2017-20 Strategic Mandate Agreement: Humber College Institute of Technology and Advanced Learning

Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Humber College outlines the role the College currently performs in Ontario’s postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities.

The Strategic Mandate Agreement (SMA):

• Identifies and explains the shared objectives and priorities between the Ontario government and the College
• Outlines current and future areas of program strength
• Supports the current vision, mission, and mandate of the College and established areas of strength within the context of the College’s governing legislation
• Describes the agreed-upon elements of the new College funding model, including:
  • a College’s enrolment plans and the initial midpoint levels of weighted funding units that will be funded in the corridor funding model during the period of this SMA; and
  • differentiation areas of focus including metrics, and targets.
• Provides information on the financial sustainability of the institution; and,
• Informs Ministry decision-making and enables Ministry to align its policies and processes to further support the College’s areas of strength

The term of the SMA is from April 1, 2017 to March 31, 2020.

The agreement may be amended in the event of substantive policy or program changes that would significantly affect joint commitments made in the SMA (e.g., Major Capacity Expansion and Highly Skilled Workforce). Any such amendment would be mutually agreed to in writing, dated, and signed by both signatories.

Ontario’s vision for postsecondary education

Ontario’s colleges and universities will drive creativity, innovation, knowledge, skills development and community engagement through teaching and learning, applied research and service.

Ontario’s colleges and universities will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s economy.

Humber College Mandate, Mission and Vision

Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.

Vision

Leadership in polytechnic education.

Mission

Humber develops broadly educated, highly skilled and adaptable citizens to be successful in careers that significantly contribute to the communities they serve — locally, nationally, and globally.

Aspirations

The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions. The SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.

Institutional aspirations

In SMA1, Humber affirmed its vision to provide leadership in polytechnic education. In SMA2, Humber aspires to achieve formal polytechnic status, with a view to providing polytechnic leadership to the Ontario postsecondary system. By leveraging existing strengths and pending the ministry’s Polytechnic Education Review, Humber will commit to significant changes in its credential and program mix, curriculum design, pathways and transfer and partnership arrangements to align with provincial priorities and learner and labour market needs. Humber’s long-term polytechnic vision includes[1]:

Credential mix and program offerings

Humber is proposing significant changes to its credential and program mix to further support career-focused education and learning opportunities for students. These include:

• Incrementally increasing degree offerings from the current 15% threshold throughout subsequent SMA time frames[2]
• Offering a stand-alone baccalaureate degree in engineering
• Increasing graduate certificate program offerings
• Increasing the number of short programs with pathways to further study by introducing skills- and competency-based modular offerings[3]
• Increasing programs and enrolment in science, technology, engineering, arts and math (STEM and STEAM)
• Continuing to develop Centres of Innovation (COIs)
• Expanding and sharing Humber’s Internationalization Strategy

Provincial hub

As a receiving institution for students from across Ontario, Humber will act as a provincial access hub by offering opportunities to students interested in accessing pathways to degree and graduate certificate completion. Humber will also pioneer the articulation of the provincial polytechnic education vision and provide system-level leadership.

Shared objectives and priorities for differentiation

Student experience

This section captures institutional strengths in improving student experience, outcomes and success. This section recognizes institutions for measuring the broader learning environment, such as continuity of learning pathways; retention; student satisfaction; co-curricular activities and records; career preparedness; and student services and supports.

Institutional approach to improving student experience

Humber provides services to support access to higher learning, promote the success of all students and deliver a student experience that complements and supports formal classroom learning. By implementing a comprehensive Strategic Enrolment Management (SEM) Framework and Academic Plan, Humber has developed initiatives and programs that support underrepresented groups and has created overarching experiences that assist all students in achieving personal and career success. Data-driven decisions regarding program/service modification or creation are based on the Humber Student Success Survey (HSSS) that, when fully implemented, will provide longitudinal data regarding student attitudes and behaviours.

Examples of institutional initiatives

Career preparedness

Humber supplements traditional career preparation with entrepreneurial skills and opportunities. Recognizing that career paths and labour markets are constantly evolving, Humber opened a new Centre for Entrepreneurship and a new Centre for Academic Advising and Support.

The goal of the Centre for Entrepreneurship is to empower and inspire the entrepreneurial spirit. The Centre provides a space for like-minded individuals to meet, collaborate and create, offering opportunities for interactive workshops and networking events. Each year, Humber sponsors a New Venture Seed Fund competition for startup business plans, as well as a number of other competitions that help turn student ideas into business and career success.

Co-curricular activities

Humber’s Co-curricular Record (CCR) is a formal record of skills developed outside of the classroom. It was designed as a collaborative effort between Humber’s academic and student services departments and is linked directly to the essential skills that students need to develop. Co-curricular experiences are grouped in terms of meta competencies, which are further sub-divided into individual competencies. The competencies are mapped to essential skills and students indicate which competencies they have developed through their co-curricular activities. Co-curricular experiences are offered through student services, student government and academic areas and are assessed and certified prior to launch. The CCR is also completely searchable, allowing students to look for experiences that match the competencies they would like to develop or the time they have available to participate.

Retention and completion

Drawing on historical data and a depth of experience, Humber strives to ensure that early identification and intervention are available for students who may be at risk of not completing their program of study. Intervention strategies target students who may be struggling academically or whose program interests may have changed. Outreach activities, conducted centrally and by each academic school, focus on early intervention, related academic supports and program advising combined with career aspirations. Planning is underway to assist these students through transfer credit advising, Prior Learning Assessment and Recognition (PLAR) advising and targeted bursary programs.

Student wellness

Humber provides students with services to support physical, mental and social well-being. Positive well-being supports the ability to learn and promotes academic success. Maintaining an ongoing awareness of personal health and emotions leads to a productive and satisfying life. Humber’s Student Wellness and Accessibility Centre is a holistic wellness hub that combines traditional health services, counselling and accessible learning services in one location. This approach gives students convenient, centralized access to multiple health care professionals and services, resulting in better and more effective care. One of Humber’s emerging goals is to be ranked as the healthiest campus in Ontario and it is planning to set measurable targets, based on National Health Care Assessment data.

Student mobility

As a result of its diverse program offerings and credentials, Humber is positioned to serve as a provincial hub for student transfers, leading to increased student completion levels and attainment of advanced credentials. Humber provides a series of student supports to assist transfer students with application and credit recognition, course/schedule mapping and program integration. In addition, transfer students are supported through unique orientation sessions and in-course advising. Humber conducts ongoing research to assess and build new services and supports that improve student outcomes.

Student communication

Recognizing the importance of effectively communicating with students and encouraging them to seek out support programs and services when needed, Humber launched an innovative marketing campaign known as WeGotYou. This multimedia campaign connects students to both development opportunities (e.g., leadership programs) and critical support services (e.g., mental health services) across the entire institution. Metrics show that wegotyou.humber.ca is a highly utilized resource for both new and returning students.

Internationalization

Humber infuses international activities and opportunities into the classroom and beyond. In today’s interconnected world, global experience is invaluable. Each year, more than 500 Humber students go abroad for an enriching study or work experience. Humber students returning from studies or internships abroad routinely say that it was a life-changing experience and one of the most personally and educationally rewarding things they have ever done. As an element of its Internationalization Strategy, Humber takes a comprehensive approach to the college-wide internationalization of the curriculum. International student services help international students get settled in Canada by providing support with permits and visa, housing options, health insurance and finances. Humber also offers services to support academic success through workshops focusing on effective reading, exam tips and academic research.

Math and writing support

Math and Writing HeadStart programs offered through Humber’s Math and Writing Centres provide fully online programs to assist students with skill building in math and writing. The Math HeadStart has more than 14,000 registered students. Humber is also a leader in the provincial College Mathematics Project.

Metrics and targets

Innovation in teaching and learning excellence

This section focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes.

This section captures institutional strengths in delivering high-quality learning experiences, such as experiential, entrepreneurial, personalized and digital learning, to prepare students for rewarding careers. It includes recognition of student competencies that improve employability.

It begins to identify indicators of quality that are currently available and within an institution’s control.

Institutional approach to innovation in teaching and learning excellence

Humber’s Centre for Teaching and Learning (CTL) supports the development of students and the acquisition of 21^st century skills through: faculty development, digital learning, curriculum design and development, learning spaces and scholarship of teaching and learning (SoTL) research.

Examples of institutional initiatives

Faculty development

Humber offers a Faculty Development Competency Framework to guide training and development for 21^st century learning. This framework includes teaching competencies that are required to optimize the delivery of an exceptional student learning experience. It also guides the development of new program offerings and resource allocation for faculty and creates clear development pathways for faculty to be engaged in ongoing learning, training and professional development.

New full-time faculty members complete a mandatory two-year Teaching Excellence Program, which includes a summer teaching clinic, various courses and an independent project and teaching practicum. Part-time faculty are encouraged to complete the Teaching Effectiveness Certificate, which includes courses on using learning technology, preparing for instruction, evaluation techniques and effective delivery strategies. In addition, the CTL offers:

• Specialty training certificate programs, which are designed to explore specific competencies and theoretical strands. These programs include the Culturally Inclusive Educator Certificate, Designing Differentiated Learning Certificate and Case Teaching and Writing Certificate
• Full-time and part-time faculty have access to the support of a teaching and learning coach and/or mentor to assist with self-reflection and professional development planning
• Humber’s Part-time Teachers' Mini-Conference offers professional development for part-time faculty from colleges across the province
• Humber’s annual Showcase Conference for faculty and staff builds community and provides a full day of peer-to-peer professional development
• Innovative faculty are identified by their Deans and sponsored to present new instructional methods at the following external conferences: League for Innovation in the Community College, STEMtech and the Society for Teaching and Learning in Higher Education
• Best practices and new methods are broadly shared with all faculty through the CTL website and Twitter account, a faculty list-serve, weekly email blasts and two YouTube Channels

Scholarship of teaching and learning research

SoTL is an emerging movement of academic inquiry. The SoTL department advances Humber’s approach to innovating teaching practices and promotes the use of evidence-based teaching practices to enhance student learning outcomes. SoTL provides:

• Research methodology workshops on a variety of topics, such as how to design a research project, proposal development and best practices in survey design
• Online research resources include internally developed tools and guides on conducting SoTL research, as well as links to external sources
• The Teaching Innovation Fund is a comprehensive support package to help faculty take a research project from ideation to final analysis and interpretation
• SoTL Conference field trips are offered to Teaching Innovation Fund holders. Fund holders attend a local SoTL conference to evaluate research talks presented by other professionals and to learn about effective research presentations
• Once faculty have completed a SoTL project, CTL supports dissemination of the results and innovation impact through its website, journals, lunch and learns and a three-day writing boot camp
• Cutting EDge is a new CTL initiative that helps faculty explore innovative technology and investigate how it enhances the classroom experience.

Digital learning/creative curriculum design and development

Humber’s Creative Productions unit works with faculty to create educational content. Faculty can access:

Creative support and innovative equipment/technology

• Premium equipment with training and technical support
• One-on-one training and technical support for screen capturing and video editing programs
• Training and support in using Humber’s lightboard and green screen to create unique video-modelling recordings and creative instructional videos

Multimedia resources

• Support from the Creative Production team to develop educational videos; services range from concept and script development to shooting and editing
• Inspired videos produced by CTL's on-site video team to help implement the flipped classroom model
• Humber Online, a one-stop shop for online courses, programs, and support services
• Online courses and learning experiences, enriched with multimedia content
• A virtual reality (VR) Studio (including a holodeck) to support and advance the use of VR and augmented reality in teaching and learning

Learning spaces

• 16 collaborative classrooms
• The resources of Humber’s libraries, which have 28 bookable group study rooms, 197 computers and a diverse range of study spaces, including study carrels, tables and casual seating sufficient to accommodate 1,200 students. Between Sept 2015 and April 2016, the Learning Resource Commons (LRC) Library on the Humber North Campus received nearly 418,000 visits. The Learning Commons at both the Humber North and Lakeshore Campuses support student research and collaboration and remain open 24/7, year round
• Access to Humber’s extensive collection of online resources. The libraries have increased their e-book collection, which now totals more than 216,000 e-books, the streaming video collection contains more than 20,000 films, videos, and movies, and the e-journals collection has approximately 75,000 full-text titles
• Makerspaces in Humber’s Open Learning Centre, which provide 3D printers and one-button studio, audio and editing equipment

System leadership

Humber commits to providing system-wide leadership by:

• Offering accredited teacher training programs through external organizations
• Offering training programs for faculty across the province, such as the Culturally Inclusive Educator Certificate and the Teaching Effectiveness Program
• Becoming a clearing house for teaching, learning and curriculum development tools and resources, including webinars, how-to videos and teaching tips
• Acting as consultant/advisor to colleges on issues and innovations related to faculty development
• Acting as a central communication hub for sharing and disseminating teaching and learning innovations and evidence-based practices
• Creating a centralized/coordinated SoTL research hub for colleges across the province
• Acting as a 21^st century curriculum development incubator, utilizing Humber’s creative production studio and SoTL department
• Acting as a provincial resource for research, training and development in the area of innovative teaching practices

Metrics and targets

Access and equity

This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed.

Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who did not meet admissions requirements.

Institutional approach to improving access and equity

Humber’s commitment to improving access and equity is evident through the numerous programs and initiatives it offers to support student success. Humber’s integrated and holistic approach, as defined by the SEM Framework, is intentionally coordinated. It provides access and pathways to education, training and employment for underrepresented groups, such as immigrants, Aboriginal Peoples, unemployed/underemployed individuals and youth who face challenges to entering these opportunities. The SEM Framework assists in linking activities that promote access and support to students across departments and academic schools.

Examples of institutional initiatives

Improving outcomes for newcomers

• Occupation-specific language training for internationally educated professionals provides English-language training specific to the professions of newcomers in Canada, with outcomes based on Canadian Language Benchmarks. Humber specializes in project management and technology-related professions
• Humber offers three bridging programs for internationally trained professionals: Engineering Software, Information Technology (IT) Infrastructure and .Net Developer. These programs include individual employment advising and job development
• Humber’s academic schools also partner with community agencies to deliver the following training programs for immigrants:
• Trade Wins, a support program for immigrants in the building trades
• Sales and Marketing Connections for internationally trained sales and marketing professionals
• SCAPE, a supply chain training program
• The Leadership Connections Program for people with senior-level experience and qualifications (Masters of Business Administration) in the Finance, Human Resources and IT industries. More than 82% of participants are employed within 12 months

Improving outcomes for students with disabilities

• An Employment Outcomes for Students with Disabilities Working Group is developing relationships between local businesses and graduates registered with Accessible Learning Services. A recent event included 55 employers and was provided exclusively for students registered with Accessible Learning Services
• The Easy Start Transition program for students with disabilities runs annually and is highly rated by participants. Ongoing support programs for students with disabilities help ensure that students feel connected to peers who have similar life experiences
• Accessible Learning Services and Career Services work collaboratively to deliver specific programming initiatives aimed at helping students with disabilities prepare for the workforce. These initiatives include web-based aids and tips sheets, a specific resource area on the Career Services website for students with a disability, career workshops and coaching services for the Autism Spectrum Disorders support group participants
• Humber hosts a full-day Transition to Work Event targeting students with disabilities and connecting them with key community experts who can provide specialized supports to help them in their job search.
• Humber has also struck a SEM Working Group to review current programs and services and recommend data-informed best practices that can aid in strengthening employment outcomes for students with disabilities

Improving outcomes for aboriginal students

• Working closely with its Aboriginal Education Council and utilizing a traditional, culture-based Four Directions model, Humber has completed a three-year Indigenous Education Plan (2016-19) that links and embeds initiatives with all academic schools and services
• A number of Indigenous initiatives are well established at Humber. They include a culture-based Indigenous Knowledge Certificate and an annual Indigenous Knowledge Gathering that attracts students, faculty, Elders, youth and community members. Implementation of Aboriginal-themed classrooms and numerous academic initiatives are in progress, including the creation of an Aboriginal Editor Circle, community capacity building and specific outcomes related to integrating Indigenous knowledge into the curriculum
• Humber provides an Aboriginal Resource Centre on each of its two main campuses. For the past seven years, Humber has also offered a culture-based and academically focused Aboriginal Camp Choice summer program for approximately 125 grade 7-8 students

Other community partner-based programs

Humber delivers a number of support programs that are currently underway or about to be offered in partnership with community organizations:

• Pumped for Post Secondary is a program offered in partnership with Big Brothers Big Sisters, Toronto. It serves 40 at-risk high school students through an intensive, immersive mentoring program
• The Women in Transportation program, funded by the Ontario Women’s Directorate, provides driver training to women who have experienced violence
• A transition program for racialized youth/young adults between the ages of 19-29 and currently not enrolled in school was launched in July 2017. The focus is on building confidence and skills and making a successful transition to Humber and further studies
• The Humber College Community Partnership Fund is made available for Humber schools and departments to collaborate with local community organizations. The funds are used to address a need in the community or sponsor an event that supports learning and pathways for underrepresented groups
• Pre-apprenticeship programs are offered in partnership with local community agencies to enhance outreach and wraparound supports for students. Examples of pre-apprenticeship training include cook, horticulture (including Humber’s second cohort in a provincial women’s correctional centre) and electrical. Programs include job development services to help students access subsidized placements/jobs upon completion of their training

Other group-focused initiatives

Humber offers a variety of group-focused initiatives that are based on its demographic data, with monitored outcomes and continuous improvement plans:

• The Bridge is a student engagement and retention program designed to foster the empowerment and success of racialized African/Black/Caribbean students enrolled at Humber. Through a series of workshops and a mentorship program, The Bridge helps students solidify identities of success by empowering them to believe in themselves and their abilities
• The First-Year Experience program provides students entering their first year at Humber with a framework for easing the transition to postsecondary education. The Your First Six Weeks component of the program uses a curriculum that addresses a critical time of transition for students. Peer Mentors help participants find their classes, learn about campus life and provide referrals to campus services and other engagement opportunities. Events include: Getting to Know your College Campus, Self-awareness and Learning s and Health and Wellness
• LGBTQ+ Resource Centres have been established on Humber’s two main campuses, supported by a Student Diversity and Inclusion Initiatives Coordinator, which is a full-time staff position. These centres offer drop-ins, student mentorship, social programming, workshops and discussion groups. Academic partnerships help Humber determine the best ways to support and make visible LGBTQ+ community members within the learning environment
• The Athletics department launched a series of initiatives under the #heretoplay campaign, which highlights the fact that diversity in race, ethnicity, sexuality and/or gender identity is welcomed at Humber. The campaign also focuses on anti-hazing messages and zero tolerance for sexual violence

Retention initiatives

• The Early Leavers retention initiative identifies the characteristics and demographics of early leavers, with the goal of differentiating those early leavers who were successful in their programs, yet chose not to continue. The primary focus is on students who were academically successful, to encourage and remove barriers from completion
• The Required to Withdraw outreach campaign is exploring the impact of program fit on student success, with the goal of reconnecting students to a more suitable program. First-semester students who are required to withdraw are contacted to assess and address factors that contributed to the withdrawal, with the hope of developing a path of re-entry

Metrics and targets

Applied research excellence and impact

This section captures institutional strengths in producing high-quality applied research that further raises Ontario’s profile as a globally recognized research and innovation hub.

Applied research projects create or improve products, services and processes. College applied research gives industry firms access to the skills and competencies of faculty and students, facilities and equipment and markets and networks through the colleges’ connections to local business and communities.

Institutional approach to applied research excellence and impact

Humber’s Academic Plan commits the college to implementing a research and innovation culture that nurtures the production and dissemination of new knowledge and original works to support faculty and students in solving real-world problems. The Academic Plan also calls for implementing a Centre of Innovation strategy that increases Humber’s reputation as a regional, provincial and national leader in learning and innovation. The initiatives employed to meet these goals support Humber’s vision to differentiate itself as a polytechnic leader[4].

Examples of institutional initiatives

Humber’s Strategic Applied Research and Innovation Plan identifies four pillars of activity that address the related goals in the Academic Plan that support research excellence. Research activity and institutional initiatives fall within each of these pillars.

Build applied research capacity

Humber supports increasing applied research capacity in all academic schools through the following initiatives:

• In partnership with the Centre of Teaching and Learning, Humber builds faculty capacity to engage in applied research by offering workshops, courses and individual support
• Faculty are offered a series of internal funding opportunities for applied research projects with community/industry partners
• The capacity of Humber students is enhanced through the creation of an online Research Assistant course, designed to prepare students to work with faculty on research projects, inside and outside the classroom

Establish centres of innovation

Humber encourages and supports interdisciplinary research and projects through the creation of Centres of Innovation. Three Centres of Innovation have been identified and each one will create opportunities for faculty and staff to engage with industry and community partners on multidisciplinary projects. The Centres align with Humber’s knowledge clusters and identified areas of program strength.

The Centres of Innovation are:

• Centre for Technology Innovation — located at the Humber North Campus
• Centre for Creative Business Innovation — located at the Humber Lakeshore Campus
• Centre of Innovation in Health and Wellness — located at the Humber North Campus

Develop clusters of knowledge

The Applied Research and Innovation department has developed the following clusters of knowledge, which are consistent with Humber’s areas of program strength and Centres of Innovation:

Systems integration – this cluster of knowledge is aligned with humber’s program area of strength and centre for technology innovation

• Systems integration is the process of joining the various subsystems used in industrial processes into a larger, more efficient and cohesive system. Students working on applied research projects in this field combine existing components into an integrated system and ensure that each subsystem functions in sync to support innovation. Systems integration projects often feature the skills of students from such programs as Electromechanical Engineering, Mechanical Engineering, Computer Engineering, Electronics and Industrial Design. Humber has directed considerable work towards supporting Ontario’s manufacturing sector to implement systems integration
• Applied Research and Innovation has supported successful collaborations on systems integration projects, such as developing an automated car seat testing system, redesigning and customizing automated systems for water feature installations and sending Humber students and alumni to compete in World Skills competitions for Mechatronics. By collaborating with Humber on these projects, industry and community partners have access to a range of facilities, including the robotics/automation lab, the manufacturing lab, the instrumentation, process control and Programmable Logic Controller labs and a machine shop

Internet of things/industry 4.0 – this cluster of knowledge is aligned with humber’s program area of strength and centre for technology innovation

• The Internet of Things (IoT) is the rapidly growing network of machines, appliances, systems and devices that feature Internet connectivity. IoT objects are equipped with sensors, controlled remotely and integrated into computer-based systems that result in improved efficiency, accuracy and economic benefits. Humber students from Computer Engineering Technology, Industrial Design, Web Design and Interactive Media, Wireless Telecommunications, User Experience Design and other programs are trained in the skills required to collaborate on IoT projects and make these interconnected communications a reality. By collaborating with Humber, partners and those involved in the project have access to a range of facilities, including the Electronics Circuit Board Prototype Lab, wireless/networking labs, an RF/fibre optic lab and a data networks lab
• Applied Research and Innovation has supported IoT projects that led to the development of an automated furnace system and an agricultural appliance tablet application

Transmedia – this cluster of knowledge is aligned with humber’s program areas of strength and the centres for creative business innovation and technology innovation

• Applied research in this area focuses on media solutions. Humber’s transmedia expertise ranges from interactive storytelling and innovative web and mobile design to advertising and public relations, 3D animation, journalism and more. In all areas, Humber’s students think usability first, bringing user experience design thinking to all projects
• Humber has a Usability Lab, where content creators can assess the interaction between a user and a design. This Usability Lab was built to ensure that the environment does not interfere with testing. Designed with flexibility at its core, it has been equipped with a broad variety of technology, supporting usability testing at many different levels of sophistication. The lab is mobile, so it can be moved to the locations of partners interested in using and evaluating Humber’s designs, as well as their own
• Humber students from such programs as Game Programming, Graphic Design, Web Design and Development, Photography, Journalism, Web Design and Interactive Media and Film and TV Production collaborate with partners to help create media solutions. Applied Research and Innovation has supported transmedia projects that led to the development of a counselling website, as well as collaborations between media studies and business students to create websites for various small businesses
• Humber is home to many media facilities that support media studies research projects, including the Usability Lab, Humber Newsroom, HD TV Mobile Unit, Radio Humber and various film, TV and photography studios

Social innovation – this cluster of knowledge is aligned with humber’s program area of strength in social innovation and centre of innovation in health and wellness

• Humber’s strength in social innovation is focused in the area of community development. Projects in this area aim to address community challenges by collaborating with members of the community to take collective action. Social innovation projects create opportunities for students from such programs as Addictions and Mental Health, Criminal Justice, Child and Youth Care, Research Analyst Postgraduate, Food and Nutrition Management, Social Service Worker, Developmental Service and many other programs across all Humber schools
• Social innovation projects supported by Humber include a collaboration with the Toronto Police Service that involves students in helping to evaluate the Neighbourhood Policing Program. Students and faculty also took part in a project to analyze the effectiveness of a program for incarcerated women and a project for a pre-college prep program to support marginalized students. Humber maintains a number of facilities that support this applied research, including the Conflict Resolution Simulation Lab, the Crime Lab and the Forensic Studio

Sustainable architecture and energy efficient construction – this cluster of knowledge is aligned with humber’s program area of strength and centre for technology innovation

• Applied research in the area of sustainable architecture and energy efficient construction involves projects that seek to minimize the negative environmental impact of buildings. This is achieved by efficiency and moderation in use of materials, energy and development space, both in construction processes and resulting infrastructure. Partners collaborate with faculty and students from such programs as Architectural Technology, Computer Engineering, Project Management and Sustainable Energy and Building Technology, to work on projects that create more sustainable architecture
• Collaborators working on sustainability projects at Humber can access a variety of facilities, including the Sustainable Energy Labs, Energy Auditing Lab, Building Automation Systems Lab and the Renewable Energy Lab. Applied Research and Innovation has supported a number of sustainable architecture projects, such as designing passive houses, conducting energy modelling of building envelopes and insulation and analyzing the common wall air leakage quantification in solid masonry, semi-detached homes

Support and promote entrepreneurial activity

• The Centre for Entrepreneurship (CfE) is the student-focused, on-campus destination for those interested in exploring the world of entrepreneurship and intrapreneurship. The CfE provides a space for like-minded individuals to meet, collaborate and create. The CfE has specialized opportunities that stimulate new ways of thinking and support unique goals. These experiential learning opportunities include interactive workshops, networking events and startup competitions. Participating students, alumni and community members are encouraged to use CfE's facilities and physical resources to help develop, grow and test business ideas
• The Cultivate Fund supports Humber employees engaged in original, externally focused research and innovation. It provides modest amounts of funding to employees exploring strategic research or innovation initiatives with an industry, community or academic partner. Calls for applications occur once per term. In 2016-17, 16 projects were funded
• The Ignite Fund gives Humber the flexibility to support projects that address emerging opportunities arising outside of the Cultivate Fund funding periods. All Ignite applications involve longer-term applied research and innovation initiatives. In 2016-17, 11 projects were funded

Metrics and targets

Innovation, economic development and community engagement

This section recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Aboriginal Institutes and a program mix that meets needs locally, regionally and beyond.

Institutional approach to innovation, economic development and community engagement

In its Strategic Plan, Humber recognizes the importance of maximizing the impact of partnership. Humber’s many academic, industry, community and international partnerships support student success and mobility, advance business and industry goals and enhance teaching and learning. Partnerships highlight Humber’s commitment to working collaboratively with diverse constituents, both domestic and international. The ability to innovate and support economic development and community engagement is enhanced by the breadth and depth of Humber’s program and service offerings, from apprenticeship to degree and adult education to English as a Second Language. These offerings are supported by a comprehensive co-curricular approach and are integral to Humber’s polytechnic identity and direction.

Through more than 200,000 graduates, industry partnerships, educational partnerships and specialized training, Humber contributes significantly to local, national and international economies and communities. At the local level, Humber provides services that support non-traditional learners by providing access to postsecondary programs, specialized training and job preparedness. Internationally, Humber provides educational exchanges, partnerships and focused, skill-based training to engage students and faculty.

Examples of institutional initiatives

Community outreach and workforce development

Community outreach and workforce development support people in local communities who may not traditionally access education and employment. Humber partners with community agencies and government to offer a broad range of programs and services that assist youth, Aboriginal Peoples, immigrants to Canada and unemployed and underemployed individuals to enter postsecondary education, apprenticeships and meaningful work opportunities.

Community partnerships

Humber has well-established relationships with partners in various sectors throughout the Greater Toronto Area (GTA), including industry, corporate, education, labour, government, community agencies and other granting bodies. These linkages help to ensure that Humber is responding to labour market and community needs by designing and delivering essential programs and projects that support and enrich communities. Examples of community partnerships include the Council of Educators of Toronto, Toronto Workforce Innovation Group, Toronto Region Immigrant Employment Council and College Sector Employment Services.

Program advisory committees

Humber’s Program Advisory Committees have helped to create one of the most diverse program rosters in Canada. A strong focus on industry partnerships is a key element of the polytechnic model of education. Program Advisory Committees play a major role in ensuring that Humber’s programs are relevant, current and serve the needs of the marketplace. There are 120 active Program Advisory Committees at Humber, representing more than 1,300 different industry partners throughout the GTA.

International Development Institute (IDI)

IDI brings together students, faculty and development partners to contribute to better global development by effectively bridging theory and practice. Humber’s expertise in technology, education, health and wellness, business and social services provides opportunities for a wide range of development projects. Current and past projects include: an economic and development strategy (Sulawesi); curriculum upgrading and design (Malaysia); and infrastructure, healthy living and growth (Kenya).

International partnerships

Humber has approximately 75 international partnerships. Humber’s longest standing partnership is with China’s Ningbo University. In 2016, Humber celebrated 20 years of offering a joint partnership program with Ningbo. Students in the program live and learn in both countries, studying business practices and gaining exposure to international trade. The first two years of the three-year program take place in China, where students are taught core business classes by Humber faculty. Students come to Humber for the final year of their studies. As of 2017, the programs have produced more than 1,500 graduates. This partnership serves as the foundation for similar partnerships. Humber has numerous Study Abroad/Semester Exchange Partners, such as: IMC University of Applied Science Krems (Austria); Waterford Institute of Technology (Ireland); Robert Gordon University (Scotland); Unitec Institute of Technology (New Zealand); Kansai Galdai University (Japan); JAMK University of Applied Science (Finland); Parul Institute of Engineering and Technology (India).

Continuing education

Humber’s Education and Training Solutions (ETS) department offers training and education to non-traditional academic associations and community partners. ETS supports over 2,000 adult students per year in 12 programs. More than 60% of the courses are offered online. Programs include the Asset Management Professional Certificate, Condominium Management and Administration Certificate, Property Management Certificate and Volunteer Management Leadership Certificate.

• The Asset Management Professional Certificate is an exclusive partnership between Humber and the Plant Engineering and Maintenance Association of Canada (PEMAC). The first cohort from this program graduated in December 2016. Graduating students are eligible to apply for the Certified Asset Management Professional designation through PEMAC
• ETS also hosts credential testing, including the Ontario Building Code Examination and the Life License Qualification Program

Employment services

Humber has five Community Employment Service centres funded by the Ministry of Advanced Education and Skills Development (MAESD). Humber provides a full service to individuals who are seeking employment in the community, including:

• Information and referrals
• Workshops on a number of topics to support job seekers
• Job fairs for employers to recruit Employment Service clients and others in the community
• Wage incentives to help employers hire people who may require some upfront onboarding support to start a position
• Funding to help job seekers obtain a Metropass, clothing, tools and short training sessions to start a job
• The Mentoring Partnership, a program Humber offers in collaboration with the Toronto Region Immigrant Employment Council (TRIEC); the program matches established Canadian professionals with skilled immigrants from the same field to build networks and find employment
• Youth Job Link, for job-seeking youth between 15-29 years old; the program helps young people understand the career options available, prepares them for the job market and assists them in finding a full-time, part-time or summer job; financial supports are available for employers who hire from this program
• Apprenticeship signing bonuses, which are managed by the Employment Service Centres to assist individuals and employers arrange an apprenticeship
• Second Career applications, facilitated by Employment Advisors

Metrics and targets

Enrolment strategy, program direction, sustainability and partnerships

Enrolment strategy and program direction

Enrolment plan

The purpose of this section is to identify institutional enrolment plans and aspirations. The enrolment projections are based on Humber’s plans and assumptions for the coming years.

As given in the College Funding Formula Technical Manual, the introductory corridor midpoint in 2019-20 will be calculated based on the “three-year average, two-year slip”, the average of three years of enrolment two years prior to the funding year.

Domestic projected funding eligible enrolment

Projected eligible full-time head count

International projected funding-eligible enrolment

Projected eligible full-time head count

International strategy and collaboration

In 2012, Humber’s first comprehensive Internationalization Strategy was created. The strategy provides direction to the Humber community and Humber’s extensive list of international partners regarding the college’s approach to internationalization throughout the life of the plan. Over the past five years, Humber’s adoption of comprehensive internationalization has been realized. This strategic approach was awarded the Gold Medal for Internationalization Excellence by Colleges and Institutes Canada (CICan) in 2015.

Humber’s approach is multifaceted and is not weighted solely in resources, mindset or activities towards the recruitment and enrolment of international students.

The Internationalization Strategy articulates five key objectives that have defined Humber’s direction and accomplishments in internationalization. They are:

• Goal 1: Recruit and support an increasingly diverse group of students from countries around the world
• Goal 2: Provide opportunities for students to study and complete work placements abroad
• Goal 3: Ensure Humber faculty and staff are equipped to support internationalization efforts across the campus
• Goal 4: Develop strategic partnerships designed to engage the Humber community in academic exchanges and collaboration
• Goal 5: Advance initiatives that create opportunities for faculty and students to contribute to international development

Achievements

• Goal 1: In 2016-17, Humber enrolled more than 4,700 international students from 133 different countries. This represents approximately 17% of Humber’s total enrolments. Humber’s strategy to broaden its market reach has reduced the risk of specific markets dominating its international student intakes.
• Goals 2 and 4: In 2016, Humber sent more than 500 students to study or work outside of Canada at one its key strategic international partners.
• Goals 3 and 4: Close to 100 faculty and staff members at Humber have completed the Culturally Inclusive Educators Certificate. The program encompasses five courses designed to help strengthen and enhance participants’ intercultural knowledge, communication, curriculum development and differentiated teaching skills when teaching and supporting international higher education students. The certificate is now being pursued by faculty and staff members from international partner postsecondary institutions.
• Goal 5: In summer 2017, Humber’s International Development Institute completed its work in Indonesia on the Sulawesi Economic Development Strategy project (SEDS), a five-year, $4.6 million initiative to help seven local universities in Sulawesi develop capacity to deliver entrepreneurial curricula. This project was funded by the Government of Canada through the Canadian International Development Agency (CIDA) and Humber

In 2017, the Humber community will be asked for feedback regarding the next five-year internationalization plan. The next iteration of the plan will be developed by the Internationalization Committee, a multi-school, cross-functional group that will consult with academic and administrative stakeholders to maximize community input into the plan’s development. This committee also coordinates the execution of the strategy across the institution and acts as an advisory group to the college leadership on market conditions and opportunities.

A key component of the new internationalization strategy will be the definition of international enrolment goals, given the current domestic enrolment context, in terms of both demographic changes and funding model changes. Humber has had the benefit of enduring, strong domestic enrolment, which has allowed it to maintain its international enrolment at a proportion (15-17%) much lower than other GTA institutions. Humber has achieved this while maintaining significant academic quality, as reflected in the high progression and graduation rates of its international student body.

Moving forward, the proportion of international students may increase slightly, but this will be done in a way that maintains diversity in the international population and is in concert with Humber’s efforts to maximize domestic enrolment, when and where possible.

The new plan will be developed according to the strategic planning direction set out by Humber’s new strategic planning process. The new Internationalization Strategy will both complement and support Humber’s Strategic Plan.

Strategic areas of program strength and expansion

Program areas of strength

1. Media
2. Creative & Performing Arts
3. Design
4. Social Services
5. Law and Security
6. Health and Wellness
7. Nursing
8. Business
9. Technology

Program areas of expansion

1. Transmedia Arts and Design
2. Community Services & Social Justice
3. Health and Wellness
4. Business
5. Technology

Apprenticeship

As a polytechnic institution[5] that offers a range of credentials, Humber provides apprenticeship training at three campus locations. Several of the apprenticeship programs lead to pathways to higher credentials. Apprenticeship is offered in the following program areas:

• Arborist Apprenticeship program
• Construction Boilermaker Apprenticeship program
• Cook (Cuisine) Apprenticeship program
• Electrician: Construction and Maintenance Apprenticeship program
• Electrician: Industrial Apprenticeship program
• Horticultural Technician Apprenticeship program
• Institutional Cook Apprenticeship program
• Developmental Services Worker Apprenticeship program
• Plumber Apprenticeship program

The pathways that allow students to apply college-level certificate learning to their apprenticeship certification are indicated in the chart:

Financial sustainability

The Ministry and Humber recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:

It is the responsibility of the Board of Governors and senior administrators of the College to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the College agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future.

The College remains accountable to the Ministry with respect to effective and efficient use of provincial government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.

Institutional collaborations and partnerships

Humber has a number of key partnerships that ensure students have access to a range of learning opportunities, including:

Partnership with the University of Guelph-Humber

The University of Guelph-Humber is a collaboration between the University of Guelph and Humber. The University of Guelph-Humber was established in 2002 and offers seven four-year undergraduate programs, each of which grants a university Honours degree from the University of Guelph and a diploma from Humber. Each program also features experiential learning components. There are approximately 5,000 students enrolled at the University of Guelph-Humber, which is located at the Humber North Campus.

Partnership with the University of New Brunswick

Humber’s partnership with the University of New Brunswick (UNB) has provided degree-level nursing education to thousands of Ontario students since its inception in 2001. Through ongoing collaborative efforts, the UNB-Humber Bachelor of Nursing program has evolved to address some of the particular characteristics of practising in a diverse community. The curriculum also responds to the future demands and expectations of healthcare professionals. This partnership has helped Humber develop university-level capacity in the following areas: research and scholarly development, faculty recruitment, curriculum design, clinical and classroom resources and administrative and reporting structures.

Skills ontario

The Skills Ontario Competition is Canada’s largest skilled trade and technology competition. It offers a valuable opportunity for top students to demonstrate that they are the best in their field. Humber is a premier partner with Skills Ontario and hosts the skills competition each year.

Real estate training and certification

Humber has signed an exclusive provincial contract to be the accredited delivery provider for the Real Estate Council of Ontario. The contract commences July 2019 and includes the delivery of nine courses, service contracts and exams to more than 50,000 registrants per year.

International language schools

Humber is establishing the English for Academic Purposes (EAP) program in China, in partnership with Shanxi Technology and Business College in Taiyuan, Shanxi Province. The program will then be expanded to Ningbo University in Ningbo, Zheijian Province and Jimei University in Xiamen, Fujian Province, two of Humber’s longstanding partners. Humber’s goal is to provide English-language training offshore so that international students can complete postsecondary studies at Humber or other postsecondary institutions in Canada.

Academic partnership with the regional municipality of peel

Humber, in co-operation with the Regional Municipality of Peel, offers a MAESD-approved Advanced Care Paramedic postgraduate program. The program trains primary care paramedics currently employed by the Region to the advanced care paramedic level. The content of the program is based on the Ontario Emergency Health Services Advance Life Support training standards and the Advanced Care Paramedic competencies outlined in the Paramedic Association of Canada’s National Occupational Competency Profile.

Ministry/government commitments

• The SMA2 process has focused on implementing the first stages of the new funding model and demonstrating the ongoing commitment by all colleges and universities to student success. Future growth will only be funded through negotiated changes to an institution’s funded enrolment corridor. Through the SMA2 cycle, the ministry will continue to work closely with institutions to ensure all dimensions of the funding model are implemented.

• In a memo to colleges and universities dated March 7, 2017, the ministry committed to using the SMA2 (2017-20) process as a transitional phase to commence the collaborative and joint development of performance metrics and targets, tied to funding, for SMA3 (2020-23). The ministry reiterates this commitment and reaffirms that metrics and targets included in SMA2 are not tied to funding at this time and are a beginning point for further discussions with the sector prior to their application in SMA3. Colleges and universities will have the opportunity to reset and realign metrics prior to the application of metrics in SMA3. The ministry will also engage other stakeholders as part of discussions on a broad metrics strategy.
  • The ministry commits to establishing a joint working group with each of the sectors and to begin detailed discussions in fall 2017 on metrics/targets and to seek input on the performance measurement methodology for SMA3.

• Colleges, universities and the ministry all benefit from processes that are transparent and non-duplicative. The ministry commits to work with colleges and universities to continue to streamline processes and seek opportunities to further reduce red tape (in part through increased access to other tools), including reducing or eliminating duplicated reporting requirements.

• Through SMA2 discussions, the ministry has heard concerns about the challenges of delivering breadth in programming for Francophone and Francophile students, including the cost and funding of such delivery. Starting in fall 2017, the ministry commits to consulting institutions who have a formal mandate for bilingual and/or French-language delivery to review the delivery of French-Language programming and consider these concerns

• In 2016, an extension of the existing tuition policy framework was announced to support a major reform in OSAP. The ministry will engage with both the college and university sectors around the next tuition policy framework, including examining the issue of tuition anomalies in certain professional programs as a result of past changes to tuition policy, and, for colleges, examining tuition levels relative to competitive college tuition frameworks in Canada.

• In recent years and during the SMA process, there has been an increased interest in the creation of a new polytechnic designation in the Ontario postsecondary education system. Starting in fall 2017, the ministry commits to undertake a review that examines whether improved benefits for students and employers are sufficient to make such a change. The ministry commits to working collaboratively with institutions across the sectors on this review.

• The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.

• The ministry commits to continue to work collaboratively with colleges to review the eligibility criteria and allocation method for the Small, Northern and Rural Grant to help target funding to best meet sustainability challenges

[1] The ministry acknowledges Humber College’s request for a polytechnic designation. The ministry will be undertaking a review of this issue and has noted Humber College’s position.

2014-17 Strategic Mandate Agreement: Humber College Institute of Technology and Advanced Learning

[2] The ministry notes Humber College’s request for an increase to the degree cap threshold. The ministry will work with the college through the SMA2 cycle to monitor the degree cap count and will work with Humber in the event the threshold is reached.

[3] The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.

[4] The ministry acknowledges Humber College’s request for a polytechnic designation. The ministry will be undertaking a review of this issue and has noted Humber College’s position.

[5] The ministry acknowledges Humber College’s request for a polytechnic designation. The ministry will be undertaking a review of this issue and has noted Humber College’s position.