Academic Planning Committee Survey
Summary of 212 Respondents:
Students: 56 undergrad full-time: 38; undergrad part-time: 6; Oshawa students: 7; grad students: 5
Faculty/ Instructors: 77 tenure-stream: 66; sessional: 3; part-time instructor: 6; not stated: 2
Research Area, if noted - Humanities: 26; Social Science: 27; Natural Science: 20
Staff: 49 academic support staff: 21; administrative support staff: 7; administrative staff: 14; other staff: 7
Other: 30 Alumni: 7; Board: 6; Peterborough Community: 9; Unknown: 8
Survey Results:
The survey is reproduced below. For each question, the percentage of respondents in each group who agreed (collapsed over 'strongly agree' and 'agree') is compared to the percentage who disagreed (collapsed over 'strongly disagree' and 'disagree'). Similarly, the percentage of each group expressing No Opinion is provided. Percentages within groups may not total 100 due to rounding and cases with no answer. Groups: Faculty (F), Students (S), Staff (St), All (total respondents, including 'other')
In the original survey, space for comments was provided after each set of related questions. Summaries of each set of comments are presented below.
I Strengthening the Undergraduate Learning Environment
Historically, Trent has promoted itself as an institution which highly values teaching and has claimed distinctiveness in this regard. Our graduates have provided excellent testimony to these claims. However, decreases in funding are now forcing Trent to reconsider its traditional ways of teaching at exactly the same time as our students are paying more for their education and are expecting that high teaching standards be maintained. The intent of these questions is to encourage reflection on ways to provide the best possible undergraduate learning environment at Trent, consistent with the resources available.
1. In spite of Trent's claims as an outstanding teaching and research university, it has done little formally to develop its faculty as "teachers". In order to continue to make these claims, Trent should begin to re-direct resources to develop further its pedagogy and teaching skills for faculty.
% Agree /Disagree F: 57/31, S: 68/18, St: 71/22, All: 65/23 % No opinion F: 5, S: 11, St: 6, All: 8
2. Many faculty cannot find the time to keep abreast of current literature on teaching pedagogy. Parallel to the Research and Graduate Studies Office, Trent needs a "Teaching and Learning Centre" to assist in this regard. Such a centre would work with faculty to encourage "best practice in teaching", whatever form that might take within the scope of the discipline and the resources available.
% Agree /Disagree F: 45/35, S: 55/25, St: 60/31 All: 53/30 % No opinion F: 13, S: 16, St: 10 All: 14
3. A short course on improving teaching effectiveness should be made available to faculty at Trent.
% Agree /Disagree F: 64/17, S: 86/9, St: 84/8, All: 77/11 % No opinion F: 14, S: 4, St: 6, All: 8
Comments: Of the opinions given, faculty are opposed to a Teacher Training Centre for different reasons. Not having time and objections to funds and resources being tied up to create and run a new centre were often mentioned. Others feel "we learn these skills by experience" and "keeping abreast with current teaching pedagogy is a 'you understood' with faculty. It's a part of the job as it is with most professions" . It is also felt that training cannot be forced on individuals. Several respondents were concerned about Trent's reputation as a teaching university. Increasing class size is seen as a challenge to quality teaching. Of those who felt teaching instruction was valuable, it was stated that facilities should be made available to those wanting to improve their teaching. Several individuals identified help with technical problems as one of their needs. Teacher training should be offered to support staff and teaching assistants suggest both TAs and Faculty. COED and "brown bag lunches" were mentioned as presently effective ways of achieving the goals set for a Teaching and Learning Centre. "Brown bag lunches" were credited with allowing informal sharing of teaching and related technical knowledge. An evaluation of COED was requested by a participant, as was a comment that COED was not working. Hiring criteria aimed at teaching excellence and short, voluntary courses along with newsletters were suggested for improving Trent's level of teaching excellence. Awarding teachers for their achievements through bonuses or recognition was also mentioned. Respondents were able to suggest many ways to improve the level of teaching at Trent. Policies for persons with proven teaching experience were suggested. Particularly, targeting opportunities created by retirements was suggested. A conflict between teaching and research priorities was also expressed. Student concerns included receiving value for tuition dollars, instructor interest in teaching and skills in the classroom (teacher's ability to communicate interpersonally and with classroom equipment). Face-to-face small group teaching is valued by students and is identified as a Trent asset. The numbers of hours professors are available for students and professor attitudes towards teaching are noted. Students highly value the availability of professors and give accounts of some professors who seem to be far more interested in research interests rather than teaching
4. Student teaching evaluations for all course instructors should be mandatory and the results made public.
% Agree /Disagree F: 43/47, S: 63/29, St: 47/43, All: 50/39 % No opinion F: 5, S: 5, St: 8, All: 8
5. Student teaching evaluations of instructors in all courses should be mandatory and the results, while not publicized, should be reviewed by Chairs in order to make recommendations for improvements in teaching effectiveness where necessary (e.g., take pedagogy course, sit in on classes conducted by highly effective teachers).
% Agree /Disagree F: 56/27, S: 79/11, St: 84/10, All: 70/18 % No opinion F: 10, S: 5, St: 2, All: 7
6. Trent should develop a system for peer-review of teaching to supplement student evaluations.
% Agree /Disagree F: 30/52, S: 55/20, St: 55/20, All: 48/32 % No opinion F: 10, S: 21, St: 18, All: 16
Comments: [Note: The current use of evaluations varies across the University. Evaluations are not public at Trent and their use is regulated by the collective agreement with TUFA, the faculty union. The agreement supports the confidentiality of evaluations, the results of which are only shared with Chairs or Personnel Committees if the faculty member chooses.] One respondent stated, "I feel that there has to be a system for identifying those who need help. I believe that student evaluations if made public would help to sort out some of the major problems students encounter here." As in Comment One, some respondents feel that there should be methods at Trent for responding to perceived needs for improved teaching. One person questioned why there are no evaluations of summer and Oshawa courses. Several students agreed that public evaluations would be unfair to faculty. Evaluations by students were seen as a waste of time, too consumeristic and too subjective according to some comments. However, respondents from each identified group noted that the subject of teacher evaluation needed to be addressed. Several asked for open evaluations, the study of evaluations at other institutions, or standardisation of the evaluations given. Confusion resulting from this question involved respondents feeling that they were not in a position to judge the problem or that the current system was inadequate but could not suggest a method of improvement. Finally, one person noted that the questions of the survey imply purposes for regulating poor teaching and do not allow for methods of rewarding good teaching. Peer-review: The survey asked if Trent should develop a system of peer review to supplement student evaluations. Respondents questioned the effectiveness of this approach. The appointments of peers, the motivations of peers in making judgements, and the strength of peer recommendations were some of the concerns raised.
7. All courses taught at Trent should have an interactive (student-student and student-faculty) component.
% Agree /Disagree F: 51/31, S: 71/18, St: 82/4, All: 68/18 % No opinion F: 10, S: 7, St: 12, All: 9
8. Increasing student/faculty ratios are making it increasingly difficult to maintain instruction in small groups. Given this, the university should explore alternative methods for encouraging interactive learning (both student-student and student-faculty) which are less labour intensive.
% Agree /Disagree F: 61/21, S: 66/21, St: 80/14, All: 69/18 % No opinion F: 8, S: 11, St: 4, All: 8
Comments: According to different respondents, it is felt that "the university must prioritise small group learning if it hopes to differentiate itself from other institutions" and "the direct interface between student and professor at Trent supports the best learning environment available". Quality of instruction and the continuance of Trent as a viable university were the general concerns of those mentioning the importance of small groups. There were several suggestions for increasing contact between students and faculty. The importance of office hours was mentioned. To increase faculty availability, TAs, graduate students, upper year students and tutorials led by the students themselves were all mentioned. Several comments reflected on the expense of small group teaching while supporting this method. A concern with distance education is that television and computer media would lose this small group fostered personal touch. Conversely, others suggested providing courses for students with fewer of Trent's resources involved. Examples included large lectures without labs or independent study. Motivations for designing courses like this could include offering choice to students who may prefer to study independently. Trent would save staffing dollars and tie up fewer resources to provide these courses. Concern for the quality of Trent students was noted. One person felt that while Trent was accepting middle of the road high school students, the stimulation and interaction provided by faculty have only minimal results. Another respondent questioned why Trent was "last place in percentages" regarding time spent by tenured faculty with students. According to the views of some respondents, instructors teach in a variety of ways and a standard Trent course does not exist for all courses to be modelled from. These opinions suggest that there are varieties of teaching styles and there is no best way to design courses.
9. Trent should continue to foster interdisciplinary programs.
% Agree /Disagree F: 68/14, S: 95/4, St: 92/4, All: 83/8 % No opinion F: 10, S: 0, St: 4, All: 6
10. Trent should continue to expand its efforts to bring international students to Trent, both to enrich the Trent environment and as a way to bring in extra funds.
% Agree /Disagree F: 74/10, S: 77/7, St: 84/6, All: 78/9 % No opinion F: 6, S: 14, St: 10, All: 9
11. Trent should expand its efforts to allow its students to study abroad.
% Agree /Disagree F: 66/12, S: 77/0, St: 63/10, All: 68/8 % No opinion F: 14 S: 23, St: 22, All: 19
Comments: On the subject of interdisciplinary programmes there were several responses given. "My interdisciplinary degree has opened the doors for jobs and funding" was one statement. Students enjoy the flexibility of being able to combine their interest areas. Some respondents were concerned that strong disciplinary programmes should be ensured before others are developed. Concern that individual interdisciplinary programmes had developed to become "self-contained" was expressed. International Programmes: Comments supporting the positive aspects of international students studying at Trent outnumbered the comments such as those concerned with "protecting our own culture and putting Canadians first." Several respondents expressed concern for whether or not an adequate level of support was being provided to international students while others were unsure if the TIP office is financially self-supporting. Respondents suggested that considering international students a base for funding is risky because marketing to this group is expensive, international markets are unstable and the success of international students has not been proven continually profitable. For programmes involving students going abroad to study there is a similar tone of support. The overall sentiment is that the number of international placement programmes should not be increased but the opportunity to study abroad should be available. Trent is seen as "the only small liberal arts and sciences university to have developed this niche so well".
II Strengthening the Graduate Learning Environment
Graduate teaching and research continues to develop as an important part of the academic profile at Trent. It is important that the institution continue to attract quality students to maintain the high standards of these programmes.
1. Trent should expand the number of graduate programmes that if offers. Note: all new graduate programmes at Trent must be interdisciplinary.
% Agree /Disagree F: 31/46, S: 71/11, St: 57/22, All: 50/27 % No opinion F: 18, S: 16, St: 20, All: 20
2. Trent should expand, where appropriate, its existing graduate programmes to the PhD level.
% Agree /Disagree F: 36/39, S: 73/9, St: 71/20, All: 56/25 % No opinion F: 18, S: 14, St: 8, All: 15
3a. Trent graduate students should be provided with opportunities for instruction in university pedagogy.
% Agree /Disagree F: 70/10, S: 70/9, St: 84/4, All: 73/8 % No opinion F: 13, S: 16, St: 8, All: 14
3b. For students holding a Teaching Assistantship, these courses should be compulsory.
% Agree /Disagree F: 52/22, S: 70/11, St: 86/0, All: 67/13 % No opinion F: 14, S: 18, St: 12, All: 14
4. Trent should work to increase the number of international graduate students. (Currently ?% of the graduate students are international students).
% Agree /Disagree F: 55/12, S: 54/4, St: 63/10, All: 56/10 % No opinion F: 27, S: 40, St: 27, All: 30
5. Recognizing limited (and diminishing) access to research funds in the social sciences and humanities compared to the natural sciences, Trent should provide more support and facilities for graduate students in these areas.
% Agree /Disagree F: 56/16, S: 77/9, St: 45/20, All: 58/16 % No opinion F: 19, S: 13, St: 32, All: 21
6. Trent should officially recognize graduate teaching as part of the teaching loads that faculty carry.
% Agree /Disagree F: 75/8, S: 71/9, St: 71/12, All: 74/8 % No opinion F: 9, S: 18, St: 16, All: 15
Comments: A large number of comments (18) stated that Trent should not develop Graduate programmes which threaten undergraduate course opportunities at the university. For graduate programmes that may be developed, concern was expressed regarding adequate resources, libraries, administration, funding or standardised policies in support of the students. Most support was for including graduate instruction in faculty workload while a minority held that involvement with graduate students is a benefit to professors and should not be counted in teaching loads. Increasing the number of graduate students at Trent would be beneficial to attract undergraduates, bring increased tuition fees and improve the service given to undergraduates as professors may be energised through their involvement with graduate level activities. Graduate student involvement would also help to separate Trent from community colleges. Comments addressing the issue of international graduate students (two) suggested that faculty have a concern about the English proficiency of these students. Suggestions for graduate development included the areas of Natural Sciences, Business Administration and Education. Three responses questioned the use of the term "university pedagogy" while others were concerned about the facilities referred to in the questions.
III Technology and Teaching
The advent of new information and communications technologies could, if selectively and carefully introduced, make it possible for Trent to develop an interesting mix of teaching modes that would retain and reinforce the university's emphasis on interactive learning. Distance education technologies could provide opportunities for Trent to extend its programs to a wider, more diverse audience.
A. General Issues
1. Trent should undertake to identify which elements of computer/communications technology are most useful in enhancing small-group learning as the basic guideline for introducing computer-based instruction. The Senate Committee on Technology in Teaching and Learning (COTTL) should undertake this review.
% Agree /Disagree F: 58/12, S: 59/14, St: 73/12, All: 66/12 % No opinion F: 23, S: 20, St: 12, All: 18
2. Trent should seek to replace computer labs with a more decentralized network in which there would be many access points across the campus for students and faculty equipped with their own machines.
% Agree /Disagree F: 52/8, S: 48/40, St: 71/16, All: 58/19 % No opinion F: 34, S: 5, St: 12, All: 19
3. Trent should seek to ensure that every College residence room is equipped for computer access to the Internet.
% Agree /Disagree F: 65/14, S: 80/9, St: 82/12, All: 76/10 % No opinion F: 16, S: 9, St: 6, All: 11
4. Trent should undertake to negotiate with suppliers of hardware and software a discounted purchase price of standardized equipment for students and faculty.
% Agree /Disagree F: 74/9, S: 88/4, St: 90/4, All: 84/6 % No opinion F: 12, S: 7, St: 2, All: 7
5. Trent should establish a "courseware development centre" in which faculty could develop specialized course software programs for their own classes.
% Agree /Disagree F: 47/18, S: 71/11, St: 53/18, All: 58/15 % No opinion F: 30, S: 16, St: 29, All: 25
6. An alternative to lectures in some courses is to use CD-rom or web-based computer instruction for transferring information to students. Seminars, tutorials or labs in such courses would provide opportunities for Interactive learning and development of analytic and communication skills.
% Agree /Disagree F: 43/25, S: 52/32, St: 49/33, All: 50/27 % No opinion F: 23, S: 11, St: 10, All: 16
Comments: Main concerns raised in response to this section of the survey are costs that the university and students are facing and questions regarding traditional versus highly mediated teaching. Several comments warned against situations in which students would be required to buy a computer because computer lab space was unavailable. Establishing partnerships to purchase equipment was seen as a way to achieve industry standards while saving money but respondents warned against situations where some styles of computer are preferred against others; Macintosh users also want support. Instructors commented that university-supplied office equipment was outdated and inappropriate to their needs. Others called for more support staff in order to maximise the use of the equipment Trent owns. Establishing spaces where students could link into the university network may save lab space but could put students without their own computer at a disadvantage. Instructors noted that the lab format was needed in order to teach certain computer applications. One respondent feels students working on CD ROM or WEB-based projects should only be supervised by professors. Others expressed concern for the continuance of the tutorial system they value. Use of technology in the classroom was noted in the cases of Dr. Paul Bell's Internet courses at SSFC and an ERS course at Trent using web and remote video teaching. One person felt that each Trent course could have a web listing of objectives, assignment and class notes. The phrase "transfer of information" drew several comments regarding the definition of teaching. Questions were also raised regarding the difference between lecture teaching and use of technological information sources. One respondent noted that if potential students could buy the information themselves for their computers, "why would they become involved with Trent?"
B. Distance Education
Trent has developed a video-based distance education capability at Otonabee and has mounted programs for delivery at Loyalist College. Distance education includes a range of activities, including audio- and video-conferencing, CDs, interactive teaching via the Internet, and other multi-media forms of learning. In the Trent context, "distance education" can also be envisaged as linking different parts of the campus together through communications media.
1. Trent should focus distance education operations on delivering full-scale programs to a limited number of other locations.
% Agree /Disagree F: 29/33, S: 59/16, St: 53/12, All: 47/19 % No opinion F: 30, S: 20, St: 29, All: 26
2. Trent should explore the possibility of broadcasting (via video/live TV and /or the Internet) classes in selected fields to a province-wide (or national) audience.
% Agree /Disagree F: 32/35, S: 57/21, St: 53/20, All: 50/25 % No opinion F: 22, S: 14, St: 22, All: 19
3. Trent should seek to develop distance education as part of a program package that would combine video--conferencing, interactive computer learning and classroom contact for "outreach" educational programs.
% Agree /Disagree F: 39/29, S: 57/14, St: 61/8, All: 53/18 % No opinion F: 22, S: 23, St: 24, All: 22
4. Trent should plan to engage in distance education initiatives primarily through partnerships with other institutions, with Trent concentrating on development of content in its areas of special strength.
% Agree /Disagree F: 55/17, S: 66/11, St: 61/10, All: 62/13 % No opinion F: 21, S: 18, St: 18, All: 18
5. Trent should use distance education facilities to encourage integration of classes across the campus, i.e., using its capabilities to link several classes together at different locations into a network of discussion groups.
% Agree /Disagree F: 17/40, S: 45/32, St: 45/27, All: 34/34 % No opinion F: 32, S: 20, St: 18, All: 24
6. Trent should use its video-conference capability primarily to enhance access for its own students to guest speakers, etc. from distant locations.
% Agree /Disagree F: 34/29, S: 64/14, St: 53/22, All: 49/24 % No opinion F: 29, S: 16, St: 16, All: 20
Comments: Most respondents question whether distance education is appropriate for Trent University. Concerns include how distance education fits with Trent's mission of small class teaching, costs that may be incurred, and the possible success of the venture. Large numbers of people feel that Trent should remain with small classes as a priority and that distance education technology reduces the quality of the learning experience. A respondent noted that when this technology was used in their class the instructor was unable to see students' facial expressions and interaction was lost. Whether students want or expect this type of instruction was a concern raised by respondents. Using funds to improve the buildings and technology Trent now owns was more of a priority for participants than increasing the use of distance education. Distance education for the purposes of increasing contact with Northern, Aboriginal and seasonally off-campus students was seen as a possible benefit. A benefit of video conferencing, respondents note, would be to involve guest speakers in courses. Some respondents did not know of the existence of on-campus video conferencing technology. According to respondents who saw benefits to distance education, Trent should only pursue this pedagogy (e.g., Video conferencing) if it is shown to be a source of new revenue where Trent is able to compete with larger institutions,. Investigating niche areas or Trent specialisation was suggested. Participants were unsure of the term "outreach" in question 3 and some noted a lack of information regarding technology and budget implications for the entire University for their inability to answer some questions.
IV Enhancing Student Capabilities
One of Trent's great strengths, attested to by alumni over the years, has been its ability to produce articulate, versatile and sophisticated graduates. In the "utilitarian" atmosphere of the 1990s, Trent should reaffirm its commitment to the value of a strong grounding in the Arts and Sciences while articulating more clearly the competencies and qualities that are a result of the Trent educational experience. Below are some ways in which these goals could be advanced.
A. Role of the Colleges
1. The Colleges' advising and mentoring capacities should be focussed and coordinated with the Academic Skills Centre to enable them to play a major role in the development of basic academic skills in the first-year program.
% Agree /Disagree F: 65/18, S: 84/5, St: 70/24, All: 72/15 % No opinion F: 8, S: 9, St: 4, All: 8
2. The Colleges should support development of a mentoring system in which senior students are linked with first-year students to help them adjust to the university.
% Agree /Disagree F: 60/14, S: 82/13, St: 63/14, All: 70/12 % No opinion F: 17, S: 5, St: 16, All: 12
3. The Colleges should work with the Counselling and Careers Centre to develop a program to help students make informed choices about career opportunities and, where appropriate, to help them plan their academic programs as they relate to career development.
% Agree /Disagree F: 51/23, S: 93/5, St: 67/24, All: 70/16 % No opinion F: 17, S: 2, St: 6, All: 10
4. The Colleges should work with alumni in developing a program that would familiarize students with the career possibilities available through their educational programs.
% Agree /Disagree F: 69/14, S: 91/4, St: 71/18, All: 77/11 % No opinion F: 9, S: 4, St: 8, All: 7
Comments: Respondents, with many suggesting the Colleges should no longer be involved in counselling, expressed dissatisfaction with the current academic counselling system. Colleges are under-funded or lack the resources needed to take on additional counselling/mentoring roles according to some respondents. Four comments suggest that "Intro Week" for students be abolished and that a mentoring system would be welcomed in its place. An alumni mentoring programme is being developed at Champlain College. A respondent feels that it is inappropriate to suggest that students entering Trent have a career objective in mind while, similarly, another suggests that career programmes for students have been attended largely by later-year students. Others suggest that first year students would need direction such as one respondent who requested "career information." Others question whether advising centres have the resources to handle new duties. Oshawa campus students are pointed out as students to keep in mind when devising counselling plans.
B. Work-Study (Co-op/Internship) programs
1. Trent should expand work/study credit programs that could be linked to work in voluntary/community organizations or private sector firms.
% Agree /Disagree F: 71/9, S: 89/5, St: 88/0, All: 81/6 % No opinion F: 14, S: 5, St: 10, All: 11
2. Trent should expand work/study opportunities for students involved in international programs.
% Agree /Disagree F: 64/13, S: 77/5, St: 67/8, All: 68/9 % No opinion F: 18, S: 18, St: 22, All: 20
Comments: General support exists for work-placement programmes at Trent. Some respondents question the appropriateness of work-study to a university while others see them as a draw for students, a profile raiser for the university in the general community, and as a benefit for students experientially and financially. Others question the funding and administrative costs to the university while wondering if the Peterborough area is large enough to support these programmes while in competition with SSFC. Survey participants gave non-specific descriptions of work-study activities in place at Trent. Concern for balanced support of Co-op programmes across the university was expressed with a suggestion that a policy paper be written to provide direction. Support was expressed for developing internship possibilities around the world. For International students at Trent, there is concern for helping them find meaningful work while issues regarding the regulations of Canadian work visas was raised.
C. Student Portfolios
1. Some universities have developed "student portfolios" that emphasize both academic and extracurricular activities and provide graduates with an enhanced record of competencies they have acquired (e.g., in leadership, teamwork, communication skills, management of volunteers, etc.). Trent should explore this possibility.
% Agree /Disagree F: 44/16, S: 77/11, St: 71/14, All: 61/14 % No opinion F: 34, S: 13, St: 12, All: 21
2. Trent should develop a "skills transcript" that would provide students with a record of both generic and specific competencies acquired through their courses (e.g., second-language competency, computer/software language competency, familiarity with laboratory procedures, etc.). This could be introduced on a selective basis among courses and complement the regular transcript.
% Agree /Disagree F: 44/29, S: 84/7, St: 71/14, All: 64/17 % No opinion F: 21, S: 9, St: 12, All: 15
Comments: Several persons felt that students should be responsible for their own resumés while some students reported satisfaction with the portfolios of the Teacher Candidates in the Con-Ed programme. Concerns about the budgeting and administrative demands of such new programmes were raised, as were suggestions that utilitarian and skill-documenting records were more appropriate to colleges and high schools. Two recurrent concerns were that the student's "ability to learn" would not be documented and the development of more utilitarian courses may result; documentation stressing skills may not be appropriate to the University experience.
D. Summer Programs
1. Trent should offer a larger number and wider range of university credit classes in the Spring and Summer period.
% Agree /Disagree F: 64/12, S: 86/0, St: 73/2, All: 74/5 % No opinion F: 14, S: 13, St: 16, All: 14
2. Academic classes offered in the Spring and Summer at Trent should be based on coherent program planning at the department/program level to ensure that a full array of classes could be offered.
% Agree /Disagree F: 74/5, S: 88/4, St: 76/8, All: 78/5 % No opinion F: 13, S: 7, St: 6, All: 10
3. Trent should develop more courses in the Spring and Summer that reflect new approaches to course format or organization (e.g., shorter more intensive courses than in the regular term; courses with travel/field work components).
% Agree /Disagree F: 58/14, S: 79/2, St: 63/16, All: 66/10 % No opinion F: 19, S: 20, St: 12, All: 19
4. Trent should explore the possibilities of offering courses in the Spring and Summer that are not conventional "degree credit" courses (e.g., certificate courses for senior citizens, professionals seeking upgrading or high-school students).
% Agree /Disagree F: 70/13, S: 66/13, St: 55/16, All: 66/15 % No opinion F: 9, S: 20, St: 18, All: 14
Comments: Some survey respondents asked that a wider range of courses be offered from each department and that the Oshawa campus course offerings be increased to enable students to complete programme requirements more easily. Flexibility should be provided to part-time, professional and working students with improved variety of summer offerings. Other comments suggest that past summer and spring offerings were poorly attended, mismanaged and not beneficial to the university financially. Those responding to this section of the survey were concerned that summer courses be profitable. Survey respondents proposed a semester system as a means of organising course distribution through the school year. The issue of available summertime faculty members was raised. There was an indication from some comments that spring courses have been less successful than summer and spring session should be dropped. A further suggestion was that students should help select courses for each semester. Certificate courses for seniors are seen as a way to boost Trent's image in the Peterborough area. Alternatively, one suggestion was that certificate courses should be left to other institutions. Language classes were also proposed for summer. Survey comments suggest that facility use in the summer could be improved. Better use of Traill and otherwise empty buildings was suggested. Improved co-ordination with the Conference Office and Food Services was requested. Better use of Trent's natural setting involving academic programmes and area partners such as the Ministry of Natural Resources was proposed.
V Linkages
Trent University has a range of program linkages with neighbouring institutions, including Queen's University (in Teachers Education and Graduate Studies ), Sir Sandford Fleming College (in Geographical Information Systems, Museum Management, Nursing, Police Administration and Child and Family Studies), York University and Durham College (the University Centre at Durham). While each venture in this area should be assessed on its own merits, there may be further opportunities for Trent to develop linkages that would extend its offerings to a broader community, enhance Trent's visibility and provide attractive options for students entering Trent.
A.. The "Partnership" Model
The University Centre at Durham (UCD) is an example of a "partnership" model, with York offering Business Studies and Trent offering Arts and Sciences to qualified students in the Oshawa region while Durham College provides the space and support services. Trent offers five full majors at UCD (English Literature, Environmental and Resource Studies, History, Psychology & Sociology). The Ontario government has recently introduced a program of special funding in support of UCD for the next four years.
1. Trent should offer a wider range of courses and programs at Durham.
% Agree /Disagree F: 64/8, S: 57/4, St: 61/12, All: 62/7 % No opinion F: 23, S: 34, St: 16, All: 25
2. The expansion of program offerings at Durham should be based primarily on student demand for particular program options rather than availability of faculty.
% Agree /Disagree F: 64/9, S: 71/9, St: 76/6, All: 70/8 % No opinion F: 19, S: 16, St: 14, All: 17
3. In order to enhance the opportunities for Oshawa students, Trent should explore the possibility of mounting Spring and Summer courses (particularly lab-based courses in Science programs) at Trent that would complement UCD courses in the Fall and Winter terms.
% Agree /Disagree F: 51/9, S: 70/2, St: 69/6, All: 62/5 % No opinion F: 32, S: 23, St: 18, All: 27
4. In order to enhance the "Trent experience" for Oshawa students, departments should explore ways of encouraging visiting speakers and similar activities for UCD students.
% Agree /Disagree F: 65/6, S: 55/0, St: 73/60, All: 66/4 % No opinion F: 21, S: 25, St: 14, All: 19
5. Trent departments and programs should increase their advisory activities at UCD.
% Agree /Disagree F: 49/10, S: 46/5, St: 51/8, All: 49/8 % No opinion F: 31, S: 45, St: 35, All: 36
6. Assuming that we can develop a financially and pedagogically viable program at Durham, Trent should be prepared to look at other "satellite" operations based on the UCD model.
% Agree /Disagree F: 47/19, S: 64/9, St: 59/10, All: 56/14 % No opinion F: 23, S: 23, St: 28, All: 24
Comments: Central to most comments is a concern that money for both Trent and the University Centre at Durham (UCD) activities should be based on long-term goals. There was concern that the upkeep of Trent is best served by encouraging full-time students in Peterborough. The population base of Oshawa is seen as positive to the success of courses held at UCD, however, several comments suggest Trent operations should be a priority. Durham involvement should be watched for viability suggest respondents, some of whom suggested that Durham might in the future develop its own university and be competition for Trent. Participants suggest that the "Trent Experience" is not transferable to Durham but academic and identity support can be encouraged at this separate location. There was an indication that the linking of Summer Trent and winter UCD courses had been tried before with poor results. One respondent suggested that students be offered a bussing option between Oshawa and Peterborough locations. SSFC, the Royal Ontario Museum and CMC Museum of Ottawa were offered as organisations to re-establish links with. The Barrie-Orillia area was also suggested for investigation. Others suggest maximising Trent resource use before expanding beyond Durham. Concerns that Durham affects Trent enrolments also exist. Trent obligations in Belleville and Lindsay were suggested for review as to their present functioning.
B. The "Articulation" Model
Trent's arrangements with Sir Sandford Fleming College in GIS, Nursing, and Museum Management are examples of an "articulated" linkage model where Trent offers a degree program that can be combined with a certificate program in a skills area offered by the College.
1. Trent should develop further articulated programs with Fleming and/or other community colleges.
% Agree /Disagree F: 58/10, S: 84/2, St: 73/6, All: 71/6 % No opinion F: 21, S: 7, St: 14, All: 15
2. Trent should explore the possibilities of a more "integrated" form of articulation, in which students could take some courses toward their degree and some certificate/diploma courses in each year of study.
% Agree /Disagree F: 57/18, S: 82/2, St: 73/6, All: 71/9 % No opinion F: 17, S: 9, St: 14, All: 14
3. Trent should take steps to facilitate the movement of qualified students from the community colleges into degree programs at the university through selective accreditation of transfer credits.
% Agree /Disagree F: 68/14, S: 77/4, St: 80/6, All: 74/8 % No opinion F: 12, S: 14, St: 8, All: 13
4. Some universities have developed relations with special industry/professional organizations (e.g., the International Technology Institute) involving articulated programs. Trent should explore this possibility.
% Agree /Disagree F: 61/14, S: 68/5, St: 76/4, All: 67/10 % No opinion F: 19, S: 18, St: 14, All: 17
Comments: Respondents caution that Trent should not adopt a college model of education. Unwanted Ontario government involvement in policy and funding is seen as more likely with college practices, as is a reduction in the worth of a university degree. Similarly, distance from policy set by industry is advised. Links with other institutions should be on a demand basis with tested forecasts of enrolment. Addressing integrated enrolment with students attending institutions simultaneously, respondents state that in the past this was tried with poor results. Additionally, scheduling problems for both institutions and students could be insurmountable. Complications with Fleming involvement include its commitments to Athabasca University distance education programmes and "training" style of education rather than Trent's focus on "higher learning." Current practices of already recognising college credits are reported. Advertising existing programmes internally to Trent students would be beneficial. New programmes would require advertising support - an additional cost to be considered.
C. The "Integrated" Model
Trent's successful Concurrent Education program with Queen's University represents an "integrated" linkage model, in which students take arts and science classes in the Trent curriculum and Education classes (including practicums) taught by Queen's at both the Trent and Queen's campuses.
1. Trent should seek ways and means of increasing activities in teacher education.
% Agree /Disagree F: 60/9, S: 55/4, St: 53/8, All: 58/6 % No opinion F: 25, S: 34, St: 35, All: 31
2. Trent should explore the possibilities of other "integrated" arrangements in situations where another institution can complement an area of strength at Trent.
% Agree /Disagree F: 71/4, S: 71/5, St: 71/6, All: 74/4 % No opinion F: 18, S: 16, St: 16, All: 17
Comments: Although several conflicting views were offered as comments, the teaching partnership with the Queen's programme is seen as a huge draw for students and very successful. There were many suggestions for institutions with which to integrate and a number of questions regarding the survey questions. The example of the integrated programme with Queen's drew out many observations from those responding to this comment. For some, the programme is one which Queen's feels is its own. Others felt that Queen's was profiting from the arrangement financially. Confusion regarding how funds raised by this programme are divided is similar to the confusion others felt in response to the questions of this section. A request for the prioritisation of integrated programmes in terms of Trent's future, the capacity of Trent to provide services, and the division of work needed to produce new programmes, were some of the areas participants would have liked to have been able to review and address. Others wrote of not knowing what was meant in the survey regarding an "institution." Many comments suggested that links with those "on par" with Trent be pursued while colleges may not be suitable as partners for Trent. None the less, others suggested SSFC as a possible partner. Some suggested that the success of the teaching programme is due to its ability to offer professional accreditation. One respondent asked for more links to professional programmes while another person asked for specific links with Foreign Affairs and International Development. Interest was expressed in integrated programmes in areas other than teaching such as the sciences, journalism or social work with Carleton, Theatre Arts with Ryerson. A teaching programme maintained entirely by Trent was also suggested.
D. Degree and Non-Degree "Outreach" Linkages
With the exception of a certificate program in the area of Native Studies, Trent has not developed certificate programs as much as some other universities. The University of Windsor has established a special degree program offered to employees with Chrysler Canada; Dalhousie and Memorial have similar arrangements with the Department of National Defence. Many universities offer non-degree "upgrading" programs to professionals and/or the general public.
1. Trent should explore the possibilities of offering special degree programs (possibly with some advance standing components) along the lines of the Windsor-Chrysler model, where appropriate.
% Agree /Disagree F: 62/10, S: 70/13, St: 61/6, All: 64/10 % No opinion F: 21, S: 11, St: 27, All: 20
2. Trent should explore the possibilities of offering certificate/diploma program opportunities in areas where there may be demand from particular constituencies for whom a regular degree program may not be convenient or appropriate (e.g. Admin. Studies could offer a diploma in Small Business Administration to entrepreneurs in cultural industries).
% Agree /Disagree F: 65/13, S: 79/4, St: 73/6, All: 71/9 % No opinion F: 12, S: 9, St: 6, All: 10
Comments: Many people are concerned that Trent remain a university and not adopt a college strategy. Some suggest focussing on undergraduate programmes. Others are concerned about the cost of beginning new degree programmes. Similarly to the Windsor-Chrysler model, it is pointed out in the comments that Sir Sandford Fleming College has an agreement with General Electric. Survey feedback also indicates that Trent rejected this corporate partnership model in 1995. One respondent suggests this is a St. Lawrence College style or arrangement. Some are concerned that, under such an agreement, Trent would have to maintain an academic autonomy where Trent professors are not told how or what to teach. Directed at the survey itself, one person senses "that these questions have an underlying intent that is not being fully expanded here." Taking UCD to the workplace (e.g., GM) was a suggestion for linking Trent to the larger community.
VI Faculty Development and Renewal
A. One of the primary ways a university has available to strengthen its teaching complement or to shift its academic focus is through the hiring of new faculty. The high proportion of soon-to-retire Trent faculty (35% over the next 10 years) creates a unique opportunity for departments and programs to enhance the delivery of existing curricula or to make possible strategic curriculum changes. There are a number of possible strategies the Dean of Arts and Sciences could use to allocate new tenure track, sessional and stipendiary appointments to academic units. The following questions are intended to determine those criteria which, from your perspective, will be most useful for developing hiring priorities without sacrificing the ability of departments and programs to deliver their core curricula.
Please indicate the importance of the following criteria to prioritize new tenure track appointments:
1. The need to cover the core curriculum in all academic units.
% Important/Not Imp. F: 78/10, S: 82/2, St: 84/4, All: 82/5 % No opinion F: 6, S: 5, St: 8, All: 6
2. The need to address teaching loads in light of student demand.
% Important/Not Imp. F: 81/14, S: 79/4 St: 78/6, All: 79/8 % No opinion F: 0, S: 11, St: 10, All: 7
3. The advisability of building on academic strengths, but at the same time preserving the qualities of a well-rounded liberal arts and science program.
% Important/Not Imp. F: 84/3, S: 75/0, St: 82/4, All: 82/2 % No opinion F: 6, S: 18, St: 8, All: 9
4. The need to allow for new curriculum development.
% Important/Not Imp. F: 79/6, S: 79/4, St: 80/8, All: 81/6 % No opinion F: 8, S: 11, St: 6, All: 7
5. Instruction and supervision of graduate students by department or program faculty.
% Important/Not Imp. F: 48/42, S: 70/9, St: 65/10, All: 61/22 % No opinion F: 6, S: 14, St: 18, All: 12
6. The needs of graduate programs.
% Important/Not Imp. F: 49/39, S: 71/7, St: 63/14, All: 60/21 % No opinion F: 6, S: 14, St: 16, All: 13
7. Loss of faculty due to retirement and other circumstances.
% Important/Not Imp. F: 69/13, S: 54/5, St: 51/18 All: 60/13 % No opinion F: 9, S: 25, St: 24, All: 17
Please indicate your level of agreement with the following statements:
8. Faculty hiring should be used to enhance interdisciplinary or multidisciplinary priorities.
% Agree /Disagree F: 45/30, S: 55/5, St: 63/12, All: 55/18 % No opinion F: 18, S: 30, St: 18, All: 20
9. Priority should be given to tenure track positions jointly proposed by more than one department or program.
% Agree /Disagree F: 39/39, S: 48/14, St: 48/14, All: 45/25 % No opinion F: 18, S: 29, St: 25, All: 21
Comments: Prominent issues for this section include joint positions, core subjects, and change. One person thinks that an advantage to joint positions is that if departments were disbanded Trent would be able to retain faculty in the departments that faculty are otherwise involved in. However, several people wrote that joint positions are difficult to manage in terms of class schedules, departmental policies, research, and student/teaching needs. Some respondents listed student concerns as a high priority in hiring criteria. Reasons were also given for hiring either generalists or experts. UCD may provide opportunities for generalists who would teach subjects across their area of study. Experts, on the other hand, may draw students to Trent with their high calibre of ability. 1960 style programmes should be updated by hiring in dynamic areas suggest certain comments while others feel that weaker departments could benefit from a resistance to new specialities. Support for hiring young faculty was given.
B. One way to help new faculty reach their potential as quickly as possible is to institute a formal system of faculty mentoring by established teachers and researchers at Trent, similar to systems instituted at other institutions.
1. A system of faculty mentoring should be formally established at Trent.
% Agree /Disagree F: 38/27, S: 68/5, St: 57/6, All: 55/14 % No opinion F: 30, S: 20, St: 27, All: 24
2. If such a system was instituted, would you be interested in being a mentor?
Faculty only 57% interested, 35% minimal or no interest
Comments: New faculty are often experienced teachers, hired because of their ability and suitability to their positions at Trent. Comments suggest that time or money should not be spent on formal mentoring which may be difficult to implement. Some respondents imagined a voluntary informal arrangement working. "Not being a faculty member" was a repeated reason for not commenting on this topic.
C. New funding for the University Centre at Durham (UCD) has created a potential expansion opportunity for Trent, although at present, the funding is only for four years.
1. In delivering such courses in Oshawa, it is important that each department or program ensure that some courses are taught by tenure-stream faculty.
% Agree /Disagree F: 66/8, S: 64/9, St: 67/10, All: 65/10 % No opinion F: 19, S: 16, St: 16, All: 17
Comments: Several comments suggest that Trent should avoid establishing UCD as a second-tier version of services offered in Peterborough and that if Trent is to be involved in Oshawa the service provided to students should be on par with Trent. The presence of Tenure-stream faculty in Oshawa would show dedication to the effort and provide benefits to Trent of having people in place to manage developments and support long-term initiatives. Providing premium faculty would also, according to respondents, be evidence to government bodies of Trent's support for UCD. For faculty, there may be many disadvantages to Oshawa involvement. Infrastructure to support research may be lacking at UCD. One person also wondered if faculty were notified at the time of their hiring of the duties they may be asked to do at UCD and the time this involvement would take.
D. One of Trent's strengths has been its on-going encouragement of interdisciplinarity in undergraduate and graduate curricula and in research.
1. The Research Days forum, at which faculty and graduate students give short presentations of their research to colleagues from many disciplines, is the type of interdisciplinary initiative that Trent should expand upon.
% Agree /Disagree F: 61/9, S: 68/2, St: 82/4, All: 68/6 % No opinion F: 22, S: 23, St: 12, All: 20
2. Academic units should do more to encourage interdisciplinarity in research.
% Agree /Disagree F: 40/23, S: 55/5, St: 67/2, All: 54/12 % No opinion F: 26, S: 32, St: 27, All: 26
Comments: There is agreement that interdisciplinary research could be a focus if it is to become Trent's strategic niche. Others suggest that interdisciplinarity happens naturally, as it has developed in humanities and social sciences for the last 30 years. Suggested areas of the university for interdisciplinary research include CHDS and WEGS or ERS and Native Studies. It is felt that cross-department research would help to maximise the resources of the small university. Publicity for research days could be increased -- staff and faculty view these as a worthwhile events.
VI I Community Engagement
The links between Trent and the local and regional community historically have been integral to the success of the institution. It is imperative that Trent continue to be seen to be making an important intellectual, social and economic contribution to those communities.
1. Trent should actively encourage and promote individual and departmental involvement in the local and regional community.
% Agree /Disagree F: 88/0, S: 91/2, St: 92/0, All: 91/1 % No opinion F: 5, S: 5, St: 2, All: 5
2. Trent should do more to encourage members of the outside community to participate in Trent activities.
% Agree /Disagree F: 86/0, S: 86/0, St: 90/2, All: 88/1 % No opinion F: 9, S: 11, St: 2, All: 7
Comments: Respondents stated that community involvement is beneficial for Trent public relations, enrolment, and government funding. Advertising to promote on-campus activities and Trent successes is seen as well worth the expense. Other suggestions include Festival of Trees and community outreach through lectures. One person stopped giving talks after they felt their department head undervalued these efforts. Bringing high schools on to the campus may be a way to reduce declining local enrolment. It is felt that parking, audit fees, and course fees for seniors are barriers to community involvement. "Institutionalising" community involvement was recommended rather than continuing to leave such activities solely up to individuals.
