeakeyareaof focusandpriorityasarticulated into theinstitution’sSMA.UWindsor has one of the most internationally diverse student bodies in Canada, and internationalstudentscontributesignificantlytoallaspectsofourcampus.Avibrant,centrallylocatedInternationalStudentCentre (ISC)offers valuable services to students fromover90 countries. The ISCencouragesaccess tovarious individualsandgroupswhoarededicated to international studentneeds,aswell asprovidingacomfortableloungearea.The Soft Landing Program is available for all new international students arriving to campus providingimportantinformationaboutarrivinginCanada,gettingtocampus,andsecuringaccommodation.Otherspecialservicesforinternationalstudentsincludeaninternationalstudentorientationprogram,aresumeclinic for students seeking employment, assistance with visitation of dependents and other familymembers, a social media network, and a student handbook designed specifically for internationalstudents.

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The following graph illustrates the trend of full-time international students over the last five yearsincludingaprojectionforFall2017:

Diagram9:TrendofFull-timeInternationalEnrolment

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III. ENROLMENTCENTEREDMANAGEMENT(ECM)BUDGETMODELTheEnrolmentCentredManagement(ECM)budgetmodelwasfirst introducedaspartofthe2016/17OperatingBudget. ThisnewbudgetmodeladdressedtheneedtomodifyresourceallocationtomorecloselyreflectthenewrealitiesofUWindsor2.0enrolment–thevisionforthenexteraoftheUniversity’sgrowth.The UWindsor campus has changed significantly in recent years with the opening of new buildings,includingtheintroductionofaDowntowncampus.UWindsorstudentdemographicshavealsochangedsignificantlyinrecentyearsasstudentenrolmentpatternsshifttowardsprofessionalprogramscoupledwithinternationalstudentgrowth.Newprovincialinitiativeshavebeenintroducedthatlinkenrolmentchangesandstudentoutcomesarticulatedintheinstitution’sSMAtothegovernmentfundingformula.These new realities require a resource allocation model that will incentivize support of institutionalprioritieswhilereactingtoenrolmentfluctuations. The introductionofECMenablestheUniversitytomeetthesechallenges.

1. PRINCIPLESANDPRIORITIESThefollowingfourprinciplesguidedthedevelopmentoftheECMandcontinuetobethefoundationofthemodel:

1. StrategicMission–Resourceallocationsshouldalignandsupportthecoreacademicandresearchmissionandinstitutionalpriorities.

2. Responsibility–Ensurethealignmentofauthorityforfinancialmanagementdecisionsandtheresponsibilityforthosedecisions.

3. Sustainability–Aimtofosteracomprehensiveuniversityandincentivizebehaviourinsupportoflong-termfinancialsustainabilityoftheinstitution.

4. Transparency–Provideacleardelineationofrevenueandexpensesbyunitinordertosupportandrationalizedecisions.

With these principles at its core, ECM was designed to achieve a number of institutional priorities,including:

• RespondingtothenewrealitiesofUWindsor2.0;• SolicitinggreaterengagementfromFacultiesandDeansinmattersofenrolmentandfinancial

planning;• AligningFacultybaseexpenditurebudgetswithenrolmentandtuitiongeneration;• Providinggreaterclarityandtransparencyregardinghowrevenueisgenerated;• CreatingamoreconsistentandprincipledflowoffundingforallFaculties;and• Facilitatingtheabilitytoachievethegoalsoftheinstitution’sSMA.

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2. ALIGNINGRESOURCESWITHCAMPUSACTIVITIESUWindsorwillcontinueitsfinancialcommitmentofabalancedbudgetfor2017/18underECMwhichhasbeendesignedtopromoteentrepreneurship,encourageefficiency,andalignactualrevenuetobudgetedexpenditures. This incentive-based budget model reacts to actual enrolment fluctuations providingFacultiesandnon-Facultyareaswithrelevantinformationandresourcesthatarereflectiveofthecurrentenvironment.ECMincludesarevenueallocationmethodologywherethedirectcostofteachingandlearninginFacultyunitsarefundedbytuitionrevenue,theenrolment-sensitiverevenue.Governmentgrants,investmentincomeandotherrevenuearedirectedtowardsfundingthenon-Facultyareas(infrastructureandsharedservicesthatsupportteaching,learningandresearch).

3. THEFLOWOFFUNDSUnderECM,FacultiesreceivethetuitionrevenueforthosestudentsmajoringwithintheirFaculty.Theunderlyingdriverof this distributionof revenuebeingenrolment. The introductionof newacademicprograms, curriculumreform,andstudentexperiential learningactivities influenceenrolmentgrowth;therebyincreasingfinancialsupportforFaculties.Governmentgrantsandotherrevenuesareattributedtothesupportofthenon-Facultycostsassociatedwith providing the educational environment, including: academic & student services, scholarships,libraries,ITservices,facilities,administrationandstrategicinvestmentfunds.Therehavenotbeensignificantchangestothebudgetmodelsinceinception.TheUniversityInvestmentFundshavebeenupdatedbasedoncurrentstrategicprioritiesandarediscussedinasubsequentsectionofthisdocument.

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ThefollowingdiagramprovidesanillustrationoftheflowoffundsunderECMfor2017/18:

Diagram10:Enrolment-CentredManagement-FlowofFunds

4. THEECMTRANSITIONCONTINUESAsignificantchallengerecognizedduringthedevelopmentofthenewbudgetmodelwastransitioningtoabudgetmodelthatcouldfullyrecognizeandrespondtotheenrolmentlevelsineachoftheFaculties.Base budgets evolved over time to a position where there is often no correlation between tuitiongeneratedbyaFacultyandtheirbaseexpenditurebudget.SomeFacultiesareinapositionwheretuitionrevenuesexceedbaseexpenditurebudgets,whileothershavetheoppositereality.Salaries,wagesandbenefits represent approximately 93% of the base expenditure of any one Faculty, so the ability toreallocatebasebudgetsquicklyislimited.AstagedimplementationofECMhasbeenadoptedwherebyaportionofthenetposition(revenueoverexpenditures)foreachFacultyisbeingcalculatedannually.EnrolmentsfluctuateannuallyasdoesthenetpositionofeachFaculty.For2017/18,thereallocationofbasebudgetsrepresents15%ofeachFaculty’snetposition(revenuelessexpenditures) based on their actual 2016/17 activity. This transition percentage is consistent with2016/17.Facultiesarebeing“heldharmless”(i.e.,notbeingimpactedpositivelyornegatively)for85%oftheirnetposition.Thisstrategyservestosmoothanysuddenchangesinenrolmentandrevenue.

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IV. 2017/18OPERATINGREVENUEOperating revenue for2017/18 isbudgetedat$268M;an increaseof$10.4M(4%)over2016/17 (seeAppendixAforfurtherdetails).ThepiegraphbelowprovidesabreakdownofthefourmajorsourcesofUWindsor’soperatingrevenue:

Diagram11:2017/18OperatingRevenue(in$millions)

1. STUDENTACADEMICFEESMAESD announced an extension of the previous tuition fee framework for the 2017/18 and 2018/19academicyears.Belowisasummaryofthisframeworkwhichappliesonlytodomesticstudenttuitionfees:

• Maximum3%annualoverallincrease(2%(CPI)+1%)fortheinstitution;• Maximum5%increaseforprofessionalundergraduateprograms(namelyEngineering,Business,

Law&ComputerScience);• Maximum3%increaseforundergraduateprogramsnotincludedabove;• Maximum5%increaseforgraduateprograms;• Fullcost-recoveryandself-fundedprogramsareexempt;and• Internationaltuitionremainsunregulated.

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TheBoardofGovernorsapprovedtuitionfeesforthetwoacademicyears2017/18and2018/19at itsApril25,2017meeting.MAESDrecommendedinstitutionsgainapprovalfortwoyearstocoincidewiththetransformationandcommunicationofstudentaidchangesasdiscussedearlierinthisdocument.Feeincreasesapprovedforthe2017/18and2018/19academicyearsarefullycompliantwiththeMinistryframework.

TotalStudentAcademicFees(includingTuitionandStudentIncidentalFees)areprojectedat$164.2Mfor2017/18,anincreaseof$9.5M(6.1%)over2016/17.Thisnetincreaseistheresultofanincreaseof$5.7Mgeneratedbasedonthetuitionfeeincreasesandanincreaseof$3.8Masaresultofstudentcomplementshifts.Studentincidentalfeesarebudgetedflatagainstlastyear.

i) TuitionFees

TotalinstitutionalTuitionFeeRevenueisbudgetedat$155.9Mfor2017/18,anincreaseof$9.5Movertheprioryear’sbudget.Thechartbelowprovidesasummaryofthe2017/18tuitionfeerevenuebudgetbymajorenrolmentcategory:

Diagram12:TuitionFeeRevenueBudgetbyCategory(in$millions)

As the ECMdistributes tuition fee revenue to Faculties based on their enrolment, understanding theallocationoftuitionrevenueacrosscampusisimportant.

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Thefollowingchartillustratesthe2017/18tuitionfeerevenuebyFaculty:

Diagram13:TuitionFeeRevenuebyFaculty

Asdetailedinthissection,therearetwodistinctgroupingsofFacultiesoncampus:1)thosewithhighlydiversified revenue sources, and 2) those that rely primarily on undergraduate domestic studentenrolment.ThediagrambelowgraphicallydepictsthesetwogroupingsofFacultiesandtheirrelativesizebasedontheir2017/18tuitionfeebudget:

Diagram14:DiversifiedandNon-diversifiedFaculties

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Ascanbeobserved,theFacultiesofEngineering,Education,Science,andtheOdetteSchoolofBusinessarehighlydiversifiedandgenerateasignificantamountoftheirtuitionrevenuefrominternationalandgraduatestudents.TheFacultiesofHumanKinetics,Nursing,andArts,Humanities&SocialSciencesrelyheavilyondomestictuitionrevenuesandreceiveonlyasmallportionoftheirtuitionfeesfromgraduatestudents.TheFacultyofLawreliesalmostentirelyondomesticundergraduatetuitionfees.As the University implements the SEM plan, opportunities and challenges inherent in the studentcomplementineachFacultywillbeconsideredandactionplanswillbedevelopedtoachieveenrolmenttargetsforeachFaculty.

ii) StudentIncidentalFeesCompulsoryincidentalandancillaryfeesarebudgetedflattotheprioryearat$8.3M.Theincidentalandancillaryfeestrackedwithintheoperatingbudgetincludeitemssuchas:WithdrawalFees,StudentCentreFees, Late Payment Fees, StudentHealth Fees, Co-op Fees, andAthletics&Recreation Services Fees.Revenue generated against these areas is either specifically designated in support of particularexpendituresordirectedtonon-academicunitstosupportcostsassociatedwithprovidingtheacademicenvironment.

2. GOVERNMENTOPERATINGGRANTS

ProvincialGovernmentGrantsareprojectedat$95.5Min2017/18,anincreaseofapproximately$800,000from2016/17asaresultof1)increasesintheGraduateExpansionandtheNursingCollaborativegrants,and2)areductioningovernmentgrantduetotheincreaseinthe InternationalStudentRecovery (seeAppendixBforcompletedetails).

As previously discussed, MAESD has transformed the government grant funding formula. Thistransformationhasresultedingrantsbeinggroupedintothefollowing3categories:

i) CoreOperatingGrant(enrolment-basedfunding);ii) Differentiation/StudentSuccessenvelope;andiii) SpecialPurposeandOtherGrants.

i) CoreOperatingGrant(COG)

The COG forUWindsor is budgeted at $78.3M in 2017/18. Funding for this grant is governed by anenrolmentcorridormechanismwherethefundedlevelofactualeligibleenrolmentsin2016/17willsetthemidpointofeachuniversity’scorridor.FundingfortheCOGwillremainatafixedamountsolongastheuniversitymaintainsactualeligibleenrolmentwithin+/-3%ofthismidpoint.

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ThefollowingchartillustratesthehistoryofUWindsor’stotaleligiblefull-timeequivalentenrolmentsincetheendofthedouble-cohortera.Totalfull-timeequivalents(eligibleandineligible)areprojectedtogrowby18.2%over2007/08whileeligible full-timeequivalentsareexpectedtodecreaseby6.5%over thesametimeperiod.Enrolmentgrowthininternationalundergraduateandgraduateprograms,consideredineligibleenrolments,isthemainreasonforthisdifferenceintrending.

Diagram15:UWindsorFullTimeEquivalent(FTE)Enrolment

InordertoestablishtheappropriateCOGfundingamountinthisfirstyearunderthenewfundingformat,MAESD calculated a preliminary adjustment allocation that represents funding transferred from theformerBasicOperatingGrant to equalizeper student funding across the system. ForUWindsor, thispreliminaryallocationamountedto$7.6MthatwasmovedfromtheCOG(enrolment-basedgrant)intotheDifferentiation/StudentSuccessenvelope(seeAppendixB).

ii) Differentiation/StudentSuccessEnvelope

In2017/18, theDifferentiation/Student Successenvelope forUWindsor isbudgetedat$12.5Mand iscomprisedofthefollowing:

1. $4.2MfromtheformerQualityGrant;2. $446,000fromtheformerPerformanceGrant(employmentandgraduationrates);3. $258,000fromtheformerResearchOverheadGrant;and4. $7.6MtransferredasapreliminaryallocationfromtheformerBasicOperatingGranttoequalize

perstudentfundingacrossthesystem.

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iii) SpecialPurposeandOtherGrantsThe2017/18budgetforSpecialPurposegrantstotal$1.7M:1)FundingforStudentswithDisabilities -$391,000;2)MunicipalTaxgrant-$834,000;and3)ClinicalNursinggrant-$427,000.Inadditiontotheabovegrants,UWindsorhasbudgeted$5.3MfortheNursingCollaborativeGrant.ThisseparateenvelopesupportstheCollaborativeNursingprogramofferedjointlywithSt.ClairandLambtonColleges.Thisgrantisbudgetedbasedonprioryearenrolmentlevels.The International Student Recovery (ISR), which was phased in over a number of years, is now fullyimplementedandeffectivelyreducestheProvincialgovernmentgrant intheamountof$750foreachinternationalundergraduateandMasters’studentenrolledattheinstitution(PhD’sareexcluded).TheISRisbudgetedat$2.3Mfor2017/18,anincreaseof$285,000.ThisincreaseisduetotheincreaseininternationalstudentenrolmentatUWindsorandreducesthegovernmentgrantfortheinstitution.Finally, the FederalGovernment provides a Federal Indirect Cost of ResearchGrant (FICR) to supportresearchoverheadoncampuses.Thegrantisbasedoneachinstitution’sfundingfromthethreeFederalgrantingagencies(NSERC,SSHRCandCIHR)inthethreeyearsprecedingthegrantcycle.UWindsorhasbudgeted$3.4MinFICRgrantfor2017/18,up$194,000from2016/17.

3. OTHERSOURCESOFOPERATINGREVENUEOthersourcesofoperatingrevenueincludeInvestmentIncomeonworkingcapital,StudentApplicationFees,andotherMiscellaneousRevenueitems.Theserevenuesarebudgetedapproximatelyflattolastyearat$5M.TheGovernmentGrantportionofthetotaloperatingrevenuecontinuestodeclinewhilerelianceontuitionandotherstudentfeesintensifies.UWindsorisnowbudgeting61.2%ofitsoperatingrevenuetobederivedfromStudentFees.Thechartbelowillustratesthissteadyshiftinrevenuepatternwhichisexpectedtocontinue.UWindsor’strendisverycomparabletootherinstitutionsintheProvince.

Diagram16:UWindsor’sShiftingOperatingRevenuePattern

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V. 2017/18OPERATINGEXPENDITURES

The2017/18operatingbudgetcontinuesthephilosophyoffiscalresponsibilitywithabalancedpositionprojected. Totalexpendituresarebudgetedat$268M,an increaseof$10.4M(4%)over2016/17(seeAppendixAfordetails).

UndertheECMalloperatingunits,Facultyandnon-Faculty,areresponsiblefortheirfullcostofoperationincluding all cost increases resulting fromnegotiatedwageandbenefit changes. Net tuition revenuefundstheFacultyunitsinsupportoftheir“DirectCostsofAcademicDelivery”whilegovernmentgrantrevenue,aportionof internationalstudenttuition,andother institutionalanddepartmentalrevenuessupportnon-Facultyunitstocover“InfrastructureandSharedServiceCosts”.

Thelargestsinglecomponentoftheinstitutionalbudget,comprisingapproximately75%ofallplannedexpensesandamounting to$199.3M, is the costof salaries,wagesandbenefits for faculty, staff andstudents.

1. FACULTY&STAFFSALARIES,WAGES&BENEFITSTheUniversityoperateswitheightbargainingunitsandanon-uniongroup,including:

1. WindsorUniversityFacultyAssociation(WUFA)–Faculty,librarians,ancillaryacademicstaffandsessionalinstructors

2. UNIFORLocal195–CampusCommunityPolice&Parking3. UNIFORLocal2458Full-time–Office&ClericalStaff4. UNIFORLocal2458Part-time–Office&ClericalStaff5. UNIFORLocal2458Engineers–StationaryEngineers6. CUPELocal1001–Full-&Part-timeFoodServices,Housekeeping&Grounds7. CUPELocal1393–Technicalstaff,trades,andprofessionalstaff8. CUPELocal4580–GraduateandTeachingAssistants9.

Thefollowinggraphillustratesthetotalnumberoffull-timeequivalentpositionsbybargainingunit:

Diagram17:Full-timeEquivalentFaculty&StaffPositionsbyBargainingUnit

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ThecurrentcollectiveagreementwithWUFAisineffectuntilJune30,2017.The2017/18budgetincludescertain assumptions regarding the costs associatedwith this settlement. Collective agreementsweresuccessfullynegotiatedwithallstaffbargainingunitsduring2016.The2017/18budgetincludesincreasestosalariesandbenefitsconsistentwiththetermsofallcollectiveagreements.

ThebenefitcosttotheinstitutionincludesthecontributionstotheUniversity’stwopensionplans,theEmployeePlanandtheFacultyPlan,whichprovidepost-retirementsupporttofacultyandstaff.Duetothesignificanceofpensionplancontributioncosts,planningfortheserequiredcontributionsisongoing.Mandatorytri-annualactuarialvaluations,completedforeachpensionplan,dictatecontributionlevelsrequiredbythemembersoftheplansandUWindsor.MandatoryvaluationsfiledasofJuly1,2014forbothpensionplanshavesetthecontributionlevelsfortheplanmembersandtheinstitution.Thenextmandatoryvaluationforbothpensionplanswillbeasof July1,2017. The2017/18operatingbudgetincludes preliminary assumptions for incremental pension contributions based on expected marketconditions,pensionparticipationsstatistics,andactuarialassumptions.

TheEmployees’Planisfullycost-sharedbetweentheUniversityandtheplanmembers.Employeesarecurrentlycontributingintherangeof6.4%and9.2%oftheirsalaries,dependingontheirearninglevel,andtheUniversitymatchesthiscontribution.

ThefollowinggraphillustratesthepensioncontributionstotheEmployeePlansincethe2010/11fiscalyear.

Diagram18:EmployeePensionPlanContributions(in$millions)

TheFacultyPlanisahybridplancomprisedoftwocomponents:1)amoneypurchaseplancomponent;and2)theminimumguaranteedbenefit.

Contributionstothemoneypurchaseplancomponentoftheplanarecurrently9%offacultysalariesforplanmembersand6%offacultysalariesfortheemployer,subjecttoIncomeTaxActannualcontributionlimits.TheUniversityissolelyresponsibleforfundingtheminimumguaranteedbenefitwhichrepresentstheamountpaidtoensurepensionsareatadefinedbenefitlevelasprescribedintheplan.

TheactuarialvaluationfiledasofJuly1,2014resultedina$36.4Mgoingconcerndeficitwithnosolvencydeficit.TheUniversityismakingannualcontributionsintheamountof$4.6Mtofundthegoingconcerndeficit.DependingonthevaluationasofJuly1,2017,shouldtherebeanincreaseinspecialpayments,thosepaymentsaredeferredoneyearandwouldbeeffectiveasofJuly1,2018.

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ThegraphbelowillustratesthepensioncontributionstotheFacultyPlansincethe2010/11fiscalyear.

Diagram19:FacultyPensionPlanContributions(in$millions)

2. DIRECTCOSTSOFACADEMICDELIVERYSalaries,wagesandbenefitsforfacultyandstaffworkingwithinFacultyunitscompriseabout93%ofthedirect cost of academic delivery. The 2017/18 operating budget also includes $10M in graduate andundergraduateteachingassistantshipbudgetandafurther$6.6Mforotherexpenses.

AsnotedinSectionIII,increases/decreasesinbaseexpenditurebudgetsrepresent15%ofeachFaculty’snetposition(actualrevenuegeneratedlessbaseexpenditurebudgets)basedontheirprioryearactivity.Facultiesarebeing“heldharmless”for85%oftheirnetposition.

FacultiesreceivingincrementalbasebudgetareabletoallocatethesebudgetstobestmeettheneedsoftheirFaculty.Fundscouldbeinvestedinfacultytosupportnewprogramdevelopment,stafftoenhancestudentservices,orothermeansthatalignwiththerespectiveFaculty’sstrategicdirection.

Faculties with base reductions will be required to find savings within their base budgets or identifyrevenuegrowthopportunitiestobridgethisgapintheshortterm.

3. NON-FACULTYCOSTSNon-Facultycosts includethecostofdeliveringkeyservicesaspartof thestudentexperience. ThesecostsincludeAcademic&StudentSupport,LibraryandScholarships–whileothercostareasaremoreindirectlylinkedandprovidetheinfrastructurefromwhichacademicservicescanbeprovided–suchasFacilities,Maintenance,Utilities,ITServices,AdministrationandDebtFinancing.

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Thegraphbelowprovidesabreakdownofthefundingfornon-Facultyunitsinthe2017/18budget:

Diagram20:Non-FacultyCosts(in$millions)

Non-Facultyunitscontinuetoberesponsibleforimprovingtheeffectivenessoftheirservicesinadditiontoidentifyingefficiencies.Resourcesneedtobeallocatedstrategicallytosupportandrespondtoevolvingacademicandresearchprograms.SimilartotheFacultyunits,thenon-Facultyunitsareresponsibleforfunding all annual increases to their costs, including salaries, wages and benefits. Under ECM, thegovernmentgrantandaportionoftheinternationalstudenttuition(deemedgovernmentgrant)aretheprimarysourcesoffundingfornon-Facultybudgets.

4. ANCILLARYSERVICESUWindsoroperatesanumberofservicesinsupportofthecoreacademicdeliveryservices.TheseAncillaryServices, including Residence Services, Food Services, Campus Bookstore, Parking Services, and theUWinCARDoffice,functionasbusinessoperationsoutsideoftheoperatingbudgetandarerequiredtocovertheirrespectivecosts,includingcapitalrenewalandotheroverheadcontributions.

i) ResidenceServicesResidence Services (RS) will manage four residences on campus in 2017/18 with a capacity toaccommodateapproximately1,000students.Avarietyofroomstyleofferingsareavailable;rangingfromtraditionaldormitoriestosuite-styleaccommodations.RS’primaryroleistoprovidetransitionsupportfor first-year students. In addition, RS continues to retain residence students and attract upper yearstudents.Off–campushousingcompetitioncontinuestoincreaseandservesasanoptionprimarilyforupperyearstudents.

RSinvolvedstudentsandRSstaffinthecreationofthe2017/18RSbudget.TheprocessbeganwithapresentationofthecurrentyearbudgettostudentrepresentativesontheResidenceandFoodServices

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AdvisoryBoard(RFSAB)andtoWindsorInter-ResidenceCouncil(WIRC).Theseadvisorycommitteesarecomprised of residence students, with representatives from UWSA, GSS and OPUS also invited toparticipate.Residencefeeincreasesfor2017/18wereapprovedbytheBoardofGovernorsattheirApril2017meeting.

Continuedlowerresidenceenrolment,on-goingdeficitsandtherecentclosureoftworesidencebuildingshasplacedRS inachallengingfinancialposition. Acomprehensivereviewwillbe ledbytheAssociateVice-President, Student Experiencewith the goal of developing recommendations thatwill result in afinanciallysustainableoperationfocussedonthestudentexperience.Recommendationsfromthisreviewareexpectedduring2017/18.

ii) FoodServicesFood Services (FS) continue to operate all food venues on campus in addition to providing cateringservices. FScontinuesto lookatenhancedofferings forstudentsandonesthatareresponsivetothechangingstudentprofiles.TheFSoperationisdependentonthenumberofstudentslivingoncampus.Asnotedabove,thenumberofstudentslivingoncampuscontinuestodecreaseputtingfurtherfinancialpressure of the FS operation. FS will be participating in the comprehensive review as noted above.Establishingafoodprogramthatcanmeettheneedsofourstudent,thosethatliveoncampusandthosethat commute, will be the focus of the review. Recommendations will be developed to ensure thefinancialsustainabilityofthisoperation.Mealplanfeeincreasesfor2017/18wereapprovedbytheBoardofGovernorsattheirApril2017meeting.

iii) ParkingServicesParkingServices(PS)fundsitsoperatingexpensesandcapitalenhancementsfromparkingpermitrevenueandparkingfinerevenues.PSoperatesontheguidingprinciplesofbeingequitableforallcampuspatrons,withratesthatareinlinewiththemediancostatotherOntariouniversities.Parkingfeeincreasesareproposedfor2017/18.Thepre-taxannualrateforafaculty/staffpermitis$803.76,anincreaseof$38.27,with the Remote Lot fee of $653.69, an increase of $31.12. The proposed pre-tax parking rates forstudentsareasfollows:8monthsurfacelot$351.23,anincreaseof$16.27;a12-monthpass$420.00,anincreaseof$20.00;andan8-monthParkingGaragepassof$537.07,anincreaseof$25.57.

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VI. UNIVERSITYINVESTMENTFUNDS

Inthe2016/17operatingbudget,UWindsorestablished$9.4Mof“UniversityInvestmentFunds”asawaytosupportstrategicprioritiesandrevenuegrowthstrategies.Thisyear,theoperatingbudgetincludesfundingaimedatthefollowingstrategicinitiativesforthecampus:

1. SPF50-incrementalbasefunding$2M2. CurriculumDevelopmentFund-$1M3. EnrolmentStimulusFund-$1M4. StudentExperienceFund-$500,0005. ResearchActivityandStimulusFunds-$1M6. UWinsite(EnterpriseResourcePlanningsystem)-$1.7M7. DeferredMaintenance-$1.5M

1. SPF50–HIRINGOF50FACULTYPOSITIONS

A significant initiative associatedwithUWindsor 2.0was the creation of up to fifty new tenure-trackfacultypositionsoverathree-yearperiod(www.uwindsor.ca/spf).Overtheprevioustwoyears,$4.4MbasebudgethasbeenallocatedinsupportofRound1(2015/16operatingbudget)andRound2(2016/17operating budget) hiring of the new SPF50 positions. The 2017/18 budget includes the final baseinvestment of $2.0M to achieve the hiring of the 50 new faculty positions announced as part of thisinitiative.ThefollowingtableoutlinestheapprovedpositionsineachoftheFaculties:

Diagram21:ApprovedSPF50FacultyPositions

Faculty2015/16 2016/17 2017/18 Total

PositionsRound1 Round2 Round3Arts,Humanities&SocialSciences 3 3 TBD 6Education - - TBD -Engineering 4 5 TBD 9Kinesiology - 1 TBD 1Law 2 1 TBD 3Nursing 1 1 TBD 2OdetteSchoolofBusiness 3 3 TBD 6Science 5 3 TBD 8UWindsorTotal 18 17 15 50

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2. CURRICULUMDEVELOPMENTFUNDFor the 2017/18 budget year, $1M in one-time funding has been set aside to support curriculumdevelopmentacrosstheFaculties.Fundingthathasbeengeneratedfromone-timesavingsintheSPF50FundwillbeaimedatsupportingtheinitialupfrontcostsincurredbyFacultiestodevelopnewacademicprograms or refresh existing academic programs. This initiative supports the recommendations asoutlinedintheabove-mentionedSEMPlan.ThisFundwillbeunderdirectionandpurviewoftheProvost’sOffice.DetailsonthecriteriaanddistributionoftheFundwillbeannouncedshortly.

3. ENROLMENTSTIMULUSFUNDEnrolment is at the core of the ECM budget model and it is recognized that investments are oftennecessarytostimulateandsupportenrolmentgrowth.Therefore,thisyear’sbudgetcontinuestoincludea$1MEnrolmentStimulusFundthat isallocatedannuallyonaone-timebasis to thoseFacultieswithprojectedincreasesinnettuitionrevenueoverthepriorfiscalyear.Thisisabuilt-inmechanismintheECMthatfundsFacultiesfortheirincreaseinenrolmentandrelatedcostsin-year.The2016/17EnrolmentStimulusFundwasallocatedtoFacultiesasoutlinedbelowtosupporttheirin-yearincreaseinnettuitionrevenue:

Diagram22:2016/17EnrolmentStimulusAllocation

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4. STUDENTEXPERIENCEFUNDThe Student Experience Fund remains at $500,000 for the 2017/18 budget. One-time and baseinvestmentswillbemadefromthisFundtocontinueUWindsor’scommitmenttothestudentexperience.The2017/18budgetincludesfundingforthefollowingstudentexperiencerelatedinitiatives:

ü EnhancedStudentCareerServicesü StudentCentreVisioningü StudentBike-shareProgramü ContinuedSupportfortheEPICentreü DevelopingaStudentMentalHealthStrategy

i) EnhancedStudentCareerServicesUWindsorcontinuesitssupporttothiskeystudentserviceinthe2017/18budget.Careeroutcomeshavebecomeanimportantindicatorofauniversity’seffectivenessandareincludedasasignificantpartoftheUWindsor Strategic Mandate Agreement (SMA). Several stakeholders (including but not limited to,government funding agencies, prospective students and their parents, and current students) areinterestedintheemploymentoutcomesassociatedwithattendingandgraduatinguniversity. FundingfromtheStudentExperienceFundbedirectedinsupportofnewCareerServicespositionsresponsibleforJobDevelopmentandCareerCounselling.

ii) StudentCentreVisioningUWindsor has beenworkingwith the student government associations towards a new vision for theStudentCentre.Thisvisionisintendedtoaddresstheneedsofstudentswiththegoalofenhancingthestudent experience and improving the space for students and the entireUniversity community. Thisbudgetincludessupportforthisconsultativeprocessanticipatedtobecompletedin2017/18.

iii) StudentBike-shareProgramUWindsor,togetherwiththeUniversityofWindsorStudentAlliance(UWSA), introducedaconvenient,healthy, environmentally friendly form of transportation for students, faculty and staff by financiallysponsoring theUWSA’s pilot Bike-share program. The program is a servicewhere bicycles aremadeavailableforsharedusetoindividualsonashort-termbasis.Thetwoyearfundingcommitmentmadetothis initiative will continue in 2017/18 with subsequent support to be reviewed based on studentuse/ridershipdata.

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iv) EPICentre–ContinuedsupportTheEntrepreneurshipPracticeandInnovationCentre(EPICentre)isacampus-wideinitiativecreatedtoencourageentrepreneurshiponcampus,andtosupportstudentsandalumniinterestedinlaunchingtheirownbusinesses.EachyearEPICentrehostsmorethan60programsandactivitiesinthefollowingareas:

• In-classeducationandresearch;• Extra-curricularinvolvement;• Consulting/Mentoring;• Competitions;• EPICFoundersprogram;and• Incubatorprograms.

ResearchgrantfundingenablesmostoftheprogrammingprovidedthroughtheEPICentre.The2017/18budgetagainincludesfundingtosupportfacultyandstaffpositionslinkedtoprovidingtheseprogramsandactivitiesforallstudentsacrossallFacultiesasentrepreneurshiphasbeenidentifiedasapriorityinUWindsor’sSMA.

v) DevelopingaStudentMentalHealthStrategyAcrossCanada,universitiesarechallengedwithmeetingthegrowingneedsofastudentpopulationwitharangeofseriousandoftencomplexmentalhealthissues.InarecentMaclean’ssurvey,morethan50percentofstudentsreportedthattheyfeel“overwhelmed”onadailyorweeklybasis.Inrecentyearsanumber of important investments have been made to support students with increased counsellingresourcesandanumberofprevention-orientedinitiativessuchasWellTrack,afreeonlinewellnessapp.

Recognizingthatmorecanbedone,UWindsorhasstruckacampus-wideSteeringCommitteetodevelopacomprehensivementalhealthstrategywiththestatedpurposeof“fosteringathrivingcommunitythatactivelypromotesmentalwell-beingandsupports students to flourish in theirpersonalandacademiclives.”

Fundingintheamountof$150,000overthenextthreeyearswillsupportthehiringofstudentsthatwillconductresearchintoexistingmentalhealthstrategiesandbestpractices.Thisresearchwillserveasafoundation for discussions with six different working groups and will eventually inform therecommendationsforanewmentalhealthstrategyforcampus.Theaimistohaveastrategyinplaceforthe2018/19academic year. In addition, fundinghasbeen included to support theEnhancedAccess,AcknowledgeAct(EAAA)SexualAssaultResistanceEducationprogram.

5. RESEARCHACTIVITYANDSTIMULUSFUNDSThe initial ECM announced in 2016/17 included two investment funds linked to supporting researchtotalling$1M:1)theResearchStimulusFund-$500,000and2)theResearchActivityFund-$500,000.ThesefundscontinueunderthepurviewoftheV.P.,ResearchandInnovation.Thesefundsareallocatedwiththeintentionofbuildinguponresearchstrengths;enhancingfutureresearchfunding,especiallyfromtheTri-Council;andenhancinggraduatetrainingandexperientiallearning.TheguidingprincipleisthatresearchactivitiesthatwillreceivethehighestpriorityforfundingwillbethosethathavethegreatestpotentialforattractingadditionalfundingtotheUniversity.

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In addition to the above referenced investment funds, the ECM recognizes the importance of facultyresearchbyincludingafinancialcomponenttosupportFacultyresearchactivities.ThroughECM,everyFacultyreceivesfundingbasedupon10%oftheaverageexternalresearchgrantsearned(received)bytheirfacultymembers.

6. UWINSITE(ENTERPRISERESOURCEPLANNINGSYSTEM)The Board-approved project “UWinsite” (www.uwindsor.ca/uwinsite) which will update a significantportionoftheinstitution’scoresoftwareinfrastructure,includingtransformativechangestotheStudentInformation System (SIS), Financial Information System (FIS), and a new Customer RelationshipManagement(CRM)system,isunderway.

In February 2017, Deloittewas selected as the project implementation partner alongwith respectiveOraclePeopleSoftproductstoformtheoverallsolutionthatwillmodernizecorecampussystems.Basedoncurrenttimelines,systemsarescheduledtogoliveduring2017/18.

The2017/18operatingbudgetincludes$1.681MrepresentingthefullcostoffundingthisprojectoversixteenyearsasapprovedbytheBoardofGovernors.

7. DEFERREDMAINTENANCE&CAPITALFINANCINGImprovements andmaintenanceof existingbuildings is of utmost importance as properlymaintainedfacilitiesreflecttheprideoftheinstitution.In2016/17theUniversityimplementeda$1Mfundtoaddressmajorrepairsinourexistingfacilitiesthatformpartofthecurrentdeferredmaintenancebacklog.The2017/18budgetincludesafurtherinvestmentof$500,000annuallytoaddressdeferredmaintenanceoncampus.

InadditiontotheincreaseinDeferredMaintenanceFund,furtherexternalfinancingwillberequiredtoreplenishworkingcapitalfundscurrentlybeingutilizedforcapitalprojects.Theexternalfinancingbasebudgethasbeen increasedby$500,000tosupportadditionalexternal financing. BoardofGovernors’approvaltotakeonadditionalexternalfinancingispendingatthetimeofthisreport.

VII. CONCLUSIONWhileconsideringthesignificanceofmanyofthetransformationalchangesoutlinedinthisdocument,theneedforUWindsortobefiscallyresponsibleisparamount.Tothatend,the2017/18operatingbudgetconfirms a balanced budgetwhile including a number of strategic investments. This budget includesfunding thatwill enable the goals and objectives as articulated in SMA2 to bemet and continues tosupportaresourceallocationmodelresponsivetoenrolment.Enrolment,costcontainment,alignmentwiththeSMA2,andimplementationoftheSEMPlanwillbethemainfocusfor2017/18.

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APPENDIXA: 2017/18OPERATINGBUDGET

2017/18 2016/17 $INCREASE/ %INCREASE/PROPOSED RECLASSIFIED (DECREASE) (DECREASE)

BASEBUDGET BASEBUDGET OVER2016/17 OVER2016/17($000s) ($000s) ($000s)

BASEOPERATINGREVENUEStudentAcademicFees 164,179$ 154,672$ 9,507$ 6.1%GovernmentGrant-Provincial 95,478 94,684 794 0.8%GovernmentGrant-Federal 3,365 3,171 194 6.1%InvestmentIncome 2,500 2,500 - 0.0%OtherRevenue 2,529 2,607 (78) (3.0%)

TOTALOPERATINGREVENUE 268,051$ 257,634$ 10,417$ 4.0%

BASEOPERATINGEXPENDITURESFaculty&ResearchExpendituresDirectCostsofAcademicDelivery 140,724$ 136,304$ 4,420$ 3.2%StrategicPriorityFund(SPF50) 6,440 4,440 2,000 45.0%ResearchActivity&StimulusFunds 1,000 1,000 - 0.0%EnrolmentStimulusFund 1,000 1,000 - 0.0%

149,164$ 142,744$ 6,420$ 4.5%Non-facultyExpendituresAcademic&StudentServices 23,319$ 22,583$ 736$ 3.3%Library 12,552 11,949 603 5.0%Scholarships 13,452 13,302 150 1.1%Administration 20,242 19,864 378 1.9%InformationTechnology 11,098 10,851 247 2.3%FacilityCosts 27,623 26,921 702 2.6%ExternalDebtCosts 6,920 6,420 500 7.8%StudentExperienceFund 500 500 - 0.0%UWinsite 1,681 1,500 181 12.1%DeferredMaintenanceFund 1,500 1,000 500 50.0%

118,887$ 114,890$ 3,997$ 3.5%

TOTALEXPENDITURES 268,051$ 257,634$ 10,417$ 4.0%

BASEOPERATINGPOSITION 0$ 0$ 0$ 0.0%

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APPENDIXB: 2017/18PROVINCIALGRANTS

2017/18 2016/17 $INCREASE %INCREASEPROPOSED RECLASSIFIED (DECREASE) (DECREASE)

BASEBUDGET BASEBUDGET OVER2016/17 OVER2016/17($000s) ($000s) ($000s)

COREOPERATINGGRANT(COG)BasicOperatingGrant 81,671$ 81,671$ -$ 0.0%EducationFunding 1,621 1,600 21 1.3%AccessibilityFund(Graduate) 2,625 2,020 605 30.0%EqualizationAmounttoDifferentiation (7,629) - (7,629) n/a

TOTALCOG 78,288$ 85,291$ (7,003)$ (8.2%)

DIFFERENTIATIONGRANTQualityImprovementFund 4,200$ 4,200$ -$ 0.0%PerformanceFund 446 450 (4) (0.9%)ResearchOverhead 258 265 (7) (2.6%)EqualizationAmountfromCOG 7,629 - 7,629 n/a

TOTALDIFFERENTIATION 12,533$ 4,915$ 7,618$ 155.0%

SPECIALPURPOSEGRANTSDisabilitiesGrant 391$ 435$ (44)$ (10.1%)MunicipalTaxGrant 834 843 (9) (1.1%)ClinicalNursing 427 430 (3) (0.7%)

TOTALSPECIALPURPOSE 1,652$ 1,708$ (56)$ (3.3%)

OTHERPROVINCIALGRANTSCollaborativeNursing 5,290$ 4,770$ 520$ 10.9%InternationalStudentRecovery (2,285) (2,000) (285) 14.3%

TOTALOTHERPROVINCIALGRANTS 3,005$ 2,770$ 235$ 8.5%

TOTALPROVINCIALGRANTS 95,478$ 94,684$ 794$ 0.8%

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