sexier Informer

ISSUE 1 (Equity)

Identification/Definition:

We define "equity" as equal opportunity in the workplace for
faculty, staff, and administration. Gender, ethnicity, age, and/or
disability should not obstruct an individual from being hired or
promoted.

Several provincial and sectorial reports, such as FARIS, HRD,
and Access for Equity and Opportunity, identify equity as a key
issue.

Articulated in Mission/Values?

The document says nothing about equity in the workplace, though
it recognizes "educational demands arising from the changing
status of women and the assimilation of minorities and
immigrants...". Specifically, about students, "Capilano College's
goal will be to develop programs and services which recognize
the unique training and educational needs of First Nations
students and the various First Nations organizations within the
College region, with the objective of increasing the participation
and completion rates of First Nation post-secondary learners."
Articulated in the Three Year Plan?

There is little in the document about equity, at least in the
workplace. "Ethnic relations supervisor training" is listed as a
possible area of program development.

Implemented in Current Practice?

The College is already enough concerned about equity to have
struck a committee on equity two years ago. The Equity
Committee has formulated a Draft Mission Statement regarding
equity at the College: "Capilano College supports the concept of
employment equity."

Its goals are: i) To ensure access, free from arbitrary obstructions,
to equal opportunity in terms of hiring and promotion;

ii) To ensure the maintenance of an open workplace and a diverse
workforce; iii) To affirm or establish processes which comply
with the Federal Employment Equity Act. These processes will
be established within the collegial model at Capilano College in
ways which are appropriate for our institution.

As of Oct.21/93, the CCFA Executive has offered support for the
statement. The Equity Committee has asked PEAC for assistance
in having the statement supported by all constituency groups.

ISSUE 2 (Literacy)

Identification/Definition:

"Literacy is the information processing skills necessary to use the
printed material commonly encountered at work, at home and in
the community." (1989 StatCan "Survey of Literacy Skills Used
in Daily Activities"). Common definitions of literacy are broad,
and usually include a focus on reading, writing, and mathematical
skills up to and including College preparatory work.

In Canada, one person in every six has serious problems reading
and writing. This figure holds true on the North Shore and
includes Capilano students - present, past and future. Literacy,
broadly defined, has been identified as a system priority in
British Columbia.

Articulated in Mission/Values?

Literacy education is one area where there appears to be
considerable dissonance between the College Mission and Values
Statement and the Three Year Plan. We do, however, embrace
the social value of literacy in our mission statement.

Articulated in the Three Year Plan?

The Three Year Plan does not include goals/objectives
specifically related to literacy education.

Implemented in Current Practice?
At present, the manifest purpose of programs that offer basic
literacy education - ABE, ESL and College Prep - is to provide
laddering to the Academic and Career area. There is excess
demand for lower level access programs. ABE turns away many
students because of lack of sections.
Although there are no specific College objectives with regard to
preparatory programs, the College does allocate a considerable
number of sections:

ABE - 89.25 ASE - 12.50

ARC - 32 Academic Prep - 55
Also, Capilano has acquired a Provincial reputation for
innovation in literacy programs. Some examples are the SARAW
program and federal/provincial cost-shared literacy initiatives
such as the North Shore Intergenerational Family Literacy
program, the Community Learning Centre in Sechelt and a
mentoring program for first nations students. These literacy
programs, which exist for the sole purpose of increasing access
and not "feeding" academic or career/vocational, are supported by
the broad statements in the College's Mission and Vision
statements, but have no support in the Three Year Strategic plan.
There are also apparent differences between the mission and
goals for the main campus and those for the regional centres.
Preparatory programs form the structural basis of our regional
centre offerings, and this is aimed at meeting the needs of those
communities. At Lynnmour, on the other hand, the primary focus
of preparatory programming is to meet College program needs;
comprehensive community service is not an articulated goal. The
College could amend its documents to include these de facto
literacy programs or simply continue to implement them without
formal acknowledgment in the Three Year/Strategic Plan.

ESL - 24

ISSUE 3 (Student Outcomes)

Identification/Definition:

The committee identified student outcomes as being the
measurement of whether or not students have succeeded in
meeting their incoming goals and needs when they leave the
College. With limited resources and restricted access to courses
and programs, it is important to make the best use of space to
ensure students "succeed" - meet their goals, whatever they may
be (e.g. employment, transfer to university, acceptance to another
program, etc.). There are a number of different ways for the
College to measure student success and student outcomes
(placement testing, data collection on retention/attrition,
employment of graduates).

What is needed is a commitment of resources to quantify/measure
students' expectations and outcomes.

Articulated in Mission/Values?

To quote Dr. Jardine, President of Capilano College, "Our
present mission statement has the simple tag line, an institution
of first choice. It is the metaphor that motivates us all to do the
right things and to do them right." Yet the Mission and Values
statement of the College makes only vague reference to student
outcomes under the accountability and innovation headings.
Articulated in the Three Year Plan?

The Three Year Plan makes no reference to measuring student
outcomes. How do we know if we are doing the right thing?
Implemented in Current Practice?

The graduate survey is an on-going tool that provides much
useful information. The ABE Department is currently involved