in a pilot project to assess student expectations, success and
outcomes; the C/V programs do regular evaluation of their
offerings; and the SIS Division is working on First Year
Experience initiatives to improve retention and student success.

ISSUE 4a (Laddering & Degrees)
Identification/Definition:

Several prominent reports (B.C. Human Resources Development
Project, Premiers Conference on Skills Development and
Training) suggest that programs and courses have a better "fit" in
relation to each other for purposes of mobility.

Articulated in Mission/Values?

Capilano College's documents do not speak of the need to
produce ease of transfer and mobility between institutions
(external) or even within programs and divisions within the
College (internal). For the College to embrace internal laddering
(flexibility, mobility, equivalency recognition) would require an
internal audit of the theoretical content, skills training and
application components of the courses and programs offered by
the institution.

Some documents also advocate that this process include
recognition of previous experience as part of course and program
equivalencies; a form of "course challenge" where the source of
the course content was of a non-institutional nature (eg.
workplace).

Implemented in Current Practice?

Mechanisms do not exist or are not active in adopting application
of the measures to deal with this issue. External approaches
would have to be negotiated at a provincial level or through inter-
institutional arrangements.

ISSUE 4b (Accessibility)
Identification/Definition:

Accessibility refers to the extent to which all potential adult
students, of all academic skill levels and socio/cultural
backgrounds, have the opportunity to participate in post-
secondary education.

The issue was selected for study by the Internal Review
Committee because it came up repeatedly in major provincial
studies: HRD, Faris, Lifelong Learning and Strand

Articulated in Mission/Values?

The Mission/Values Statement does address the issue related to
success with broad, visionary statements.

Articulated in the Three Year Plan?

Objectives concerning broad, comprehensive accessibility don't
appear in the Three Year Strategic Plan. Statements in the Plan
refer to accessibility to post-basic programs, laddered degree
programs, Academic transfer and Career programs, but make no
mention of accessibility at the pre-college level.

Implemented in Current Practice?

Same comments as Issue 2.

ISSUE 5 (Collaboration)
Identification/Definition:

Advocated in many of the reports and certain to be a key feature
in the new Ministry's orientation. Collaboration between
community agencies, business and labour, as a means of
identifying future adult learning needs.

Articulated in Mission/Values?

There is a strong commitment to the general principle of
collaboration in the Mission and Values statement but no
resource allocation provided in the general plan of the Three
Year Plan. Also, the Mission and Values statement could be

Special Insert - Jan. 20/94

altered to be more open to "equity groups" and community groups
which are marginal and poorly resourced (eg. the poor, renters,
seniors, low income persons, issue groups).

Implemented in Current Practice?

Capilano College has strong collaborative ties in Careers,
Vocational, ElderCollege, Labour Studies Programme, and some
other areas. The university transfer programme (Academic
Division) does not have such direct items. This may be something
to review if the more "seamless", open, flexible, post-secondary
education system becomes a reality. The Academic Division may
ask itself whether it wishes to develop new offerings which stress
the applied aspects of its disciplines.

ISSUE 6 (Technology)
Identification/Definition:

"The impact of technology is and will be a major revolutionizing
force in the history of education. One has only to consider how
the printing press affected reading and writing to understand how
technology drives intellectual development." (R. Nickerson and
P. Zodhiates, Technology in Education)

Why Important to Capilano?

It is important for Capilano to focus on this issue now in order to
make the most efficient use of existing technology and the rapidly
developing new technologies. We are not talking about frills, but
the very way(s) in which information will be collected, organized,
presented and disseminated. If we are to remain a college of
excellence we should be aware of the ramifications of this
technology and prepare a long range plan for utilizing it to our
best advantage.

Articulated in Mission/Values?

In our Mission and Values, one of the five key values is
innovation. There is a specific reference to technology under the
innovation statement that reads "it supports those wishing to
develop instructional methods and curricula to improve the
teaching of present programs and to meet emerging needs of
students and the community. It supports the use of appropriate
technologies to meet these needs."

Articulated in the Three Year Plan?

The current Three Year Plan does not specifically address
educational technology. There are, however, many areas where
education technology could be used to meet the goals set out in
this plan.

Implemented in Current Practice?

We have an Internet link for data and we are moving towards an
integrated internal E-Mail system. Co-ordinators are being
provided with computers to improve participation in the internal
electronic information systems and to provide access to external
networks. A few pilot projects involving telecommunications
technology to provide access. to courses at Sechelt and Squamish
have been successfully completed.

ISSUE 7 (Child Care)
Identification/Definition:

The issue identified by the committee is student focused in that
flexible, affordable and adequate on-campus child care be
available.

Articulated in Mission/Values?

Though not mentioned in the College Mission and Value
statement, access to child care is important in student initiatives
undertaken by the College and in relation to the College's 3 year
commitment to stay apace with the changing profile of students at
the College.

Sea ESS ES LL ET