2017-20 Strategic Mandate Agreement: Sir Sandford Fleming College of Applied Arts and Technology

Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Sir Sandford Fleming College of Applied Arts and Technology 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.

Sir Sandford Fleming College of Applied Arts and Technology Vision, Mission and Mandate

Fleming College recognizes that it is located on the First Nation territory of the Mississauga and the Anishnaabe peoples and is committed to respecting their rights and culture.

At Fleming, we promise a learning experience for our students that is student-centred, personalized and holistic. We offer a broad range of programs in specialized and core disciplines with an emphasis on applied learning, flexibility and essential skills[1] for a labour market that is constantly evolving. Our students come from across the region, the province and the globe to create a diverse learning community that prepares them to succeed in a dynamic, evolving global community. In fact, Fleming draws 55% of its domestic students from outside its region. That is the highest compared to all other Ontario Colleges and higher than 11 Ontario Universities[2].

We have four campuses, each with its own character. Our Frost Campus in Lindsay, home to a nationally recognized portfolio of environmental education programs, is also a model of environmental sustainability, with a wind turbine that will produce off-grid power, a green roof and an alternative wastewater treatment system. The Haliburton School of Art + Design is located at our growing Haliburton Campus and features spacious new studios in a setting that inspires creativity. Our Sutherland Campus in Peterborough boasts the state-of-the-art Kawartha Trades and Technology Centre. In Northumberland County, the Cobourg Campus provides a community learning hub to serve residents through full-time and part-time programs. At every campus, we promise students will find a committed staff team and personalized services to support their success.

Our vision

Fleming. more than skills.

Inspired by Sir Sandford Fleming, we are inventive. Fleming will be known for our continuous pursuit of excellence in teaching and every endeavour.

Our graduates will be recognized for exceptional knowledge, skills, attitudes, and values on their lifelong journeys of learning and discovery.

We are community focused yet we play a distinctive role serving Ontario and beyond through our specializations.

Our core promise to students

LEARN (Kendaaswin[3])

You will be empowered to develop both technical and life skills. You will be the architect of your own experience, choosing from an array of exceptional educational and extracurricular opportunities, within and beyond the classroom.

BELONG (Dibendaagoziwin[3])

There is a special feeling to our campuses. Our faculty and staff members, along with your classmates, welcome, engage and support you as you live, learn and grow as part of our inclusive learning communities.

BECOME (E-yaawyin[3])

You will be equipped with the tools you need to build a better future – for yourself and for those around you. You will have renewed confidence in your skills, values and capabilities. From here, you can go anywhere.

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 our 50^th year, we continue to be inspired by our namesake, Sir Sandford Fleming and we aspire to graduate citizens who embody his inventive spirit. Thus, we challenge and engage them to:

• Dare to dream
• Expand your knowledge and skills
• Develop yourself along with others
• Create learning communities
• Be inventive
• Build a better future
• Enjoy the journey

What defines Fleming’s differentiated role? It is the chemistry of our location, our size, the personalized student experience we offer, our rich blend of specialized and core programs, our applied research capability and our collaborative relationships with colleges, universities, school boards and industry. Over the next three years, we will build on these strengths and leverage our relationships in the following five domains:

1. Program Enrichment and Growth. We will attract more students to existing and new specialized programs in environment, natural resources, arts and heritage arts. We will build on the quality of our core programs in health, business and hospitality that support regional economic and social health. We will increase cross-discipline programming to better prepare our students for multiple careers and the rapidly evolving nature of work. We will grow our international activities (applied research, partnerships and enrolment) as drivers of academic excellence, global education and economic health. We will expand programs and services at our Haliburton School of Art + Design

2. Student Success First. We will add more customized elements to the student learning experience with a focus on career education and transferrable skills to compete in a dynamic labour market. We will increase pathways to facilitate access, with a special focus on opportunities for Indigenous students. We will build new partnerships and deepen industry relationships that will shape the evolution of our programs and create new opportunities for experiential learning and employment for our grads

3. Discovery and Innovation. We will expand program and applied research activity related to the developing low-carbon economy and sustainability, including growth in our Centre for Advancement of Water and Wastewater Technologies and the launch of a new Centre for Sustainable Municipalities that will provide a one-stop shop for municipalities related to infrastructure and infrastructure services

4. Sustainability. We will deepen and expand our expertise and programming related to sustainability in both natural and built environments. We will pursue our commitment to a low-carbon economy and to the UNESCO-UNEVOC (United Nations Educational, Scientific and Cultural Organization’s International Centre for Technical and Vocational Education and Training) criteria for a green campus, a green curriculum, a green community, green research and a green culture. We have achieved a Silver rating in the Sustainability, Tracking, Assessment and Rating System (STARS)

5. Organizational Excellence. Organizational excellence is fundamental to our sustainability as an institution and to our role within Ontario’s postsecondary system. We embrace the view that sustainability includes both financial and academic measures; demands a predictive approach to planning, and; can only be achieved in collaboration with the government, other postsecondary institutions and our institutional partners. It also requires an approach that is aligned with the distinctive mandate, mission and strategic plans that define Fleming’s differentiated role in the system

We will pursue these aspirations in our region, our province and internationally — offering students, employers, our communities and our country a new generation of talented and committed citizens who will play a vital role heading to Canada’s 200^th birthday.

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

Fleming is delivering a student experience — within and beyond the classroom — that is personalized, flexible and responsive to individual needs. The experience is the result of: Fleming’s size; its location in a community that feels responsible for the college students and staff, and; a caring culture that has been developed intentionally over many years. Fleming will build on this defining characteristic by:

1. Developing and implementing an integrated student success strategy to support its domestic and international students from recruitment through to graduation
2. Streamlining and innovating student services to maximize one-stop shopping and self-service options both in person and online
3. Introducing a plan across the college to help students develop proactive, self-management and career building skills that are key to lifelong career management and employability in the context of a rapidly changing information- and knowledge-intensive economy
4. Promoting and recognizing innovation and excellence in teaching by supporting and engaging faculty and staff in industry practices, discipline research, and educational technology
5. Implementing effective, evidence-based program review and accreditation processes to ensure program delivery that meets the highest standards of academic excellence
6. Continuing to build accessible academic and career pathways for all programs, enabling mobility between institutions and programs
7. Expanding current experiential learning opportunities (simulation labs, applied research projects, clinical or field placements, co-op placements, entrepreneurship activities, apprenticeship, service learning and/or relevant work experience) to ensure this is a core component of all vocational programs
8. Planning improvements to the Haliburton campus in partnership with the municipality that will accommodate increased enrolment, expand student services and determine the feasibility of a student residence

Examples of institutional initiatives

1. Mapping the student journey, from prospect to graduate, to determine where to further customize/personalize, streamline and further enhance self-service and improve customer service/the student experience. The project will include the creation of insight groups (students, industry leaders and college staff) who will help imagine/design solutions that support this goal.The results of this project will include in-person and virtual Student Hub that offers one-stop shopping to help students get the information/help they need and/or resolve issues

2. Introducing career development maps for all students. This online tool will provide integrated academic and career messaging specific to each program. This will allow prospective and current students to research program options and promote earlier planning and increased engagement. As a result, students will:
   • Understand the essential skills associated with their program
   • Be more confident in making informed academic and career decisions and plans
   • Be more aware of experiential learning and resumé building opportunities
   • Be motivated to start career planning earlier and prepare for their work search at graduation
   • Be aware of support services relevant to their needs

Career service support will be available for each program with career development maps. Initial adoption of the tool will be based on hits to the online version and number of print copies distributed. Fleming will build on the measurement systems developed by Queen’s University, including a self-reported student impact survey and other instruments to determine impact on program choice and graduate employment.

3. Ensuring experiential learning opportunities for all students in vocational programs. Currently, the majority of Fleming students have at least one experiential learning opportunity during their program. These opportunities range from co-op placements, simulations, field camps and field placements to applied projects working with clients from the business community. Co-op placements offer one of the best experiential learning options. Currently, Fleming offers 300 co-op placements annually. These experiential learning opportunities ensure that the student has an opportunity to understand and experience exactly what an entry-level position in his/her chosen field will be like. Over the next three years, Fleming will ensure that every vocational program includes an experiential learning component

4. Growing the FastStart program — an extra-curricular activity that teaches entrepreneurship for students and community members 29 years of age or under. The program is funded through a provincial grant being shared among four post-secondary institutions (University of Ontario Institute of Technology, Durham College, Trent University and Fleming College). Since inception, it has organized 42 events and engaged close to 1,000 students. Participants learn the key principles of entrepreneurship, generate business ideas and work to scale them for launch

Metrics and targets

*Metrics Baselines reflect the most recent data available at the time of publication (16/17 or 15/16 year)

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

Academic excellence, innovation in teaching and learning, and student success are the foundation of Fleming’s Academic Plan. The Plan is built on the following six pillars:

1. Innovative Design: Ensuring courses and programs are designed to be accessible, outcomes-based, applied and include authentic assessment. By 2020, Fleming will have established programs that will include cross-disciplinary components and all vocational programs will include an experiential learning component. Fleming will implement a variety of models to assist faculty with learning design and the integration of educational technology
2. Applied Learning: Building experiential learning into every vocational program. Fleming will develop applied research frameworks tied to the expertise/priorities. It will provide concrete opportunities for faculty, students and external partners to collaborate, including support/training for faculty and students to prepare high-quality proposals. It will expand/promote the Applied Projects program and the world-class research activities in the Centre for Advancement of Water and Wastewater Technologies

3. Engaged/Empowered Faculty and Staff:
   1. Faculty - Supporting a comprehensive and continuous faculty and staff development program, which includes a teaching portfolio and advances the teacher’s understanding of his/her role as mentor, learning designer and subject-matter expert. Fleming will engage faculty in inter-professional collaboration and inter-disciplinary teaching assignments. It will support the integration of educational technology into all teaching practice
   2. Staff – Offering a variety of learning opportunities and accessible resources that will enhance staff members’ skills and capacity to innovate, engage and support the learning environment. Development programs will encourage creativity, teamwork and continuous improvement

4. Supports for Student Success: Implementing a college-wide advising model that supports student success, and retention from application and admission to graduation. Fleming will tailor services for special populations such as Indigenous, second career, international, first-generation, Community Integration through Co-operative Education (CICE), part-time students and students with disabilities. It will develop specific strategies for programs that have below average retention or graduation rates
5. Quality Assurance: Meeting/exceeding accreditation standards. Fleming will ensure continuous consultation with employers and community partners to maximize graduate competencies. It will use integrated program planning tools, Key Performance Indicator (KPI) data and metrics, and space planning processes to support ongoing revitalization and renewal of the college program mix. Fleming will give priority to experiential learning, student participation in applied research and flexible learning tools
6. Education Pathways: Developing and implementing a student mobility framework that aims to increase the number and ease of student pathways into, within and from the college. Fleming will provide staff support to assist students in maximizing these opportunities, including international learning experiences

Examples of Institutional initiatives

1. Offering modern ways to learn :
   • Expanding personalized and digitized learning including the use of BYOD (Bring Your Own Device) in classes. Fleming is building course design and technology training into faculty development programs and increasing the number of hybrid and online courses
   • Building capacity for inter-professional education and cross-discipline simulation into new labs in health, community development and justice, which is to be completed with Strategic Investment Fund (SIF) funding
   • Implementing new flexible learning options with a special focus on attracting non-direct students. These options will focus on: flexible timeframes (evenings, weekends, block modules); flexible participation modes (fully online, videoconferencing, blended learning), and: flexible structures (short-term credentials, modular programs, concurrent credentials)[4]

2. Learning that enhances job readiness:
   • Ensuring that every vocational program includes experiential learning (co-op placements, simulations, field camps, field placements, applied projects working with clients from the community). Fleming is building on the successful Applied Projects program, where students are partnered with industry organizations to undertake projects in real-world workplace settings
   • Improving access and availability of co-curricular learning (e.g., Career Development Certificate, Information Literacy Certificate, Campus Wellness Certificate) to enhance student readiness for the evolving labour market
   • Increasing opportunities for in-service learning that will cater to employees and employers in related businesses and public service agencies. Fleming is restructuring its Continuing Education and Contract Training departments with a mandate to develop and deliver credit and non-credit programs to meet this objective

3. Promoting and expanding the Indigenous Perspectives Designation, which incorporates relevant Indigenous knowledge into the respective program of study. To receive this designation, students must also complete Indigenous Studies courses, take part and reflect upon approved Indigenous activities outside of class and complete discipline specific or vocational courses that contain Indigenous content

4. Giving high priority to faculty and staff development:
   • Faculty — This includes: regular days to explore new approaches to teaching and learning; Maker Space sessions where faculty can work with an expert to build innovative components into their curriculum; the Teaching Hub, which is a weekly blog for faculty offering tips for teaching and learning aligned with key moments in the academic calendar, and; Conference Sponsorship, which enables faculty to attend relevant conferences in their field
   • Staff – Development initiatives include regular scheduled offerings of courses, workshops, webinars, etc. on relevant topics focused on developing organizational competencies and a culture of innovation, collaboration and engagement. Such topics include: Design Thinking; Leading Through Change; Resiliency During Uncertain Times; Leading a Mentally Healthy Workplace; Cultural Awareness; Positive Space, and; Lean and Project Management tools

Metrics and targets

*Metrics Baselines reflect the most recent data available at the time of publication (16/17 or 15/16 year)

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

The student population Fleming serves is evolving and is becoming increasingly diverse. As part of its overarching commitment to provide a personalized experience for every student, Fleming is committed to a policy framework, staff training and a suite of services that maximize access and equity for each student. This commitment includes:

1. Priority attention to the needs of at-risk and marginalized students, Indigenous students, international students, women in trades, students with disabilities, students from remote and rural areas, second career students and LGBTQ students
2. New programs and services to support the entry of students who may not meet the standard admission criteria
3. Implementation of the Indigenous Education Protocol

Examples of Institutional initiatives

1. Supporting specialized access opportunities including:
   • Dual credit, first-generation, second career programs, and an accessible Prior Learning Assessment and Recognition (PLAR) program
   • Developing customized recruitment programs for specialized groups such as, underemployed individuals, Indigenous students, non-direct students and special-interest groups, such as varsity athletes
   • Developing a strategy for attracting and retaining more Indigenous students
   • Outreach programs to attract more women to non-traditional careers in the trades, technology and environmental sciences
   • Increasing rural access by increasing the profile and the capacity of community learning hubs in Northumberland County and Haliburton

2. Assessing/increasing internal and external pathways to maximize student mobility. Assessment will identify gaps and inform priorities for new pathways and articulation agreements. In addition, Fleming will centralize coordination, increase student awareness and improve supports for student mobility

3. Increasing programs to support student success including:
   • The Campus Health Workshop Series (topics include balancing school and personal life, healthy sleep, managing stress and healthy relationships)
   • Workshops on study strategies, presentation skills and stress management
   • Bishkaa (Ojibwa for Rise Up) — an in-residence pre-orientation program for Indigenous students (including orientation to Fleming, the campus, services and the local Indigenous community)
   • Elder Visits to provide access to local and distant cultural knowledge-keepers for cultural teachings, language tutorials and healing perspectives
   • Specialized programs for international students (e.g. specialized peer mentoring program, integration opportunities, English language support opportunities)
   • One-on-one advising for first-generation and LGBTQ students
   • A suite of programs and services for students with disabilities including First@Fleming — a specialized transition program, designated tutoring programs and specialized supports for students on the autism spectrum

Metrics and targets

*Metrics Baselines reflect the most recent data available at the time of publication (16/17 or 15/16 year)

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

Fleming is a recognized leader in applied research at the local, national and international level. Key elements that define this leadership position include:

1. The Centre for Advancement of Water and Wastewater Technologies (CAWT) is widely sought after for its expertise in research, development, improvement and commercialization of new wastewater-related technologies and solutions. The Centre is an internationally recognized research institute that collaborates with industry partners on emerging concepts to real-world applications, turning innovative ideas into market advantage for a cleaner world. CAWT has worked with over 100 partners to date and has raised over $15 million from government and industry partners to enable its work. Today, it is poised to play an increasingly important role as the need for clean water solutions grows around the globe. CAWT clients benefit from state-of-the- art facilities and unique, high-quality services that include proof-of-concept work, research and development, optimization, third-party validation, certification services, demonstrations, and on-site and on-location applications. Among its notable characteristics:

• Fleming is the only college in Ontario that has a laboratory (Centre for Advancement of Water and Wastewater Technologies) that is accredited by the Canadian Association Laboratory Accreditation for the ISO/IEC 17025:2005 standard
• Fleming is the only college member in the Southern Ontario Water Consortium (SOWC). Fleming ranks near the top for number of funded projects and amount of funding received from the Consortium
• Fleming is one of 30 Technology Access Centres in Canada funded by the Natural Sciences and Engineering Research Council of Canada (NSERC)
• Fleming is a member of the VerifiGlobal Alliance — a not-for-profit organization based in Copenhagen, Denmark, that evaluates environmental technologies under the standard ISO 14034
• Fleming is a member of the GLOBE Performance Solutions Consortium, which has provided Environment Canada’s Environmental Technology Verification (ETV) program
• Fleming is assisting Ontario’s Ministry of Environment and Climate Change in the delivery of a new Innovative Technology Verification Pilot Program (ITV)
• Fleming has partnered with United Nations Environment Program on several international projects
• Fleming is recognized as a subject matter authority with 20 journal articles, four books co-authored by its staff and hundreds of conference presentations over the years

2. Building on Fleming’s expertise and reputation, it is launching the Centre for Sustainable Municipalities (CSM) in 2017. The Centre will engage with municipalities and private sector partners on applied research projects related to municipal infrastructure and associated services. The research will focus on the development of tools and technologies that: maximize investment in infrastructure creation, operation, and maintenance; optimize service levels, and; enable environmental sustainability objectives. The CSM will also provide training for municipal staff and elected officials and provide technical/advisory services where needed

3. Fleming will continue its participation as a core partner in the Greater Peterborough Innovation Cluster, which provides background resources, research capability, incubation and mentoring for small and medium-sized enterprises, young entrepreneurs, startup companies, and innovation in key strategic areas

4. To-date over 1,500 students have participated in Fleming’s Applied Projects program. Students are partnered with a variety of business and industry organizations to undertake projects in real-world workplace settings. Students collaborate with company employees to complete applied research projects that improve organizational productivity and performance.

In summary, Fleming’s current emerging strength in applied research:

• Adds significant weight to its position as a leader in programming related to environmental sciences and sustainability
• Attracts students and faculty from well beyond its region
• Contributes to the economic growth of the region
• Builds Ontario’s capacity and reputation in innovation
• Diversifies Fleming’s revenue streams and improves its financial position

Examples of Institutional initiatives

1. Continuing to expand the activities and profile of the Centre for Advancement of Water and Wastewater Technologies

• Increasing capacity in each of the Centre’s core streams of activity:

• Technology development and commercialization
• Knowledge creation and innovation
• Education and training
• Collaborative partnerships

• Aspirations to doubling revenues from research grants and contracts
• Aspirations to doubling the number of students involved in research projects
• Changing the name to the Centre for Advancement of Water and Wastewater Technologies to better reflect the full range of services offered

2. Launching the Centre for Sustainable Municipalities (CSM) with a special focus on: financial and physical management of infrastructure, and; assisting municipalities with greenhouse gas reduction objectives. The CSM will work with municipal governments across Canada but will target small to medium-sized communities in Ontario that could benefit the most from the services offered by the CSM

3. In addition to the CSM work, identifying and implementing applied research projects related to Ontario’s Climate Change Action Plan that align with Fleming’s capabilities and its ongoing commitment to being a leader in applied education, applied research and organizational performance related to sustainability

4. Increasing the number of Applied Projects by 50%, which will increase Fleming’s contribution to local and regional economic development and provide more experiential learning opportunities for its students

Metrics and targets

*Metrics Baselines reflect the most recent data available at the time of publication (16/17 or 15/16 year)

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 Indigenous Institutes and a program mix that meets needs locally, regionally and beyond.

Institutional approach to innovation, economic development and community engagement

Fleming understands the instrumental role it plays in regional prosperity and the well-being of the communities where it is present. Those communities include its campuses, cities and regional areas, as well as its far- reaching communities of interest: provincial, national, international, online and research-related networks. Fleming recognizes its interdependency with these communities and its current and future role in driving economic development, innovation and community health. Key indicators of the differentiated role Fleming plays include:

1. An estimated economic impact in the region of $520 million annually
2. Being among the top 10 employers in the region with over 500 full-time and 855 part-time employees
3. Attracting 3,400 students annually (55% domestic students come from outside the immediate region) who spend an estimated $3 million annually
4. Being a key partner with municipal and regional governments, First Nations communities and regional businesses
5. Attracting over 900 international students to the region who add to its economic impact and bring international attention to the region
6. Supporting local and regional businesses with an annual operational spend of $99 million and capital projects totaling $43 million over the past three years
7. Playing a vital role in strengthening the social, cultural and economic health of the region by providing educational opportunities, partnering with regional health and social service agencies and supporting business development through applied research
8. Fleming students are important and valued members of the part-time labour force in the region

Examples of Institutional initiatives

1. Increasing applied research activity, which generates jobs, profile and additional activity in the short term and strengthens Ontario’s and Canada’s position as an innovator in the medium term. Developing collaborative projects with regional businesses and agencies that strengthen their capacity and add student and faculty talent to their operations
2. Strengthening the capacity of regional industries and agencies by designing programs and learning activities that increase their human resource capability and their productivity. Attracting new investments in the region through applied research projects, capital projects, fundraising campaigns and grants — all of which strengthen the region’s economic base and protect/add jobs to the labour market
3. Working with both local and distant Indigenous communities to expand and improve programs and services, access, participation, and success rates for Indigenous learners
4. Implementing a comprehensive internationalization plan that will bring more students to the region, grow international partnerships and strengthen international linkages – we are in our 2^nd year of plan implementation

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 Sir Sandford Fleming’s plans and assumptions for the coming years.

As given in the Ontario College Funding Model Technical Manual, May 2017, Version 1.0, 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

Fleming’s international growth over the past six years has been rapid, with growth from less than 100 to 800 international students during that timeframe. Fleming’s current international enrolment represents 13% of its full-time student population. Fleming is currently in the middle of the implementation of a three-year Internationalization Plan, which is built on four pillars:

• International student supports and success
• International student recruitment
• Intercultural competence
• International and community engagement

Goals have been identified for each of the four pillars over the three years. Fleming is ahead of its long-term enrolment growth plans, having already reached the target it set for 2019-2020. Revised plans include aspirations to achieve international enrolment, based on full-year enrolment that is 15% to 19% of the overall full-time enrolment by 2020-21.

Fleming is very cognizant of the risk factors related to international enrolment, including variable visa approval rates, changes to visa programs, rate of student transfer to other colleges, political and economic changes in sending countries and a large dependency on markets such as India. Further, it is difficult to establish final enrolment numbers until late in the registration cycle due to the timing of visa approvals and transfers.

International partnerships have been and will continue to be an important part of Fleming’s enrolment strategy. To date these partnerships have focused on building a strong international agent network, creating student and faculty exchange opportunities, and creating Ontario-based short-term education experiences. Fleming is exploring opportunities to deliver curriculum internationally, but has no plans to establish a physical presence overseas.

Strategic areas of Program strength and expansion

Program areas of strength

1. Art
2. Social Services
3. Business Management
4. Marketing/Retail Sales
5. Business Computer
6. Health Technology
7. Resources
8. Electronics
9. Civil
10. Instrumentation

Program areas of expansion

1. Art
2. Social Services
3. Business Management
4. Health Technology
5. Resources

Apprenticeship

Fleming offers three apprenticeship programs that graduate over 250 skilled trade professionals each year. They represent a vital contribution to renewing and strengthening the local and regional pool of skilled workers.

1. General Carpenter (403A) – unregulated
2. Electrician – Construction and Maintenance (309A) – regulated
3. Cook (415A) – unregulated

The General Carpenter and Electrician – Construction and Maintenance programs are offered in a block release program format. The Cook apprenticeship program is integrated with the Co-op Diploma Apprenticeship program (CODA), which is a day release program. The Cook apprenticeship curriculum is the postsecondary curriculum. Fleming has been delivering the theoretical component of these apprenticeships for over ten years and it has been awarded approval for three pre-apprenticeship programs over the last four years. These pre-apprenticeship training programs help potential entrants to the apprenticeship system develop their job skills and trade readiness so that they will be prepared to find work as apprentices.

Fleming’s apprenticeship programs are offered under the aegis of the School of Trades & Technology and the School of Business, which offers a variety of pathways for students who wish to pursue a career in these disciplines:

• Postsecondary programs in carpentry, welding and plumbing are aligned with apprenticeship requirements, which allows students, should they decide to pursue apprenticeships at a later date, to challenge the apprenticeship exams
• The CODA program offers an alternative pathway for students in the Culinary Trades. Students enter the postsecondary program and then switch to CODA, which provides greater flexibility and a more intensive applied learning component

• The Ontario Youth Apprenticeship Program, which allows high school students to commence their apprenticeship while completing high school. Fleming has offered six programs since 2012, all in the General Carpenter trade

Fleming’s Electrician – Construction and Maintenance and General Carpenter apprenticeship programs take place in Fleming’s Kawartha Trades and Technology Centre, an 87,000 square foot facility opened in September 2014 and built to meet Leadership in Energy and Environmental Design standards. The facility serves college students as well as regional secondary schools and industry partners. It includes state-of-the art shop facilities, smart-wired classrooms, and labs with current technology. Its modular design allows for maximum flexibility and delivery of multiple programs.

Financial sustainability

The Ministry and Fleming College 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 Fleming 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

Fleming understands the pivotal role of partnerships in leveraging expertise and resources and in creating multiple pathways for its students. Fleming has invested substantially in developing and nurturing a diverse portfolio of strategic partnerships designed to: Facilitate student mobility; Maximize efficiency and effectiveness through collaboration and sharing of resources; Leverage expertise and financial investment; Expand opportunities for experiential learning; Inform strategic planning; Support regional economic development; Open employment opportunities for graduates.

Fleming’s portfolio includes:

1. Trent University

From Fleming’s earliest days, it has cultivated a relationship with Trent based on mutual respect, complementary initiatives and new opportunities for students. This relationship has led to collaborative programs (e.g., Collaborative Nursing, Museum Management and Curatorship), joint programs (e.g., Ecological Restoration), transfer programs (e.g., General Arts and Science Fleming to Trent) and alignment of specializations and efforts (e.g., environmental research, Greater Peterborough Innovation Cluster).

Together, Fleming and Trent offer a suite of educational pathways that blend theory and applied learning opportunities. These pathways are designed to maximize student learning while minimizing cost and time. Recently, the two institutions signed a Memorandum of Understanding (MOU) in environmental and natural resource studies that will create new opportunities in applied learning and research for students in both institutions. This agreement includes a commitment to share faculty and staff expertise, facilities and planning of events, conferences, and guest speakers.

Currently Fleming has degree-completion agreements with Trent. Popular programs include: Bachelor of Science – Nursing; Bachelor of Social Work; Bachelor of Education – Indigenous; Bachelor of Arts; Bachelor of Science; Bachelor of Business Administration

Fleming partnered on water-related research projects with Trent including a large joint project with Noblegen Inc. The total value of these joint projects is close to $8.5 million. Fleming also has strong relationships with individual researchers on the Trent faculty.

Trent has exciting plans for its new Trent Research and Innovation Park (TRIP). Fleming will be looking for opportunities to collaborate with Trent on this important initiative. Fleming sees a high degree of complementarity with its existing facilities, expertise and partnership relations.

2. Pathways

Fleming has a strong portfolio of pathways that are differentiated to Fleming and that facilitate student mobility to and from Fleming. For example:

• General Arts and Science - University Transfer pathway to Trent University’s Bachelor of Education – Indigenous program. Note this is the first pathway established into this new Trent program. It supports Indigenous learners to achieve a baccalaureate credential
• Geographic Information Systems (GIS) – Applications Specialist | GIS – Cartographic Specialist: pathway to Vancouver Island University’s Masters of Geographic Information Systems Applications à Graduate Certificate into Master’s program with transfer credit
• Business – Accounting pathway to Trent University’s Bachelor of Business Administration, Specialization in Accounting program à 2+2 pathway (two years at Fleming and two years at Trent). Note this is an on- time completion with no bridging or reach-back courses. , a first in Ontario
• Earth Resources Technician to Trent University’s Bachelor of Science in Environmental Geosciences program and Trent University’s Bachelor of Science in Environmental Geosciences to Fleming’s Earth Resources Technician program

Fleming is committed to enriching and expanding these pathways on an ongoing basis. It will carry out a gap analysis in the coming year to identify the priority areas for future development. Fleming will also centralize pathway coordination, increase the profile of these opportunities and expand support services to maximize access and ease of use. Fleming’s goal is to offer attractive and accessible pathways for all its certificates, diplomas and advanced diplomas, and for graduates from other postsecondary institutions who want to continue their education at Fleming.

3. Supply chain services

Fleming College’s Supply Chain Services area is extensively involved in institutional collaborative procurement projects and contracts in order to improve cost effectiveness, service, and efficiency. The College is represented at the following collaborative procurement organizations, participating in and leading sourcing and contracting initiatives that improve our operations: Ontario Education Collaborative Marketplace, Kawartha Collaborative Procurement Group, Ontario College Procurement Management Association, and Ontario University Procurement Management Association.

• Achievements:

• For fiscal 2016/2017, Fleming College has implemented 53 Collaborative Procurement Agreements, with annual collaborative spend of $4.7 million
• Fleming has 34 active agreements with OECM, and we rank as #1 in the college sector with most agreements implemented
• OECM has specifically validated savings for Fleming on 4 agreements (Desktop Computers, Insurance Broker, Custodial Products, Toner) of $140k
• Fleming has participated on 9 Sourcing Teams with OECM
• Fleming led a strategic initiative in 2016 where we engaged the OECM to work with our KCPG local collaborative organization to conduct a specific sourcing project for our group for fire hydrant testing, fire extinguisher inspection, and fire system inspection. We are the first collaborative group in Ontario to explore this model with OECM and we believe it will yield positive results
• Collaborative contracts have been executed across a wide commodity services base

4. Articulation agreements

Fleming has articulation agreements with over 30 partner institutions in Ontario, across Canada, and around the globe.

5. Industry/government partnerships

Fleming invests significant energy and resources in partnerships with industry and government. These partnerships are fundamental to nurturing the economic and social development of the local region, to the growth of Fleming’s capacity and to opening doors for its students. Fleming has strong and longstanding partnerships with each of the municipalities/regional governments where it has campuses. It also has partnerships with many industry leaders, school boards and associations. Fleming is launching a range of new initiatives with its local government partners.

Fleming’s plans for strengthening and expanding this portfolio include:

1. Increased Diploma-completion Pathways

• Fleming will explore and develop additional advanced standing programs. These advanced standing programs will be targeted to university graduates who wish to obtain a college diploma. The programs will include a Work Integrated Learning (WIL) or co-op component that will enhance entrance to the labour market. As well, Fleming will increase the number of internal pathways enabling students to graduate with dual diplomas

2. Increased Indigenous Pathways

• Fleming will continue to build pathways into Trent’s Bachelor of Education – Indigenous (BEd – Indigenous) program from a wide range of diploma and advanced programming. In addition, Fleming will explore pathway opportunities into Trent’s Indigenous Environmental Studies programming

3. New Environmental and Natural Resource Studies Pathways

• Fleming will build on the MOU with Trent to add new academic programs and research partnerships in environmental and natural resource studies

4. Add New 2+2 and Entrance to Masters Pathways

• Fleming will expand its 2+2 pathway with on-time completion to other programs and other institutions
• Fleming will seek new opportunities for graduates of its current program offerings to enter Masters programming at other institutions

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] Essential skills refer to Ontario’s Essential Employability Skills.

[2] Weingarten, H.P., et al. (2017) College Sustainability: Signal Data and University Sustainability: Signal Data. Toronto: Higher Education Quality Council of Ontario.

[3] Ojibwa translation by Elder Shirley Williams

[4] 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.