Ministry of Training, Colleges and Universities

Multi-Year Accountability Agreement Report-Back

College: Georgian Year: 2008-09

As noted in the Multi-Year Accountability Agreement for Colleges for 2006-07 to 2008-09
(MYAA), the government appreciates that implementing this and future agreements will be part
of an evolutionary process which will incorporate maturing consensus on how to best measure
and indicate access and quality. This will require a strong collaborative partnership between
institutions and the Ministry of Training, Colleges and Universities.

This Multi-Year Accountability Agreement Report-Back Template has been designed to assist
with the ministry’s continuing efforts to measure the participation of students from under-
represented groups, and as outlined in Appendix B (the Multi-Year Action Plan) of the MYAA,
access and quality improvement strategies and the strategies and programs that will be used by
your institution to participate in the Student Access Guarantee initiative. The ministry will also
use the completed Multi-Year Accountability Report-Back Template to review the progress
made on the commitments outlined in your Multi-Year Action Plan.

As in previous years, MTCU will withhold a portion of your institution’s yearly allocations until the
completion of the annual Report-Back review and confirmation that your institution is on track for
meeting its commitments, or the approval of an improvement plan by the ministry.

MYAA Transition Year 2009-10

As outlined in the MTCU memo to colleges and universities dated March 31, 2009 the MYAAs
have been extended into 2009-10 in order for the government and its postsecondary education
partners to transition into a re-aligned accountability framework that reflects the future directions
for the system in 2010 and beyond.

The expectation for the transition year is that institutions will maintain their commitments for
access, quality and accountability as outlined in the original agreement. This includes reporting
enrolment through the established protocol, providing information to assist the Higher Education
Quality Council of Ontario (HEQCO) with its research on access and quality, and compliance
with the Tuition Fee Framework and the Student Access Guarantee.

MTCU does not require your institution to set additional targets in 2009-10. The attached
Report-Back Template provides space for you to identify how your institution-specific access
and quality improvement strategies for 2006-07 to 2008-09 will be extended, consolidated
and/or best practices applied in 2009-10. You are also asked to outline how you will continue to
monitor the impact of these access and quality improvements over the transition year. You will
find appended to this Report-Back Template a summary of consolidated access and quality
improvement strategies developed from the previous Report-Back years. The expectation is
that by strategically aligning activities and focusing on evaluation of outcomes that your 2009-10
year will provide the basis for your institution to develop a new Multi-Year Action Plan with
corresponding targets in 2010.
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 Ministry of Training, Colleges and Universities

A. ACCESS
Increased Participation of Under-Represented Students — Measurement
As stated in the MYAA, the ministry is committed to working with institutions and HEQCO to develop a system
measure that will track the participation of under-represented students in a manner that is sensitive to privacy
concerns.
To assist with these efforts, please refer to the measurement methodologies outlined in your approved Multi-
Year Action Plan to track these students, and provide the total number of students who have self-identified as
a member of each of these groups. Particularly valuable are methodologies and results that complement
those of the Ontario College Student Engagement Survey (OCSES). The ministry recognizes that these
measurement methodologies may require students to self-identify, which may result in under-reporting.
Individual students may belong to more than one group. In the cells counting respondents for each under-
represented group, do not adjust for this potential double-counting. To the extent that you are able to do so,
eliminate any double-counting in the column, “Total Number Self-Identifying as Member of Under-represented
Group”.

Student Groups in Your Student Population Total Number

Students Self-Identifying
First with Mature as Member of Francophone Total Number
Measurement Aboriginal Generation Disabilities Students Under- Students of Students
Methodology represented Surveyed, if
(including description) # # # # Group applicable

Entering Student 124 610 216 451 1401 145 2869

Success Survey (first
semester students only) 5% 21% 8% 16% 49% 5% 100%

KPI Student Satisfaction 150 1136 272 837 2395 108 4262
Survey – Georgian’s
customized questions 3.5% 26.7% 6.4% 19.6% 56.2% 2.5% 100.0%

108 307 169 24 511 26 1340

Ontario College Student
Engagement Survey 8.1% 22.9% 12.6% 1.8% 38.1% 1.9% 100.0%

If you would like to provide any other comments, please do so in the following space:
In 2008/09, Georgian College used one of the five customized questions on the KPI Student
Satisfaction Survey to give students the opportunity to self-identify as a member of one of the four
under-represented groups: Aboriginal, First Generation, Students with Disabilities, and Mature
Students. Thus, our measurement methodology has changed from previous MYAA Report Back
submissions; this method does, however, better represent our student body as all students, other
than first semester are surveyed.

Georgian’s surveys define a mature student as anyone over 25 years of age, while the Ontario
College Student Engagement Survey defines a mature student as anyone over 18 years of age
and without a high school diploma.

From April 1, 2008 to March 31, 2009, the overall numbers of students serviced by programs and
services in the Student Success Department is 6,022; note that students use multiple services and

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 Ministry of Training, Colleges and Universities

are counted once per service they have accessed. Because many students have booked more
than one appointment with each service, this is also tracked: 16,859 appointments were booked at
the Student Success Department.
There are significant numbers of Students with Disabilities who choose not to self-identify on
surveys, but who make use of the services available, as shown in the table on the previous page.
Table 1 below shows the numbers and types of disabilities of students, according to principal
disability, who used the services available to them last year at Georgian. Table 2 below shows the
total number of students in Table 1 receiving supports and services for multiple disabilities.

Note that the College implemented a system changeover in 2008/09 that uses the Banner tracking
system for improved accuracy and prevents duplicate counting of individuals.

TABLE 1: TOTAL NUMBER OF STUDENTS REPORTED ACCORDING TO PRINCIPAL DISABILITY

April 1, 2008 to March 31, 2009

Primary Disability Actual

Number of Students
Acquired Brain Injury 20
Attention Deficit / Hyperactivity Disorder 80
Chronic Illness/Systemic/Medical 175
Deaf/Hard of Hearing 15
Learning Disability 283
Low Vision, Blind 11
Mobility/Functional 35
Psychiatric 112
Autism Spectrum Disorder 10
Mild Intellectual Disability 13
Other 39
College Total 793

TABLE 2: TOTAL NUMBER OF STUDENTS SERVICED, ABOVE, FOR MULTIPLE DISABILITIES

Total # of Students in Table 1 who
received services and supports for 1060
multiple disabilities

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 Ministry of Training, Colleges and Universities

Increased Participation of Under-Represented Students — Programs/Strategies

MYAA Report Back 2008-09

Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your
institution has not achieved your proposed results, please explain the variance and your planned
improvement activities in the column provided.

Strategy / Indicator Proposed Result Achieved Result Explain Variance between Proposed
Program and Achieved Results (if applicable)
and Any Improvement Activities
You Expect to Take
Students w/ # of students Achieve targets See table on Page 3. Data
The tracking of individual students is a
Disabilities: served; set in 07-08 (07- pertaining to Students with
provincial challenge and is subject to
Services retention rate 08 15.8% of Disabilities are collected as
Freedom of Information and Protection
students students request special services
of Privacy issues. We understand the
accessing and accommodations. These
provincial government is examining the
services) numbers have been statistically
assignment of individual student
tracked since 1998-99. Results
identification numbers to individuals
are compiled annually and
from elementary school-age onwards
submitted to both MTCU and the
that will significantly facilitate the
College Committee on
process of determining retention and
Disabilities.
graduation rates of under-represented
students; we are monitoring the
We are successfully tracking
progress of this.
usage of services and types of
disabilities, but currently face In the meantime, Georgian is currently
challenges in determining the investigating simple solutions to track
retention and graduation rates. these rates for under-represented
students while addressing FOI issues.
FG Students: Enrolment; Achieve targets
Enrolment data is available from Our First Generation outreach program
Outreach graduation set in 07-08 (07-
the KPI Student Satisfaction received funding in January 2009. With
rates 08 49.2% FG
Survey: 26.7% of our full-time the program in its infancy, we do not
students)
student body, excluding first yet have enrolment or graduation rate
semester students, self-identify as data that relates directly to this
first generation. program.
Data from the Entering Student
Survey shows that 21% of first
semester students self-identify as
first generation.
Aboriginal Enrolment; Achieve targets The Terms of Reference has Through the funding received through
Student graduation set in 07-08 (07- been reviewed and our Aboriginal the Access to Opportunity funding we
Recruitment rates; FN 08 4.6%) Council (Anishnabe Education have been able to have reports written
Manager and Training Circle) had some through our current Student
survey; AC suggestions and proposed Information System (SIS) to now track
survey revisions. These revisions Aboriginal students from the point of
require input from the President OCAS application right through to
and the Board of Governors so graduation. These reports will be
the ratification of the Terms of accessible for our Fall ’09 intake.

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Ministry of Training, Colleges and Universities

Reference is in process with an

expected completion date of
October 2009.

Georgian unexpectedly received

$250,000 from MTCU, Access to
Opportunities (Aboriginal) in
December 2009, to be spent by
year end (March 31st, 2009). This
funding allowed us to initiate
numerous recruitment and
retention activities for Aboriginal
students. We also used this
funding to engage in consultation
with our Aboriginal Community
members. Since we were able to
hold focus groups and consult
face to face with community
members, we decided against
doing a survey. 34 Aboriginal
community members, students,
and faculty attended our three
focus groups, titled the
“Indigenous Cafés”. In addition to
the Indigenous Café consultation,
two other groups were also
consulted: the Employer Advisory
Circle, with a total of 34
participants, and an Alumni
Circle with 12 Alumni
participating.

Enrolment data are available from

the KPI Student Satisfaction
Survey and the Entering Student
Survey. Data from the Entering
Student Survey show that 5% of
first semester students self-
identify as Aboriginal.
3.5% of our full-time student
body, excluding first semester
students, self-identify as
Aboriginal.

We continue to track students

manually through our Native
Community and Social
Development and Shki Miikan
program and report anecdotally
on their employment rate.
However, this will change with the
changes that have been made to
Georgian’s Student Information

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 Ministry of Training, Colleges and Universities

system (SIS).
Mature # of students Achieve targets
Adaptive Technologist: 70
Student served; set in 07-08 (07-
Services graduation 08: 1192 students Counselling: 552
rates served)
Disability: 429
Learning Strategist :70
Peer Services: 60
Write-On: 676
Math Lab: 150
Total Number of 25+ Students
Served: 2,007

MYAA Transition Year 2009-10

Please provide 3 to 5 examples of how your strategies/programs to support increased participation of under-
represented students will be extended, consolidated and/or best practices applied in 2009-10 in the following
space:

Strategy / Program Brief Description

All ten full-time recruiters for Georgian College will promote the First Generation Project in the fall of 2009.
1. First Generation –
Potential students will be able to fill out a ballot for a promotion sponsored by First Generation at Georgian
Student Outreach
College; we will use this data to track and communicate with potential First Generation learners. The First
Generation Project will have its own page on the Georgian College website and will be rich in information
important to First Generation students. Georgian College will connect with rural and remote communities
in our catchment area to provide information regarding post-secondary options and provide on-campus
workshops to these potential students.
The results and recommendations of the numerous focus groups will be implemented in our recruiting
2. Aboriginal
plans. Some of our other initiatives include increasing our Niwijiagan (Peer Mentor) as well as our Elder
Recruiting
hours at each campus. We are also in the process of setting up an Aboriginal Resource Centre at the
Midland campus so we can increase our focus on recruitment into Apprenticeship.

3. Students with The proposed Community Integration through Co-operative Education (CICE) program is a two year post-
Disabilities - CICE secondary certificate program designed for individuals with intellectual disabilities, brain injuries, mental
health issues, and other learning challenges who have demonstrated academic needs that require
curriculum modification. This program provides students with an opportunity to enhance academic skills
by offering the required supports in and out of the classroom. CICE enables students to develop
vocational abilities in a number of career-related, supervised field placement experiences.

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 Ministry of Training, Colleges and Universities
Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10
in the following space (e.g. through feedback, surveys, tracking participants’ progress, etc.).

Strategy / Program Brief Description of Monitoring and Evaluation of Outcomes

This initiative is monitored by Georgian’s Enrolment Management Steering Committee. OCAS is

1. First Generation –
evaluating adding an option for applicants to self-identify as first generation which would ideally serve to
Student Outreach
track the success of the project. It would also to benchmark our successes with our Colleges and
Universities since we have no complete baseline data. Currently we are tracking First Generation
students by our First Semester Student and KPI Student Satisfaction surveys, which give us an aggregate
number. Our outreach will also be measured by the success of our full-time recruiters who will be actively
promoting the First Generation Project.
2. Aboriginal The new reports that we have designed and written through our current Student Information System (SIS)
Recruiting will track Aboriginal students from the point of OCAS application right through to graduation.

3. Students with This program is subject to the rigorous program review process that all academic programs at Georgian
Disabilities - CICE face. The review process incorporates curriculum review, primary research (student and faculty surveys
and/or focus groups, KPI Student Satisfaction Surveys), and secondary research (competitive analysis,
employment profile and outcomes).

French Language College Collaboration

MYAA Report Back 2008-09
This table applies only to the two French language colleges — Boréal and La Cité collégiale.
Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If
your institution has not achieved your proposed results, please explain the variance and your planned
improvement activities in the column provided.

Strategy / Indicator Proposed Result Achieved Explain Variance between Proposed and
Program Result Achieved Results (if applicable) and Any
Improvement Activities You Expect to
Take

Not applicable

MYAA Transition Year 2009-10

Please describe how your institution will continue to build on your existing college collaboration strategy in
2009-10 and how you will monitor and evaluate the outcomes of this strategy in 2009-10.

Collaboration Brief Description

Strategy for
2009-10

Not applicable

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 Ministry of Training, Colleges and Universities
College Small, Northern and Rural
MYAA Report Back 2008-09
This table applies only to institutions that receive funding through the Small, Northern and Rural (SNR)
Grant.
Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If
your institution has not achieved your proposed results, please explain the variance and your planned
improvement activities in the column provided.
Strategy / Indicator Proposed Achieved Result
Program Result
Midland Program seats Increase and We continue to have increased
Campus w/ identified continue (07- enrolment in almost all of our post
programs; 08 49.9% secondary or apprenticeship
community enrolment programs at the Midland Campus.
partnerships increase) Our Small Engine and Marine
Engine Program increased to 72 FT
students. We also offered Small
Engine and Marine Engine
Apprenticeship programs for the first
time and it was very successful. In
total, we offered programs and
training in this field alone to over
450 students and clients.
Our electrical and plumbing program
also had increases and we delivered
the second offering of a pre-
apprenticeship electrical program.
We were able to maintain enrolment
in our Precision, Machining and
Tooling courses.
We continue to receive donations of
equipment and resources in all of
our programs.
Our successful Food Services
Worker program has been approved
as funded activity starting the fall of
09.
Explain Variance between
Proposed and Achieved Results (if
applicable) and Any Improvement
Activities You Expect to Take
All enrolment targets for our post
secondary and apprenticeship
programs, except for RV Technician,
were either achieved or exceeded.
Although we had huge success in a
number of our apprenticeship
programs, we worked very closely
with our local office to adjust the seat
plan regarding our RV apprenticeship
numbers. Our RV program continued
to struggle for the past couple of
years as the industry has been
struggling. Therefore, it was a
challenge for them to send
apprentices to school. The following
are the actual numbers versus the
seat plans for the RV Technician
program:
Level 3 Nov 07/Feb 08 Max was 20,
Plan was 10 - we had 7 students
Level 2 Feb/Mar 08 Max was 20,
Plan was 10 - we had 10 students
Level 1 Oct/Nov 08 Max was 20,
Plan was 10 – cancelled
Level 3 Dec/Feb 09 Max was 20,
Plan was 10 – we had 7 students
Level 2 Feb/Apr 09 Max was 20, Plan
was 10 – cancelled
Many of our part-time studies courses
as well as our Animal Care program
(offered in Midland, Barrie, and
Newmarket) have experienced
growth in enrolment.
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 Ministry of Training, Colleges and Universities

Muskoka Program Expand 08/09 approval received to add Pre- Achieved. Muskoka is continuing to
Campus offerings identified health to Muskoka program offerings add post secondary and pre-
offerings (07- as of Fall 09. apprenticeship programs in order to
08 Carpentry address retraining needs for people
program 08/09 was the second year of the laid off and/or underemployed. The
offered) post secondary Carpentry campus also helps to meet the needs
techniques program. of first generational learners.
09/10 will see the addition of Pre-
health and Bookkeeping Ontario
College certificates, Women in Skilled
Trades Pre-apprenticeship carpentry
program and Academic upgrading
expansions in order to allow potential
students to meet their entrance
requirements.
Collingwood Program Expand Guest Services Studies Certificate of Achieved. The Guest Services
Campus offerings identified Achievement successfully delivered Studies Certificate of Achievement
offerings (07- to people working in the hospitality will be offered again Fall 09 with
08 tourism and industry. delivery modifications that will allow
recreation people to better access OSAP and
programs) other funding for the program.

Orangeville Program Expand 2003/09 saw the following additional

Achieved.
Campus offerings identified programming:
offerings (07-
08 youth A second full-time PSW program.
employment Two programs will now run at the
programs) same time, spaced by a semester.

A second part-time Practical Nursing

Program. This has increased our
offering of this alternative for
students that wish to remain in the
workplace while going to college.

A Rapid Re-employment contract at

the Centre for Career and
Employment services. This has
increased our capacity to serve
unemployed individuals in Dufferin.

The “Step up” program that is a

Service Canada Contract. This
provides assistance to highly
barriered youth and prepares them
to interview for employment.

Increase of classes for Academic

Upgrading with a 23% increase in
student enrollment in preparation for
Post Secondary.

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 Ministry of Training, Colleges and Universities

Owen Sound Review Expand as Two new programs successfully Achieved. An additional intake of
Campus implementation appropriate implemented: Culinary Skills – Chef PSW will be offered in September 20
(07-08 school- Training and Personal Support
college-work Worker (moved from Part-time
programs) Studies to Full-time Post-
Secondary).

The installation of one Class A

marine simulator, three Class B
simulators, and one Class C
simulator was completed, In
November 2008, the Centre officially
opened.

MYAA Transition Year 2009-10

Please describe how your institution will continue to build on your existing college SNR strategy in 2009-
10 and how you will monitor and evaluate the outcomes of this strategy in 2009-10.

SNR Strategy for Brief Description

2009-10

1. Pursue 1. Programs include part-time studies and continuing education (credit) offerings.
targeted offerings
2. We continue to investigate and examine alternative options and locations.
to meet local
community
demand. Brief Description of Monitoring and Evaluation of Outcomes

2. Pursue a 1. We will continue to monitor local community demand and will be responsive so programs are implemented in
permanent a timely way and delivery methods are realistic to the targeted population.
campus facility for
Collingwood 2. Opportunities for land and/or suitability facilities will be analyzed and a business case/opportunity analysis
Campus. will be created that follows Georgian processes for implementing a permanent campus.

2008-09 Student Access Guarantee

Through your signed MYAA, you committed to participate in the Student Access Guarantee. For 2008-
09, this meant meeting students’ tuition/book shortfall in allocating financial aid, as set out in the 2008-
2009 Student Access Guarantee Guidelines.

Yes No

The institution met students’ tuition/book shortfall in allocating financial aid, as set out in the 2008-2009 Student X
Access Guarantee Guidelines

If you answered no, please explain.

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 Ministry of Training, Colleges and Universities
Please complete the following table, using the most recent available year-to-date information from your
institution’s 2008-09 OSAP student access guarantee report screen (This screen can be accessed by
your Financial Aid Office).

2008-09 TUITION / BOOK SHORTFALL AID: TOTAL $ # ACCOUNTS

Expenditures for Tuition / Book SAG Amount 453,631 464

Other SAG Expenditure to Supplement OSAP 1,248,407 1,039

Total 1,702,038 1,503

Date screen was last updated: 12 / 06 / 2009

2009-10 Student Access Guarantee

As an extension of the commitments made under the original Multi-Year Agreements, your institution will
participate in the Student Access Guarantee (including the new Access Window which allows Ontario
students to identify costs and sources of financial aid). The detailed requirements for participation in the
student access guarantee are outlined in the 2009-10 Student Access Guarantee Guidelines. Please
complete the following template to update the strategies and programs that your institution will use in
2009-10 to participate in the Student Access Guarantee initiative.

Describe how your institution will meet students’

Students with tuition/book shortfalls will be identified through
tuition/book shortfalls. As part of your description identify
the application process for institutional financial aid.
whether aid towards tuition/book shortfalls will be:
a) Provided to those students who apply for institutional
financial aid; or
b) Automatically issued to students based on their OSAP
information

If your answer to the above question was ‘a,’ please
identify what specific internet portal(s) or program(s)
students at your institution apply through to be considered
for tuition/book assistance provided as part of your
participation in the student access guarantee.
- Identify any applicable deadlines.
- Identify your communications strategies to inform
students of how to apply.
All students who have applied for OSAP have the same
opportunity to apply for bursary assistance. Students with a
tuition shortfall are identified by the Financial Aid Office
through Student Support Branch reports and the OSAP
AS400 system.
Students receive an entrance bursary application form within
their acceptance package, which they complete and submit
to the Financial Aid office by May 30th for the fall semester,
November 28 for the winter semester, and March 27 for the
summer semester.
Georgian bursary applications are available online from the
Financial Aid, Georgian College website. The deadline is the
last day of the first month of each semester (although
applications will be considered beyond the deadline). Work
study applications are available through the department
employer. Financial Aid Officers also identify applicants
through an interview process.

Students are advised of bursary opportunities at the time of

OSAP release. Also availability is advertised on our
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 Ministry of Training, Colleges and Universities
Identify whether your institution plans to provide loan
assistance in values greater than $1,000 to meet
tuition/book shortfalls of students in any of your second
entry programs. If so:
a) Identify the programs by name and by OSAP cost
code;
b) Describe how you determine how much loan aid to
provide
Describe other financial support programs and strategies
that your institution will use to assist students facing
financial barriers to access, including identification of
programs that provide case-by-case flexibility to respond
to emergency situations that arise for students.
Briefly describe your review process for students who
dispute the amount of institutional student financial
assistance that is provided as part of the Student Access
Guarantee.
If you would like to provide any other comments, please do so in the following space:
B. QUALITY
Quality of the Learning Environment
MYAA Report Back 2008-09
Referring to your approved Multi-Year Action Plan, please identify your achieved results for 2008-09. If your
institution has not achieved your proposed results, please explain the variance and your planned
improvement activities in the column provided.
Financial Aid website, by email and the notice board in our
office.
There are no plans at this time, other than the financial
support programs described below.
We provide the following financial support programs:
a. New full time, if eligible, may receive up to $500
through the Entrance Bursary Program.
b. Additional funding is also provided through the
Georgian Bursary Program to students in need based
on their budget.
c. Students in crisis can obtain emergency funding
through the Emergency Bursary Program.
d. The Georgian Work/Study Program also assists
students with financial assistance and provides job
experience.
Students who are unable to pay their fees may defer fees or,
in special circumstances, make arrangements for a
personalized payment schedule.
Students are able to meet one-on-one with Financial Aid
Officers to obtain advice on budgeting, repayment options,
methods to finance tuition and related costs, appeals, etc. A
student who wishes to dispute the amount of financial
assistance that is provided may submit additional
documentation in support of their application and have their
file reviewed. A further appeal to the Registrar is available for
any case which remains unresolved.
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 Ministry of Training, Colleges and Universities

Strategy / Indicator Proposed Result Achieved Result Explain Variance between

Program Proposed and Achieved
Results (if applicable) and
Any Improvement
Activities You Expect to
Take
Student Student satisfaction; Achieve targets set in
All of Georgian’s three main We are successfully tracking
Success feedback; usage 07-08 (07-08 7452
campuses have implemented a usage of services and
Centre data; retention rates students served)
single point of access for student satisfaction levels as
services: students gain access to indicated, but currently face
services as a “one stop shop” in that challenges in determining
they go to the student success main the retention rates due to the
service desk and can book a factors described on page 4.
counselling appointment, see a
disability specialist, meet with a
learning strategist, get referrals to
the adaptive lab or the learning
labs, connect with a peer tutor, book
a psyche assessment, or book a test
accommodation.
Number of students serviced by
programs and services (students
can access more than one service):
Adaptive Technologist: 357
Counselling: 2,814 (07/08: 2,327)
Disability: 2,190 (07/08: 1,284)
Learning Strategist : 357 (07/08:
835)
Peer Services: 304 (07/08: 159)
Write-On: 3,448 (07/08: 1,873)
Math Lab: 763 (07/08: 577)
Total: 10,233
Student satisfaction of these
services is measured through the
KPI process. The 08/09 results
were:
Counselling 65% (65% in 07/08)
Disability Services 67% (68% in
07/08)
Learning labs 63% (60% in 07/08)
Peer Services 61% (58% in 07/08)
Centre for Participation; staff Achieve targets set in 2,981 Georgian staff participated in
Teaching & feedback; # of 07-08 (07-08 2423 225 in-house workshops at

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 Ministry of Training, Colleges and Universities

Learning offerings participation; 236 Georgian that were organized by the

offerings) Centre for Teaching and Learning or
Organizational Planning and
Development.

Participant evaluations are regularly

administered for all courses, events,
and workshops conducted by
Organizational Planning and
Development and are administered
for conferences and larger
workshops conducted by the Centre
for Teaching and Learning.
Library # of inquiries; # of Achieve targets set in # of inquiries: 17,527 We have several projects in
Holdings students instructed 07-08 (07-08 11,420 # of students instructed in library progress that should improve
in library literacy; # inquiries; 6,260 literacy: 4,596 the library literacy numbers
of hours open; # of students; 3,300 inter- # of hours open: 10,033 over the next year:
inter-library loans; # library loans; 48,080 # of inter-library loans: 3,582
items circulated; # items; 2,480 books # items circulated: 50,722 1) Introduction of online
of books purchased; purchased; 586 # of books purchased: 6,313 information literacy
# of periodicals; # of periodicals; 43 # of periodicals: 579 modules.
electronic dbases dbases) # of electronic dbases: 105 2) Increased focus on
accurate tracking of
information literacy
activities prompted by the
information literacy
project currently
underway.
3) Introduction of voluntary
information literacy
workshops scheduled
independently of
particular classes.
4) Increased weekly
reference/library
assistance hours through
participation in “askON”
virtual reference services.
Open # of work stations Achieve targets set in The benchmark was one open The ratio is slightly higher
Computing per student 07-08 (07-08 1 per access computer station for every than the target due to
16.5 students) 16.50 full time students. Last year, increasing enrolment;
there was one station for every however, it is still within the
17.11 full time students. acceptable target range.
Learning # of users; Achieve targets set in A total of 4,211 students utilized the We are unable to obtain the
Labs graduation rate 07-08 (07-08 1,748 learning labs (Write On, Math Lab) graduation rate of those
users) at all campuses. utilizing the learning labs due
to FOI issues in tracking
individual students in this
manner.

MYAA Transition Year 2009-10

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 Ministry of Training, Colleges and Universities
Please provide 3 to 5 examples of how your quality improvement strategies will be extended, consolidated
and/or best practices applied in 2009-10 in the following space:

Strategy / Program Brief Description

1. Student Success Centre Continue to track the usage data associated with these services.

2. Centre for Teaching and A departmental training needs analysis survey will be implemented in September 2009 to all
Learning & Organizational administrators so that programs can be designed and delivered that directly address training
Planning and Development requirements. We also plan to expand our offerings of the successful Aspiring Leaders series as well
as the Georgian Management Institute.

3. Library Holdings; Open Continue to track the usage data associated with these services.
Computing Labs; Learning
Labs

Please outline how you will continue to monitor and evaluate the outcomes of these strategies in 2009-10
in the following space (e.g. through KPI surveys, retention rates):

Strategy / Program Brief Description of Monitoring and Evaluation of Outcomes

1. Student Success Centre Last year represented a systems changeover year in tracking student usage of these services. We
will expand the use of the data associated with the new system to more accurately track the use of
services.
We will analyze KPI Student Satisfaction Survey results to ensure students are satisfied with service
delivery and will make improvements as warranted by the data.
Best practices will be monitored and adapted through regular consultation with in-house cross-
department committees as well as with provincial committees.

2. Centre for Teaching and Professional Development program offerings will be designed based on the outcomes of the training
Learning & Organizational needs analysis. Participant evaluations will continue to be administered for all courses, events, and
Planning and Development workshops conducted by Organizational Planning and Development; the Centre for Teaching and
Learning will continue to administer evaluation forms for larger workshops and conferences.
Best practices will be monitored and adapted through regular consultation with in-house cross-
department committees as well as with provincial committees.

3. Library Holdings; Open We will analyze KPI Student Satisfaction Survey results along with usage data to ensure students
Computing Labs; Learning are serviced and to determine the point at which services must expand to continue to meet the
Labs demands placed on services by our high enrolment growth rate.

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 Ministry of Training, Colleges and Universities

Student Success: Student Retention Rates

MYAA Report Back 2008-09
Referring to your approved Multi-Year Action Plan, please report on the 2008-09 retention target achieved by
your institution. If your institution has not achieved your proposed results, please explain the variance and
your planned improvement activities in the column provided.

Proposed 2008-09 Retention Rate Explain Variance between Proposed and Achieved
Retention Target Achieved Results (if applicable) and Any Improvement Activities
You Expect to Take

1st to 2nd Year +0.2% (07-08 +0.3%

+0.04%)

2nd to 3rd Year +0.15% (07-08 +1.0%

-7.96%)

3rd to 4th Year +2.0% (07-08 +5.5%

+4.88%)

If you would like to provide any other comments, please do so in the following space:

In the absence of tracking individual students, which is a provincial challenge and is subject to Freedom of Information and
Protection of Privacy issues, we have refined our approach to retention tracking and have presented our retention rate data with
improved accuracy over previous MYAA Report Backs.

MYAA Transition Year 2009-10

Pending advice from HEQCO from the development of student retention measures and targets, we also ask
that you continue to track student retention in 2009-10 according to your institution’s established practices.
If you would like to provide any other comments, please do so in the following space:

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 Ministry of Training, Colleges and Universities

C. ACCOUNTABILITY
MYAA Report Back 2008-09

Please insert the current internet link to your posted Multi-Year Action Plan and 2007-08 Multi-Year
Accountability Agreement Report-Back in the following space:
http://www.georgianc.on.ca/bog/reports.php

This 2008-09 Report-Back document constitutes part of the public record, and as such, should also be
made available on your institution’s web site. Please ensure that this document is posted at the same
location as your Multi-Year Action Plan and 2007-08 Report-Back.

MYAA 2008-09 Report Back Contact

Name: Cheryl Simpson, Vice President, Student and Organizational Success

Phone: 705.728.1968 ext. 1667

Email: csimpson@georgianc.on.ca

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