INSPIRING LIFE-CHANGING LEARNING

INSTITUTIONAL ACCOUNTABILITY
PLAN AND REPORT 2018/19 REPORTING CYCLE

June 30, 2019
The Honourable Melanie Mark
Minister of Advanced Education, Skills and Training
Government of British Columbia
Dear Minister,
Camosun College serves people and communities from all walks of life with a diverse range of
affordable, accessible and applied programs including adult upgrading, career, technical, trades,
degree and university transfers.
On behalf of Camosun College community, we are pleased to present our annual Institutional
Accountability Plan and Report for the 2018/19 reporting cycle and accept responsibility for its
contents.
This report was prepared in accordance with the Ministry of Advanced Education, Skills and
Training directives and Camosun College’s governance structure.
Through our student outcomes, performance measures and stories, we are highlighting just a few
of the incredible accomplishments of the college and its community of students, faculty and staff.
Our outcomes align with the strategic plan and set performance targets for the future, as well as
fulfilling Camosun’s commitment to achieving the 2018/19 Mandate Letter priorities.
Camosun College delivers and continues to develop exceptional post-secondary education
and training opportunities that support the economic and social needs of people in our region
and our province. We know that about 77% of the 900,000 job openings expected over the
next decade will need some level of post-secondary education or training. Camosun is uniquely
equipped to support the highly-skilled workforce essential to prosperity for everyone in B.C. For
almost 50 years, we have been empowering graduates to create, build and maintain a thriving,
healthy and inclusive future in British Columbia.
Yours sincerely,

Sherri Bell, President

2

Ron Rice, Chair, Board of Governors

Camosun College | Inspiring life-changing learning

CONTENTS

TERRITORIAL ACKNOWLEDGEMENT    4
CAMOSUN COLLEGE OVERVIEW     5
STRATEGIC PLAN OVERVIEW    6
KEY ACCOMPLISHMENTS OF 2018/19    7
PRIORITY ACTIONS FOR 2018/19    9
EDUCATION – KEY HIGHLIGHTS    11
28 YEARS OF INDIGENOUS EDUCATION    13
STUDENT EXPERIENCE – KEY HIGHLIGHTS    16
PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS    18
ENGAGED COMMUNITIES    21
LABOUR MARKET DEMAND AND SKILLS FOR JOBS    23
PROVINCIAL LABOUR MARKET OUTLOOK     24
PROFILE OF CAMOSUN’S STUDENTS    25
FUTURE POPULATION TRENDS    27
TAXPAYER ACCOUNTABILITY    28
PERFORMANCE MEASURES AND RESULTS    29
ADULT UPGRADING GRANT SUMMARY    33
FINANCIAL INFORMATION    34
2018/19 Accountability Plan and Report

3

TERRITORIAL ACKNOWLEDGEMENT

SEEKING KNOWLEDGE IN THESE TERRITORIES
Camosun College serves the communities of southern Vancouver
Island and the southern Gulf Islands. With deep respect and
gratitude, Camosun College acknowledges these are the traditional
territories of the Esquimalt, Lkwungen (Esquimalt and Songhees),
Malahat, Pacheedaht, Scia’new, T’Sou-ke and W̱SÁNEĆ
(Pauquachin,
–
Tsartlip, Tsawout, Tseycum) peoples. Camosun learners, instructors,
support staff and leadership are all enriched by the friendship and
gracious welcome extended by our traditional hosts and by the
beauty of the land on which we live, work and learn.
4

Camosun College | Inspiring life-changing learning

CAMOSUN: WHERE DIFFERENT WATERS
MEET AND ARE TRANSFORMED
From accounting to athletic therapy, carpentry to criminal
justice, early childhood learning to engineering technology—
Camosun College delivers relevant and applied education that
is transforming lives to build a better world.
Located in Victoria, British Columbia, Camosun’s two main
campuses, Lansdowne and Interurban, together with our five
satellite partnership centres, serve more than 19,000 learners
in certificate, diploma, bachelor degree, post-degree and
continuing education programs every year, including 1,200
Indigenous students and over 2,100 international students
from over 80 countries.
Almost 50 years ago, the college welcomed its first students
in 1971 and adopted the name “Camosun,” a local Lkwungen
(Songhees) name meaning “where different waters meet and
are transformed.” Today, Camosun delivers more than 160
innovative post-secondary programs meeting the educational
and skills training needs of students, employers, businesses
and communities in Victoria and beyond.
Whether students are seeking education and career skills in
arts, sciences, business, trades, technology, health and human
services, sport and exercise education, Indigenous studies or
adult upgrading, Camosun College has earned an outstanding
reputation for teaching excellence. We’re immensely proud of
our students, faculty and staff, and the fact that we provide one
of B.C.’s best learning experiences.
And, our impact as a college extends well beyond our highlyskilled, job-ready graduates. We provide: contract training
opportunities for local businesses; applied research, innovation
and prototyping services for industry; and work-ready co-op
students for employers. With 1,200 employees and an annual
budget of $132 million, Camosun generates close to $1 billion
in economic impact in our province every year.

THE COLLEGE

CAMOSUN COLLEGE OVERVIEW

1971

19,000+

160+ programs

2 campuses

Founded in

learners each year

Indigenous students of First Nations,
1,200 Métis
and Inuit ancestry
partner learning sites,
5 community
including Camosun Coastal Centre
students
2,100+ international
from over
countries 80
of students come
79%from
Vancouver Island
employed graduates stay in the
to live and work
85% ofregion

2,000

approximately Camosun
students move on to other B.C.
post-secondary institutions

of former Camosun students are either
92%employed
or pursuing further studies
%
approximately 15
of Camosun students

transfer from other B.C. post-secondary institutions

recent grads, averaged across the 2018
90% ofStudent
Outcomes Surveys, said they 		
were satisfied or very satisfied with their
education at Camosun College

students are within
51% of5 Camosun
years of high school graduation
who go on to further studies
93% ofsaystudents
they were well prepared by Camosun

STRATEGIC PLAN OVERVIEW
“Our strategic direction prioritizes applied education, innovation, educational
and community partnerships, diversity and cultural understanding – all
supporting an extraordinary student experience.”

SHERRI BELL
PRESIDENT

Camosun College’s Strategic Plan (2016-2021) is our
mandate to continue to enhance truly life-changing
learning opportunities for our students. The plan provides
a valuable road map that reflects the language, the values
and the thinking of our college community about where
we want to go as an institution and why.
Enhancing engagement with students and community,
delving into creative and innovative approaches to
teaching and learning, working toward sustainable
practices within our environment and society, and
fostering amazing student experiences—these are the
goals and values that define our strategic direction.

OUR
VISION
Inspiring
life-changing
learning
6

OUR
MISSION

OUR
VALUES
• Life-long learning

We build a better future
for our community
with relevant, innovative
and applied education.

Camosun College | Inspiring life-changing learning

• Positive and supportive student experiences
• An inclusive community
• An environment of respect and safety for all
• Our relationships with one another
• Indigenization

KEY ACCOMPLISHMENTS OF 2018/19

“I’m so excited because this is what we need to grow and continue to build on our commitment to
improving the health and well-being of the people in the south island region. It also supports our
renewed focus on interdisciplinary, Indigenous, and holistic education and practice for students,
employees and community members together.”
CYNTHIA SMITH
DEAN OF HEALTH AND HUMAN SERVICES

NEW ALEX AND JO CAMPBELL CENTRE FOR HEALTH AND WELLNESS PREPARES TO
OPEN ITS DOORS
The new, flexible, and adaptable Alex & Jo Campbell
Centre for Health and Wellness at Camosun’s Interurban
campus promises 21st century learning for healthcare
professionals, and will feature modern classrooms
designed to foster active learning, hands-on labs,
simulation environments, collaboration spaces, and a
teaching clinic, providing service to the public. It will
bring together the majority of Camosun’s health and
human services programming—which now occurs in
multiple buildings at Lansdowne campus—and allow
for a greater interdisciplinary approach to teaching and
learning.
The new centre will help meet the goals of the Ministry of
Health’s Service Plan, and its interdisciplinary approach
is aligned with the goals of Island Health. The building

will adhere to and integrate all provincially mandated
construction requirements as represented in the various
provincial directives, legislation, and current thinking
regarding sustainability.
In January 2017, the Province of B.C. and the Government
of Canada, through its Post-Secondary Strategic
Development Fund, announced funding towards the
Alex & Jo Campbell Centre for Health and Wellness. The
Camosun College Foundation is raising $5 million from
community and industry donors toward the project, with
substantial progress already made to reaching that goal
through their “Together for Health Campaign.” The new
centre, soon to serve as a regional hub for healthcare
education and innovation, will open its doors to students,
faculty and staff in fall 2019.
2018/19 Accountability Plan and Report

7

KEY ACCOMPLISHMENTS OF 2018/19
REFRESHED SUSTAINABILITY PLAN
HIGHLIGHTS CAMOSUN’S LEADERSHIP
ON THE ENVIRONMENT
Sustainability for the environment and society is a
corner post of Camosun’s strategic plan with the goal
of providing leadership and support on key social,
environmental and economic issues impacting the
college and the community we serve. This past year,
Camosun launched its refreshed Sustainability Plan
(2018 – 2022). A key part of the plan’s development
was engaging students in a meaningful way, as change
agents, decision-makers, and influencers. And on
October 3, 2018, the college community led the way by
hosting a farmer’s market at Lansdowne campus. With
stands offering fresh local farm produce and booths set
up for cooking demonstrations and information about
sustainability, Camosun’s Lansdowne campus courtyard
transformed into an interactive autumn farmer’s market
featuring vendors selling fresh produce from around
the region.

8

Camosun College | Inspiring life-changing learning

CAMPUS MASTER PLANNING
& RENEWAL UPDATE
Campus master planning refers to the broader, longer-term
questions about Camosun’s evolution as a leading regional
and national post-secondary institution. What are some of
the things we can do over the next 20-25 years that would
help Camosun College continue to be one of Canada’s best
learning experiences? What do students need to collaborate
and learn? What are the most important aspects we should
be considering about our facilities as we plan for a campus
renewal? What are some of the things we should see or do
less of when it comes to how we use our campus spaces? The
campus master plan represents an exciting opportunity to
envision a student-centred college of the future. As the new
centre for health and wellness prepares to open its doors at
Interurban, we know that the transition of over 1,500 health
and human services students, staff and faculty to the new
facility will have a significant impact on both campuses and we
are working diligently and collaboratively to minimise impacts
and maximise opportunities.

PRIORITY ACTIONS FOR 2019/20
NEW EQUITY, DIVERSITY AND
INCLUSION POLICY
Sharing our stories about our cultures, our communities,
our connections with one another sets the context for
identifying our values as an organization around equity,
diversity, and inclusion. Camosun recently completed an
Equity, Diversity and Inclusion Policy to remove barriers
and create space for students and employees to embrace
their identities and participate fully in our community. The
annual Conversations Day, which brings the Camosun
community together for an interactive day of learning, was
held on February 16, 2019 and highlighted the important
work of the college on equity, diversity and inclusion.
Everyone was encouraged to share their perspectives
on what those concepts meant to them personally and
for the college as a whole. The new policy encompasses
our recent learnings, experiences and collective efforts
in supporting indigenization and internationalization
and supports our efforts around our values, priorities and
strategic goals as a college, as well as helping us align
with current legislation and B.C. government priorities.

POLICES FOR SAFE, HEALTHY CAMPUSES
Camosun is committed to creating and maintaining a safe,
healthy learning and working environment for all students
and employees. In May 2017, the college launched its
Sexual Violence and Misconduct policy and procedures,
and created a Student Support Office to assist students
in need. Camosun’s Student Support Manager, working
in consultation with campus partners, is responsible for
coordinating prevention, intervention and support efforts
in response to students at-risk regarding non-academic
issues, including students with complex social and
emotional needs, students impacted by sexual violence or
misconduct, and students with mental health needs

CAMOSUN LEADS WITH ADULT BASIC
EDUCATION & TUITION WAIVER
PROGRAM FOR FORMER YOUTH IN CARE
On August 8, 2017, B.C. Premier John Horgan announced
free tuition for Adult Basic Education (ABE) and English
Language Learning (ELL) courses and programs
throughout the province at Camosun’s Lansdowne
campus on August 8, 2017. The initiative is opening the
door for tens of thousands of people in B.C. to upgrade
their basic education and skills every year. Camosun
currently serves over 1,000 students per year taking ABE
and English Language Development courses across both
the Lansdowne and Interurban campuses. On September
1, 2017, Premier Horgan launched the Provincial Tuition
Waiver Program for eligible students who are former
youth in care at all 25 public post-secondary institutions.
Camosun College has 90 students benefiting from the
tuition-waiver program, the second highest number
among all post-secondary institutions in the province.
Thanks to a return to tuition free ABE and ESL, Camosun
is working to return to the levels of demand experienced
prior to the application of tuition for these programs. In
each case, we have seen increases of greater than 5%
for each of the program areas, and we continue to add
additional capacity in response to the growth. Most of
these students continue on to post-secondary studies and
affirm the importance of Access education within postsecondary education.

2018/19 Accountability Plan and Report

9

KEY ACCOMPLISHMENTS OF 2018/19
NEW CAREER LAB OPENS AT INTERURBAN
Camosun’s future-focussed Career Lab opened its doors in November 2018 at
the former Enterprise Point office complex at Interurban. The newly reconfigured
and renovated space features sleek lines, comfortable modular workspaces
and natural light, which combine to make the new space more welcoming and
accessible for all things career, co-op and applied learning related at the college.
The new flexible configuration allows Co-op and Career Services to offer more
innovative services and approaches, including on-site interviews with partner
employers and sophisticated preparation and career planning for students. The
space is designed to be flexible so it can be used for multiple purposes and
configured based on needs and opportunities.

CAMOSUN MOVES UP THE RANKINGS IN CANADA’S TOP
50 RESEARCH COLLEGES
With successes in applied research and innovation fuelling the college’s strategic
rise, Camosun has substantially increased its ranking among Canada’s Top
50 research colleges, leapfrogging from 41st to 26th place in only one year.
Camosun College scored well in a number of competitive areas, ranking 3rd for
research growth and 4th for research intensity, both firmly within the top ten for
Canada. This kind of advancement is garnering national attention and the respect
of industry peers and represents the role of Camosun Innovates and the college’s
Technology Access Centre which have come into their own as a nexus for creative
inquiry and practical innovation in Western Canada.

NEW BRAND FRAMEWORK POSITIONS CAMOSUN AS THE
HEAD OF THE CLASS
The world changes fast. Change faster. These words resonate because we
all know them to be true – we can see and feel the change around us, every
day, right here and all around the world. At Camosun, we support students to
achieve success at all stages of their personal educational journey including after
graduation. At the start of 2019, Camosun’s Communications and Marketing
department launched the college’s bold new multi-year marketing campaign that
highlights aspirational change, and focusses on supporting students to formulate
their direction and approach to get ahead in a rapidly-evolving world.

10

Camosun College | Inspiring life-changing learning

EDUCATION – KEY HIGHLIGHTS
CAMOSUN’S INTERDISCIPLINARY DAY OF
LEARNING HIGHLIGHTS COLLABORATION AMONG
HEALTHCARE STUDENTS AND PROFESSIONALS

CAMOSUN LAUNCHES FIRST
STUDENT-RUN FOOD TRUCK IN
WESTERN CANADA

On March 3, 2019, Camosun’s annual Interdisciplinary Day of
Learning was held in the Gibson Auditorium at Lansdowne campus
and focussed on the regional overdose crisis. It was the third iteration
of an annual learning symposium which brings together students
from diverse disciplines to discuss topical social issues. These events
bring students together with plenaries and small group work to
discuss the complexities of the topic from different disciplines that
utilizes best practices and theory right through to solving or action.
Events in the previous two years focussed on homelessness and
reconciliation, representing pressing issues that resonate with the
broader community. Storytelling is a key component, and panellists at
this year’s event described their personal experiences with substance
abuse, the severity of the public health crisis and the importance of
personal stories in fostering understanding and empathy. In spring
2019, Camosun also partnered with Black Press to support the
publication of an Overdose Publication Guide to ensure that the public
has access to accurate and timely information to effectively tackle the
drugs and addictions crisis facing our region.

The college’s new food truck—Camosun
Cuisine Machine—was officially launched
in November 2018. The Camosun Food
Truck is a collaborative project between
Professional Cook Training students
and other programs across the college
including Automotive and Metal Trades,
Electrical, Fine Furniture, Pipe Trades, Comic
and Graphic Novels, and the School of
Business. It is operated by Profession Cook
1 apprentices under supervision from the
Culinary Arts instructional team as part of
the Industry Training Authority curriculum.
The truck will rotate between Interurban
and Lansdowne campuses as well as in the
community including at local high schools.
The colourful student artwork, which wraps
the entirety of the truck, is distinctive and
exciting, highlighting various aspects of
the Camosun student experience. It is
guaranteed to turn heads as the truck travels
to community events around town.

CAMOSUN CAREER FAIR BREAKS ATTENDANCE
RECORD; EMPLOYERS HIRE STUDENTS ON THE SPOT
Over 1,500 people attended Camosun’s 2019 trades career fair at
Interurban campus, breaking the attendance record of around 1,200
from last year. The event at the Centre for Trades Education and
Innovation at Interurban campus. The 28 exhibitors included federal
and provincial government departments and ministries, crown
agencies, and many local businesses in the construction, technology
and trades sectors. Camosun’s success comes on the heels of the
college’s “O Canada” career fair in fall 2018, which featured eight
different departments from across the federal government, from Industry
Canada to the Coast Guard, which is the model that the government is
recommending for other post secondary institutions to follow.

2018/19 Accountability Plan and Report

11

EDUCATION – KEY HIGHLIGHTS
CAMOSUN HOSTS CICAN
NATIONAL CONFERENCE
On May 4, 2018, leaders in post-secondary education from
across Canada and around the world gathered at the Victoria
Conference Centre for the 2018 edition of the annual Colleges
and Institutes Canada’s (CICan) conference. Hosted by Camosun,
the conference theme was Na’tsa’maht—a Coast Salish phrase
meaning “working together as one.” This annual event, one of the
largest in the Canadian post-secondary sector, gathers roughly
900 delegates from institutions and partner organizations across
the country, as well as international partners from over 20 different
countries, to network and learn from one another on a range of
topics. Over 70 panels and workshops took place over the threeday event, focused on five streams: leadership and governance;
student experience; applied research, entrepreneurship and
innovation; the future of skills; and international.

NEW HEALTH CARE ASSISTANT PROGRAMS
Camosun College received one time funding from the Ministry
of Advanced Education, Skills and Training for three Health and
Human Service programs that will commence or have commenced
in 2019/20. Two of these programs are intended to increase
the number of both Indigenous health care and early childhood
practitioners in community. Due to the increased number of
childcare spaces and the subsequent demand for qualified early
education practitioners in B.C., funding was received for an
additional Early Learning and Care Program for 16 students of
Indigenous ancestry which is being offered in community at the
Saanich Adult Education Centre. In addition, a part-time flexible
Early Learning and Care Program which will allow 16 students to
learn while working, commenced in July 2019. Due to the demand
for health care workers in residential care in B.C. an additional
Health Care Assistant Program for 32 students of Indigenous
Ancestry will commence in community at the Saanich Adult
Education Centre in January, 2020.
12

Camosun College | Inspiring life-changing learning

LAUNCH OF ENGINEERING GRAPHICS
TECHNICIAN AND PREPARATION
FOR DELIVERY OF INTERACTIVE
MEDIA DEVELOPER CERTIFICATE AND
DIPLOMA PROGRAMS
Thanks to new funded technology seats from the
Ministry of Advanced Education, Skills and Training,
Camosun has completed an intake of Engineering
Graphics Technician Certificate and is now ready to
deliver the Diploma and Certificate in Interactive
Media Developer. Both programs provide for much
needed capacity in support of the Technology
sector. Program Advisories were struck in each case
to connect with local technology sectors, and it is
anticipated that both program’s graduates will be met
with high demand.

28 YEARS OF INDIGENOUS EDUCATION
CAMOSUN HONOURS SONGHEES WITH BOARD
OF GOVERNOR’S AWARD FOR INNOVATION AND
COMMUNITY PARTNERSHIP
On April 4, 2019, the Board of Governors of Camosun College presented the
Songhees Nation with the 2019 Award for Innovation and Community Partnership
at a special ceremony. The essence of the award is to acknowledge individuals
or partners who approach projects, initiatives, relationships, work or service
in new and innovative ways. The Songhees Nation has led on a broad range
of educational, entrepreneurial and community initiatives and the partnership
between Camosun College and Songhees is long-term, special and multi-faceted.
At the ceremony, there was a performance by the Lkwungen dancers and Camosun
students from Hospitality Management and Culinary Arts assisted with event
organization and logistics.

INDIGENOUS
EDUCATION
AT CAMOSUN

• 1,200 Indigenous students of First Nations, Métis and Inuit ancestry
• 398 Camosun employees have completed the Understanding
Indigenous Peoples course
• Community partners: Saanich Adult education Centre, Songhees
Employment Learning Centre, Victoria Native Friendship Centre

CAMOSUN STUDENTS FUNDRAISE FOR SONGHEES PARTNERSHIP
On March 29, 2019, Camosun students in Culinary Arts, Anthropology and Hospitality Management hosted the second
annual Cooking for Reconciliation dinner at the Songhees Wellness Centre. The inaugural event, “Food Sovereignty
and Reconciliation” celebrated Indigenous cuisine and culture. Guests enjoyed a multi-course meal at themed tables
representing different aspects of nature (land, sea and beach) and their connection to local food systems. Students
organised all aspects of event logistics. The delicious food served included salmon, clams, venison and other local
specialties, many of which were foraged locally using sustainable practices. The dinner was extremely popular with all
tickets selling out quickly, and the money raised helps support Songhees students in an exciting new interdisciplinary
Camosun program in partnership with Songhees Nation. Thanks to provincial government funding, this innovative
joint program between Hospitality Management and Culinary Arts and the Songhees Nation is graduating a cohort
of students completing this program delivered at the Songhees Nation. Students will graduate ready to work in both
sectors, and it is a program identified by the Songhees Nation as a high priority.
2018/19 Accountability Plan and Report

13

28 YEARS OF INDIGENOUS EDUCATION
CAMOSUN EXCHANGE WITH NEW
ZEALAND MAORI
The themes of shared values, meaningful connections,
positive relationships and applied learning were woven
throughout the two-week trip to Victoria in September
2018 that Camosun Indigenous Education Chair Todd
Ormiston facilitated for five Maori visitors—two students
and three administrators—from Ara Institute in Canterbury,
New Zealand. The exchange was made possible because
both institutions have prioritized promoting Indigenous
education in recent years.

14

CAMOSUN’S DAWN SMITH IS THE FIRST
TO DEFEND DOCTORAL DISSERTATION IN
TRADITIONAL TERRITORY

INDIGENOUS STUDENTS GAIN
MEANINGFUL EMPLOYMENT THROUGH
MARINE INDUSTRY PARTNERSHIPS

“What I like best about Camosun College, is that we practice
what we preach,” says Dawn Smith, Camosun’s Indigenization
and Sustainability Strategist, who in 2018, became the first
person in the Faculty of Education at the University of British
Columbia to defend her thesis in her traditional Nuu-chahnulth territory near Port Alberni. Smith, an EdD graduate in
UBC’s Educational Policy and Leadership program, focussed
her doctoral thesis on the “epistemological collisions” in the
classroom experienced by Indigenous educators teaching
Indigenous topics to mostly non-Indigenous learners.
The unique doctoral defence “on the land” opened with
a special prayer to ancestors to bear witness, while Smith
was surrounded by supportive family, friends and Camosun
colleagues.

In September 2018, Camosun College’s Coastal
Centre reported that all 16 students recently enrolled
in a collaborative marine industry program received
employment immediately upon graduation. The Ship
Repair Entry Level Training (SRELT) program was delivered
as part of a four-year Aboriginal Marine Training and
Employment Program (AMTEP) between the Coast Salish
Employment and Training Society (CSETS), the Aboriginal
Community Career Employment Services Society
(ACCESS) and BladeRunners. The goal of the SRELT
program is to provide Indigenous people with certified
training leading directly into employment in the marine
industry. Following the intake of students from last year’s
cohort, the demand from industry for trained shipyard
employees was so high that the decision was made to run
the course again this summer.

Camosun College | Inspiring life-changing learning

28 YEARS OF INDIGENOUS EDUCATION
PROGRESS ON TRUTH AND
RECONCILIATION RECOMMENDATIONS
AND INDIGENIZATION
In 2015, Camosun initiated a task force and steering
committee to develop an Indigenization and Reconciliation
project charter that embeds the Truth and Reconciliation
(TRC) Calls to Action into our college-wide Indigenization
Plan. The project charter speaks to our commitment to
Indigenization and reconciliation, what our vision is, how
our Indigenization Plan and our TRC response are linked,
and our guiding principles for the project. Camosun has
currently completed 13 out of 39 TRC recommendations

developed for and by the college community to
action over the next few years. The remainder have
the foundation work completed with ongoing work
needed, or are in progress. These recommendations
include: integrating Indigenous teaching and pedagogy
into non-Indigenous programs; supporting faculty to
Indigenize teaching and learning experiences; exploring
new pathways between Indigenous and non-Indigenous
programs; Indigenizing hiring practices; expanding
employee cultural training; piloting cultural camps for
employees; and more. We have also made educating the
college community about the UN Declaration of the Rights
of Indigenous Peoples a top institutional priority.

2018/19 Accountability Plan and Report

15

STUDENT EXPERIENCE – KEY HIGHLIGHTS
From registration to graduation, Camosun’s Student Experience division fosters student success
that extends beyond the classroom and integrates the entire campus community. By stewarding a
comprehensive range of supports including Co-op and applied education, academic advising, library
and learning services, counselling services and more, we enrich student learning and contribute to
an exceptional overall educational experience. The result is a student experience that reflects and
encompasses the entire educational journey, and that inspires enduring student success for healthy
communities, a robust economy and engaged citizens.

CAMOSUN STUDENT EXPERIENCE SURVEY 2018
In fall 2018, Camosun asked students about their college experiences through their
second annual Student Experience Survey. We wanted to know: why they chose
Camosun; what did they think about the college; what services did they use; what
technologies were they using in class; and how could we better serve them?

TOP 5 REASONS
STUDENTS CHOSE

CAMOSUN:
types of Programs
1 orTheCourses
offered
Cost of Tuition
2 (relative
to other institutions)
3 Geographical location
4 Future job prospects
for real world,
5 Opportunities
hands-on learning

16

Over 2,300 current students shared
their thoughts on the survey. Here’s what they had to say:

„„ 87% of students were satisfied or very satisfied with their overall
educational experience;

„„ 85% of students say that interactions with Camosun staff and
faculty have been supportive and positive; and

„„ 84% of students say that Camosun offers them the resources and
services they need to succeed academically.

CHARGERS CELEBRATE 25TH ANNIVERSARY
On February 15 and 16, 2018, the Camosun Chargers invited one and all to
celebrate their 25th Anniversary during their final home games of the season
at the Pacific Institute for Sport Excellence. The first 100 fans received a free
towel and t-shirt giveaways and a special cake helped to create a festive
atmosphere. To cap off the celebrations, the Camosun College Alumni
Association hosted a special reception for Chargers Alumni to look back at
the past quarter century of sporting success and excellence at Camosun.

Camosun College | Inspiring life-changing learning

STUDENT EXPERIENCE – KEY HIGHLIGHTS
CAMOSUN ANTHROPOLOGY CLASS
STAGES MOCK EGYPTIAN FUNERAL
AT ROYAL BC MUSEUM
On November 24, 2018, drawing inspiration from the
elaborate funerary rituals of ancient Egypt, students in
instructor Nicole Kilburn’s Anthropology of Death class
hosted a mock Egyptian funeral at the Egypt: Time of the
Pharaohs exhibition at the Royal BC Museum. “Death
is something that the ancient Egyptians thought a lot
about,” notes Kilburn. “Having a very clear directive
about the afterlife and the responsibilities of people to
their families with respect to the afterlife, meant that it
provided guidance in terms of mourning and grief.” The
special event, Pathway to the Afterlife was family-friendly
and interactive with the public invited to attend and entry
was free with the price of museum admission. Hundreds
of people showed up to bear witness to the spectacle,
and after the formal portion, Kilburn’s students and
museum staff led a facilitated discussion about the ethics of
displaying death in museums with the public joining in and
asking questions.

WELCOME WEEKS AT BOTH CAMPUSES
From September 4 – 6, 2018 the Camosun College
family rolled out the red carpet to welcome new
and returning students to our campuses. Volunteers
and staff were out in full-force answering questions,
providing directions, and handing out swag, snacks
and information to support students during the first
days of the fall term at Camosun. As well, the Camosun
College Students Society (CCSS) welcomed back
students, faculty, and staff at the annual CamFest; this
two day festival-style party took place on September
4 at Lansdowne and continued at Interurban on
September 6. Free lunch was served including hot dogs
and refreshments from food trucks. To round out the fun
there was live entertainment and interactive games.

SHOWING OUR PRIDE WITH
STUDENT SOCIETY
During Victoria Pride Week 2018, Camosun students,
faculty and staff participated in the annual pride parade
and supported the work of the Student Society on a
number of initiatives at both campuses. Pride is a time
to celebrate and one aspect of our college celebration
was to encourage people to read books with LGBTQ
themes and stories. Both campus libraries offered
displays during Pride week and promoted an online
reading list. Camosun’s commitments to Pride Week are
just some of the many ongoing initiatives related to our
college-wide values of equity, diversity and inclusion.
The college strives to ensure a learning environment
that is respectful and inclusive for all students, faculty
and staff.

2018/19 Accountability Plan and Report

17

PARTNERSHIPS AND INTERNATIONAL EDUCATION
– KEY HIGHLIGHTS
CAMOSUN INTERNATIONAL:
BRINGING WORLDS TOGETHER
International education has long been recognized
as providing links that reflect global opportunity
and understanding. With a headcount of over
2,100 International students enrolled (representing
over 1,600 Full-Time Equivalents), four short-term
partnership independent study programs, four
field schools, 17 exchange opportunities, 18 work/
volunteer abroad opportunities and several global
agreements, Camosun International creates a college
community that knows no borders.

CAMOSUN’S PARTNERSHIP WITH KENYA COAST NATIONAL POLYTECHNIC
PROMOTES CUTTING EDGE CURRICULUM AND HANDS-ON LEARNING
In 2017, Camosun was chosen from a shortlist of Canadian
institutions to lead an important component of a multi-year
partnership between Canada and Kenya focussed on strengthening
and supporting technical and vocational education and training
(TVET). Camosun’s successful bid as a Canadian institutional partner
with KCNP is part of Colleges and Institutes Canada (CICan)’s Kenya
Education for Employment Program (KEFEP) with funding provided
by Global Affairs Canada for a three and half year contract to work on
electrical and hospitality education streams with KCNP.
In April 2018, Camosun welcomed the Kenyan delegation to Victoria
and their visit represents the evolving partnership between two
coastal institutions, separated by geography, but with a shared
commitment to enhancing educational opportunities through
applied learning as well as trades, technical and vocational training
to meet the needs of industry partners. The partnership signifies
the Kenyan Government’s committee to enhancing educational
outcomes throughout the country and developing the next
generation of workers to fill skills gaps in a number of key industries.
18

Camosun College | Inspiring life-changing learning

PARTNERSHIPS AND INTERNATIONAL EDUCATION
– KEY HIGHLIGHTS

CELEBRATING DIVERSITY AND
CROSS-CULTURAL LEARNING
Throughout the year, Camosun hosts a number of events
that showcase the vibrancy and diversity of campus culture.
Highlights over the past year include the annual Student
Talent Showcase by Camosun International, Korean Cultural
Festival and Diwali – the Indian festival of lights. On March
23, 2018, Camosun’s annual cultural showcase featured a
night of performances from international and local students
at the college and members of the community. The Cultural
Showcase aimed to promote tolerance and acceptance
of other cultures through creativity and performance. On
September 12, 2018, Korean culture was on display at
Lansdowne with samples of great-tasting Korean foods and
attendees learning about Korean art, clothing, and playing
traditional games. Diwali was celebrated on November 7,
2018 with festive lights, sharing of sweets, music, dances
and the vibrancy and diversity of Indian culture on
full display.

CONSTRUCTION LEADERSHIP AWARDS
COME TO CAMOSUN
In April 2018, B.C.’s builders enjoyed a month in the
spotlight as the province rallied to show support and
appreciation for the 225,000 skilled tradespeople
throughout B.C., with an official “Construction Month”
proclamation. As part of the local activities , Camosun
honoured Cori Coutts, Knappett Projects Inc, with
a Construction Leadership Award for her leadership
in the sector and outstanding support of Camosun’s
Construction Programs. Cori Coutts and Knappett
Projects Inc have provided workplace practicums,
interviews and guidance for Camosun’s foundation
students, apprentices and our Multi-Industry Skills
training programs.

2018/19 Accountability Plan and Report

19

PARTNERSHIPS AND INTERNATIONAL EDUCATION
– KEY HIGHLIGHTS
CAMOSUN COLLEGE AND NOVA SCOTIA COMMUNITY
COLLEGE PARTNER FOR MARINE EDUCATION
In June 2018, Camosun College and Nova Scotia Community College (NSCC)
signed an MOU agreeing to work together to create training opportunities
in the marine sector and other areas of mutual interest. The three-year
agreement includes marine and oceans academic education, industry
training, and research collaborations. The two colleges will work together
on potential workforce development opportunities that support provincial
and national marine and oceans interests, including sharing of curriculum,
student learning experiences, faculty exchanges, new program development,
and customized training for public/private partners. Applied research
collaborations are central to the partnership, and both colleges will work
together on information exchanges, staff visits, and student work placements.
International educational opportunities, such as technical projects and
exchanges, are also key components of the agreement.

CAMOSUN INTRODUCES THE WESTON FAMILY
SCHOLARSHIP IN THE SKILLED TRADES
Camosun College, with the support of The W. Garfield Weston
Foundation, has implemented a new multi-year Weston Family
Scholarship in the Skilled Trades program. This program was
developed to help students achieve their education goals and
begin a fulfilling career in the skilled trades by championing
excellence and removing barriers. Over the next three years, this
program will provide opportunities to grow awareness of diverse
career opportunities for 80 students with sponsorships and wraparound supports. Weston Family Scholars will be provided with
unique mentoring and networking opportunities at Camosun
College. The W. Garfield Weston Foundation recognizes that
students succeed when they receive individualized, wrap-around
support, not just financial. Successful applicants may receive
the following supports while in training: educational costs,
living supports, assistance with tooling and personal protective
equipment, technical certifications and skills required for
employment, mentorship opportunities, among other supports.
20 Camosun College | Inspiring life-changing learning

ENGAGED COMMUNITIES
ENGAGED COMMUNITIES
Supporting students, faculty and staff in engaged communities is another core
component of our strategic plan. Applied learning opportunities, community events,
charity campaigns, service learning projects – these are just a few examples of the
positive impacts and connections Camosun makes in our community.

UNITED FOR OUR COMMUNITY
Camosun is a long-time, dedicated supporter of the United Way of Greater
Victoria, working together to improve lives and build healthy communities in
our region. In 2018, Camosun staff, faculty and students collectively raised
over $73,000 for the United Way’s annual campaign, with 133 employees
participating in payroll giving. Showing our local love through our creativity,
participation and contributions, the Camosun team was nominated in three
prestigious categories at the United Way’s Spirit Awards, taking home the
award for Outstanding Workplace Campaign. Camosun is one of 11 Greater
Victoria workplaces to have cumulatively raised over $1 million for the
United Way, raising over $1.4 million over the past 25 years.

CHARGERS MAKE SOME NOISE FOR
MENTAL HEALTH
The Camosun College Athletics department invited students, staff and
fans to attend their Chargers basketball games on Friday, February
1, 2019, to cheer on the teams and make a whole lot of noise in the
nation-wide campaign to break the stigma surrounding mental health.
Now in its third year at Camosun, the Chargers’ Make Some Noise for
Mental Health campaign is part of a long-term outreach initiative across
the Canadian Collegiate Athletics Association (CCAA), espousing
three primary goals: to reduce/eliminate the stigmas related to mental
health, wellness and mental illness; to create awareness about local
mental health resources on campus and the surrounding community;
and to encourage empathy and understanding through open-minded
conversations about mental health.
2018/19 Accountability Plan and Report

21

PARTNERSHIPS AND INTERNATIONAL EDUCATION
COMMUNITIES
–ENGAGED
KEY HIGHLIGHTS
FINE FURNITURE: 30TH ANNIVERSARY EXHIBITION
The exhibition entitled: “Making It: A 30 Year Retrospective Celebration of
Camosun College’s Fine Furniture Program” ran from July 14 to September
22, 2018 at University of Victoria’s Legacy Art Gallery on Yates Street
to celebrate three decades of Camosun’s award-winning fine furniture
program. The exhibit was jointly developed by Ken Guenter and Cam
Russell, two long-time program leaders and instructors, now both retired.
The exhibit showcased 33 graduates representing the three decade span
of the program with a dynamic display of a variety of new furniture designs
and styles. The fine furniture program teaches foundational joinery trades
skills to up to 18 students each year. To date, over 500 students have
graduated from the program and they have helped to develop a thriving
local and regional furniture-making industry.

CAMOSUN PARTNERS WITH MUSTARD
SEED TO COOK HEALTHY MEALS, REDUCE
FOOD WASTE
The Culinary Arts production kitchen at Camosun Interurban
was buzzing with activity during summer 2018 as college and
community volunteers cooked together to provide fresh and
healthy meals for The Mustard Seed and Food Share Network
members with the aim of reducing food waste. Each year, at
The Mustard Seed’s Food Security Distribution Center nearly
85,000 lbs of perishable food goes into the waste streams. The
Mustard Seed is working hard to change that and has partnered
with HeroWork to build a commercial processing kitchen at
their Viewfield Road facility in Esquimalt, which opened last
summer with the ability to process 40,000 lbs per year. While
the new facility was under construction, Camosun Culinary Arts
department stepped in to help during the transition.

22 Camosun College | Inspiring life-changing learning

SOUTH ISLAND PROSPERITY
PARTNERSHIP: CAMOSUN COLLEGE
COLLABORATES TO IMPROVE
TRANSPORTATION FOR FIRST NATIONS
ON SOUTHERN VANCOUVER ISLAND
The South Island Prosperity Partnership (SIPP) has
teamed up with Camosun College to create and
deliver new transportation options for First Nations
communities on Southern Vancouver Island. In February
2019, representatives from SIPP and Camosun College
gathered at the Songhees Wellness Centre to sign a
Memorandum of Understanding. The MOU outlines
how SIPP and Camosun College will develop a business
case to enable better transportation opportunities,
including increased accessibility to post-secondary
institutions in the region, First Nations-run education
centres, and other such destinations.

LABOUR MARKET DEMAND AND SKILLS FOR JOBS

LABOUR MARKET PROJECTIONS
Camosun fills a valuable niche in the post-secondary environment, delivering quality learning with practical outcomes:
career options, transferrable skills, and transition paths to further post-secondary education. The college is wellpositioned to support the workforce needs of the economy, delivering over 2,232 FTEs annually through prefoundation, foundation and apprenticeship programming for skilled trades occupations. Camosun continues to direct
resources to ensure all sectors have access to well-prepared college graduates who can seize emerging opportunities.
The Provincial Government’s Labour Market Outlook: 2018 Edition indicates that 77% of 903,000 job openings over
the next decade will require some post-secondary education and training .

2018/19 Accountability Plan and Report 23

SELECT OCCUPATIONS THAT REQUIRE POST-SECONDARY TRAINING,
PROVINCIAL LABOUR MARKET OUTLOOK
Top opportunity occupations that
require post-secondary training

How Camosun responds with direct or transferable programs

Retail and wholesale trade managers

Business Administration; University Transfer and Associate of Arts Degree

Administrative officers

Diploma and Bachelor's Degree in Business Administration

Administrative assistants

Certificate in Office Administration

Financial auditors and accountants

Diploma and Bachelor's Degree in Business Administration, Accounting major

Social and community service workers

Diploma in Community, Family & Child Studies

Accounting technicians and bookkeepers

Diploma and Bachelor's Degree in Business Administration, Accounting major

Cooks

Certificate in Professional Cooking Foundations; Apprenticeship leading to Red Seal

Carpenters

Certificate in Carpentry Foundations; Carpentry Apprenticeship leading to Red Seal

Information systems analysts and
consultants

Certificate or Diploma in Computer Systems Technology

Early childhood educators and assistants

Diploma in Early Learning and Care

Computer programmers and interactive
media developers

Certificate or Diploma in Computer Systems Technology

Restaurant and food service managers

Diploma in Hospitality Management; Professional Cook Foundation and
Apprenticeship

Insurance, real estate and financial
brokerage managers

Diploma and Bachelor's Degree in Business Administration

Construction managers

Diploma and Bachelor's Degree in Business Administration and Red Seal Trades
credential

Priority health professions

Camosun programs which support B.C.’s Health Care priorities

Nurse: licensed, registered, specialty, and
nurse practitioner

Nursing BSN, LPN diploma

Physiotherapist and Occupational
Therapist

University Transfer towards a degree; Bachelor of Athletic & Exercise Therapy

Medical Laboratory Technologist

Medical Laboratory Assistant certificate

Nurse aides, orderlies and patient service
associates

Health Care Assistant certificate

24 Camosun College | Inspiring life-changing learning

PROFILE OF CAMOSUN’S STUDENTS
INCREASE IN TRADES TRAINING ACTIVITY WAS MODERATED BY LESS ENROLMENT IN
OTHER PROGRAMS BY LESS ENROLMENT IN OTHER PROGRAMS
Overall, when comparing the FTEs generated by Camosun College from 2017/18 – 2018/19, there was an increase
of nearly 190 FTEs from the previous FTE count. Domestic enrolment in trades programs increased by 215 FTEs while
enrolment in other programs decreased by 87 FTEs compared to the previous year. The number of international student
FTEs (not funded by AEST) increased by 59 FTEs compared to the previous year.
Full-Time Equivalent Student Data by Fiscal Year

2017/18

2018/19

Change

FTEs – Ministry of Advanced Education AEST

6,194

6,107

-87 FTEs

FTEs – Industry Training Authority

2,232

2,447

+215 FTEs

FTEs – International Students

1,660

1,719

+59 FTEs

Total Student FTEs

10,086

10,273

+187 FTEs

SATISFACTION RATES INCREASED
One of the summary performance measures relates to overall student satisfaction at the college. Camosun had achieved its
target values across three student outcome survey categories: the rate for former diploma, associate degree and certificate
students marked a rate of 89.4%; the rate for former apprenticeship students was 97.3%; and the rate for bachelor degree
students moved to 90.6%
When compared to the overall count of students 2016/17 (19,472), Camosun’s student count decreased by 2.1 percent to
19,061 individuals in the 2017/18 academic year. However, the number of international students increased by 144 individuals,
from 1,936 in 2016/17 to 2,080 in 2017/18. This marked a gain of 7.4 percent.
Student Enrolment Headcount Data by Academic Year

2016/17

2017/18

Change

All Students (AEST, ITA, Continuing Education – CE, International)

19,472

19,061

-2.1%

Aboriginal Students

1,245

1,225

-1.6%

International Students

1,936

2,080

+7.4%

1

1.

Aboriginal learners are students who self-identify as Aboriginal (i.e. First Nations, Métis, or Inuit) at a BC public post-secondary institution or who
identified with Aboriginal ancestry in the BC K-12 education system. The non-Aboriginal category may include Aboriginal learners who have not
self-identified.

2018/19 Accountability Plan and Report 25

NON-CE (REGULAR CREDIT AND ACCESS) ACTIVITY
The overall demographics of those students engaged in non-continuing education remained relatively constant from year to
year. The average and median age of non-ce students in 2018/19 were 26.6 and 24 years old, respectively. This represented
a decrease of 0.2 years for the average age of students and a decrease 0.1 years for the median age.
Female representation at Camosun rose 2 percentage points to 51% in 2018/19. Finally, trades and technology saw a 1
percentage point increase in female representation from the previous year – climbing to 12%.
Those students in Health and Human Services-related programming had a female representation of 86%. This is an increase
of 1 percentage point from the previous year.
Student Demographic Data by Academic Year1

2017/18

2018/19

Change

Average age of students

25.5

26.6

+1.1

Median age of students

22.8

24.0

+1.2

Proportion of students who are female

49%

51%

+2 pp

Proportion of students who are female – Trades and Technology

11%

12%

+1 pp

Proportion of students who are female – Health and Human Services

85%

86%

+1 pp

CONTINUING EDUCATION ACTIVITY
The subset of those students who are engaged in Continuing-Education have some distinct differences from the overall
population. In 2018/19 the average age of those students fell 0.4 years down to 39.8 years – considerably older than the
total population average age. Conversely, the median age of this sub-population rose 0.2 years in 2018/19 to a value of 38.3
years.
Total female representation of the sub-population of students, as well as those in Trades and Technology, under the CE
umbrella, both realized a 1 percentage point increase over the 2017/18 value, climbing to 61% and 32%, respectively.
In the Health and Human Services subpopulation, female representation remained unchanged from the previous year at 91%.
Student Demographic Data by Academic Year1

2017/18

2018/19

Change

Average age of students

40.1

41.0

+0.9

Median age of students

38.1

39.0

+0.9

Proportion of students who are female

60%

61%

+1 pp

Proportion of students who are female – Trades and Technology

31%

32%

+1 pp

Proportion of students who are female – Health and Human Services

91%

91%

0 pp

26 Camosun College | Inspiring life-changing learning

FUTURE POPULATION TRENDS

PROJECTED POPULATION GROWTH
RATE BY AGE, CAPITAL REGION
DISTRICT, 2018-2028

Camosun College closely monitors the current and
projected population of its region. Although there is an
increasing number of International students, most of
Camosun’s students come from the Capital Regional District
(CRD). Population projections are created by BC Stats and
used for the long-term strategic planning of post-secondary
institutions. The larger the projected growth rate of the
CRD’s population, the higher the likelihood more students
will register at Camosun.

„„ The largest projected growth rate (2018-2028)
is expected to occur in the population aged 65
years, or older at 43.1%.
„„ The largest rate of contraction is projected to
occur in the 15-24 year old age group at -9.4%,
followed closely by those aged 55-64 years,
at -8.0%.
„„ Overall, the population is projected to increase
by 12.0% from 2018 to 2028. This includes
birth, migration, and labour mobility.

The following graph provides a 10-year projection for the
CRD population by select age group:

15-24 years

-9.4

25-54 years
55-64 years

„„ The overall level of population is expected to
increase from 392,046 in 2018, up to 438,997
in 2028.

13.6%

0-14 years

„„ The population projections by age group
present a decrease in the 15-24 year old age
group across the Capital Regional District.
Another important report to consider is the
Projection Report for Public School Headcount
Enrolments (BC Ministry of Education). In
looking more closely at these numbers, the
number of secondary school students are
projected to begin increasing for Schools
Districts 61 Victoria and 62 Sooke and 63
Saanich in aggregate over the upcoming five
50 year period.

8.6%
-8%

65+ years

43.1%

Total

12%

-10

0

10

20

30

40

POPULATION GROWTH BETWEEN 2011-2021 STATISTICS CANADA CENSUS DATE
„„ According to the recent Census data from
Statistics Canada, the overall population in
Canada grew by 4.9% between 2011 and 2016.

5.5%
British Columbia
16.5%

„„ During the same time period, the overall
population in British Columbia grew by 5.5%.
„„ The Indigenous Population in both British
Columbia and Canada had a higher rate of
growth between 2011 and 2016. For British
Columbia, the Indigenous Population grew by
16.5% and it grew by 19.5% for Canada.

4.9%
Canada

19.5%
Overall Population

0

5

10

0

5

10

Indigenous Population

15

20

25

15

20

25

2018/19 Accountability Plan and Report 27

MANDATE PRIORITIES
The following table, together with the Performance Measures listed in this report, demonstrate Camosun’s commitment to
achieving the 2018/19 Mandate Letter Priorities.
Mandate Letter 2018/19

Camosun College action (and relevant page references)

1. Actively participate in an engagement process with
the Ministry and Indigenous partners to develop a
comprehensive post-secondary strategy that responds
to the TRC Calls to Action and UN Declaration on the
Rights of Indigenous Peoples.

Camosun has currently completed or has in progress 30 out of 39 Truth
and Reconciliation Commission recommendations developed for and by
the college community. The college has also made significant progress
on responding to the UN Declaration on the Rights of Indigenous
Peoples. Pages: 13, 14, 15 & 35

2. Work closely and in collaboration with government
to support the implementation of priority initiatives,
including those outlined in the Minister’s mandate letter.
Specific actions include, but are not limited to:
a. Continue to implement tuition-free Adult Basic
Education and English Language Learning programs
to domestic students, and collaborate with partner
organizations to effectively deliver these programs to
meet the needs of adult learners.
b. Continue to improve the education success of former
youth in care who pursue postsecondary education,
including implementation of the tuition waiver program
and other supports at your institution.
c. Expand technology-related programming and other
programs that align with the growing knowledge-based
economy.

Camosun supports the government’s priority initiatives and has
implemented tuition-free Adult Basic Education and English Language
Learning programs; supports the educational success of former youth
in care; and helps drive growth in the knowledge-based economy
with a depth and variety of in-demand technology-related courses and
programs. Pages: 9, 10, 11, 12 & 33

3. Improve student mental health, safety and overall
wellbeing, including creating greater awareness of
available supports;

Camosun is committed to a safe, supportive and welcoming campus
culture. Our new policies on Equity, Diversity and Inclusion, as well as on
Sexual Violence and Misconduct support college efforts in this regard.
Pages: 9

4. Align your institutional processes with the K – 12
curriculum changes to ensure the seamless transition of
students entering post-secondary education;

Camosun delivers quality learning with practical outcomes: career
options, transferrable skills, and transition paths to further post-secondary
education. The college is well-positioned to support the workforce
needs of the economy and to ensure the seamless transition of students
entering post-secondary education. Pages: 11, 16, 17, 24 & 25

5. Work closely with the Ministry to develop a balanced
approach to international education

Camosun International creates a college community that knows no
borders, with increasing international enrolments, field schools,
exchanges and many other opportunities. Pages: 18 & 19

6. Comply with government’s two percent cap on
tuition and mandatory fee increases.

Camosun remains committed to financial accountability and successfully
managed our financial performance throughout the year to ensure
alignment with government policy. Page: 34

28 Camosun College | Inspiring life-changing learning

PERFORMANCE MEASURES AND RESULTS
Performance Measure 1: total FTE student spaces (excluding Industry Training Authority)
2018-19 FY Result:

6,107

2018-19 FY Target:

7,174

2018-19 FY Assessment:

Not achieved

Camosun had 6,107 FTEs in AEST programs in 2018/19, down from
6,194 in 2017/18. This is roughly a 1% decline. This measure also fails to
achieve the target of 7,174 FTEs.

Performance Measure 1a: Student spaces in nursing and allied health programs (FTE)
2018-19 FY Result:

822

2018-19 FY Target:

885

2018-19 FY Assessment:

Substantially achieved

For the 2018/19 fiscal year, Camosun had 822 FTEs delivered in nursing
and allied health programs-an increase of 3.4% over the previous year’s
fiscal count (796). However, the 2018-19 FTE count fails to meet the
current target of 885 FTEs, but this count still substantially achieves the
2018/19 target value.

Performance Measure 1b: Student spaces in developmental programs (FTE)
2018-19 Result:

958

2018-19 Target:

1,185

2018-19 Assessment:

Not achieved

Camosun had 958 FTEs in developmental programs in 2018/19, up
(+8.4%) from 884 in 2017/18. This target has been in place for at least
five years. Previously charging tuition for Adult Basic Education and
English as a Second Language reduced Camosun’s developmental
student FTEs, however in 2018/19 there was a continuation in the
upward trend with an increase in students.

Performance Measure 2: Credentials awarded
2018-19 FY Result:

2,568

2018-19 FY Target:

2,605

2018-19 FY Assessment:

Substantially achieved

On average (3-year), Camosun college awarded 2,566-substantially
achieving its target for the 2018/19 reporting period. While, the
average credentials awarded fell 3.4 percent from the previous year, the
average credentials were within 90% of the target.

Performance Measure 3: Total spaces for Aboriginal students (number of calculated student FTEs)
2017-18 Result:

808

2018-19 Result:

846

2018-19 Target:

Increase from the
previous year

2018-19 Assessment:

There were 846 FTE spaces for Indigenous students at Camosun
College in the 2017-18 fiscal year. This was an increase of 38 (+4.6%)
FTEs over the previous fiscal year.

Achieved

NOTE: for the performance measures section, the following acronyms are used to describe the respective student follow-up surveys:
DACSO: Diploma, Associate Degree, and Certificate Student Outcomes Survey
APPSO: Apprenticeship Student Outcomes Survey
BGS: Baccalaureate Graduates Survey
2018/19 Accountability Plan and Report 29

Performance Measure 4: Student assessment of satisfaction with education
Survey Name

DACSO

APPSO

BGS

Comments

2018-19 Result:

89.4%

97.3%

90.6%

2018-19 Target:

90%

90%

90%

The 2018 student satisfaction results at Camosun for each
group of survey respondents all achieved their target rate.

Achieved

Achieved

Achieved

2018-19 Assessment:

Performance Measure 5: Student assessment of quality of instruction
Survey Name

DACSO

APPSO

BGS

Comments

2018-19 Result:

90.9%

97.8%

94.3%

2018-19 Target:

90%

90%

90%

Achieved

Exceeded

Achieved

Camosun continues to achieve and surpass the target in the
performance rates on the quality of instruction. The college’s
highest results for 2018 were for students under the APPSO
survey at 97.8%. While DACSO and BGS marked rates of
90.9% and 94.3%, respectively.

2018-19 Assessment:

Performance Measure 6: Skill Development
(former diploma, certificate, and associate degree students’ assessment of skill development - DACSO)
2018-19 - Skills development overall:

84.4%

2018-19 - Written Communication:

78.5%

2018-19 - Oral communication:

77.6%

2018-19 - Group collaboration:

86.6%

2018-19 - Critical analysis:

89.1%

2018-19 - Problem solving:

82.5%

2018-19 - Learning on your own:

85.4%

2018-19 - Reading and comprehension

88.6%

2018-19 - Target:
2018-19 - Assessment, Overall:

30 Camosun College | Inspiring life-changing learning

85%
Achieved

The Ministry performance measures in this table above are
obtained from results of former students’ self-assessment of
skills development on the DACSO Survey. In 2018, the overall
change in DACSO skills development moved to 84.4% from
86.2% in 2017. The highest overall scores were in the Critical
Analysis categories and Reading Comprehension categories
at 89.1% and 86.6%, respectively.

Performance Measure 6: Skill Development
(former Apprenticeship graduates’ assessment of skill development - APPSO)
2018-19 - Skills development overall:

86.6%

2018-19 - Written Communication:

73.9%

2018-19 - Oral communication:

73.0%

2018-19 - Group collaboration:

86.1%

2018-19 - Critical analysis:

91.1%

2018-19 - Problem solving:

85.1%

2018-19 - Learning on your own:

88.4%

2018-19 - Reading and comprehension

94.5%

2018-19 - Target:

The Ministry performance measures in this table are
obtained from results of former students’ self-assessment
of skills development on the APPSO Survey. In 2018, the
overall APPSO skills development percentage fell from
88.5% to 86.6%, while still achieving the target rate. The
highest scores were in the Reading and Comprehension
and Critical Analysis and categories at 94.5% and
91.1%, respectively

85%

2018-19 - Assessment, Overall:

Achieved

Performance Measure 6: Skill Development
(Bachelor Degree graduates' assessment of skills development - BGS)
2018-19 - Skills development overall:

87.2%

2018-19 - Written Communication:

84.2%

2018-19 - Oral communication:

89.4%

2018-19 - Group collaboration:

86.8%

2018-19 - Critical analysis:

91.4%

2018-19 - Problem solving:

81.7%

2018-19 - Learning on your own:

87.6%

2018-19 - Reading and comprehension

88.5%

2018-19 - Target:

The Ministry performance measures in the table above are
obtained from results of former students’ self-assessment
of skills development on the BGS Survey. In 2018, the
BGS overall skills development percentage remained
relatively stable 87.2%. Looking at the sub-categories,
the highest scores were in the following subcategories:
Critical Analysis, 91.4%, Oral Communication, 89.4%,
and Reading and Comprehension at 88.5%.

85%

2018-19 - Assessment, Overall:

Achieved

Performance Measure 7: Student assessment of usefulness and skills in job performance
Survey Name

DACSO

APPSO*

BGS

Comments

2018-19 Result

82.7%

92.3%

87.9%

2018-19 Target

90%

90%

90%

Substantially
Achieved

Achieved

Achieved

Of the surveys, the BGS and APPSO surveys met their
target rates in 2018, at 87.9% and 92.3%, respectively.
DACSO was able to substantially achieve its target rate at
82.7%.

2018-19 Assessment

2018/19 Accountability Plan and Report

31

Performance Measure 8: Unemployment Rate
Survey Name

DACSO

APPSO*

BGS

Comments

2018-19 Result

6.3%

4.5%

2.9%

2018-19 Target

8.6%

8.6%

8.6%

Exceeded

Exceeded

Exceeded

The unemployment rates for Camosun graduates were considerably
better than the regional target unemployment rate, which is the
unemployment rate for the Vancouver Island / Coast region for those
with high school credentials or less. The results for respondents to the
DACSO, APPSO and BGS surveys each exceeded the target: 6.3%;
4.5% and 2.9%, respectively

2018-19 Assessment

Total FTE students for other student categories
2018-19 Result, Industry
Training Authority (ITA)
funded students:

2,447

Camosun had 2,447 student FTEs in ITA-funded programs in the 2018/19
fiscal year, up (+8.7%) from 2,252 student FTEs in 2017/18.

2018-19 Result,
International students:

1,719

International Student FTEs increased from the previous fiscal year to 1,719
from the 1,660 FTEs in the previous year. This marked a 3.6 percent increase
over the previous year.

Additional Performance Measures
Performance Measure A-1: Indigenous Students at Camosun
2017-18 Result:

1,510 in 2016/17 (6.3%)
1,468 in 2017/18 (6.3%)

2017-18 Target:

Increase from previous year

2017-18 Assessment:

Achieved

There were 1,092 Indigenous Students attending
Camosun College in the 2017-18 Fiscal Year, which
is roughly 6.3% of the student population. There
is a one-year delay in obtaining the data for this
performance measure.

*note-the performance measure target for 2017-18 remains “Increase from previous year.”

32 Camosun College | Inspiring life-changing learning

ADULT UPDGRADING GRANT (AUG) /
CAMOSUN UPGRADING BURSARY (CUB) DATA
AUG SUMMARY APRIL 1, 2018 - MARCH 31, 2019
TERM

APPROVED

DENIED

CANCELLED

% DENIED

TOTAL APPS FUNDING SPENT ON
TUITION & FEES

Summer 2018

251

25

11

8.7

287

59,867.86

Fall 2018

483

59

17

10.5

559

154,275.75

Winter 2019

426

36

33

7.2

495

114,995.65

TOTALS

1160

120

61

8.9

1341

329,139.26

CUB SUMMARY: LAST YEAR’S NUMBERS, AS IT IS NO LONGER RUNNING.
TERM

APPROVED

DENIED

CANCELLED

% DENIED
AUG

TOTAL APPS FUNDING SPENT ON
TUITION & FEES

Summer 2017

110

13

12

10%

135

$139,505

Fall 2017

160

17

42

8%

219

$50,218

Winter 2018

0

0

0

0%

0

0

TOTALS

270

30

54

8%

354

$189,723

The provincial government has moved to tuition-free upgrading and English Language Learning courses and programs. Previous to
this, students that were denied in their application for AUG funding would often be successful in obtaining CUB funding, a bursary
established by Camosun College to provide financial support to students in these programs. The number of AUG was 120 down
from 452 for the 2017-18 Fiscal Year

2018/19 Accountability Plan and Report 33

FINANCIAL INFORMATION
2018/19 FISCAL YEAR

2%

11%

For additional information, please see the Audited Financial
Statements available on the Camosun website: camosun.ca

2%

*Note: all figures are in millions of Canadian dollars

REVENUE

Revenue

45%

34%

6%

3%

6%

$ Millions

Per cent

Provincial Grants

63.6

45%

Provincial Capital Grants

7.7

6%

Tuition & fees

47.6

34%

Federal & Other Grants

2.2

2%

Goods & services

15.9

11%

Other

3.0

2%

TOTAL

140.0

100%

3%

EXPENDITURE 2018/19 FISCAL YEAR

11%

Expenses
by Object

77%

$ Millions

Per cent

Salaries & benefits

107.0

77%

Supplies and services

15.0

11%

Costs of goods sold

3.5

3%

Amortization

8.1

6%

Minor repairs & maintenance

4.8

3%

138.4

100%

TOTAL

34 Camosun College | Inspiring life-changing learning

APPENDIX A
REPORTING TEMPLATE FOR MANDATE PRIORITY #1
Progress on Implementation of Truth and Reconciliation Commission’s (TRC) Calls to Action and articles of the
United Nations Declaration (UN Declaration) on the Rights of Indigenous Peoples at Public Post-Secondary
Institutions in B.C.
The provincial government is committed to implementing the UN Declaration on the Rights of Indigenous Peoples and
the TRC Calls to Action. Institutions will have addressed relevant TRC Calls to Action and articles of the UN Declaration
on the Rights of Indigenous Peoples to varying degrees. Please complete the following table to provide an at-a-glance
summary of your institution’s progress.
Camosun College has embarked on an ambitious and continuing program of moving forward with Indigenization of
programming as well as a response to the TRC, and the UN Declaration on the Rights of Indigenous People. Available
to all faculty and staff, Camosun is pleased to offer TELŦIN TŦE WILNEW (TTW), a blended delivery course that provides
insight into an Indigenous world view; describes the impact of colonization and how it affects students attending the
college today; and guides participants in the development of new teaching and learning methods. We will include
the detailed actions from the Camosun TRC response additionally to this table as college efforts extend beyond this
reporting mechanism.
TRC CALL TO ACTION1 and UN DECLARATION on the
RIGHTS OF INDIGENOUS PEOPLES ARTICLE

1: SOCIAL WORK

PROGRESS

INITIATIVE & PARTNERSHIP DETAILS

(N/A,
In Progress,
Implemented)2
Implemented

The School of Arts and Science has supplemented existing
Social Work Courses with Indigenous Studies 205 and 206,
entirely designed to speak to the challenges historically
and presently of the state of child care and apprehension
as it relates to Indigenous children. This moves us to a
place where service providers have information to support
Indigenous centric child welfare investigations. Backgrounds
about the history and impacts of residential school are central
to these courses. The focus of these courses is also on the
potential and abilities for Indigenous nations, communities,
and families to have a voice in more appropriate solutions
to family healing. Indigenous Education and Community
Connections (IECC) at Camosun has developed and
provided these classes in partnership with the School of Arts
and Science.

The School of Arts & Science has added
Indigenous Studies 205 (Indigenous
Introduction to Social Work) and
Indigenous Studies 206 (Indigenous Social
Welfare) as options to the Pre-Social Work
Associate Degree for 2019F. TELŦIN TŦE
WILNEW, a blended delivery course on
Indigenization, is available to all faculty and
staff.

1.

”…” represents omitted text not related to post-secondary education from the original Call to Action.

2.

Use N/A if there is no relevant program on this subject offered at institution.

2018/19 Accountability Plan and Report 35

12: EARLY CHILDHOOD EDUCATION

Implemented

The School of Health and Human Services
has included Indigenous Studies 120
(Introduction to Indigenous Peoples) as
a mandatory course in the Community
Support & Education Assistant (CSEA)
and Early Learning & Care (ELC) programs
effective Winter 2018. The ELC Curriculum
has been Indigenized to include more
connection to community and land
based learning for students. TELŦIN TŦE
WILNEW, a blended delivery course on
Indigenization, is available to all faculty and
staff.

N/A

TELŦIN TŦE WILNEW, a blended delivery
course on Indigenization is available to all
faculty and staff.

Implemented

The School of Health and Human Services
(HHS) has included Indigenous Studies 120
as a required course in the Certified Medical
Laboratory Assistant program effective
Spring or Fall 2019. HHS has included
Indigenous Studies 120 in the Sonography
program. Effective date May 2020. The
BSN program has increased the number of
seats for students of indigenous ancestry
from 5 to 10% of the total program seats.
TELŦIN TŦE WILNEW, a blended delivery
course on Indigenization, is available to all
faculty and staff.

Implemented

The School of Health and Human Services
(HHS) has included HLTH 111 (Indigenous
Peoples’ Health) as a required course in
the Baccalaureate of Science in Nursing
(BSN) program effective W2019. TELŦIN
TŦE WILNEW, a blended delivery course on
Indigenization, is available to all faculty
and staff.

Care of children is the paramount goal of the Early Learning
and Care program. In recently completed program
reviews, a focus on Indigenization has been completed,
resulting in all students completing Indigenous Studies
120. In addition, the themes of Indigenous pedagogy have
been woven through the curriculum, complete with land
based learning, Indigenous narrative, songs, and circle.
Students are prepared to provide an Indigenous positive
environement for all learners.

16: INDIGENOUS LANGUAGE DEGREE AND
DIPLOMA PROGRAMS
We call upon post-secondary institutions to create
university and college degree and diploma programs in
Aboriginal Languages.
23: HEALTH-CARE PROFESSIONALS
We call upon all levels of government to increase the number
of Aboriginal professionals working in the health-care field,
ensure the retention of Aboriginal health-care providers in
Aboriginal communities, and provide cultural competency
training for all healthcare professionals.

24: MEDICAL AND NURSING SCHOOLS
We call upon medical and nursing schools in Canada to
require all students to take a course dealing with Aboriginal
health issues, including the history and legacy of residential
schools, the United Nations Declaration (UN Declaration)
on the Rights of Indigenous Peoples, Treaties and Aboriginal
rights, and Indigenous teachings and practices. This will
require skills-based training in intercultural competency,
conflict resolution, human rights, and anti-racism.

36 Camosun College | Inspiring life-changing learning

28: LAW SCHOOLS

Implemented

Although Camosun does not have a law
school, the college offers a number of
law related programs including a Criminal
Justice Diploma and Legal Office Assistant
Certificate program. In both of these areas,
the college has Indigenized curriculum.
TELŦIN TŦE WILNEW, a blended delivery
course on Indigenization, is available to all
faculty and staff.

N/A – beyond
the availability
of Indigenous
Studies courses
as elective
courses
in various
programs.

A number of Indigenous Studies courses are
available as electives in a variety of Camosun
programs. A Continuing Education course
(Building Relationships with Indigenous
Peoples) is also being offered in community.
TELŦIN TŦE WILNEW, a blended delivery
course on Indigenization, is available to all
faculty and staff.

N/A as
Camosun does
not offer Teacher
Education
courses.

Note: The School of Health and Human
Services has included Introduction to
Indigenous Peoples as a mandatory course
in the Community Support & Education
Assistant (CSEA) program effective Winter
2018. TELŦIN TŦE WILNEW, a blended
delivery course on Indigenization, is
available to all faculty and staff.

We call upon law schools in Canada to require all law
students to take a course in Aboriginal people and the
law, which includes the history and legacy of residential
schools, the UN Declaration on the Rights of Indigenous
Peoples, Treaties and Aboriginal rights, Indigenous law, and
Aboriginal–Crown relations. This will require skills-based
training in intercultural competency, conflict resolution,
human rights, and antiracism.
57: PUBLIC SERVANTS
We call upon federal, provincial, territorial, and municipal
governments to provide education to public servants on
the history of Aboriginal peoples, including the history and
legacy of residential schools, the UN Declaration on the
Rights of Indigenous Peoples, Treaties and Aboriginal rights,
Indigenous law, and Aboriginal–Crown relations. This will
require skills-based training in intercultural competency,
conflict resolution, human rights, and anti-racism.
62: TEACHER EDUCATION
We call upon the federal, provincial, and territorial
governments, in consultation and collaboration with
Survivors, Aboriginal peoples, and educators, to: … Provide
the necessary funding to post-secondary institutions to
educate teachers on how to integrate Indigenous knowledge
and teaching methods into classrooms.
86: JOURNALISM AND MEDIA SCHOOLS

N/A

We call upon Canadian journalism programs and media
schools to require education for all students on the history
of Aboriginal peoples, including the history and legacy
of residential schools, the UN Declaration on the Rights
of Indigenous Peoples, Treaties and Aboriginal rights,
Indigenous law, and Aboriginal–Crown relations.
92: BUSINESS SCHOOLS
We call upon the corporate sector in Canada to … Provide
education for management and staff on the history of
Aboriginal peoples, including the history and legacy of
residential schools, the UN Declaration on the Rights
of Indigenous Peoples, Treaties and Aboriginal rights,
Indigenous law, and Aboriginal–Crown relations. This will
require skills based training in intercultural competency,
conflict resolution, human rights, and anti-racism.

In Progress

A number of Indigenous Studies courses
are available as electives in a variety of
Camosun School of Business programs.
A Continuing Education course (Building
Relationships with Indigenous Peoples) is
also being offered in community. TELŦIN
TŦE WILNEW, a blended delivery course on
Indigenization, is available to all faculty
and staff.
2018/19 Accountability Plan and Report 37

UNITED NATIONS DECLARATION ON THE RIGHTS OF
INDIGENOUS PEOPLES IMPLEMENTATION
How is your institution working with Indigenous peoples and
communities to implement the United Nations Declaration
on the Rights of Indigenous Peoples, and in particular the
articles related to education, which include the following:
Article 14
1. Indigenous peoples have the right to establish and
control their educational systems and institutions
providing education in their own languages, in a manner
appropriate to their cultural methods of teaching and
learning.
2. Indigenous individuals, particularly children, have the
right to all levels and forms of education
Article 15
1. Indigenous peoples have the right to the dignity and
diversity of their cultures, traditions, histories and
aspirations which shall be appropriately reflected in
education and public infor-mation.
Article 21
1. Indigenous peoples have the right, without
discrimination, to the improvement of their eco¬nomic
and social conditions, including, inter alia, in the areas
of education, employment, vocational training and
retraining, housing, sanitation, health and social security.

Implemented

Camosun College has long-held
relationships with a number of Indigenous
community partners with whom we
partner to provide training and support
for Indigenous students. Partnership sites
include the Songhees Wellness Centre,
the Saanich Adult Education Centre, and
the Victoria Native Friendship Centre. We
also support other Indigenous community
partners at other locations on a rotating
basis through Aboriginal Service Plan
funding. For example, we have recently
partnered with the Pacheedaht First Nation
in Port Renfrew to deliver training in that
community over a two-year period.We
also offer a number of highly regarded
programs for Indigenous students (and
others) including e.g. Indigenous Family
Support, Indigenous Health Care Assistant,
Indigenous Studies, and we reserve seats
for Indigenous students in a number of our
Health and Human Services programs.
Indigenous Studies 234 introduces students
to some basic SENĆOŦEN (language of
the W̱ SÁNEĆ people) that enables them
to introduce themselves to the land and
local Indigenous communities. The course,
through land-based applied learning
practices, supports students to recognize
and experience the connections amongst
land, language, culture and identity.
Dr. Jane Griffith, former Camosun faculty
member, has donated the prize money and
proceeds of her book Words Have a Past:
The English Language, Colonialism, and the
Newspapers of Indian Boarding Schools to
the formation of an Indigenous Language
Table at Camosun.

38 Camosun College | Inspiring life-changing learning

2018/19 Accountability Plan and Report 39