Lakehead University Academic Plan
2003-2008
 
 

TABLE OF CONTENTS

Tab No. Description
1. Glossary
2. Executive Summary
3. Academic Plan
4.  Appendix I – Demographics
5. Appendix II - Institutional Analysis Enrolment Projections

GLOSSARY

AETS--Aboriginal Education and Training Strategy
ATAC--Advanced Technology and Academic Centre
ATOP--(Ontario) Access to Opportunities Program
ATRC--Aquatic Toxicity Research Centre
AUCC--Association of Universities and College of Canada
CEAB--Canadian Engineering Accreditation Board
CFAB--Canadian Forestry Accreditation Board
CFI--Canadian Foundation for Innovation
CFS--Canadian Forestry Service
CIDA--Canadian International Development Agency
CIHR-- Canadian Institute for Health Research
CNFER-- Centre for Northern Forest Ecosystem Research
CRC--Canada Research Chair
CTRC--Communications Technology Resource Centre
FCE--Full Course Equivalent
GIS--Geographic Information System
I/S--Intermediate/Senior
IP--Internet Protocol
J/I--Junior/Intermediate
LEVTEK--pulp and paper testing laboratory
LU--Lakehead University
LUCAS--Lakehead University Centre for Analytical Services
LUNE—Lakehead University Nutrient Ecology
MRC--Medical Research Council
NMR--Nuclear Magnetic Resonance
NOEL--Northern Ontario Education Leaders
NOMS--Northern Ontario Medical School
NSERC--Natural Sciences and Engineering Research Council
OCGS--Ontario Council of Graduate Studies
OFRI--Ontario Forestry Research Institute
OIT--Ontario Innovation Trust
ORPT--Outdoor Recreation Parks and Tourism
PREA--Premier’s Research Excellence Award
SEM--Scanning Electron Microscope
SSHRC--Social Sciences and Humanities Research Council
UPRAC--Undergraduate Program Review Audit Committee
VER--Voluntary Early Retirement

Lakehead University Academic Plan
Executive Summary

1.  Because the environment within which a university functions is fluid and dynamic, due both to external and internal pressures (social, cultural, economic) and to the fact that academic disciplines are always evolving, the Academic Plan must always be a "living document," changing and developing as the University itself does.  Therefore, the Academic Plan will be reviewed annually by the Senate Academic Committee.

2.  The main principles guiding the development of the following Academic Plan and the direction of Lakehead University are that

· Lakehead must maintain its viability as a comprehensive university committed to undergraduate and graduate programming, to research and creative activities, and to giving students a value-added educational experience.

· Lakehead must meet its local, regional, national, and international mandates in regard to providing high quality education, research and creative activities, and service to the community.

· Lakehead must support unique features, opportunities, initiatives, or collaborative programs that enhance the image and goals of the University.

· Lakehead must effectively support its faculty in their efforts to achieve and maintain balance and excellence in their three basic contractual obligations: 1) teaching, 2) research and other scholarly activities, 3) and administrative activities and service to the profession and the community.

· Lakehead must be fiscally responsible.

3.  School/Department and subsequent Faculty Academic Plans were developed to provide the foundation for the University Academic Plan.  The Faculty plans add clarity to the vision and detail to the directions alluded to in the University Academic Plan.

4. Lakehead University is a small comprehensive university focussed on the educational experience of its students.  In this context, "comprehensive" means offering a broad range of undergraduate and graduate programming, spanning many disciplines, soon to include medicine; and "small" means small relative to other comprehensive universities.

5. Lakehead's main strength is its ability to recognize and subsequently realize the potential of a wide range of students, primarily by means of an enriched teaching and learning environment.  Important parts of this added value are that Lakehead gives students a sense of immediacy and active participation in their own education, offers them more opportunities to be directly involved in research than do larger institutions, provides them with many opportunities for interdisciplinary study, and offers distance education delivery and co-op programming in some areas.

6. Lakehead University has become considerably more research intensive over the last five years: the academic plans of all Faculties record significant recent increases in both publication and external research funding (e.g., external research funding in 2001-02 totalled $8.9M).  Lakehead will encourage this trend by emphasizing research achievement and potential in its hiring practices.  Lakehead expects to make seven (Canada Research Chair) CRC appointments, one at the senior Tier I level, and six at the junior Tier II level, and four of these CRC appointments have already been made.

7.  As befits a small comprehensive university, the research culture at Lakehead University is naturally heterogeneous.  Faculty and graduate students engage in diverse research activities, individually and collectively, from across all disciplines and faculties, and disseminate their findings via books, articles, conference presentations, reviews, websites, creative works, etc.  The university community enjoys a very high rate of success with various funding agencies.  The Academic Plan acknowledges these diverse research interests and achievements, promotes existing research expertise, and welcomes the potential for new faculty and graduate students to contribute to Lakehead University’s dynamic research culture.

8. Programs and curricula never remain static, but are continuously evolving in response to advances in knowledge, development of new disciplines and sub-disciplines, shifts in student demand and faculty expertise, and societal needs.  Hence, all academic units regularly review their programs to keep them current and vital.   In addition, there are provincially mandated undergraduate and graduate program reviews, and accreditation requirements for some programs.

9. Program and curriculum changes are approved by Senate following referral from Faculty Councils.  Senate committees are responsible for determining the academic soundness and financial viability of all new programs and all changes to existing programs.  Substantially new programs require provincial approval and new graduate programs require authorization for funding from OCGS (Ontario Council of Graduate Studies).

10. The workload of faculty members must achieve a balance in order to ensure that faculty may engage and achieve excellence in their three basic contractual obligations: 1) teaching, 2) research and other scholarly activities, and 3) administrative activities and service to the profession and the community.  Graduate and undergraduate program reviews, in which external reviewers comment on all aspects of programming, indicate that the teaching loads of many units exceed the norm for comparable disciplines in comparable-sized institutions, thus potentially compromising the quality of Lakehead's programming.  The current practice by which Deans, in consultation with Department Chairs, assign teaching loads must be accompanied by sufficient resources to allow the Deans to actually assign appropriate teaching loads.

11. The Academic Plan identifies two priorities:

Priority 1.   The foundation must be strengthened in order to support the programs that depend on it, including innovative new programs.  This will require additional faculty, sessional lecturers, graduate and undergraduate teaching assistants, support personnel, laboratory equipment, library resources and support from CTRC.

Priority 2.  New programs that favourably address the evaluation principles will be launched as resources become available.

The human resource demand over the short term within the academic domain is considerable.  In order to accommodate the double cohort and new graduate programs, there will have to be new appointments to replace retiring faculty and to accommodate enrolment growth.  The net cost increase is unlikely to be less than $3 million.  The following indicates the categories in which staffing is needed.

· VER/retirement replacement tenure track positions
· Additional tenure track positions
· Additional sessional positions (FCEs)
· Additional academic support personnel
· Additional graduate teaching assistants

12.  Non-salary budget lines must be restored to reflect the realities of course and program delivery.

13. Support for the Communications Technology Resource Centre (CTRC) is essential to meet the ever-increasing demand for technology and services to deliver our curriculum.  In addition, Lakehead requires adequate computing equipment and properly maintained equipment and laboratory and studio space.

14. There are plans to develop a Writing Centre and Instructional Development Centre to support Lakehead's student-centred learning environment and to continue Lakehead's historical commitment to giving students a value-added educational experience.

15. The Library is the heart of the academic endeavour and funding must be adequate both for print and electronic resources.

LAKEHEAD UNIVERSITY ACADEMIC PLAN

INTRODUCTION

Lakehead University: Strategic Plan, 1999-2004 is the framework within which all the University’s activities within that time period are carried out.  The development of the Academic Plan of Lakehead University provides a means for operationalizing its more broadly stated Vision and Mission as incorporated in Lakehead University: Strategic Plan, 1999-2004.  In the Strategic Plan, Lakehead University indicates its aim to be a respected, mid-sized university offering a range of programs at the undergraduate and graduate levels and its ongoing commitment to excellence and innovation in undergraduate and graduate teaching, service, research and other scholarly activities.  Lakehead University’s objectives are to compete successfully for scholars, students, and funding in the Canadian academic realm; to participate in the global community while continuing to respect its integral role in northwestern Ontario and its role in Aboriginal education in Canada; to maintain a student-centred learning environment; and to educate students who are recognized for leadership and independent critical thinking and who are also aware of social and environmental responsibilities.  The Strategic Plan has a five-year life-span, and hence cannot be as responsive to changing circumstances in academia as can the Academic Plan, which is to be reviewed annually.  Because the operative time frames of the two plans necessarily overlap, the Strategic and Academic Plans and planning processes should be mutually informing and able to address each other’s deficiencies.

Lakehead is a small comprehensive university focussed on the educational experience of its students.  In this context, "comprehensive" means offering a broad range of undergraduate and graduate programming, spanning many disciplines, soon to include medicine; and "small" means small relative to other comprehensive universities.  One of Lakehead’s main strengths is its ability to recognize and subsequently realize the potential of a wide range of students, both undergraduate and graduate, primarily by means of the enriched teaching and learning environment possible in a small institution.  This environment in its turn creates a powerful sense of place and community (an academic community in which students and faculty, rather than being remote from one another, work in concert to achieve the goals spelled out in the Strategic Plan).  As faculty members in all disciplines have been and will remain on the cutting edge of scholarship and research, both sharing this work with students and involving them in it, Lakehead will continue to be a dynamic institution, which, due in part to its relatively small size, will give students a sense of immediacy and active participation in their own education.  The Integrated Marketing Committee has recently developed a marketing and recruitment strategy building on this very definition of the identity of Lakehead University.

School/Department Academic Plans and subsequent Faculty Academic Plans were developed to provide the foundation for the University Academic Plan.  The Faculty plans add clarity to the vision and detail to the strategic directions of the University Academic Plan.

Because the environment within which a university functions is fluid and dynamic, due both to external and internal pressures (social, cultural, economic) and to the fact that academic disciplines are always evolving, the Academic Plan must always be a "living document," changing and developing as the University itself does.  Therefore, the Academic Plan will be reviewed annually by the Senate Academic Committee.

The main principles guiding the development of the following Academic Plan and the direction of Lakehead University are that

· Lakehead must maintain its viability as a comprehensive university committed to undergraduate and graduate programming, to research and creative activities, and to giving students a value-added educational experience

· Lakehead must meet its local, regional, national, and international mandates in regard to providing high quality education, research and creative activities, and service to the community.

· Lakehead must support unique features, opportunities, initiatives, or collaborative programs that enhance the image and goals of the University.

· Lakehead must effectively support its faculty in their efforts to achieve and maintain balance and excellence in their three basic contractual obligations: 1) teaching, 2) research and other scholarly activities, 3) and administrative activities and service to the profession and the community

· Lakehead must be fiscally responsible
 

1. Overview of Programming Currently Offered by Lakehead University

In order to accomplish these aims, and to ensure that it maximizes opportunities to develop its people and the diversity of their ideas, contributions and achievements, Lakehead University offers a wide range of programs that are suitably complemented with a wide range of research facilities and opportunities from the undergraduate level (including degrees, diplomas, and specialized certificates) through the master’s level to the doctoral level, primarily through its seven Faculties--Business Administration, Education, Engineering, Forestry and the Forest Environment, Professional Schools (Kinesiology, Nursing, Outdoor Recreation, Parks and Tourism, and Social Work), Science and Environmental Studies, Social Sciences and Humanities-- and also through eleven Research Centers.  Despite its consisting of seven distinct Faculties, Lakehead University is a single institution with the commonly shared aim of educating responsible and productive citizens capable of functioning well in a number of roles in society.  Hence, many of its programs are interrelated and thus expose students to a wide variety of perspectives and approaches to the creation, dissemination, and use of knowledge: for example, the Concurrent Education programs taken by a substantial proportion of Lakehead's students introduce them simultaneously to education in pedagogy and in one of the other disciplines offered at the University; there are many degrees with double majors both within and across Faculty boundaries; and most programs have requirements that draw on many academic units, often in different Faculties.  The addition of the Faculty of Medicine in 2004 will similarly encourage broad inter- and multi-disciplinary participation in all aspects of human health.  Full details on these programs can be obtained through the university’s calendar and also through the various Faculty and Departmental Academic Plans.  The following is a summary intended to suggest the range and variety of programs available at Lakehead University.
 

1.1  Summary by Faculty

Faculty of Business Administration:
The Faculty prepares students for professional careers in management. Business Administration provides both theory and experiential learning in the undergraduate programs including: Honours Bachelor of Commerce and Bachelor of Administration.  In addition there are a number of possible majors and minors, a co-operative education option and a College Transfer Program.  Graduate programs include:  Master of Science in Management and the Master of Management.  Specific courses and programs are accredited by professional associations and institutes, such as the Institute of Chartered Accountants of Ontario and Certified Management Accountants Canada.

Faculty of Education:
The Faculty offers programs in three departments: Undergraduate Studies, Graduate Studies and Research, and Lifelong Learning. Undergraduate programs include: One-year Bachelor of Education and Concurrent Programs including a Native Teacher Education Program where candidates attend education courses while earning an Arts or Science degree.  Students may take these programs at the chosen divisions for Teacher Certification, Primary/Junior, Junior/Intermediate and Intermediate/Senior.  All teacher education programs are subject to accreditation by the Ontario College of Teachers.  Lifelong Learning provides for alternative programs including Professional Development and a Native Language Instructor’s Program.  Graduate programs include: Master of Education and a Joint Doctoral Program in conjunction with Brock, Windsor, and Western.

Faculty of Engineering:
Undergraduate Programs include: A combination of Engineering Technology and Post Diploma programs leading to Bachelor of Engineering Degrees in Chemical, Civil, Electrical, Mechanical, and Software Engineering. All programs are accredited by the Canadian Engineering Accreditation Board (CEAB). In addition, the Faculty offers a Bachelor of Engineering Co-operative Education/Internship option and a Native Access Program in Engineering (NAPE).  Graduate programs include: Interdisciplinary Master of Science in Control Engineering and a Master of Science in Environmental Engineering (in development).

Faculty of Forestry and Forest Environment:
Undergraduate programs include: Honours and Bachelor’s Degrees in Environmental Studies and an Honours Bachelor of Science in Forestry.  Accreditation is through Canadian Forestry Accreditation Board (CFAB). Diploma/Degree transfer options are also available. Graduate programs include: Master of Science in Forestry (research oriented) and for more advanced skills in forestry decision making, the Master of Forestry degree.

Faculty of Professional Schools:
The Faculty includes 4 Schools: Kinesiology; Nursing; Outdoor Recreation, Parks, and Tourism; and Social Work.  Undergraduate programs include: Honours programs; specializations and accreditations in each field are offered in each of the schools.  A collaborative Bachelor of Science in Nursing program with Confederation College began its first intake in the fall of 2002.  Graduate programs include: Master of Science degrees in Kinesiology (option for specialization in Gerontology), Social Work (option for specialization in Gerontology or Women’s Studies), and Public Health, with two streams (Health Studies and Specialization in Nursing).

Faculty of Science and Environmental Studies:
The Faculty includes 9 Departments: Anthropology, Biology, Chemistry, Computer Science, Geography, Geology, Mathematical Sciences, and Physics. Undergraduate courses include: Honours and Bachelor’s Degrees in each of the above departments. Interdisciplinary programs are offered in Applied Bio-Molecular Science, Geoarcheology, and Water Resource Science. Joint major degrees, and co-operative programs and minors are available in a variety of programs. College Transfer programs are offered in Natural Science and Computer Science. Graduate Programs include: Master of Science in Biology, Chemistry, Geology, Master of Arts in Mathematical Sciences, and Physics.

Faculty of Social Sciences and Humanities:
The Faculty includes 12 Departments:  Economics, English, History, Indigenous Learning, Languages, Music, Philosophy, Political Science, Psychology, Sociology, Visual Arts, and Women's Studies.  Undergraduate Programs include: Honours and Bachelors Degrees in Arts.  Certification, minors, and double majors are also offered in a variety of combinations.  The Faculty is also the home of the Native Access Program.  Graduate Programs include: Doctorate in Psychology and Master of Arts in Economics, English, History, Gerontology (collaborative), Psychology, Sociology, and Women's Studies (collaborative).

1.2  Interdisciplinary Programming, Distance Education and Co-op Programming

Interdisciplinary programs are initiated by departments in consultation with other academic units.  These types of programs are encouraged by Lakehead University to meet future students’ demands and societal needs.  Currently there is a wide range of interdisciplinary programs ranging from the concurrent B.A./B.Ed  and H.B.A./B.Ed programs that involve the Faculty of Education and numerous departments in the Faculty of Science and Environmental Studies and the Faculty of Social Sciences and Humanities, to a number of double degree programs within Faculties, and degree programs that span Faculties.
Distance Education is a competitive field with numerous institutions worldwide offering programs and courses to students, including Lakehead students.  Thus far, Lakehead has fared well in this exciting field of education.  Current programming options include eight programs (undergraduate and graduate degrees and specialized certificates) and four of these programs can be completed entirely through distance education.  Annually, over 50 courses are offered with registrations totalling over two thousand.  In addition, off-campus community-based and spring/summer programming are planned to meet the needs of part-time learners.  Lakehead has responded to these needs by providing programming and services through innovative and, often, technologically-enhanced delivery modes and approaches.  In so doing, Lakehead has formed strong relationships with local and regional communities and also has earned a solid international reputation for quality distance education programming.

Lakehead recognizes the necessity of meeting the needs of these integral constituencies of the university community.  There is also an increasing awareness of the opportunities presented by the increasing emphasis on lifelong learning.  Lakehead has effectively applied the advances in educational technologies to support and enhance teaching and learning in both the on-campus and off-campus classes.  It has been possible, for example, to have experts link to on-campus classes from locations around the world. In other cases, students and instructors alike have been able to access educational resources not available on-campus.  ATAC, in its smart classrooms and advanced distance education facilities, will provide the support for Lakehead to be a leader in providing courses, programs and services, to growing constituencies on-campus and off-campus, using a variety of delivery means and techniques.  It is important to note, however, that in addition to the facilities, it will be necessary to provide for ongoing developments in infrastructure and software.  Vitally important will be the provision of technical and instructional support for faculty and students.  Finally, determination of the types of programming, services and appropriate delivery approaches to meet learners’ needs must be ongoing in order to guide Lakehead’s distance education initiatives.

Co-op Education (or Experiential Learning), which integrates the student's academic study with work experience in co-operating employer organizations and offers students an educational alternative to the more traditional systems of education, is integral to a number of Lakehead's programs: the Bachelor of Science in Computer Science, the Bachelor of Engineering, the Honours Bachelor of Commerce, the Honours Bachelor of Science in Computer Science, the Honours Bachelor of Science in Forestry, the Honours Bachelor of Science in Physics, the Master of Arts in Economics, the Master of Arts and Master of Science in Mathematical Sciences, and the Master of Science in Physics.  Students enrolled in co-operative education programs are directly involved in their education for the full twelve months of the year, with the precise details of the arrangements varying by program and employer.
 
 
 

2. Summary of Research Activities

Lakehead University has become considerably more research intensive over the past four years. In 2001/2002, Lakehead researchers attracted a total of $9.0 million in external research (figure 1a) and equipment funding from federal, provincial and private sources (Figure 1b).  Of this, research awards totalling $2.4 million were awarded by the Natural Sciences and Engineering Research Council of Canada (NSERC), the Social Sciences and Humanities Research Council of Canada (SSHRC), and the Canadian Institutes of Health Research (CIHR). As well, this past year, the Canada Foundation for Innovation (CFI), the Ontario Innovation Trust (OIT), and partners from the private sector invested over $2.3 million toward research at Lakehead.

1a)       1b)
 

Figure 1a) summary of external research grants received from 1999-2002 and b) total research funding received from federal, provincial and private sources

Details about the research of individual Faculties can be found in their Academic Plans; what follows is merely a summary of the highlights.  Because of the differing natures of the various disciplines in the different Faculties, the type, quantity, and rate of research will vary considerably from unit to unit.
 

Faculty of Business Administration:
The Faculty of Business Administration has a strong focus on applied research, especially that which supports management education.  The Faculty recognizes the value of a wide range of scholarly pursuits but stresses the uniqueness of the contribution and the degree to which the resultant knowledge is disseminated and/or contributes to advancement of the profession, the Faculty, or management education generally.  The number of papers published in peer reviewed journals has more than doubled since 1998/1999.

Faculty of Education:
A significant number of new faculty in recent years have strengthened and broadened the Faculty's research capabilities.  The 1996-2002 period has seen 175 refereed publications, a doubling of research grants and contracts, the involvement of Faculty members on editorial boards of journals, and work as members on committees of the major research funding bodies (e.g., SSHRC).  Faculty in Education direct the Centre of Excellence for Children with Adolescents with Special Needs, Lakehead's federally funded national research centre.  Members of the Faculty of Education work closely with the Province's teaching community and have, for example, contributed to the design of curricula and resource materials in a number of disciplines.

Faculty of Engineering:
The Faculty of Engineering views research, professional activities, and community service as linked to the teaching competence of its members, the development of the region, and the enhancement of the reputation of Lakehead University.  Hence, all members of the Faculty have active research projects and activities funded by NSERC grants, Canada Foundation for Innovation, Ontario Innovation Trust, and other agencies and companies.  In addition to a great variety of research activities, several faculty members are involved in Codes and Standards writing, which contributes to the advancement of the practice of engineering.  Engineering faculty members are also recipients of many prestigious awards including Distinguished Researcher Awards, National and International Engineering Fellowship Awards, and a Canada Research Chair.  The past six years have seen 195 articles in refereed journals, 165 articles in refereed conference proceedings, a large number of other publications, and two patents.

Faculty of Forestry and the Forest Environment:
The Faculty of Forestry and the Forest Environment has seen a significant increase in both research funding and publication in recent years.  The Faculty also has received a Canada Research Chair in Sustainable Water Management, CFI funding for the LUNE laboratory, and has been building close working relationships with other forest research groups (e.g., CNFER, OFRI, and CFS Great Lakes Forestry Centre).  The Faculty will expand its research efforts due to new funding provided by the Legacy Forest grants, will form an Aboriginal Studies Group, a Lakehead University Nutrient Ecology Laboratory, and a Forest Soil Ecology Cluster.
 

Faculty of Professional Schools:
This new Faculty increased research funding in the year 2001/2002, and produced 30 refereed journal publications and 30 chapters in books.  In addition, seven highly productive new faculty members were appointed (four in ORPT, two in Nursing, and one in Social Work) and the ORPT Centre for Research was established.

Faculty of Science and Environmental Studies:
This new Faculty increased their grants (primarily NSERC, SSHRC, and CFI) and  industrial and government contracts in the year 2001/2002 and produced a total of 126 articles and book chapters.  Over the past several years, many members of the Faculty received the Distinguished Researcher Award and last year, with the reinstatement of merit awards, a significantly large number were awarded to members of this Faculty, mostly for research productivity.  Two Canada Research Chairs (one jointly with the Faculty of Forestry and the Forest Environment) and one Premier's Research Excellence Award are held by faculty members.

Faculty of Social Sciences and Humanities:
This new Faculty increased multi-year grants (primarily SSHRC, NSERC, CIHR, CRC, CIDA, and CFI) in the year 2001/2002, and produced 9 books, 23 chapters in books, 59 articles in refereed journals, 2 musical compositions and 8 exhibitions.  Academic units such as Philosophy, Political Science, and Gerontology saw substantial increases in external funding, while Sociology received a Canada Research Chair and has 6 of its 9 members supported by SSHRC funding.  The Psychology Department received $2.4 million in research funding, plus a Canada Research Chair nomination.  In the last five years, research has intensified among the members of this Faculty (including, of course, the time in which these units were members of the previous Faculty of Arts and Science).
 

3. An Overview of Recent Achievements:

Lakehead University has many achievements of which it is justly proud.  Student data are good in terms of the quality of entering students, the graduation rates, and the employability and success of graduates.  Even though the University has had to struggle with many fewer resources than it needs to deal with its current enrolment, it has managed to keep its level of program quality high at both undergraduate and graduate levels while also increasing the amount of significant research accomplished by faculty members.  These facts reflect the dedication and talent of Lakehead's faculty.  Full details of the achievements of individual Faculties can be found in their Academic Plans and Annual Reports; the following is merely a summary of some of the highlights.
 
 
 
 

Faculty of Business Administration:
The main achievements of the Faculty of Business Administration in recent years include the establishment of program minors in Accounting, Finance, Human Resource Management/Industrial Relations, and Marketing; the establishment of a Leadership Program for middle and senior level managers; the creation of the two graduate programs; the receipt of three years of funding from the Canadian Department of Foreign Affairs and International Trade for the Program for the Development of International Business Studies; and the acceptance of many of the Faculty's courses by a number of professional accreditation bodies.

Faculty of Education:
The undergraduate population of the Faculty of Education has increased by 50% in the last five years, but the Faculty has been able, nonetheless, to implement many goals specified in its strategic plan: made more explicit links between practice and theory in programs, pioneered the use of alternative delivery modes, introduced a Native Languages teachable at J/I and I/S levels, increased the rigour of pre-service programs, developed an Outdoor Experiential Education focus, developed a partnership with Old Fort William that includes a business plan for establishing a Team-Building Adventure Learning Centre at the Old Fort, added new faculty members to broaden areas of research expertise, and strengthened the partnership within NOEL (Northern Ontario Education Leaders).

Faculty of Engineering:
Faculty achievements in the last five years include a large number of degrees and diplomas conferred, successful accreditation, the introduction of two new programs in Software Engineering and Engineering Technology, a Canada Research Chair in Industrial Waste Management and Site Remediation, various CFI related activities, the introduction of a Co-operative Education/Internship Option, increased sensitivity to the concerns of women engineering students, the receipt of various internal and external awards for teaching and research, and student achievements in a number of national and international competitions.

Faculty of Forestry and the Forest Environment:
Recent Faculty achievements include the CIDA Ghana-Canada INCONCERT Program, the Nepal Resource Conservation and Community Outreach Project, the success of students in the workforce and in receiving NSERC post-graduate awards, the successful development of Writing Across the Curriculum and Speaking Across the Curriculum, a Canada Research Chair in Sustainable Water Management, the development of closer working relationships with various forest research groups, the development of articulation agreements with Confederation College, and establishment of the Legacy Forest.
 
 
 
 

Faculty of Professional Schools:
Recent Faculty achievements include the development and launching of a Master's in Public Health program, the development of articulation agreements with the colleges, the development of a collaborative Nursing program with Confederation College, Senate approval of a Master of Environmental Studies in Nature-Based Recreation and Tourism, the securing of over $1.2 million in special program funding from the provincial government for initiatives such as the fast track and 2nd entry programs in Nursing, the establishment of the ORPT Centre for Research, the implementation of a new curriculum for ORPT, the formulation of a new direction for the undergraduate Kinesiology program to capitalize on the inherent health applications of the Kinesiology disciplines, and the exceptionally high quality of the teaching throughout the Faculty.

Faculty of Science and Environmental Studies:
Recent Faculty achievements include the maintenance of the high quality of undergraduate and graduate programs despite significant budget cuts, the recruitment of very high-quality faculty members, the upgrading of research infrastructure (such as the GIS, NMR, and SEM facilities), the continuance of highly productive research, the attraction of high-quality students, the attainment of successful OCGS appraisals of all graduate programs, the securing of two Canada Research Chairs (one joint with the Faculty of Forestry and the Forest Environment), and numerous research awards.

Faculty of Social Sciences and Humanities:
Recent Faculty achievements include the marked increase in the research output of Faculty members, the establishment of Lakehead University's first Ph.D program (Psychology), the securing of a Canada Research Chair (Sociology), the winning of a large number of Distinguished Instructor Awards (English), high SSHRC success rates, increases of enrolment in many Departments without additional full-time faculty members' being appointed to help overburdened units cope with the increases, a number of successful OCGS appraisals of graduate programs, the development of interdisciplinary majors, the enhancement of Concurrent Education programs (by the creation of a program in Philosophy, and the development of H.B.A./B.Ed. programs in other Departments), the establishment of a Women's Studies Program and a Gerontology Program, the development of articulation agreements with Confederation College (Political Science), the LUMINA concert series, the annual Student Juried Exhibition, and the Visiting Artist Series.
 

4.  Enrolment History & Growth Projections

The Ontario university system is preparing for a surge of enrolment, the magnitude of which has not been seen since the 1960s.  An estimated increase of 90,000 more students is expected by the year 2010 .  This surge is due to an increasing demographic in the 18-24 year olds, an increase in the participation rate of students attending university, and the influence of workplace demands for a more highly educated workforce (see Appendix 1).  The situation is further compounded by the impact of secondary school reform where the elimination of the fifth year of high school will see two classes of students graduating at the same time.  The leading edge of this surge in Ontario has come to be known as the double cohort, the major impact of which will be felt in 2003/04 and 2004/05.

In terms of long range planning, it is important to note that the growth in the university-bound cohort will continue to increase through much of the next decade.  Population projections in the 18 to 24 year old cohort, the cohort that most influences university enrolment, continue to grow through to 2015.  When the cohort does start to decline in 2016, it is important to note that it will still be considerably larger than the current number and will be much larger than the current capacity of the Ontario university system to accommodate.

This trend is further reinforced in Trends in Higher Education published by the Association of Universities and College of Canada (2002).  AUCC projects an enrolment increase of 20 to 30 percent for Canadian universities and illustrates that we should not be led to think of the double cohort as a one-time Ontario problem.  It is a mere blip in the Canadian university scene and an indication of the dramatic increase in enrolment expected in the decade through to 2011.  While the relative shift in the overall percentage of the population attending university does not, at first glance appear to be a significant change, the impacts of such shifts are indeed major.  These increases in participation rate combined with the growth in the population from the echo boom generation will result in an additional 125,000 to 200,000 students seeking access to a university education.

The Office of Institutional Analysis and Government Relations has prepared a summary of the full time enrolment history to November 1, 2002 and projected enrolment based on the Enrolment Target Agreement signed in September 2002 with the Ministry of Training Colleges and Universities.  Please refer to Appendix 2.
 

OBJECTIVES

1. Plans for Curriculum and Program Changes

Academic units regularly review their curricula and programs in response to accreditation requirements, governmental regulations, shifting student demand, and advances in knowledge.  Program revisions also result from Lakehead’s undergraduate program review process and from the OCGS periodic appraisals of graduate programs.  All changes are processed through Departmental and Faculty councils before being forwarded to Senate for referral to Senate Budget, Senate Undergraduate Studies, and Senate Graduate Studies Committees.  Curriculum and program changes cannot be implemented without Senate approval and there are appropriate requirements to ensure that there is adequate consultation with other units that might be affected by changes.  Substantially new programs must be approved for funding by the Ministry, and, in the case of graduate programming, by OCGS.  Interdisciplinary programs are initiated by departments in consultation with other academic units.  This type of programming is encouraged to explore more opportunities and to meet future students’ demands and societal needs.

The following is a summary of Faculty curriculum and program initiatives. Details are available in Faculty and Departmental academic plans.

Faculty of Business Administration:
The Honours Bachelor of Commerce Program will continue to be the flagship program, and the Faculty intends to expand its initiatives in cooperative business education while remaining responsive to numerous professional accreditation bodies.  The Bachelor of Administration Program will remain unchanged.  The Faculty will continue to develop articulation agreements with Community College business programs.  Distance education delivery of the Management Leadership Program will be enhanced and the program will be reviewed to draw a broader range of business and public sector professionals.  A M.Sc. in Management and a Masters of Management will be launched in September 2003. These graduate programs will require hiring additional faculty.

Faculty of Education:
The Faculty plans to establish more community-based programs, develop more on-line and distance education courses, and work more closely with schools as it is able to obtain additional resources to build on several pilot projects.  For example, the Faculty would like to expand the Professional Program On-Site Delivery, Religious Education Programming, Teaching in Isolated and Remote Communities, and programs that focus on environmental education.  The recently revised M.Ed. program includes increased offerings of web-based courses.  The Department of Lifelong Learning will increase web-based delivery for the Additional Basic Qualifications Program and the Principals’ Qualification Program.  This unit will expand offerings to Native educators, assist with the accreditation of programs offered by off-campus native organizations, and develop a variety of projects in partnership with on- and off-campus groups and institutions.

Faculty of Engineering:
The Faculty will continue periodic evaluations of its programs and review its curricula to ensure that it remains strong, dynamic, flexible and responsive to today's rapid technological changes and future industrial demands, while meeting and exceeding all accreditation requirements.  Admission requirements have been reviewed, as have the year designations, in response to the New Curriculum in schools.  Having gone through accreditation in the Fall of 2001, the Faculty anticipates making further program changes such as the implementation of the CEAB's recommendations, the establishment of a Chair for the newly accredited Software Engineering Program, and a new Masters Program in Environmental Engineering scheduled to commence in September 2004, which has been forwarded to Senate for approval.  Additional masters-level graduate programs in Engineering Mechanics and Communications will be examined, as will Ph.D. level Control Engineering and Environmental Engineering Programs.

Faculty of Forestry and the Forest Environment:
The H.B.Sc.F. curriculum is largely influenced by the CFAB accreditation criteria.  No significant undergraduate program or curriculum changes are planned.  However, the Faculty intends to enhance or intensify efforts in the following areas of curriculum and programming: lab and field hands-on components, Writing Across the Curriculum, Speaking Across the Curriculum, forest hydrology content, articulation agreements with forestry diploma programs, Aboriginal curriculum components, cross listing forestry courses for availability to other students and offering distance education courses.  The Faculty anticipates making the following changes to its graduate program: making research method or scientific enquiry courses mandatory for all graduate students; providing graduate courses based on research projects; developing a M.Sc.F. program in Forest Conservation; a Ph.D. program in Natural Resource Biology, Management and Conservation; and restoring the M.F. Program through distance education.

Faculty of Professional Schools:
General curriculum initiatives will see continued development of community-based learning, flexible modes of course and program delivery, internships, field courses, off campus learning modules and distance education.  Some specific programming initiatives include maintenance of the recently devised fast track and 2nd entry programs in Nursing; rollout of the Collaborative Nursing Program with Confederation College and of the Masters in Public Health program; refinement of a new health direction in Kinesiology with one example being the new Principles of Health course which will integrate a “first year experience” component; implementation of a new curriculum in Outdoor Recreation, Parks, and Tourism; and launching of a Master of Environmental Studies in Nature-Based Recreation and Tourism.  Finally, the Faculty welcomes potential curricular links with the Northern Medical School and can envisage a lead role for the Faculty in developing an interdisciplinary and/or health-related doctoral program.

Faculty of Science and Environmental Studies:
Significant program changes have either just been implemented or are imminent but pending the specifics of faculty renewal and growth positions for 2003.  The Faculty plans to mount an Interdisciplinary Program in Forensic Sciences to meet strong student demand and to add new courses in Molecular Anthropology.  A Certificate in Mapping Sciences, a Co-op program in Environmental Studies, and a graduate program in Geography are also proposed.  A new Interdisciplinary Program in Water Resource Science will be implemented in September 2003.

Faculty of Social Sciences and Humanities:
Substantial program changes have either just been implemented or are in progress.  Nevertheless, there are plans to develop several new courses in a number of departments, in some cases to take advantage of new technology, for example, in Languages and Visual Arts.  There are proposals to develop new curricula in Music, Psychology, Sociology, and Women’s Studies.  Graduate program additions or changes are proposed in Gerontology, Psychology, and Sociology.  The latter is exploring a Ph.D. program and Psychology plans to integrate the Clinical M.A. and Ph.D. programs.
 

2. Research Plan

As befits a small comprehensive university, the research culture at Lakehead University is naturally heterogeneous.  Faculty and graduate students engage in diverse research activities, individually and collectively, from across all disciplines and faculties.  Such research activity includes travel to and work in laboratories, libraries, museums, archives, and is characterized by the generation and analysis of various kinds of data.  In turn, this research activity is expressed in a number of traditional and non-traditional forms: books, articles, reviews, invited public lectures, conference presentations, peer assessments, posters, creative works, films, and web-based sites.  In addition, many faculty communicate their work as public intellectuals; work that promotes their own research interests and also that of the university community more generally.  Such work appears in newspaper and magazine articles, but also includes faculty who have themselves been profiled in national and international newspapers, television, and radio.

The university community enjoys a very high rate of success with funding agencies.  Faculty have been awarded SSHRC, NSHRC, CIHR in a highly competitive environment.  In 2001-2002, funding from these agencies amounted to over $2 million.  Faculty have also received significant funds from other sources, such as CIDA, etc.  The total amount of external research money during the same period reached a record high of $8.9 million.  As a partial indicator of past Lakehead faculty success, the university was awarded seven Canada Research Chairs.

The academic plan strives to acknowledge diverse research interests and achievements, and promote existing research expertise.  It is also mindful of the potential for new faculty and graduate students to contribute to and reinvigorate Lakehead’s burgeoning research culture.  In other words, the dynamism of the research plan is reflected in the dynamism of our research.
 

3. Opportunities and Initiatives

A commitment to ongoing disciplinary innovation is integral to all academic disciplines: as knowledge evolves, so do the disciplines, transforming research and teaching carried on within them.  The disciplines must re-invent themselves to meet the requirements of internal review processes (specifically, undergraduate program reviews mandated by UPRAC) and external review processes (OCGS, Engineering (CEAB), Forestry(CFAB)), and there are, within each faculty, explicit mechanisms to ensure ongoing innovation.  Underfunding has hampered, but not prevented, disciplines from continually transforming and renewing themselves, as is evidenced by the development of new programs, new courses, revised courses, and new research directions noted in the individual department plans.

Increasingly, there have been external opportunities--targeted public and privately funded research envelopes (e.g., Canada Research Chair, Canadian Foundation for Innovation, Canadian Institutes for Health Research, etc.) and program envelopes (ATOP, NOMS, AETS, the Collaborative Nursing initiative, etc.)--which academic units have been quick to respond to and continue to respond to.  Underfunding has made departments and faculties look to these external sources to allow them to undertake new research and teaching initiatives.  Much-needed initiatives, such as the development of a Teaching and Learning Centre and the establishment of a Writing Centre, need to find budgetary support.

In order to become more innovative, two barriers--underfunding and the risk-adverse culture that underfunding tends to create--must be overcome.  Chronic underfunding can make institutions and departments within institutions risk-adverse.  Inadequately resourced institutions become conservative, i.e., more concerned with holding on to what they have rather than risking it on something new.  Inadequately resourced institutions become defensive, i.e., fearful that the new initiatives proposed by others will require scarce existing resources to be reallocated.  Recognizing this, as our resource base grows over the next five years, we need to establish a culture which will encourage responsible risk taking ( i.e., risk-taking that is responsive to the mission of the University despite the limited resources) and create policies and practices which tolerate risk and, thus, stimulate innovation.  Specifically, rather than micro-managing, we need to empower faculties, departments, programs, and individuals by consistently delegating authority and respecting that delegation.  Rather than attempting to control how they undertake their work, we need to hold them accountable for results.

There are numerous opportunities to develop new undergraduate and graduate programs, enhance research, take advantage of funding programs, reach out to the broader community and raise the profile of the University.  Specific details may be found in Faculty and Departmental academic plans, but the following will suffice to indicate the variety of initiatives and opportunities being pursued:

· There are proposals to develop Aboriginal programs in the School of Outdoor Recreation Parks and Tourism (ORPT), and the Faculty of Forestry and the Forest Environment.

· There are several opportunities for new graduate programs: ORPT, Nursing, Gerontology, Geography, and Business Administration at the Masters level and in Sociology, Engineering, Forestry, and Health at the Doctoral level.

· The University will take advantage of the continuing demand for teachers, nurses, and software/electrical engineering graduates.

· The development of the Northern Ontario Medical School is an exciting development and several academic units see a strong potential for interaction in programming and research.

· Enhanced distance education delivery and the integration of e-learning approaches will occur in several programs at the undergraduate and graduate levels. As well, co-operative education program delivery is popular with students and partnering institutions; this will continue to develop.

· Interdisciplinary programs will increase in popularity. There are presently two initiatives on this front: a Health Studies program and a Water Resource Science program.

· There are opportunities to enhance research, build research clusters, and purchase state of the art equipment.  Thus, academic units will continue to take advantage of funding instruments such as the Canadian Foundation for Innovation (CFI), Premiers Research Excellence Awards (PREA), Canada Research Chairs (CRC), ATOP, Legacy Forest, and private sector partnering.
 

4. Faculty Workload

The Mission Statement of Lakehead University indicates that Lakehead University is committed to excellence and innovation in undergraduate and graduate teaching, service, research and other scholarly activity.  The Collective Agreement (16.01.01) states that the responsibilities of faculty members at Lakehead University shall encompass an appropriate combination of teaching, research and other scholarly activities, administrative activities, and service to the profession and the community.  It follows 1) that all units and all faculty members within them are entitled to the support needed both to fulfil their contractual requirements and to work productively towards accomplishing the Mission of Lakehead University; and 2) that the workload of faculty members must give them the opportunity to meet these goals and to meet them well.

The workloads of faculty members must reflect fairness and responsibility not only to those members but also towards our students, who have a right to the highest quality of education that Lakehead can offer them.  Excessive workloads ultimately compromise the quality of Lakehead's programs, as measured and judged externally--not by the subjective and self-interested desires of faculty members, but by OCGS; UPRAC; granting agencies; accreditation bodies; professional organizations of various sorts; the educational experiences of alumni and their continued attitude towards and support of Lakehead.  Faculty members with excessive teaching loads are not only hindered in their abilities to teach well but are also unable to devote sufficient time to research and other scholarly and creative activities so as to advance knowledge and understanding and to maintain scholarly competence in their discipline (Collective Agreement, 16.03.01), with the long-term result that the quality of what they teach may become impaired.  As a small comprehensive university focussed on the educational experience of its students, Lakehead must ensure that it remains a close and dynamic academic community with an enriched teaching and learning environment.  It must also continue to share cutting-edge research with students and to involve them in it as well.  When excessive workloads impair the quality of the education that Lakehead University offers its students, those students will go elsewhere.

Moreover, the double cohort and the longer-term surge in enrolments that the Ontario university system is anticipating imply that Lakehead will be in competition with other institutions for faculty.  It is in the interests of Lakehead to ensure that the teaching component of work be kept competitive.  Exercises such as the graduate and undergraduate program reviews, in which external reviewers comment on all aspects of programming, indicate that the teaching loads of many units exceed the norm for comparable disciplines in comparable-sized institutions.

In each Faculty, teaching loads must be set with a view to ensuring that each faculty member is best positioned to meet all three basic contractual obligations and to do so with an active commitment to achieving excellence in each of these areas of his/her work, thus contributing to the excellence and reputation of Lakehead University.  Teaching loads, the only area of workload that is under the direct control of someone other than the faculty member, are currently determined by the Dean of each Faculty in consultation with appropriate Department Chairs.  Given that there are a great number of factors that come into play in determining the teaching component of workload (number of courses, number of students, laboratories, studios, means of assessment, amount of immediate supervision necessary to meet pedagogical and/or professional standards and requirements, etc.), no universal formula could be responsibly devised and applied.  Thus, the current practice in assigning teaching load is probably the most responsive to the realities of the many, often incommensurable, disciplines and practices within the University.  But this practice must be accompanied by sufficient resources to allow the Deans to actually assign appropriate teaching loads.  Appropriate loads cannot be assigned to all members instantly; resources must be given to the Deans to allow them to adjust the teaching loads in their Faculties step-by-step, following priorities that they are best-positioned to establish in conjunction with the appropriate Chairs and Directors.
 

5. Principles for Programming Evaluation and Resource Allocation

Resource allocation and reallocation are intended to create a sustainable institution of excellence and to ensure that Lakehead University can truly be a small comprehensive university focussed on the educational experience of its students. It is in the terms of reference of the Senate Academic Committee to engage in strategic academic planning (for which the foundation is the Strategic Plan) and monitoring the results.  The Senate-approved document "Principles informing our Academic Planning" further indicates that the academic plan informs decisions about setting overall academic priorities, resource allocation, new initiatives, faculty and academic staff renewal and program quality and viability.  Implementation of the University Academic Plan is vested in the Deans’ Council from which recommendations are forwarded to the Administrative Executive Committee.

The following are the guiding principles informing the decision-making process for evaluating programs and allocating resources:

· Program evaluation and resource allocation shall be consistent with the aims, objectives, and strengths of the University.

· Program evaluation and resource allocation must enhance the overall mission and future development of the University.

· Programming and resources must help the University to meet its local, regional, national, and international mandates in regard to providing high quality education, research and creative activities, and service to the community.

· Long-term student demand, including the needs of lifelong, part-time, and distance learners, and societal need for graduates must justify the allocation of resources to specific programs.

· Program evaluation and resource allocation must effectively support Senate-approved academic programs (e.g., in budgetary, personnel, equipment, space, and library matters, and in network infrastructure and associated resources).

· Resources should be allocated to support unique features, opportunities or collaborative programs that enhance the image and goals of the University.

· Program evaluation and resource allocation must enhance the educational opportunities and the quality of student life.

· Programming and resources should be allocated in such a way as to maintain a balance across the University, in particular to maintain a viable core, while considering new initiatives.

· All units should have an equal opportunity to offer course reductions to support generally agreed upon faculty initiatives, such as decreasing the teaching loads for new faculty and offering course reductions for research or for administration.

· If a unit is no longer contributing to the mandate of the University, the Faculty and Senate should review whether the unit should be continued.  If the Faculty and Senate decide it should, it should be given resources adequate to its needs.  If it is decided that it should not be continued, it should be phased out and its resources allocated.
 

6. Priorities

Lakehead University is a small, comprehensive University offering a broad range of programs in seven Faculties.  Those programs currently approved by Senate constitute the foundation of Lakehead’s programming.  The near-term viability of most of these programs is threatened by underfunding, the result of a series of horizontal budgetary reductions implemented over the last several years.  Hence, the first priority for academic planning at Lakehead University is

Priority 1.   The foundation must be strengthened in order to support the programs that depend on it, including innovative new programs.  This will require additional faculty, sessional lecturers, graduate and undergraduate teaching assistants, support personnel, laboratory equipment, library resources and support from CTRC.

The comprehensiveness of the University enables it to design undergraduate and graduate programs, some being interdisciplinary, of interest to future and present students.  This presently occurs on an on-going basis.  However, some new programs come with a cost.  Hence, a second priority for academic planning at Lakehead University is

Priority 2.   New programs that favourably address the evaluation principles will be launched as resources become available.
 

7. Human Resource Renewal and Growth

Each Faculty is presently under-resourced with respect to both material resources and staff. The ultimate cause is years of under-funding.  However, the situation is exacerbated by horizontal budget cuts that left some departments without administrative assistance and Faculties that were forced to sacrifice tenure-track positions.  At the same time, significant growth in student numbers in some areas was not accompanied by provision of additional resources.  The cumulative effect has been to create stress within the University, although it is not evenly distributed.  We need to address the resources to better serve the existing number of students and to meet the needs of those to come.

The human resource demand over the short term within the academic domain is considerable.  In order to accommodate the double cohort and new graduate programs, there will have to be new appointments to replace retiring faculty and to accommodate recent and upcoming enrolment growth.  The net cost increase is unlikely to be less than $3 million.  The following indicates the categories in which staffing is needed.
 

· VER/retirement replacement tenure track positions
· Additional tenure track positions
· Additional sessional positions (FCEs)
· Additional academic support personnel
· Additional graduate teaching assistants
 

8. Effects of an Increase or Decrease in Resources

Most academic programs, the library, and student services are in need of a substantial increase in resources in order to maintain the viability of existing programs.  Additional resources are required in order to ensure that Lakehead continues to provide excellent undergraduate and graduate education in a student-centered learning environment, especially if we are to admit significantly more students in 2003 and beyond.  Additional faculty are required in many disciplines if we are to provide more student choice, reduce the number of large classes, add graduate programs, and ensure reasonable teaching assignments for research-active faculty.  Increased resources are also needed for teaching assistants, markers, technical assistance, instructional equipment, equipment and laboratory maintenance, supplies, student support services, library resources, and technological infrastructure.  In this regard, each academic unit needs to determine and state its capacity for growth and to justify additional resource allocation.  Given that one performance indicator that Lakehead University is particularly proud of its achievements in is “value added,” it is in the best interests not only of students but also of the University (in terms of student recruitment and retention) to do its utmost to maintain quality in academic programs.  Thus, any small or modest increase in resources should be directed at meeting minimum operating needs for our existing programs.  Professional programs must continue to meet standards for accreditation.

To meet the goals and objectives of the Strategic Plan, a large increase in resources will be necessary.  The academic structure was revised in July 2001 to promote synergy of like-minded departments and professions and for administrative efficiency.  Two additional Faculties were created, requiring additional office space and secretarial support.  In order to increase graduate student enrolment substantially, resources are needed to support new graduate programming as well as additional graduate assistantships.  Plans to develop a Writing Centre and an Instructional Development Centre to support Lakehead’s student-centred learning environment are under way but will require new resources to be implemented.  Increasing reliance on electronic library resources, essential for capturing and servicing on-campus and off-campus enrolment, has increased costs for the Library both in terms of collections and the hardware to support the system.

As existing programs and academic units are currently minimally staffed and operating on insufficient resources, they could not withstand a distributed decrease in resources.  Rather, a decrease in resources would require the elimination of programs or departments.  Prior to eliminating programs or departments, a Senate Task Force would need to conduct a thorough review in accordance with the principles for program evaluation and resource allocation contained at section 5 above.  Any such decision must include a detailed cost/benefit analysis, as there are no programs that could be eliminated without a corresponding decline in enrolment/capacity as well as costs associated with phasing out the program and meeting obligations to tenured faculty.
 

APPENDIX 1
 

DEMOGRAPHICS
 

Appendix 1 (b) – Demographics

Source: Facts and Figures – 1999, Council of Ontario Universities
 

APPENDIX 2
 

ENROLMENT HISTORY
AND PROJECTIONS

Lakehead University Enrolment History and Projections

Fall 2002/03

 The Enrolment History contains historical fall headcount data for full-time students from 1990/01.  The information is compiled
by department and program as at the November 1 reporting date for each year.

· The historical data were taken from the USIS-UAR reports.
· Projections are based on the Enrolment Target Agreement signed by MTCU September 2002.
· The University’s projected intake is distributed based on the department’s three-year average historical share of university
intake with the exception of Concurrent Education which is held constant.
· The upper year flowthrough projections are based on a four-year moving average
· In the case of sparse data the flowthrough is based on similar programs within the department or on the flowthrough for the
program at the faculty level.  In such instances a note has been provided detailing how the flowthrough calculations were made.

· Graduate enrolment is preliminary based on the ETA. The distribution is held constant with some adjustments for anomalies
and additional adjustments for new programs.

For further information, please contact Institutional Analysis/Government Relations.
 
 

LAKEHEAD UNIVERSITY ENROLMENT HISTORY

PRELIMINARY. Projections based on September 2002 ETA 12/12/2002
ACTUAL ENROLMENT AS AT NOVEMBER 1; *INDICATES PRELIMINARY DATA; *INDICATES
PROJECTIONS; FLOWTHROUGH BASED ON A MOVING AVERAGE

**UNIVERSITY**

YEAR 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02
2002/03 2003/04* 2004/05* 2005/06*

UNDERGRADUATE ENROLMENT

FACULTY OF BUSINESS (Undergraduate)

Year 1 157 122 138 153 164 133 142 132 142 120 175 119 96 201 230 205
Year 2 136 120 98 99 95 130 129 136 129 100 78 106 94 66 137 159
Year 3 135 145 150 136 128 126 127 141 137 127 114 72 122 99 75 143
Year 4 15 38 20 47 35 36 37 27 41 38 6 41 30 38 28 24

Total 443 425 406 435 422 425 435 436 449 385 373 338 342 404 470 531

FACULTY OF EDUCATION (Undergraduate)

Year 1 131 179 200 175 187 188 227 226 242 314 291 274 333 339 339 339
Year 2 90 111 134 158 166 155 169 238 195 181 238 277 207 259 267 269
Year 3 76 83 124 158 142 130 151 128 193 159 196 244 259 197 252 263
Year 4 0 0 0 0 0 0 0 0 1 3 1 27 16 59 37 66
Professional Year 358 326 354 377 392 392 387 417 425 526 515 549 613 590 576 577

Total 655 699 812 868 887 865 934 1009 1056 1183 1241 1371 1428 1444 1471 1513
 

FACULTY OF ENGINEERING (Undergraduate)

Year 1 26 33 38 53 53 46 42 28 47 36 44 38 36 37 37 37
Year 2 133 133 144 143 130 122 103 97 88 100 72 72 76 130 155 132
Year 3 94 102 106 107 103 87 93 89 88 85 75 69 79 64 109 139
Year 4 141 175 180 162 151 128 134 130 130 166 177 158 199 182 183 193
Year 5 98 115 117 134 134 116 117 113 105 117 131 142 148 162 157 152

Total 492 558 585 599 571 499 489 457 458 504 499 479 538 575 641 653

FACULTY OF FORESTRY (Undergraduate)

Year 1 64 75 72 88 90 98 88 113 103 70 40 37 44 65 74 67
Year 2 37 45 62 59 55 62 74 76 98 85 83 70 34 55 85 99
Year 3 30 16 22 40 40 40 37 44 64 61 63 57 34 24 37 55
Year 4 15 30 16 23 35 28 35 28 41 49 45 19 41 35 18 24
Year 5 0 0 0 0 0 3 5 6 7 1 0 0 0 2 9 2

Total 146 166 172 210 220 231 239 267 313 266 231 183 153 181 223 247
 

FACULTY OF PROFESSIONAL SCHOOLS (Undergraduate)

Year 1 316 358 383 356 370 353 401 406 367 310 317 279 325 502 583 513
Year 2 181 241 270 283 235 254 245 335 227 199 240 234 214 245 393 439
Year 3 155 163 192 218 235 207 246 225 281 217 214 193 224 215 250 373
Year 4 139 165 157 203 229 210 184 191 199 241 172 196 172 189 193 222
Year 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 791 927 1002 1060 1069 1024 1076 1157 1074 967 943 902 935 1151 1419 1547
 

FACULTY OF SCIENCE & ENVIRONMENTAL STUDIES (Undergraduate)

Year 1 203 179 295 368 380 322 314 243 233 196 169 156 222 293 339 298
Year 2 120 157 160 226 294 264 202 284 222 187 208 192 156 238 358 422
Year 3 89 85 122 143 216 242 234 162 186 164 155 160 185 143 229 333
Year 4 37 33 36 44 54 54 75 63 44 56 46 19 13 45 39 60
Year 5 0 0 0 0 0 5 0 2 2 0 0 0 0 0 0 0

Total 449 454 613 781 944 887 825 754 687 603 578 527 576 719 965 1113
 

FACULTY OF SOCIAL SCIENCES & HUMANITIES (Undergraduate)

Year 1 543 628 743 703 721 619 516 378 399 358 370 341 474 627 744 653
Year 2 328 334 417 503 513 426 355 407 297 282 291 270 244 411 532 616
Year 3 185 250 278 341 377 398 359 294 269 223 187 220 193 190 326 411
Year 4 60 77 91 102 105 123 147 112 81 85 50 32 36 46 35 87
Year 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 1116 1289 1529 1649 1716 1566 1377 1191 1046 948 898 863 947 1274 1637 1767

UNDERGRAD
INTAKE 1573 1707 2013 2039 2095 1881 1833 1623 1621 1504 1478 1316 1606 2213 2513 2248
Year 1 1440 1574 1869 1896 1965 1759 1730 1526 1533 1404 1406 1244 1530 2064 2346 2112
Year 2 1025 1141 1285 1471 1488 1413 1277 1573 1256 1134 1210 1221 1025 1404 1927 2135
Year 3 764 844 994 1143 1241 1230 1247 1083 1218 1036 1004 1015 1096 32 1278 1717
Year 4 407 518 500 581 609 579 612 551 537 638 497 492 507 594 533 676
Educ Professional Year 358 326 354 377 392 392 387 417 425 526 515 549 613 590 576 577
Year 5 98 115 117 134 134 124 122 121 114 118 131 142 148 164 166 154

UNDERGRAD TOTAL 4092 4518 5119 5602 5829 5497 5375 5271 5083 4856 4763 4663 4919 5747 6826 7370

MASTERS 156 187 182 219 196 228 193 211 219 197 166 180 216 245 252 274

DOCTORAL 0 0 0 0 0 2 4 8 6 15 16 20 22 21 21 21

GRADUATE TOTAL 156 187 182 219 196 230 197 219 225 212 182 200 238 266 273 295

UNIVERSITY TOTAL 4248 4705 5301 5821 6025 5727 5572 5490 5308 5068 4945 4863 5157 6013 7099 7665
 
 

Institutional Analysis and Government Relations