Second Integrated Plan

Second Integrated Plan Final Report
Improve the undergraduate and graduate student experience, both inside and outside the classroom
  • Our programs are recognized for their distinctive and innovative approaches on the discovery-learning continuum, including inquiry-based, experiential and international learning.
    Details
    Examples of progress in this area include the award-winning Interprofessional Problem-Based Learning Team and the creation of the International Student and Study Abroad Centre.
  • We have an undergraduate student population that is stable or growing through increased retention and participation rates and that is more diverse.
    Details
    The population of undergraduate students has grown from 16,094 in fall 2008 to 16,977 in fall 2011. More information is available from Information Strategy and Analytics.
  • We have grown the graduate student population so that it approaches 15% of our total student body.
    Details
    For the fifth year in a row, the graduate student population has grown. In fall 2011, graduate students made up 14.84% of the student population. More information is available from Information Strategy and Analytics.
  • We have increased the number of graduate students who are effectively engaged in undergraduate training.
    Details
    The 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.
    Details
    No information is currently available to measure this statement.
  • We have further enhanced opportunities for professional development in teaching for faculty and graduate students and encouraged them to participate in these opportunities.
    Details
    The 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
    A process for graduate program review was developed and implemented. To date, fifteen programs have been reviewed.
  • 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
    In a 2010 survey of students, 71% of students indicated that they always or usually received information that enabled them to make the decisions that they needed to make.
  • Students indicate in surveys that they have a sense of belonging to the University community and are respected on campus.
    Details
    A 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
  • Student evaluations tell us that our course delivery methods have been effective, efficient and intellectually stimulating.
    Details
    A 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 stimulating”
      • 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
  • 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
    The University originally intended to develop and administer its own graduate outcomes survey. However, in 2011, an opportunity arose to partner with the Government of Saskatchewan on a provincial survey. This survey was administered in early 2012 and the University of Saskatchewan results should be available in the fall. More information is available from Institutional Planning and Assessment.
  • 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).
    Details
    Phase 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.
Enhance the university’s profile in research, scholarly and artistic work
  • 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.
    Details
    The 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.
    Details
    In 2009, the University began an institutional positioning process. The positioning statement was release in 2010 and informs student, staff and faculty recruitment. Additional information is available from the Vice-President, Advancement.
  • We are offering more opportunities for undergraduate and graduate students to participate in the scholarship of discovery.
    Details
    For the fifth year in a row, the graduate student population has grown. In fall 2008, graduate students were 12.94% of the student population. In fall 2011, they were 14.84% of the student population. More information is available from Information Strategy and Analytics.
  • 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.
    Details
    The Achievement Record identifies three indicators: external funding for research, scholarly and artistic work; faculty awards and honours and output and impact. More information is available on the Achievement Record.
  • 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.
    Details
    Adjunct 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.
    Details
    The 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.
Work together more effectively across unit and institutional boundaries
  • 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.
    Details
    Over 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.
    Details
    No information is currently available to measure this statement.
  • University faculty, students, and staff access leadership and personal development opportunities in growing numbers.
    Details
    Participants 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.
    Details
    This indicator, found on the Achievement Record, identifies the percentage of University of Saskatchewan faculty and staff who answered favourably to questions relating to their level of engagement. In 2008, 64.3% of respondents responded favourably. In 2010, this number increased to 65.8%.
  • 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.
    Details
    A draft campus sustainability plan was released to campus in April 2012. This draft plan is open for consultation and comment.
  • Timelines associated with processes for faculty appointment, student recruitment and program approval have been substantially reduced.
    Details
    Various 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.
    Details
    No information is currently available to measure this statement.
  • Mechanisms have been created to ensure ongoing dialogue between administrative units and colleges and departments.
    Details
    Numerous 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)
  • The 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.
    Details
    Initial 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.
  • There 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.
    Details
    Anecdotal 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.
Supporting Strategies
  • We have acted on our commitment to work together more effectively as described in Priority Area 3 above.
    Details
    Support for this statement is indicated in the priority area above.
  • We 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.
    Details
    The 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.
  • We 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.
    Details
    Over 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.
  • We have developed new sources of revenue and have advanced our fund-raising efforts in support of this plan.
    Details
    During 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).
    Details
    The University of Saskatchewan has undertaken the planning and construction of a number of projects during this planning cycle. Projects exceeding $500,000 are governed by the Major Projects Planning Process. Information on these projects is regularly updated.
  • We have expanded our commitment to environmental sustainability in our physical infrastructure, both through energy savings projects and environmentally sensitive building design.
    Details
    Activities 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.
  • We have improved our overall approach to risk management and enhanced our ability to mitigate and respond to human, financial, infrastructure and strategic risks.
    Details
    In 2011, our enterprise risk management system was externally reviewed and rated as “very good”.
  • We have designed and implemented a comprehensive quality assurance framework in our academic and administrative functions and report on progress at regular intervals.
    Details
    The 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.