Second Integrated Plan
- Our programs are recognized for their distinctive and innovative approaches on the discovery-learning continuum, including inquiry-based, experiential and international learning.
- We have an undergraduate student population that is stable or growing through increased retention and participation rates and that is more diverse.
- We have grown the graduate student population so that it approaches 15% of our total student body.
- We have increased the number of graduate students who are effectively engaged in undergraduate training.DetailsThe number of student employed as graduate student assistants, graduate teaching fellows or graduate service fellows increased from 989 in 2009/10 to 1,045 in 2010/11.
- We offer more opportunities for e-learning and other alternate modes of delivery of courses and/ or programs in addition to in-class options.
- We have further enhanced opportunities for professional development in teaching for faculty and graduate students and encouraged them to participate in these opportunities.DetailsThe Gwenna Moss Centre for Teaching Effectiveness (GMCTE) reports that the number of attendees in courses and workshops has grown from 3,905 in 2008/09 to 5,665 in 2010/11. The number of individual consultations grew from 70 in 2008/09 to 208 in 2010/11.
- We have implemented a comprehensive evaluation framework which assesses program, instructor and course quality.Details
- Students tell us that they receive excellent advice from trained professional student advisors who help them with their academic programs and their life goals.Details
- Students indicate in surveys that they have a sense of belonging to the University community and are respected on campus.DetailsA question in the Canadian University Data Consortium (CUSC) surveys address this statement. These surveys are administered on a rotating basis to undergraduate students, graduating students (students in their final year of their undergraduate program) and first year students. More information is available from Institutional Planning and Assessment. Results in the past four years are as follows:
- Undergraduate Students – “I
feel as if I am part of the university”
- 76% in 2007/08
- 81% in 2011/12
- Graduating Students – “I feel
as if I am part of the university”
- 79% in 2008/09
- Will be administered again in 2012/13
- First Year Students – “Feeling
as if I belong at the university”
- 86% in 2009/10
- Will be administered again in 2013/14
- Undergraduate Students – “I feel as if I am part of the university”
- Student evaluations tell us that our course delivery methods have been effective, efficient and intellectually stimulating.DetailsA question in the Canadian University Data Consortium (CUSC) surveys address this statement. These surveys are administered on a rotating basis to undergraduate students, graduating students (students in their final year of their undergraduate program) and first year students. More information is available from Institutional Planning and Assessment. Results in the past four years are as follows:
- Undergraduate Students – “My
learning experiences at this university have been intellectually stimulating”
- 80% in 2007/08
- 93% in 2011/12
- Graduating Students – “My
academic learning experiences at this university have been intellectually
- 92% in 2008/09
- Will be administered again in 2012/13
- First Year Students – “Most
professors’ teaching was intellectually stimulating”
- 81% in 2009/10
- Will be administered again in 2013/14
- Undergraduate Students – “My learning experiences at this university have been intellectually stimulating”
- Recent graduates tell us that we have delivered a high-quality program, relevant to the workplace, with current ideas and methods plus the fundamentals required for innovation.Details
- We have completed the University Learning Centre/Library Transformation building projects, revitalized Marquis Hall to provide upgraded and contemporary Food Services and Bookstore facilities reflective and responsive to diverse student needs, expanded and renovated Place Riel Student Centre, improved existing student housing and initiated new housing projects to reach the national average for percentage of students living in on-campus housing, and are well advanced in establishing additional student facilities (e.g. Aboriginal Students Centre).DetailsPhase I and Phase II of the University Learning Centre/Library Transformation project were completed during this planning cycle. Phase III is underway. Marquis Hall and the Bookstore were both renovated. Place Riel was renovated and expanded and reopened in May 2011. Existing student housing was renovated and additional student housing was built. A new graduate student residence is currently under development.
- We have identified areas of current and emerging pre-eminence complete with benchmarks, measures, and convincing evidence that these are areas in which we have distinctive profile as national and international leaders.DetailsThe signature areas of research were identified as follows:
- Aboriginal Peoples: Engagement and Scholarship
- Agriculture: Food and Bioproducts for a Sustainable Future
- Energy and Mineral Resources: Technology and Public Policy for a Sustainable Environment
- One Health: Solutions at the Animal-Health-Environment Interface
- Synchrotron Science: Innovation in Health, Environment and Advanced Technologies
- Water Security: Stewardship of the World’s Freshwater Resources
Additional information is available from the Vice-President, Research.
- Our areas of pre-eminence and types of research reinforce a distinctive University of Saskatchewan identity that reflects our sense of place and aids recruitment of students and faculty across the campus.
- We are offering more opportunities for undergraduate and graduate students to participate in the scholarship of discovery.
- We continue to improve our research performance on a set of key indicators which have been jointly developed early in this planning cycle and widely communicated.
- We have involved more areas of the campus research community in participating in academic programs and experiential learning opportunities for both undergraduate and graduate students.DetailsAdjunct faculty members were used as a proxy for campus research community. The number of adjuncts associated with the College of Graduate Studies and Research grew from 308 in 2008/09 to 399 in 2011/12.
- We have leveraged additional funding for strategic research initiatives and research centres.DetailsThe federal and provincial governments partnered with the University of Saskatchewan to launch the Global Institute for Water Security. They, along with the Royal University Hospital Foundation, partnered with the University to launch the Centre of Excellence in Nuclear Studies, including the cyclotron and PET-CT scanner. The provincial government is partnering with the University to launch the Global Food Security Institute.
- Academic and non-academic units are working together in integrated and decentralized ways to achieve common objectives — for example, in student recruitment; in human resources; in communications; in e-learning.DetailsOver this planning cycle, colleges, schools and units have provided numerous examples of new collaborations – from advisory committees to open houses to shared positions. In 2010, the University launched the Service and Process Enhancement Project (SPEP) which identified a number of opportunities for the University to further improve collaboration, limit duplication and ensure resources are used more efficiently to support the university’s core missions.
- We have reduced the time it takes to approve and launch new faculty-, student-, and staff-driven initiatives, while enhancing meaningful opportunities for input and collaboration.
faculty, students, and staff access leadership and personal
development opportunities in growing numbers.DetailsParticipants in professional development opportunities available through the Centre for Continuing and Distance Education (CCDE) and Human Resources (HR) were used as a proxy measure for this statement. In 2008/09, there were 543 participants. In 2011/12, that number had increased to 755.
- Employee opinion surveys indicate that faculty and staff are more engaged in the life and vitality of the University and are actively involved in shaping their careers and developing their capacities.
- A comprehensive sustainability policy, involving a broadly based campus discussion, has been developed and implemented and sustainability has become a defining area of University activity in which researchers, teachers, students, and staff are all engaged.
associated with processes for faculty appointment, student
recruitment and program approval have been substantially reduced.DetailsVarious projects have been undertaken in this area, including projects by Human Resources, Student and Enrolment Services Division, the College of Graduate Studies and Research and the University Secretary.
- Academic leaders are evaluated on their willingness to advance interdisciplinarity, to privilege University-wide priorities, and to work across existing boundaries.
have been created to ensure ongoing dialogue between administrative
units and colleges and departments.DetailsNumerous activities have occurred in this area including e-learning and distributive learning to support the Masters of Nursing Program (Nursing, CCDE, eMAP and ITS); shared communications and development positions (University Advancement and various colleges/schools), internal controls framework (Financial Services Division and college/administrative unit financial officers) and multi-administrative unit support teams for colleges and administrative units to assist in the management of the $10 million permanent budget operating adjustment process (IPA, FSD, HR, Communications)
University has developed a larger number of long-term relationships
and formal partnerships with other universities and post-secondary
institutions in support of student learning and of research,
scholarly, and artistic work.DetailsInitial partnerships include one with the Guru Angad Dev Veterinary and Animal Sciences University in India and a U of S-China Doctoral Scholar partnership with six Chinese universities.
is an increased number of faculty and students participating in
research and educational partnerships with community-based
organizations, other universities, and with the private and industry
sector in support of student learning as well as addressing important
society issues, both in Saskatchewan and beyond.DetailsAnecdotal evidence is available to support this statement. In the next planning cycle, this type of activity will be quantified as part of the “by 2016” statements reporting.
have acted on our commitment to work together more effectively as
described in Priority Area 3 above.DetailsSupport for this statement is indicated in the priority area above.
have maintained a balanced operating budget over the four-year period
with adequate financial reserves and utilized the Academic Priorities
Fund to invest in a number of academic initiatives arising from the
commitments articulated in this plan.DetailsThe operating budget has been balanced over the past four years. A complete list of initiatives funded by the Academic Priorities Fund is available on this site.
have defined principles and a process for resource allocation within
the operating budget, enabling us to better respond financially to
priorities and potential risks, such as a downturn in undergraduate
enrolment and tuition revenue.DetailsOver this planning cycle, the University has defined principles and a process for resource allocation. This model, entitled the Transparent Activity-Based Budgeting System (TABBS) is beginning to be implemented.
have developed new sources of revenue and have advanced our
fund-raising efforts in support of this plan.DetailsDuring this planning cycle, an average of $30M annually was raised in comparison to ~$12 – 15M annually prior to 2002.
- We have completed most of the capital and infrastructure projects which currently have funding commitments (see www.usask.ca/ip for a listing of these projects).
have expanded our commitment to environmental sustainability in our
physical infrastructure, both through energy savings projects and
environmentally sensitive building design.DetailsActivities in this area include food composting and energy savings in Marquis Hall and other food outlets, a campus-wide lighting replacement and retrofit program, Leadership in Energy and Environmental Designs (LEED) Gold Certification for the Law building and a review of LEED principles applied to new construction to ensure appropriate sustainable methodologies are incorporated into capital projects.
have improved our overall approach to risk management and enhanced
our ability to mitigate and respond to human, financial,
infrastructure and strategic risks.DetailsIn 2011, our enterprise risk management system was externally reviewed and rated as “very good”.
have designed and implemented a comprehensive quality assurance
framework in our academic and administrative functions and report on
progress at regular intervals.DetailsThe University of Saskatchewan adopted the institution-wide Framework for Assessment in 2008. The work under this framework includes the coordination and reporting of university-level surveys including the Canadian University Survey Consortium (CUSC), Global and Mail Canadian University Report (CUR), Student Evaluation of Educational Quality (SEEQ), National Survey on Student Engagement (NSSE) and the Provincial Graduate Outcomes survey. Through the work of the Quality and Accountability commitment, a set of institutional performance metrics were identified and continue to be regularly updated. The University participates in a number of ranking instruments including Maclean’s and the Academic Ranking of World Universities (commonly known as the Shanghai ranking). The University also developed and implemented a process for graduate program review and research centre review and has undertaken review of a number of units including the College of Dentistry, Human Resources and Information Technology Services. More information is available from Institutional Planning and Assessment.