HONOURING THE
PAST, INSPIRING
THE FUTURE

INSTITUTIONAL
ACCOUNTABILITY
PLAN AND REPORT
2020/21

REPORTING CYCLE

June 30, 2021
The Honourable Anne Kang
Minister of Advanced Education and Skills Training
Government of British Columbia
Dear Minister,
On behalf of Camosun College, we are pleased to present our annual Institutional Accountability Plan and Report
for the 2020/21 reporting cycle, and accept responsibility for its contents.
This year’s report focusses on two contrasting themes: ensuring our students continue to succeed and thrive
amid the COVID-19 pandemic; and,celebrating the college’s 50th anniversary. Since March 2020, our primary
objective has been the health and safety of our students, faculty, staff and visitors to campus. The creativity and
hard work of the Camosun community throughout this challenging period has ensured that our students have
continued to receive the best possible education and services with limited, in-person learning where necessary,
while the majority of our courses and programs transitioned to remote delivery. Since the start of the pandemic,
our adherence to the college’s COVID-19 safety plan has ensured that our campuses have remained safe.
To assist our community in the pandemic, Camosun Innovates manufactured thousands of medical grade face
shields for health-care workers, developed a prototype of a small, portable ‘UVen’ to sterilize and extend the life
of N95 and equivalent masks using UV light, and created special vaccine vial trays to assist in B.C.s deployment
of COVID-19 vaccines to rural and remote communities throughout the province. Our faculty transitioned
almost overnight to providing remote learning options, while retaining high educational standards, and our staff
continued to provide excellent services to support students.
We are proud of the many ways in which the Camosun community has risen to the challenge of the pandemic
and look forward to happier, healthier and stronger days ahead for us all. 2021 marks our 50th anniversary year
with the theme ‘Honouring the Past, Inspiring the Future.’ We developed a special anniversary logo, and new
institutional seal, which honours the college’s Indigenous name, and launched an interactive timeline of our
collective accomplishments over the past five decades at: 50.camosun.ca.
We remain committed to greater Indigenization. As a community college we can shine a light on education as a
pathway to true and lasting reconciliation and help build respectful relationships today and for future generations.
As we move forward together and anticipate a bright post-pandemic future, the college looks ahead to building
upon our successes and learning from the pandemic to empower our alumni to make a positive impact in
their careers and society as well as continuing to advance the health, diversity, sustainability and prosperity of
our province.
Yours sincerely,

Sherri Bell, President

2

Dr. Monty Bryant, 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 2019/20    7
EDUCATION – KEY HIGHLIGHTS    12
30 YEARS OF INDIGENOUS EDUCATION    17
STUDENT EXPERIENCE – KEY HIGHLIGHTS    19
PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS    22
ENGAGED COMMUNITIES    24
LABOUR MARKET DEMAND AND SKILLS FOR JOBS    27
PROVINCIAL LABOUR MARKET OUTLOOK     28
PROFILE OF CAMOSUN’S STUDENTS    29
FUTURE POPULATION TRENDS    30
APPENDIX A: PERFORMANCE MEASURES AND RESULTS    31
ADULT UPGRADING GRANT SUMMARY    34
FINANCIAL INFORMATION    35
MANDATE PRIORITIES    36
APPENDIX B: PRIORITY #1 TRC CALLS TO ACTION    37
APPENDIX C    42

2020/21 Accountability Plan and Report

3

TERRITORIAL ACKNOWLEDGEMENT

SEEKING KNOWLEDGE IN THESE TERRITORIES
Camosun, located in beautiful Victoria, British Columbia, is one of
the largest colleges in the province, serving 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, Lekwungen (Esquimalt and
–
Songhees), Malahat, Pacheedaht, Scia’new, T’Sou-ke and W̱ SÁNEĆ
(Pauquachin, Tsartlip, Tsawout, Tseycum) peoples. Camosun learners,
faculty, 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.
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Camosun College | Inspiring life-changing learning

CAMOSUN COLLEGE OVERVIEW
CAMOSUN: WHERE DIFFERENT WATERS MEET AND ARE TRANSFORMED

From accounting to athletic therapy, carpentry to
criminal justice, early childhood learning to engineering
technology and much more — Camosun College delivers
relevant and applied education through 160 programs,
that is transforming lives to build a better world.
Twenty-four years is now the median student age and
over 1,000 Camosun students are Indigenous. Each year,
we welcome over 2,000 International students from
approximately 70 countries around the globe.
The college also boasts the largest trades program and
largest business school on Vancouver Island, educates
over 1,000 health care professionals each year and has
consistently been one of the top 50 research colleges in
Canada since 2014.
Located in beautiful Victoria, British Columbia, Camosun’s
two main campuses, Lansdowne and Interurban, together
with our five satellite partnership centres, serve students in
a diverse array of upgrading, certificate, diploma, applied
bachelor degree, university transfer, and post-degree
programs.
Fifty years ago, in 1971, the college welcomed its first
students and adopted the name “Camosun,” a local
Lekwungen (Songhees) name meaning “where different
waters meet and are transformed.” Today, Camosun

delivers 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 has
earned an outstanding reputation for teaching excellence.
We are immensely proud of our students, faculty and staff,
and the fact that we provide one of B.C.’s best learning
experiences. Our impact as a college extends well beyond
our highly-skilled, 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 an
annual budget of $150 million, Camosun generates close to
$1 billion in economic impact in our region every year.

THE COLLEGE

Camosun College welcomed its first students in 1971
as B.C.’s ninth community college. Over the last 50
years, the college has grown into one of the province’s
largest and most impactful post-secondary institutions.
Today’s Camosun is a vibrant, future-focused educational
institution, home to 16,000 students annually and
1,200 faculty and staff. As we celebrate our history, our
Indigenous connections and educational mission, we turn
our heads forward to our exciting plans for the future.

Founded in

1971

16,000 learners

2,000

1,000

international
students from over
countries

70

Indigenous
students of First
Nations, Métis
and Inuit ancestry

of students are
satisfied or very
satisfied with their
education at Camosun

52.5%

78%

81%

of students are
24 years or
younger

94%

92%

of students come
from Vancouver
Island

of employed graduates
stay in the island
region to live and work

2,000

of students who go on to further
studies say they were well
prepared by Camosun

Camosun students go on to
further studies at other B.C.
post-secondary institutions

2020/21 Accountability Plan and Report

5

STRATEGIC PLAN OVERVIEW
“For five incredible decades Camosun has helped open doors for thousands of students to achieve their
potential through academic and experiential education. I’m proud to say that Camosun has always
been a community—and a family. We are known for our caring, inclusive learning environments. We
continue to excel at delivering relevant, applied, life-changing education for our students and look
forward to a future that is as bright as our dreams.” 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 which 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.

6

OUR
VISION

OUR
MISSION

Inspiring
life-changing
learning

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

Camosun College | Inspiring life-changing learning

OUR
VALUES
• Life-long 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 2020/21
CAMOSUN CELEBRATES 50 YEARS OF
LIFE-CHANGING LEARNING!
Camosun College is celebrating its 50th anniversary throughout 2021 and,
after five decades, the college remains true to its roots as a place where
students feel supported, included and where they can gain real skills to
transform their lives and the future. Camosun officially celebrated opening its
doors as a post-secondary institution offering university transfer, vocational
and upgrading courses to 980 registered students on Sept. 16, 1971. Today,
the college’s Lansdowne and Interurban campuses, along with five community
partner learning sites, offer over 160 innovative, life-changing academic and
applied learning programs to 16,000 students each year.
The college is telling the Camosun story throughout 2021 with a dedicated
website and historical timeline at 50.camosun.ca that charts interesting
highlights over five decades of evolution, profiles outstanding alumni and past
employees and tells the many diverse and compelling stories of who we are
and what we stand for.
To mark the college’s special milestone birthday, Camosun commissioned
local Coast Salish artist and alumnus Dylan Thomas to create a beautiful 50th
anniversary logo, with a design deeply rooted in the local Indigenous myths
and legends behind the Camosun name. Featuring two bright-eyed herring
swimming in opposite directions, framed by stylized streaks of swirling waters
in the distinctive green colours of Camosun, the logo visually represents the
underlying narrative legend of ‘Camossung.’ Beyond 2021, the design will
become a permanent fixture on Camosun credentials as the new institutional
seal of the college.
The explanation of the Camosun legend is that the Transformer, the key figure
in Coast Salish mythology, turned the girl ‘Camossung’ into stone, and told her
she had to be protector of the waterways at the Tillicum Narrows at the Gorge
waterway. The Protector offered her herring which she liked, and that’s the
reason why herring are plentiful in the local waters today. The Tillicum Narrows
are a very special geological and mythological feature, as they remain today
the site of the only reversing rapids in Western Canada, where a large quantity
of water is thrust forward through a narrow, rocky passage. They are a literal
place where waters meet and are transformed — the perfect metaphor for
Camosun’s five decades of life-changing education.
2020/21 Accountability Plan and Report

7

KEY ACCOMPLISHMENTS OF 2020/21
VIRTUAL CONVERSATIONS DAY CONNECTED THE PAST WITH THE FUTURE
On Feb. 16, 2021, Camosun employees gathered virtually for “Conversations Day 2021: Honouring the Past, Inspiring the
Future.” All faculty and staff were invited to join the conversation around Camosun’s life-changing impact on students
and community in the past, present and future and to kick-off celebrations for the college’s 50th anniversary year. The
agenda included conversations with Camosun alumni and colleagues as well as Camosun and South Island Partnership
students considering continuing at the college as part of their future plans. Award-winning broadcast journalist
and Camosun alumna Michaela Pereira was the guest emcee, ‘zooming’ in from Los Angeles. Prime Minister Justin
Trudeau, Lieutenant Governor Janet Austin, Premier John Horgan and Minister Anne Kang highlighted Camosun’s many
accomplishments and helped to celebrate the beginning of the college’s 50th year with special video greetings.

NAVIGATING THE PANDEMIC: HOW CAMOSUN ENHANCED REMOTE WORK AND
LEARNING CAPABILITIES AND VIRTUAL STUDENT SUPPORTS
The hard work of faculty and staff during the pandemic
ensured students at Camosun College received the
best possible education and services during a very
challenging time. When the pandemic hit in March 2020,
many employees and students transitioned to working
and studying remotely almost at the flick of a switch.
Throughout the pandemic, the college has closely
followed the direction of the B.C. Provincial Health Officer,
the B.C. Government, B.C. Centre for Disease Control
and WorkSafeBC in response to COVID-19, to ensure our
community has remained safe and healthy. Additional
post-secondary guidance provided by B.C.’s Return-tocampus primer and Go Forward Guidelines have also
informed Camosun’s comprehensive pandemic response
and COVID-19 Safety Plan.
Camosun takes the health and safety of students and
employees seriously. Throughout the reporting period of
this document, the college has followed strict COVID-19
protocols including enhanced and deep cleaning of
buildings, directional arrows, capacity limits, flexi-glass
barriers and other administrative safety controls put in
place early and adhered to throughout the pandemic. A
comprehensive COVID-19 Safety Plan was developed.
Active health checks before coming to campus were made
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Camosun College | Inspiring life-changing learning

mandatory, and the college has pre-arrival on-campus
attendance protocols as part of the “Safe Start Camosun”
process for employees. Visitors coming on campus are
required to check in with Facilities Services. Detailed and
regularly updated information and answers to frequently
asked questions were made available through the
dedicated webpage: camosun.ca/covid19.
Starting in March 2020, employees wherever possible
have been encouraged to work remotely and provided
with IT assistance to succeed at their jobs. All services and
support for students and employees remained available
virtually. Students and employees have received enhanced
support through services such as BlackBoard Collaborate,
D2L, Microsoft Teams and Zoom. Virtual computer labs,
simulating the on-campus experience and other supports
were set up to allow students in specific programs to
access specialized software. A virtual library at Camosun
has remained fully open throughout the pandemic,
providing the same high-quality services students enjoyed
in person. They launched new services to fill some of the
gaps through a books-by-mail service, loaned hundreds
of laptops to students in need and digital content
offerings were enhanced to improve accessibility to vital
educational resources.

KEY ACCOMPLISHMENTS OF 2020/21
CAMOSUN MANUFACTURES OVER 9,000 MEDICAL
GRADE FACE SHIELDS FOR HEALTH PROFESSIONALS
Camosun Innovates, the applied research and innovation arm of Camosun
College, contributed their expertise and advanced manufacturing capabilities
in the fight against COVID-19. Working at their Interurban campus facility and
in collaboration with local industry partner AP Plastics, Camosun Innovates
designed and produced more than 9,000 medical grade face shields for Island
Health health care professionals on the front lines of the global pandemic.

As a gesture of global solidarity,
Camosun made the design files
freely available for download on their
website, so that organizations and
small manufacturers around the world
could produce their own versions of
the face shields using the college’s
instructions.

CAMOSUN INVENTS FULLY PORTABLE
DECONTAMINATION DEVICE FOR
ISLAND HEALTH
As the COVID-19 pandemic disrupted critical supply chains
around the world, the resulting shortages of essential
medical supplies forced health care systems to look for
safe and efficient ways to reuse the personal protective
equipment (PPE) required daily by frontline health
workers. Camosun Innovates stepped up to meet this
challenge locally by designing and prototyping a portable,
affordable and effective PPE sterilization chamber for
Island Health. The resulting ‘UVen’ portable sterilization
system used ultraviolet (UV-C) light to sanitize single-use
medical masks (N95 or their equivalents), allowing them to
be safely reused four or more times.
The device is made from aluminum and assembled from
commonly available parts such as sheet metal and regular
UV bulbs; it weighs less than 20 kilograms, operates on
standard voltage and is capable of sterilizing 10 masks at
a time within 30 minutes. Looking and costing roughly the
same as a standard-sized mini fridge, the device can be
used in a hospital unit, a walk-in clinic, a doctor’s office,
or anywhere that it is required. It can also be easily and
quickly moved to a different location as urgent needs arise.

2020/21 Accountability Plan and Report

9

KEY ACCOMPLISHMENTS OF 2020/21
CAMOSUN MANUFACTURING SOLUTIONS ASSIST WITH
COVID-19 VACCINE DELIVERIES
Camosun Innovates worked with the B.C. Ministry of Health, Health Emergency
Management BC, the BC Centre for Disease Control and regional health
authorities to prototype and manufacture specialized vaccine vial trays to assist
with the logistics of transporting COVID-19 vaccines to communities large and
small across the province. A specialized Camosun VI-grip was also developed
to quickly lift and move vials.
These vial ‘transfer trays’ were designed and manufactured at the Babcock
Canada Interaction Lab at the college’s interurban campus. Each tray holds
up to 100 individual vaccine vials and are made of quarter-inch acrylic that
is resistant to both shrinkage and extreme temperatures. The Camosun VIgrip can transfer up to five vials at a time and is manufactured using a Stereo
Lithography Apparatus (SLA) 3D printer that works with a UV-responsive resin.
Because vaccine must be kept at a stable temperature of 70 degrees below
zero, each box needs to be filled in under three minutes, and the transport trays
must also withstand these extreme conditions – these unique requirements
were met by the Camosun Innovates’ design.

CAMOSUN LOANS PORTABLE X-RAY UNIT TO ISLAND
HEALTH IN THE BATTLE AGAINST COVID-19
COVID-19 has affected everyone at Camosun and throughout the pandemic the
college community has stepped up to do whatever possible to support local
front-line health care workers. A digital, portable x-ray unit used by students
in the two-year Medical Radiography program was loaned to Island Health in
the fight against COVID-19. The unit was then used to help monitor and assess
patients with COVID-19 and other respiratory illnesses such as pneumonia.
The loan of the portable x-ray unit builds on the work of the college to support
Island Health during the global pandemic, from face shields to vaccine vial
holders produced by Camosun Innovates. The college’s School of Health and
Human Services also provided personal protection equipment to Island Health
and Camosun Nursing Instructor Selena Hebig initiated the creation of much
needed scrub caps for local nurses and health care workers.

10

Camosun College | Inspiring life-changing learning

KEY ACCOMPLISHMENTS OF 2020/21
CAMOSUN CARES: HAMPERS FILLED WITH FRESH FOOD
AND SUPPLIES SUPPORTED STUDENTS DURING THE
PANDEMIC
As the pandemic brought challenges to many students, the Camosun
community showed how much they cared by assembling and hand-delivering
weekly care hampers, featuring an abundance of nutritious fresh produce,
tasty prepared meals, and non-perishable food items to students in need. The
“Camosun Cares” hamper program proved incredibly helpful to students, and
the Camosun community and donor partners rallied to show their support with
829 delivered over the course of the initiative. Hampers were made available
to any Camosun student who requested them on a first-come, first-served
basis.
Camosun care hampers were made possible by a generous donation from the
Camosun College Student Society (CCSS) and the collaborative partnership
between Culinary Arts and Camosun International, with in-kind donations
from Financial Aid, Camosun Foundation, Co-operative Education and
Career Services (CECS), the Print Shop and Camosun Bookstore as well as
many generous community partners and donors. Volunteer drivers from the
Camosun community hand-delivered the hampers to students at their homes,
while following all COVID-19 safety protocols.

CAMOSUN COLLEGE BOARD ELECTS NEW BOARD CHAIR
Dr. Monty Bryant was elected Chair of the Camosun College Board of Governors, beginning Aug. 1, 2020, having
previously served as Vice Chair the previous year. He was appointed to the Board on Dec. 31, 2018. Dr. Bryant serves
as Chair of the Board Executive committee and is a member of the Finance and Audit committee. From 2018 to 2020,
he served on the Camosun College Foundation Board. Dr. Bryant holds an RTR (x-ray technician) certification, a B.A.
and M.Ed., and a Doctorate in Education. Previously, the was Associate Superintendent of Schools in Victoria with
responsibilities that included K-12 schools, human resources, Indigenous education, special education, curriculum,
principal leadership, professional development and evaluation. For many years, he worked as a teacher, vice principal,
and principal. Active in the community, Dr. Bryant has served on the Boards of Big Brothers and Big Sisters, the
Conservatory of Music, and the Belfry Theatre.

2020/21 Accountability Plan and Report

11

EDUCATION – KEY HIGHLIGHTS
HANDS-ON WITH E-LEARNING: CAMOSUN’S AUTOMOTIVE DEPARTMENT BRINGS
APPLIED TRAINING ONLINE
When Camosun shifted to online course delivery in
March 2020 to address the global COVID-19 pandemic,
Automotive Service Technician Program Leader Pat Jones,
and instructors Mike Bocsik and Jim Gough, sprung to
action to ensure that their students could successfully
complete the term and to provide hands-on training
creativity from a safe social distance.
The pair wrapped up their third year class using online
platforms such as D2L and BlackBoard Collaborate, and
aimed to replicate as much of the in-class experience as
possible, by meeting online at the usual time every day,
taking attendance and hosting a live, face-to-face virtual
classroom. Jones delivered theory and tests while working

12

Camosun College | Inspiring life-changing learning

with his team to develop online activities that would bring
hands-on learning to the virtual environment. They even
replicated hands-on training by partnering with a platform
called Electude which gave students a detailed simulation
of a vehicle engine on their screen. This allows students to
use a simulated scan tool, oscilloscope, multimeter, and
fuel pressure gauge to perform comprehensive diagnostic
testing of engine control systems such as voltage levels,
resistance, sensor operation, along with simulated wiring
repair, component replacement, and more. The simulation
was comprehensive, done in real-time and afterwards
students were assessed as though they had worked on a
real engine.

EDUCATION – KEY HIGHLIGHTS
NEW SPACES FOR HEALTH-CARE
ASSISTANTS AND EARLY CHILDHOOD
EDUCATION SUPPORTS SENIORS
AND FAMILIES
Camosun is building upon its sector leading expertise
by participating in the B.C. government strategy to
create 600 new training seats at public post-secondary
institutions for health-care assistants as part of the Health
Career Access Program. This was announced in September
2020 to meet the demand for health-care assistants in
B.C.’s long-term care and assisted-living residences.
Participants in the Health Career Access Program will
be hired in long-term care and assisted-living facilities
as health-care support workers. They will be paid while
they work and complete coursework to become health-

care assistants. In addition, students who are currently
completing a recognized health-care assistant program
and who choose to take employment in the long-term care
or assisted-living sector, and commit to a 12-month returnof-service, will be eligible for a recruitment incentive of
$5,000.
More educational opportunities are on the way for people
looking to build careers in the high-demand field of early
childhood education and provide high-quality child care
to more B.C. families. To help meet the growing need for
early childhood educators (ECEs) and connect people
with good jobs, government is investing $1.26 million to
add 108 ECE seats at public post-secondary institutions
throughout the province. This funding provided 16 seats at
Camosun, starting in January 2021.

CAMOSUN LAUNCHES MICRO-CREDENTIAL IN CLEAN
ENERGY AND EFFICIENT BUILDINGS
The future of education is now, as Camosun launched its first ever microcredential in February 2021 to equip learners with the skills to create net-zero
energy buildings that are efficient, healthy, long-lasting and climate-friendly.
The Advanced Skills for Clean Energy and Efficient Building micro-credentials
allow tradespeople and working professionals to advance their career in the
high-performance building sector. Learners will be able to acquire the skills
needed to implement B.C.’s 2032 building code goals—right now in 2021.
Camosun’s approach will prepare students for internationally recognized
certifications offered by the North American Board of Certified Energy
Practitioners, Natural Resources Canada and Passive House.

2020/21 Accountability Plan and Report

13

EDUCATION – KEY HIGHLIGHTS
CAMOSUN PARTNERS WITH PASSIVE HOUSE CANADA TO
PROVIDE MICRO-CREDENTIALS
Three of the new micro-credentials in efficient buildings being offered by
Camosun College will be delivered in partnership with Passive House Canada.
The partnership provides learners with short, relevant credentials in efficient
building design and high-performance building construction, while preparing
them to write the Passive House Institute exam to become a Certified Passive
House Designer. The Advanced Skills for Clean Energy and Efficient Buildings
micro-credentials are intended to be short and focused, and offer learners
pathways to obtain the skills needed to meet demand for healthier, more

ZERO EMISSION VEHICLE
SKILLS TRAINING COMING
TO CAMOSUN

CAMOSUN’S ELECTRONICS AND COMPUTER
ENGINEERING TECH PROGRAM RECEIVES
NATIONAL RECOGNITION

Automotive technicians in Victoria
can upgrade their skills to work on
electric vehicles (EVs) through the
EV Maintenance Training program
offered in 2021 for the first time at
Camosun. The expansion of the
EV Maintenance Training program
helps grow the regional EV sector
and makes it easier for people to
make the switch to an EV, laying the
groundwork for a cleaner future on
our roads.

Students in the Electronics and Computer Engineering Technology (Renewable
Energy) program at Camosun College continue to receive education that puts
them at the leading edge of their profession, a fact reinforced with national
accreditation. As of spring 2021, the program is now the first in the college to
receive accreditation by Technology Accreditation Canada (TAC).
TAC’s national program accreditation is provided to top technology programs
at post-secondary institutions around the country after meeting or exceeding
criteria from a comprehensive audit, which includes interviews with employers
of graduates, alumni, students and faculty and an in-person assessment and
tour of program labs and student support services.

With $440,000 through the
Province’s CleanBC Go Electric
program and in partnership with
Trades Training BC, the program
is offered at Camosun College’s
Interurban campus in Victoria,
Okanagan College’s Kelowna campus
and College of New Caledonia’s
Prince George campus.
14

sustainable homes. Students will
have the Camosun advantage while
benefiting directly from Passive
House Canada’s experience.
Buildings constructed to the Passive
House standard are highly energy
efficient, comfortable, healthy and
resilient and will already meet the
net-zero energy ready 2032 target
outlined in the CleanBC and BC
Energy Step Code.

Camosun College | Inspiring life-changing learning

EDUCATION – KEY HIGHLIGHTS
CAMOSUN CONTINUES TO EXCEL AS ONE OF CANADA’S
TOP RESEARCH COLLEGES
Fueled by innovation and advanced manufacturing capabilities, Camosun
College continues to excel as one of the top 50 research colleges in
Canada, according to the latest report released in December 2020 by
Research Infosource, Inc. They evaluate a number of critical factors when
compiling its annual list, including research funding, industry partnerships,
and the technology to which students and faculty have access. The report
demonstrates that after a decade of good work, Camosun Innovates and the
Camosun Technology Access Centre continue to serve as a nexus for creative
research and practical innovation in Western Canada, with strong results across
all categories.

MORE MENTAL HEALTH AND ADDICTIONS
SPACES AT CAMOSUN HELP ADDRESS
COMMUNITY NEEDS
Camosun’s Mental Health and Addictions Certificate is a
three-semester, full-time equivalent program currently
offered through a blend of online and limited face-to-face,
experiential learning. Graduates gain the competencies
required to begin their careers in community mental
health and addictions employment through real-world
experience with a partner agency. As B.C. faces the dual
public health emergencies of the COVID-19 pandemic and
the opioid overdose crisis, the demand for mental health
and addiction professionals is greater than ever before.
Going forward, 20 additional spaces in the program
are made possible through an investment from B.C.’s
Ministry of Advanced Education, Skills and Training and
Ministry of Mental Health and Addictions to support
overall community mental health, and is part StrongerBC
- B.C.’s Economic Recovery Plan, to help thousands of
people upskill or reskill and to find their place in the postCOVID-19 economy.

NURSING STUDENTS BRING THEIR
VIRTUAL A-GAME
A virtual, made-in-Camosun solution to the reduction of inperson patient care with some patient populations during
the pandemic is developing competencies related to
infection control, respiratory assessment, and medication
administration for current, and future cohorts, of nursing
students at the college.
The simulation game, called “Chronic Obstructive
Pulmonary Disease (COPD) Exacerbation” is designed for
intermediate level nursing students at Camosun as well
as for students at partner institutions. It is hosted on the
website of the Canadian Alliance of Nurse Educators using
Simulation (CAN-Sim), and under an open access, creative
commons license, is available to the global medical
education community for free.

2020/21 Accountability Plan and Report

15

EDUCATION – KEY HIGHLIGHTS
WORK-INTEGRATED LEARNING: ONE VOICE NAMED
2020 CO-OP AND INTERNSHIP EMPLOYER OF THE YEAR
In 2020, The One Voice Institute of Elemental Ethics and Education Inc. was
been named the Camosun College Co-op and Internship Employer of the Year.
One Voice is an organization focused on process optimization excellence,
community engagement, ethics and education, and is structured as a brain
trust with multiple lines of business. One Voice first started working with
Camosun in 2020 and has already hired six students across multiple program
areas.
Over the Summer 2020 term, One Voice posted several work term positions
with Camosun, including a Digital Media Assistant, a Digital Communications
and Marketing Assistant, an Executive Management Assistant and a Website
Platform Builder. One Voice ultimately hired four Camosun students from a
variety of programs across the School of Arts and Science, the School of Trades
and Technology, and the School of Business. One Voice also hired an additional
two students for the Fall 2020 term. The students are all uniquely involved in
the unveiling of a project at One Voice called ‘The Myriad Experience’ a next
generation immersion technology in Victoria.

CAMSTAR ENHANCES PROFESSIONAL SKILLS AND WORKINTEGRATED LEARNING
Camosun’s Career Lab has developed CamSTAR – an applied interactive
learning resource to provide students with lessons and materials that are
designed use alongside any regular courses at the college. As an example
of work-integrated learning in action, it helps connect course assignments
to professional skills development. Learners will reflect on and describe the
knowledge, skills, and professional behaviours they have demonstrated during
your coursework and work-integrated learning to create a well-organized,
personally relevant story file to use during career interviews.
CamSTAR is a career-focussed example of how Camosun is addressing the gap
between what employers are looking for in a highly competitive job market,
and how students are often unable to articulate the top professional skills that
they would bring to the workplace, using the power of reflective storytelling.

16

Camosun College | Inspiring life-changing learning

30 YEARS OF INDIGENOUS EDUCATION
PROGRESS ON TRUTH AND RECONCILIATION
COMMISSION RECOMMENDATIONS AND
INDIGENIZATION
Camosun’s response plan to the Truth and Reconciliation Commission (TRC)
of Canada: Calls to Action contains a strong vision, guiding principles, and 39
action statements that have enabled the college to respond to the TRC and
the Indian Residential School survivors upon whose experience the TRC was
founded. Appendix B provides an in-depth overview of Camosun’s ongoing
and comprehensive actions and initiatives on advancing reconciliation and
Indigenization at the college.

INDIGENOUS EDUCATION
AT CAMOSUN

• 1,000 Indigenous students of First Nations, Metis and Inuit ancestry
• As of April 2021, 531 Camosun employees have competed the Understanding Indigenous
Peoples ‘TELŦIN TŦE WILNEW’ (TTW) course
• Valued community partners: Saanich Adult Education Centre, Songhees Employment
Learning Centre, and Victoria Native Friendship Centre

RECOGNIZING ORANGE SHIRT DAY
WITH VIRTUAL FILM SCREENING AND
PANEL DISCUSSION

monument designed to recognise and commemorate
the trauma of the residential school era and to support
ongoing efforts towards truth, justice and reconciliation. In
February 2020, the college sent a team from their Camosun
On Sept. 30, 2020, the Camosun College community came Innovates department to scan the art piece to create a
point-cloud rendering of the original, for use to create a
together virtually to observe Orange Shirt Day, which
commemorates the experience of the 150,000 Indigenous virtual reality experience that enables people to engage
with the rich narratives embedded within each of the
children who were placed into residential schools. The
blanket’s artifacts and objects.
Camosun community was invited to watch in advance
Picking Up The Pieces: The Making of the Witness Blanket, a
After the documentary viewing, participants were invited
91-minute documentary film that tells the story of a massive
to a virtual panel discussion about the film. The panel
and detailed art piece created by Carey Newman which is
consisted of Carey Newman, the artist and film maker;
on permanent display at the Canadian Museum for Human
Elaine Ting, who provides the forward to the film; Sherri
Rights in Winnipeg, Manitoba. Inspired by traditional
Bell, Camosun President; Janice Simcoe, Director of
woven blankets, The Witness Blanket is a large-scale art
Eyēʔ Sqậ’lewen: the Centre for Indigenous Education &
installation (twelve meters long) made from over 800 items
Community Connections; Sandee Mitchell, the events
reclaimed from residential schools, churches, government
coordinator for Eyēʔ Sqậ’lewen; and Ruth Lyall the Camosun
buildings, friendship centres, treatment centres, and
Indigenization Coordinator.
post secondary institutions across Canada. It is a national
2020/21 Accountability Plan and Report

17

30 YEARS OF INDIGENOUS EDUCATION
PRACTICAL NURSING/INDIGENOUS HEALTH CARE ASSISTANT STUDENT
PROFILE: SHANNON SMITH
Shannon Smith is a first year Practical Nursing student with a warm presence
and a soft smile that lights up her face. She started Camosun’s Practical Nursing
diploma program in September 2018, after completing the Indigenous Health
Care Assistant (IHCA) certification last year and working in the field for six
months. She continues to work part time as a health care assistant (HCA) while
she takes classes at Camosun. Shannon took a long journey to Camosun. Of
Gitxsan and Tsimshian ancestry, she grew up in Prince Rupert. After being
bullied as a child and high school student, she went through a dark time and
finally moved to Kamloops with her boyfriend when she was 22 to start over.
Three years later, the couple relocated to Victoria, pulled by the call of the
ocean and a desire to be closer to Shannon’s grandmother.
Through all these transitions, Shannon discovered that she had a passion for
caring for people. “I’ve always been known as a caretaker,” she says. “Even

18

Camosun College | Inspiring life-changing learning

during my troubled youth, my friends
knew me as the ‘street mom.’ I was
doing bad stuff, but I was also taking
care of my friends.” Post-Camosun,
she’s interested in furthering her
education, by either becoming a
Registered Nurse or Registered
Psychiatric Nurse, or possibly working
with Indigenous youth in some
capacity. Whatever path Shannon
chooses, her warmth, genuine care,
and compassion will light up the lives
of the people she works with.

STUDENT EXPERIENCE – KEY HIGHLIGHTS
CAMOSUN ENGINEERING STUDENTS
INVENT NEXT GENERATION STROBE LIGHT
AT FRACTION OF COMMERCIAL COST
When Camosun Physics instructor Ed Nelson put out an
extracurricular challenge to his class, he never imagined
just how enthusiastically and successfully a group of his
students would respond. He asked: “is there anyone who
can build a new strobe light to replace the older model
in the lab?” Three of his students – Rylen Enger, Miles
Krakowec Tickner, and Joseph Letang – raised their hands
and over the course of a full year, on their own initiative,
designed an entirely new strobe light that matches, and in
several respects improves upon, commercially available
models at a fraction of the cost.
Strobe lights, and the stroboscopic effect, have a variety
of key industrial and education uses in research and
development and product testing. Nelson uses strobes
for classroom demonstrations to help students visualise
rotational or vibratory motion by virtually ‘stopping’ or
‘slowing down’ rotating or vibrating objects. The students’
final product is durable, can be switched on and off quickly,
has many more features than a commercially available unit,
produces a very bright strobe light, and has many valuable
potential future industrial and educational uses.

CAMOSUN LIBRARY HIGHLIGHTS BLACK HISTORY
MONTH WITH RESOURCE GUIDE CURATED BY ALUM
In celebration of Black History Month 2021, theCamosun Library published
a resource guide presenting a diverse sampling of works by Black authors
and creators, ranging from historical fiction, poetry, non-fiction, memoirs,
streaming media, and literary classics. Author and Camosun alum, N.P.
(Nyasha) Katedza, guest-curated the guide, selecting resources for their impact
and influence on her life and literary practice. Katedza was invited to curate the

guide after establishing a relationship
with the library for an author event in
2020. The collection includes several
titles by Katedza, a published author
and self-described wanderer who
completed the college’s Certified
Medical Laboratory Assistant
program in 2020.

2020/21 Accountability Plan and Report

19

STUDENT EXPERIENCE – KEY HIGHLIGHTS
GRAD 2020: A TALENT FOR HOSPITALITY MANAGEMENT
RUNS IN THE FAMILY FOR INSTRUCTOR STEPHEN SCOTT
AND GRADUATING DAUGHTER MAIRIN SCOTT
Stephen Scott has taught hospitality management at Camosun for the past
eight years. When his daughter graduated from Camosun in 2020 in the same
program, he couldn’t be prouder when reflecting on the previous three years
of watching his daughter excel at Dunlop House, the hospitality management
headquarters and showcase restaurant at Lansdowne. “My dad’s my best friend
and we have a really great relationship,” she says. “The only thing I’d joke about
was that I was worried that my dad would flunk me on purpose just to teach me
a lesson! The experience was a lot of fun and I learned so much from him and all
the instructors.”
Both father and daughter share a passion for hospitality and Camosun. “I love
Camosun and could not speak more highly of it, the program is great and the
teachers are fantastic,” says Mairin. “For me, I need to be hands on to learn, and
with my hotel operations class we did a simulation on how to use a reservation
system. That helped me immensely when I started working in a hotel that
uses the exact same system. That connection to the real world is so incredibly
valuable, especially right now.”

CAMOSUN COLLEGE’S ANNUAL INFO NIGHT GOES
VIRTUAL
During the pandemic, Camosun College’s annual info night turned into
CamWeek, a virtual event that ran from Feb. 23-25, 2021 to accommodate
restrictions on in-person gatherings and to provide students working and
studying remotely from anywhere in the world the opportunity to learn more
about Camosun’s educational offerings. During the virtual week-long event,
45-minute information sessions featured presentations from areas including
Access, Arts & Science, Sports & Exercise, Business, Trades & Technology,
Health & Human Services and the Centre for Indigenous Education &
Community Connections. Students had the opportunity to chat live with
staff from recruitment and admissions at any time during the event and to ask
specific questions.

20 Camosun College | Inspiring life-changing learning

CELEBRATING CAMOSUN
AUTHORS WITH THE
LIBRARY RESOURCE GUIDE
From graphic novels to the culinary
arts, teaching and learning to
children’s and young adult fiction,
Camosun is home to an array of
talented authors, editors, and
illustrators. The library maintains
an ongoing inventory of Camosun
authors. In November 2020 to
encourage reading during the
pandemic, the library put the
spotlight on Camosun writing talent
with a ‘Camosun Authors resource
guide’ guest-curated by writer and
Camosun English instructor, Laurie
Elmquist. The guide features a
sampling of research and creative
works produced by members of the
Camosun community.

STUDENT EXPERIENCE – KEY HIGHLIGHTS
BUSINESS STUDENT SELECTED AS
CAMOSUN’S TOP CO-OP/INTERNSHIP
STUDENT OF THE YEAR
Dylan Kaplan, a Bachelor of Business Administration
student, majoring in Camosun’s Human Resources and
Leadership Management program, was selected as the
overall winner of 2020 Yvonne Thompson Page (YTP) Coop/Internship Student of the Year.
Each year, the Applied Learning, Co-operative Education,
and Career Services department selects an overall student
to receive the Yvonne Thompson Page (YTP) Co-op/
Internship Student of the Year award which recognizes an
outstanding co-operative education or internship student
at Camosun. The award was established by Yvonne’s
friends and colleagues at Camosun, and pays tribute to the
energy, enthusiasm, and dedication that Yvonne brought
to her position as the co-op coordinator in the Office
Administration program.

ERASING BARRIERS FUND AND EMERGENCY PANDEMIC
ASSISTANCE TO STUDENTS
To address financial stresses and anxiety caused by the pandemic, the B.C.
Government and Camosun established a COVID-19 emergency student bursary
to provide funding support of up to $500 to current registered students
impacted by the crisis. From spring 2020 to April 2021, nearly $100,000 was
distributed to help 422 students. These funds were made available to assist
students with immediate financial hardships. Camosun College appreciates
the generous contributions from its donors to the Erasing Barriers set up by
the Camosun College Foundation and the continued financial support of the
Province of British Columbia to help students navigate through and succeed
during the many challenges caused by the pandemic.

2020/21 Accountability Plan and Report

21

PARTNERSHIPS AND INTERNATIONAL EDUCATION
– KEY HIGHLIGHTS
CAMOSUN INTERNATIONAL: BRINGING
WORLDS TOGETHER
International education has long been recognised as providing links that
reflect global opportunity and understanding. With over 2,000 international
students from around 70 countries each year, along with short-term partnership
independent study programs, field schools, exchange opportunities and work/
volunteer abroad placements, Camosun is part of a dynamic, global community
offering education that knows no borders.

FUNDING TO SUPPORT
CAMOSUN WITH FILM
STUDIO EDUCATIONAL
PLANNING
A provincial government investment
of $150,000 will aid Camosun in
the exploration of educational
opportunities for students in the
B.C. film industry and the potential
development of an on-campus film
studio at Interurban.
Construction of a film studio could
provide invaluable local handson training opportunities for
Camosun students, particularly
in the construction and skilled
trades - carpenters, electricians and
plumbers. In addition, local trades
could bid on contracts and businesses
that provide support services during
construction, such as excavation and
hauling and delivery services.

DENNIS & PHYLLIS WASHINGTON FOUNDATION
FUNDING IN CONJUNCTION WITH SEASPAN HELPS
WOMEN AND INDIGENOUS TRADES STUDENTS
New bursaries and scholarships for women in trades and Indigenous learners,
as well as specialized equipment and a soon to be developed micro-credential
in marine welding will be made possible by major funding provided to
Camosun by the Dennis & Phyllis Washington Foundation in conjunction with
Seaspan.
Camosun will use the three-year, $444,000 funding to empower more women
and Indigenous people in trades through new and existing bursaries and
scholarships, and to increase both the overall number of skilled graduates and
the diversity of B.C.’s skilled trades workforce.

22 Camosun College | Inspiring life-changing learning

PARTNERSHIPS AND INTERNATIONAL EDUCATION
– KEY HIGHLIGHTS
CIBC ENTRANCE AWARDS SUPPORT INDIGENOUS
STUDENTS AT CAMOSUN
In 2020, five first-year Indigenous students at Camosun College received
$5,000 each to help fund their education through the CIBC Entrance Awards
for Indigenous Students. These awards are funded annually and, through
endowments, allow students to focus on achieving their academic goals and
transition into meaningful careers without added financial stress. This year, the
five awards were presented in a virtual ceremony. By contributing to Camosun
awards and bursaries, CIBC positively affects students today so that they can
build a better tomorrow.

DUAL CREDIT OPPORTUNITIES THROUGH THE SOUTH
ISLAND PARTNERSHIP
Camosun offers current high school students the opportunity get a leg up
on post-secondary education by studying for college credit while still in
high school. Camosun Dual Credit is open to students in School Districts 61
(Victoria), 62 (Sooke), 63 (Saanich), 64 (Gulf Islands), and 79 (Cowichan). Tuition
is covered by the local school district, credits earned go directly towards high
school and post secondary transcripts and most courses are easily transferable
to other colleges and universities.
The college offers pathways in areas such as: business, health and human
services, trades, technology and communications (arts and science). Successful
applicants can register through EducationPlannerBC once they have received
confirmation that they have secured a seat in the program. Dual credits offer
students the opportunity to get a jump start on their career ladder and test
drive areas of study as they plan the transition from high school to postsecondary.

2020/21 Accountability Plan and Report 23

ENGAGED COMMUNITIES
CAMOSUN’S VIRTUAL
UNITED WAY EMPLOYEE
CAMPAIGN EXCEEDS GOAL
For 25 years, Camosun and United
Way have worked shoulder to
shoulder to build a stronger,
more resilient and more inclusive
community. Over that period, the
Camosun community has raised an
incredible $1.4 million to help those in
our community who need it most.
In 2020, Camosun’s United Way
employee giving campaign, unlike
the in-person events of previous
years, was entirely virtual. During the
pandemic, more people have been
on the edge of poverty and stress
and mental health challenges have
taken their toll. The need for support
has been greater than ever before.
Together, the Camosun community
put their care and compassion into
action with a virtual campaign that
raised nearly $60,000, several
thousand dollars in excess of goal,
during a very challenging pandemic
period. Congratulations and thank
you to all the generous Camosun
employees who stepped up to make a
difference in a United Way.

CAMOSUN HOSPITALITY STUDENTS HARNESS THE TRUE
SPIRIT OF THE HOLIDAY SEASON THROUGH VIRTUAL
FUNDRAISERS
Challenging times can bring unexpected learning opportunities, as Hospitality
Management instructor Brad Boisvert and his colleagues found out when
the pandemic hit in March and all student showcase events were either
cancelled or postponed indefinitely. In Fall 2020, students in Boisvert’s Event
Management 286 class led the way with unique virtual fundraisers that helped
them learn new skills and supported community partners.
The Hospitality Management class’ first virtual community event was: “Pajama
Jammin: an online fundraiser” on Nov. 21, 2020. It was a great success,
generating excitement and funds to support breakfast and music programs
in elementary, middle, and high schools around Victoria. The next event, on
Dec. 5, was a virtual “Day in Santa’s Workshop” which featured live music,
an immersive Christmas art experience, yummy baking and a silent auction.
All proceeds supported Providence Farms—a unique therapeutic community
farm in the Cowichan Valley that provides a variety of innovative programs
for individuals with mental health, brain injury, age-related illness, and
developmental challenges.

24 Camosun College | Inspiring life-changing learning

ENGAGED
ENGAGEDCOMMUNITIES
COMMUNITIES
CAMOSUN’S DENTAL HYGIENE PROGRAM DONATES
THOUSANDS OF TOOTHPASTE PACKAGES TO LOCAL
CHARITIES
In mid-March 2020, all client care provided by students in the Camosun
College Dental Clinic was suspended by public health order to curtail the
spread of COVID-19. Faced with a stockpile of dental supplies that would
otherwise go to waste, staff in Camosun’s dental program decided to help local
charities promote good oral health during the pandemic.
With thousands of toothpaste tubes in unopened boxes set to expire in
August, Camosun staff decided to put them to good use in the community,
where the need was greatest. Thousands of toothpastes were donated to

three local partners, including 1,800
to the Dandelion Society, 720 to
the Mustard Seed Food Bank, and
hundreds more to Island Health’s
Mental Health & Substance Use
Program. All together, the donations
went to help children and adults
facing a number of health and
other barriers, many of whom were
experiencing precarious health or
living situations.

STUDENTS AT CAMOSUN’S DENTAL
CLINIC BRING SMILES TO COMMUNITY
CLIENTS OF ALL AGES
Students provide a range of preventive and therapeutic
dental services at Camosun’s in-house clinic that runs
between September and April each year. After closing in
the initial phase of the pandemic, the clinic reopened with
enhanced COVID-19 safety protocols and measures in
place.
All the clinic’s usual preventive services, from full
assessments to removal of tartar, fluoride treatments,
x-rays and sealants continue to be offered under strict
guidelines established by B.C.’s Provincial Health Officer,
BC Centre for Disease Control, Island Health, WorkSafeBC
and the College of Dental Hygienists of BC. The clinic,
provides a vital community service by continuing to accept
new patients and keeping fees to a minimum. Maintaining
preventive dental care during the pandemic is highly
recommended and the clinic is there to help.

2020/21 Accountability Plan and Report 25

ENGAGED
COMMUNITIES
ENGAGED COMMUNITIES
CAMOSUN CHARGERS: CHARGING PAST
THE PANDEMIC, SUPPORTING STUDENTS
AND STAYING MOTIVATED
Following the heart-breaking news that the 2020/21 varsity
sports season would be cancelled due to the COVID-19
pandemic, the Camosun College Chargers took a stand
to remain positive and make the best of a year devoid of
competition. With a loyal fan-base and no games, the
Chargers enlisted the help of a small group of social media
savvy student-athletes who reported from their “team
bubbles” to keep supporters connected to the program,
and excited to learn about the trials and tribulations facing
college athletes caught in the middle of a pandemic. The
Chargers were keen to address a myriad of relevant health
and social issues, and helped spread awareness of the
various supports Camosun offers.
Student-athletes shared candid stories on how they kept
motivated and overcame personal challenges like missing competition, dealing with being injured and struggling
with feelings of sadness and uncertainty. They shared the importance of time with family and friends, taking time for
yourself and how to balance school and sport. They looked back at the successes of past seasons and threw a spotlight
on the alumni as a reminder of achievements and the road ahead. They emphasized the need to create positive
change wherever possible, and expressed appreciation for the opportunities they were given this season, despite the
limitations. As they charge past this pandemic season with a fresh perspective on the future, the Chargers look forward
to hitting the court and welcoming everyone to 2021/22 home openers.

ACTION & REMEMBRANCE: RECOGNISING NATIONAL
DAY OF ACTION ON ENDING GENDER-BASED VIOLENCE
In 1991, the Parliament of Canada established Dec. 6 as the National Day of
Remembrance and Action on Violence Against Women. Dec. 6 marks the
anniversary of the 1989 murders of 14 young students at l’École Polytechnique
de Montréal. Each student was targeted and killed because she was female.
This past year, the Camosun Library marked this sombre day, along with the
16 Days of Activism Against Gender-based Violence. From Nov. 25 through
Dec. 10, 2020, the Camosun community was encouraged to consult a carefully
26 Camosun College | Inspiring life-changing learning

curated resource guide for a sampling
of scholarly, creative, and activist
resources related to violence against
women and gender-based violence.
Violence against women and genderbased violence is a daily reality.
Camosun’s guide was made available
to learn where to find resources, how
to be an ally, and how to take action.

LABOUR MARKET DEMAND AND SKILLS FOR JOBS

LABOUR MARKET PROJECTIONS
The current Provincial Labour Market Data are still waiting to be updated in the wake of the impact of the COVID
pandemic. The data below is a repeat from the last report, and also the most up to date, available.
Camosun College is an important component to the labour market supply in the province. BC is expected to have over
860,000 job openings over from 2019-2029. Of these openings 69% of them are expected to come from replacement,
while the remaining 31% are from expansion and are newly created jobs. The youth (age 29 or younger), are projected
to make up 56% percent of the required supply.
Additionally, to further demonstrate the need for education:
• 77% (661,000) job openings from 2019-29 are expected to require some level of post-secondary education
or training.
• 41% (353,500) will be in occupations requiring a diploma, certificate or apprenticeship training.
• 36% (307,600) will require a bachelor’s, graduate, or professional degree.			

2020/21 Accountability Plan and Report 27

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 and 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 Sea

Carpenters

Certificate in Carpentry Foundations; Carpentry Apprenticeship leading to Red Sea

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

Restaurants 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 Occupations

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

28 Camosun College | Inspiring life-changing learning

Of the above listed programs there has been much growth within the corresponding programs to help aid the future labour supply
requirements. Some of the select programs include:
„

Camosun’s Professional Cook
Foundation – Level 2 program has
increased its FTE production from
the 2018/19 to the 2019/20
academic years.

„

The Hospitality Management program
„
has remained constant at around 95
FTEs for both the 2018/19 and 2019/20
academic years.

Despite the impact of to the economy
the past year, The Early Learning and
Care program has remained constant
at around 55 FTEs in the 2018/19 and
2019/20 academic years.

The previously listed items are good examples of how Camosun College is helping supply the labour market with required occupations,
and is poised to continue to aid in the development of a qualified labour supply to meet the future’s demands.

PROFILE OF CAMOSUN’S STUDENT POPULATION
Overall, when compared to 2019/20 Fiscal Year, Camosun’s overall students FTEs fell by 10.9% (-1,101 FTEs) in the 2020/21 Fiscal Year.
The lion’s share of this decline is related to contraction of International FTEs – falling by 470 FTEs or 27.6%, compared to the previous
year’s posted International FTEs. This was followed by a decline in Ministry of Advanced Education and Skills Training FTEs, which fell by
362 FTEs (-6.2%) compared to the previous years value of 5,814 FTEs. This was followed by a drop in ITA FTEs. These FTEs contracted by
270 FTEs or 10.5%.

Full-Time Equivalent Student Data by Fiscal Year

2019/20

2020/21

Change

FTEs – Ministry of Advanced Education and Skills Training

5,814

5,452

-362 FTEs

FTEs- Industry Training Authority

2,570

2,300

-270 FTEs

FTEs – International Students

1,706

1,236

-470 FTEs

Total Student FTEs

10,090

8,989

-1,101 FTEs

SELECT STUDENT DEMOGRAPHICS
The overall impact of COVID to the demographics of Camosun College’s student population from the 2018/19 academic year, to the
2019/20 academic year end are quite clear. The proportion of those Indigenous and international students both declined from 2018-19
to 2019/20. The number of indigenous students fell from 1,224 to 1,046 – a contraction of 178 individuals. Similarly, the number of those
students identified as international fell from 2,086 in 2018/19 to 1,978 individuals in the 2019/20 academic year.

Student Enrolment Headcount by Academic Year

2018/19

2019/20

Change

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

20,427

15,980

-4,447

Indigenous Students

1,224

1,046

-178

International Students

2,086

1,978

-108

2019/20 Accountability Plan and Report 29

FUTURE POPULATION TRENDS
Camosun continues to engage with the provincial population projection
(PEOPLE). With a specific focus on the Capital Region District (CRD).
Although, there is an increasing number of international students, most
of Camosun’s students come from within the province. 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 greater the demand for locally supplied
education. The following graph provides a 10 year projection for the
CRD population by select age groups. Given the consistent projected
growth for the 65 years and older segment of society – projected to
grow by 30.2% in the next ten years, it is likely that there will be greater
demand for health care professionals and supportive positions in the
future. Camosun is prepared to help train what is going to be the labour
supply of future health care workers. Given the overall projected growth
-0.7%

0–14 years
15–24 years

13.9%

25–54 years
55–64 years

9.8%

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

The largest ten year growth is projected to in the 65+
years and older segment of society at 30.2% over the
horizon.

„

The 15 -24 ‘youth’ population is expected to grow by
13.9% over the next ten years (2022/32)

„

The core-working aged population (25-54 years old)
is projected to grow by nearly ten percent (9.8%).

„

The largest contraction for a subpopulation is
expected to be 11.4% for those aged 55-64
years old.

„

The youngest segment of the population, those aged
0 -14 year old, is projected to slightly contract (0.7%)
over the horizon.

-11.4%
30.2%

65+ years
Total

rate of the CRD population at 10.9%. The need for
skilled tradespeople to build and maintain the public
projects that are going to be required to support and
ever growing community is going to continue to be an
important part of planning for the future. Camosun has
a variety trades programs to help supply the current and
future labour requirements.

10.9%

POPULATION GROWTH BETWEEN THE 2011 AND 2016 CENSUS ESTIMATES:
-10 survey0was performed
10
The Statistics Canada NHS
this20past year30
(2021). The updated results will be included in the next version of
the Institutional Accountability Performance Report. The estimated
population growth between the two most recent Census surveys
highlights are:
„

1

According to the most recent Census data from Statistics Canada, the
overall population of Canada grew by 4.9% between 2011 and 2016.

„

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 16.5% compared to 19.5% growth
for Canada, over the same period.

https://www2.gov.bc.ca/gov/content/data/statistics/people-population-community/population/population-projections

30 Camosun College | Inspiring life-changing learning

APPENDIX A: IAPR PERFORMANCE METRIC RESULTS:
PERFORMANCE MEASURES AND RESULTS
Performance Measure 1: Total FTE student spaces (excluding the Industry Training Authority)
2019/20 Actual:

5,814

2020/21 Actual:

5,452

2020/21 Target:

7,066

2020/21 Assessment:

Camosun Had 5,452 FTEs in AEST programs in the 2020-21 fiscal year, failing to meet
the year end target. The largely due to the impact from the pandemic.

Not Achieved

Performance Measure 1a: Student spaces in nursing and allied health programs (FTE) (excluding the Industry
Training Authority)
2019/20 Actual:

755

2020/21 Actual:

756

2020/21 Target:

749

2020/21 Assessment:

For the 2020/21 fiscal year, Camosun had 756 FTEs delivered in nursing and allied health
programs. The 2020/21 FTE met the current target of 749 FTEs.

Achieved

Performance Measure 1b: Student spaces in developmental programs (FTE)
2019/20 Actual:

994

2020/21 Actual:

808

2020/21 Target:

1,000

2020/21 Assessment:

Camosun had 808 FTEs in developmental programs in 2020/21, down from the
previous year – an impact from the pandemic. This value didn’t achieve the period’s
target value.

Not Achieved

Performance Measure 2: Credentials awarded
2019/20 Actual:

2,561

2020/21 Actual:

2,410

2020/21 Target:

2,482

2020/21 Assessment:

On average (3-year) Camosun issued 2,410 credentials for the 2020/21 reporting period.
This substantially achieved the target of 2,482 credentials.

Substantially Achieved

Performance Measure 3: Total space for Indigenous students (calculated students FTEs)
2019/20 Actual:

873

2020/21 Actual:

800

2020/21 Target:

Increase from
previous year

2020/21 Assessment:

There were 800 FTE spaces for Indigenous students at Camosun College in the 2020/21
fiscal year. This was a decrease of 73 spaces from the 2019/20 fiscal year. This was largely
due to the impact of the COVID pandemic. Camosun as a whole lost over 1,100 FTEs,
including a reduction in international FTEs from the previous fiscal to the 20/21 fiscal. The
indigenous student population was one of the subpopulations also caught in this decline.

Substantially Achieved

DACSO: Diploma, Associate Degree, and Certificate Student Outcomes Survey
TFTVG: Trades Foundation and Trades-Related Vocational Graduates

APPSO: Apprenticeship Student Outcomes Survey
BGS: Baccalaureate Graduates Survey

2019/20 Accountability Plan and Report 31

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
TFTVG: Trades Foundation and Trades-Related Vocational Graduates
APPSO: Apprenticeship Student Outcomes Survey
BGS: Baccalaureate Graduates Survey

Performance Measure 4: Student satisfaction with education
Survey Name

DACSO

TFTVG

APPSO

BGS

Comments

2019/20 Actual:

90.9%

87.5%

92.0%

96.4%

2020/21 Actual:

90.9%

95.9%

94.6%

93.9%

2020/21 Target:

≥90%

≥90%

≥90%

≥90%

The 2020/21 student satisfaction results of each
respective survey (BGS, etc) indicate that Camosun has
achieved each survey’s individual institutional targets.

Achieved

Achieved

Achieved

Achieved

2020/21 Assessment:

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

DACSO

TFTVG

APPSO

BGS

Comments
The 2020/21 student satisfaction results of each
respective survey (BGS, etc) indicate that Camosun has
achieved each survey’s individual institutional targets.

2019/20 Actual:

95.6%

86.8%

95.4%

92.9%

2020/21 Actual:

94.3%

94.1%

95.6%

99.0%

2020/21 Target:

≥90%

≥90%

≥90%

≥90%

Achieved

Achieved

Achieved

Achieved

2020/21 Assessment:

Performance Measure 6: Student assessment of skill development
Survey Name

DACSO

TFTVG

APPSO

2019-20 Actual:

84.6%

82.6%

2020-21 Actual:

85.8%

87.9%

2020-21 Target:

≥85%
Substantially
Achieved

2020-21 Assessment:

BGS

Comments

83.2%

91.5%

84.1%

87.9%

≥85%

≥85%

≥85%

The 2020-21 student satisfaction results of each
respective survey (BGS, etc) indicate that Camosun has
achieved each survey’s individual institutional targets.

Achieved

Achieved

Achieved

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

DACSO

TFTVG

APPSO

BGS

Comments

2019/20 Actual:

80.0%

89.7%

93.3%

93.5%

2020/21 Actual:

85.9%

86.8%

93.7%

92.6%

2020/21 Target:

≥90%

≥90%

≥90%

≥90%

Substantially
Achieved

Achieved

Achieved

Achieved

The 2020/21 student satisfaction results of each
respective survey (BGS, etc) indicate that Camosun has
achieved each survey’s individual institutional targets,
with the exception of the DACSO results. They were
substantially achieved

2020/21 Assessment:

32 Camosun College | Inspiring life-changing learning

Performance Measure 8: Unemployment rate
Survey Name

DACSO

TFTVG

APPSO

BGS

Comments

2019/20 Actual:

6.0%

8.5%

2.9%

6.1%

2020/21 Actual:

7.7%

10.5%

3.5%

3.0%

2020/21 Target:

≤12.5%

≤12.5%

≤12.5%

≤12.5%

2020/21 Assessment:

Achieved

Achieved

Achieved

Achieved

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: 7.7%; 3.5% and 3.0%,
respectively

Additional Performance Measures
Total FTE students for other student categories
2020/21 Result, Industry
Training Authority (ITA)
funded students:

2,300

Camosun had 2,300 student FTEs in ITA-funded programs in the 2020/21 fiscal year.
Down (-10.5%) from 2,570 in 2019-20.

2020/21 Result,
International Students

1,236

International Student FTEs remained dropped to 1,236 in 2020/21, down (-27.5%)
from the 1,706 FTEs in the previous year. This marked a percent increase over the
previous year

Indigenous Students at Camosun
2020/21 Result:

1,149 in 2019/20
776 in 2020/21

2020/21 Target:

Increase from previous year

2020/21 Assessment:

Not Achieved

There were 776 self-identified Indigenous Students
attending Camosun College in the 2019/20 Fiscal Year,
which is down from the previous year

2019/20 Accountability Plan and Report 33

ADULT UPDGRADING GRANT (AUG)
AUG SUMMARY APRIL 1, 2020 – MARCH 31, 2020
TERM

APPROVED

DENIED

CANCELLED

% DENIED

TOTAL APPS

FUNDING SPENT ON
TUITION & FEES

(not tracked
this year)

Summer 2020

161

14

n/a

8%

175

$26,868.08

Fall 2020

309

22

n/a

7%

331

$137,053.55

Winter 2021

274

21

n/a

7%

295

$123,570.54

TOTALS

744

57

n/a

7%

801

$287,492.17

34 Camosun College | Inspiring life-changing learning

FINANCIAL INFORMATION
7.6%

1.4%

2020/21 FISCAL YEAR

1.7%

For additional information, please see the Audited Financial
Statements available on the Camosun website: camosun.ca
*Note: all figures are in millions of Canadian dollars

REVENUE

Revenue

52.6%

29.9%

6.8%

7.0%

$ Millions

Per cent

Provincial Grants

70.0

52.6%

Provincial Capital Grants

9.0

6.8%

Tuition & fees

39.8

29.9%

Federal & Other Grants

2.3

1.7%

Goods & services

10.2

7.6%

Other

1.9

1.4%

TOTAL

133.2

100%

2.9%

1.4%
8.5%

EXPENDITURE 2020/21 FISCAL YEAR

Expenses
by Object

80.2%

$ Millions

Per cent

Salaries & benefits

113.0

80.2%

Supplies & services

12.0

8.5%

Costs of goods sold

1.9

1.4%

Amortization

9.8

7.0%

Minor repairs & maintenance

4.1

2.9%

140.8

100%

TOTAL

2019/20 Accountability Plan and Report 35

MANDATE PRIORITIES
The following table, together with the performance measures listed in this report, demonstrate Camosun’s commitment to achieving the 2019/20 Mandate Letter priorities.

Mandate Letter Priorities 2020/21

Indicators (and relevant page references where applicable)

Support lasting reconciliation with Indigenous peoples, through initiatives
that increase the participation and success of Indigenous learners and
implementation of the education-related Calls to Action of the Truth and
Reconciliation Commission.

Please refer to details in Appendix B -- Implementation of Truth and Reconciliation Commission
Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples

Contribute to an accessible and relevant post-secondary system by:
• Implementation initiatives to increase participation
and success of students, including vulnerable
and underrepresented groups, and promoting gender parity;
• Ensuring student safety and inclusion;
• Enhancing system innovation through participating in a postsecondary digital systems strategy, including delivery of Education
Planner and other digital learning activities and initiatives;
• Providing programming that meets local, regional, or
provincial labour market and economic needs; and
• Working with the Ministry to implement a student-centred
international education framework that supports the
success of domestic and international students

36

• In the 2019-20 AY Camosun had a 50.8% female to 49.2% male demographic split (of those
identifiable in the student population).
• Indigenous representation (of those ever identified in the CDW) was a 6.5% of the student
population – 0.6 percentage points greater than the provincial average (2016 Census).
• Camosun continues to provide strong programming in nursing, cooks training, information and
computer systems aligning it with the provincial outlook’s projected in demand occupations. At
a local level, Camosun also provides training in trades, community and health care to provide the
graduates meet and sustain our local economy demands.
• Camosun actively participates in the B.C. Provincial Tuition Waiver Program with a significant
enrolment (76 student participants in 2020/21 FY) as well as collaborating with the Campus
Navigator Community of Practice.
• In May 2017, the college launched its Sexual Violence and Misconduct policy and created a
Student Support Office to assist students in need. As well, the college’s Mental Health and WellBeing Strategy applies a mental health lens in the creation of new, and the review and revision of
existing college policies, practices and procedures.
Since the launch of the policy, Camosun has made significant progress, including:
• A completed review and updates to the Sexual Violence and Misconduct policy (E-2.9),
in consultation with the Camosun Student Society and a policy working group led by the
Vice President Student Experience. This review and updates follows the requirement by the
government for a three year review process for all post-secondary institutions in British Columbia.
• Participation on the provincial working group headed by representatives from BC PSI’s and
Ministry of Advanced Education and Skills Training with the goal of launching a provincial strategy
for the collection of statistics on Sexual Violence and Misconduct cases in BC PSI’s.
• Education & Outreach
o Annual Sexualized Violence Awareness Week took place February 8-12 2021:
• Camosun and Community Resources Instagram Live Conversations including many
Camosun staff members interviewing community groups: Victoria Sexual Assault Centre,
Bridges for Women Society. Men’s Therapy Centre, Island Sexual Health and PEERS.
• Instagram Live conversation with Jenny Holder, Student Support Manager outlining how
to seek support from the Office of Student Support for students who have experienced
sexual violence and misconduct.
• Camosun Chargers Student-Athlete Workers (Peer Supporters) Instagram stories
highlighting the importance of Consent Culture.
• Responding to Disclosures of Sexual Violence virtual training for staff and faculty.
• Be More than a Bystander training and Understanding Bullying and Harassment in the
Workplace online workshop for Students hosted by Electrical Trades Foundation Program
in partnership with BC Centre for Women in Trades and the BC Lions.
• CTV Vancouver Island news interview with Stephanie Pedneault, Student Support
Manager highlighting Camosun’s commitment to responding to and preventing
sexualized violence and misconduct including an online news article with iHeartRadio.
• Future Work
o Identifying appropriate assessment tools to inform educational programming and the
impact of that programming including, but not limited to:
• The Camosun Student Experience Survey · The Canadian Campus Wellbeing Survey
• Ministry of Advanced Education and Skills Training, Student Perception Survey
o Research and implement a bystander intervention education program in partnership with
the Camosun College Student Society, Campus Security/Safety and external partners
(e.g., ITA, UVic Men’s Circle)

Mandate Letter Priorities 2020/21

Indicators (and relevant page references where applicable)
• In 2019, the college completed a new Equity, Diversity and Inclusion policy to remove barriers
and to create space for students and employees to embrace their identities and to fully
participate in the Camosun community.

Develop and recognize flexible learning pathways for students to access postsecondary education and skills training including:
• Actively engaging with your local school districts to expand dual credit
opportunities for students;
• Supporting lifelong learning pathways across the public post-secondary
system; and
• Advancing and supporting open learning resources.

Camosun Dual Credit opportunities are open to students in School Districts 61 (Victoria), 62
(Sooke), 63 (Saanich), 64 (Gulf Islands), and 79 (Cowichan) providing broad-based opportunities
for lifelong learning pathways in Camosun’s region of Southern Vancouver Island.

Strengthen workforce connections for student and worker transitions by:

Camosun continues to support the transition to the workforce by:

• Aligning programming with high opportunity and priority occupations (such as
trades, technology, early childhood educators and health);

• Continuing to offer high quality education in a broad amount of trades and technology programs.
Including - Heavy Duty Equipment Technician (apprenticeship training), Information and Computer
Systems, Mechanical Engineering Bridge Programs. Of the previously listed programs each,
excluding Information and Computer Systems, enjoyed some level of FTE growth from the 2018/19
– 2019/20 academic years. Heavy Duty Equipment Technician increased 11.0 FTEs, while the
Engineering Bridge programs grew by 15.5 FTEs (UBC Bridge), and 1.4 FTEs (Uvic Bridge)

• Increasing co-op and work-integrated learning opportunities;
• Responding to the reskilling needs of British Columbians to support employment
and career transitions;
• Supporting student’s awareness of career planning resources.

CO-OP opportunities at Camosun:
• In the 2019-20 Academic Year, Camosun had 393 COOP-WEP registrations.
Reskilling needs:
• Camosun had a population of 13.4% (of identifiable student age groupings) being represented
by students who were 40 years or older during the 2019-20 academic year. This indicates that
Camosun is serving those who may be at mid life career changing points.

2019/20 Accountability Plan and Report 37

APPENDIX B
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.
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. The following table provides an at-a-glance summary of Camosun’s progress in these important areas.

TRC CALL TO ACTION1 and UN DECLARATION on the RIGHTS OF INDIGENOUS PEOPLES ARTICLE
PROGRESS

INITIATIVES AND PARTNERSHIPS

Identify whether the initiative is:

Provide key details initiatives relating to each Call to Action and UN
Declaration on the Rights of Indigenous Peoples article and how your
institution’s relations and collaborative partnerships with local First
Nations and Métis communities are contributing to implementation.
Include links where relevant. Add rows to report on additional initiatives
as required.

• New
• Planned vs In Progress vs Implemented or Ongoing
• If there is no relevant program show as N/A.

1: SOCIAL WORK
We call upon the federal, provincial, territorial, and Aboriginal governments to commit to reducing the number of Aboriginal children in care by … Ensuring that social workers and others
who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools. ... Ensuring that social workers and others who conduct
child-welfare investigations are properly educated and trained about the potential for Aboriginal communities and families to provide more appropriate solutions to family healing.

PROGRESS
Ongoing: IST 205: Indigenous Introduction to Social Work
Ongoing: IST 206: Indigenous Social Welfare
Ongoing: IST 243: Comparative Indigenous Rights
Implemented: In 20-21 Camosun completed a program in partnership with the Council of
Yukon First Nations to deliver a customized Indigenous Family Support training program to
Yukon people who work as uncertified Family Support Workers in 14 Indigenous villages
across Yukon Territory. 14 of 15 participants completed the program and are now working in
community with this additional training to support their work.
Planned: The partnership with the Council of Yukon First Nations and Kwanlin Dunn Cultural
Centre inspired Camosun to review its current Indigenous Family Support program as it relates
to Indigenous community engagement in its delivery. A decision was made to suspend the
current program and spend the next academic year or two years revising the program as an
Indigenous Community Wellness program. The work on this will begin in August 2021.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
IST 205 and 206 are continuing. Both serve as prerequisites to BSW programs and are
delivered in both traditional formats and intense weekend-based sessions during the
summer semester. More Indigenous and Indigenous informed social work practitioners
will reduce the number of Indigenous children in case.
IST 243 is continuing. It compares Indigenous social welfare practices across the pacific
rim, enabling students who may later work in Indigenous child welfare to learn from
practices in Canada, USA, Australia and New Zealand.
The customized Indigenous Family Support program was delivered in partnership with the
Council of Yukon First Nations and the Kwanlin Dunn Cultural Centre.

Ongoing: All instructors and student support personnel who work with pre-social work
students are able to take TELŦIN TŦE WILNEW, a blended delivery course that supports
Camosun personnel to Indigenize their professional practice.

1

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

38 Camosun College | Inspiring life-changing learning

12: EARLY CHILDHOOD EDUCATION
We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families.

PROGRESS
Ongoing: Camosun has a Human Rights Tribunal (HRT) special program to provide priority
access to Indigenous students entering Health Sciences and Human Services programs,
including Early Learning and Care (ELC)
Ongoing: All instructors and student support personnel who work with ELC students are able
to take TELŦIN TŦE WILNEW, a blended delivery course that supports Camosun personnel to
Indigenize their professional practice
Ongoing: IST 120: Understanding Indigenous Peoples

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
Partnership: In 2020, Camosun completed a customized version of its Early Learning and
Care program in partnership with the Saanich Adult Education (located on Tsartlip Nation).
8 students completed with full certification to work in early childcare.
Partnership: In early 2021 Camosun, in partnership with the Victoria Native Friendship
Centre, began delivering a program that will support Indigenous students with Early
Childcare (ELC) certificates to earn Early Childcare diplomas. Other Indigenous
communities are expressing interest in similar programs and we are seeking funding to be
able to address that interest over the next three years.
Continuing: All ELC program delivery requires students to complete IST 120,
Understanding Indigenous Peoples.

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.

PROGRESS
Ongoing: Local First Nations, urban Indigenous organizations in Victoria and Metis Nation
Greater Victoria all manage their own Indigenous language programs. Camosun refers
students to these programs as appropriate and may provide facilities as necessary.
Ongoing: Formal Indigenous language programs in this region are delivered by Indigenous
Education in the Faculty of Education at the University of Victoria. Camosun honours this
agreement with local First Nations. It contributes to this programming by serving on the
Faculty of Education’s Indigenous Advisory Board.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
Partnerships: Camosun continues to support Indigenous communities and people who
are leading their own language revitalization initiatives. Partners include: the Saanich Adult
Education Centre, Songhees Nation and the Victoria Native Friendship Centre.

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.

PROGRESS
Ongoing: Health 111: Indigenous Peoples’ Health
Ongoing: All instructors and student support personnel who work with Health Care students
are able to take TELŦIN TŦE WILNEW, a blended delivery course that supports Camosun
personnel to Indigenize their professional practice.
Ongoing: The School of Health & Human Services has a faculty position exclusively committed
to Indigenous student success and Indigenization training for HHS faculty.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
Continuing: All students in Medical Lab Assistant and Diagnostic Medical Sonography
are required to complete IST 120: Understanding Indigenous Peoples. All students in
the Mental Health & Addictions program are required to completed HLT 111: Indigenous
Peoples’ Health.
Partnership: Camosun completed an Indigenous Health Care Attendant program in
partnership with the Saanich Adult Education (located on Tsartlip Nation).

2019/20 Accountability Plan and Report 39

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.

PROGRESS
Ongoing: Health 111: Indigenous Peoples’ Health.
Ongoing: All instructors and student support personnel who work with Health Care students
are able to take TELŦIN TŦE WILNEW, a blended delivery course that supports Camosun
personnel to Indigenize their professional practice.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
All students in the Nursing program are required to completed HLT 111: Indigenous
Peoples’ Health..

Ongoing: The School of Health & Human Services has a faculty position exclusively committed
to Indigenous student success and Indigenization training for HHS faculty.

28: LAW SCHOOLS
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.

PROGRESS
IST 136: Indigenous Justice & Law

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS

Ongoing: All instructors and student support personnel who work with Justice students are
able to take TELŦIN TŦE WILNEW, a blended delivery course that supports Camosun personnel
to Indigenize their professional practice.

New: The School of Arts & Science has completed a review of its Criminal Justice program
and the program weaves Indigenized curriculum throughout and includes a mandatory
course on Indigenous justice issues.

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.

PROGRESS
Ongoing: A number of Indigenous Studies courses are available as electives in a variety of
Camosun programs, including within Public Administration.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
N/A

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.

PROGRESS
N/A: Camosun does not offer Teacher Education courses, but Indigenous content is
integrated into the Education Assistant and Community Support (EACS) program. Students in
EACS must complete IST 120: Understanding Indigenous Peoples.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
Ongoing: A number of Indigenous Studies courses are available as electives in a variety of
Camosun programs, including within Public Administration.

86: JOURNALISM AND MEDIA SCHOOLS
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.

PROGRESS
N/A

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
N/A

40 Camosun College | Inspiring life-changing learning

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.

PROGRESS
Ongoing: A number of Indigenous Studies courses are available as electives in a variety of
Camosun programs, including within Public Administration.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
New/Partnership: The framework for a program called Advanced Certificate in Ways of
Indigenous Leadership & Learning has been completed and program curriculum will be
completed this year. The program is designed and will be delivered in partnership with
the Maori and Indigenous Studies program at Ara Institute in Christchurch, New Zealand.
The program, which will. be a hybrid online learning/on-the-land learning with students
from each location visiting the others in their homelands, will focus on trauma-informed
leadership of Indigenous organizations and implementing Indigenization processes in
non-Indigenous organizations.

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
information.
ARTICLE 21
Indigenous peoples have the right, without discrimination, to the improvement of their economic and social conditions, including, inter alia, in the areas of education, employment,
vocational training and retraining, housing, sanitation, health and social security.

PROGRESS
Since the winter of 2017, as part of our response to the TRC, Camosun has been working on
a project with 39 recommendations to more deeply Indigenize college processes and policy,
curriculum, student services and employee education. All recommendations have been
implemented and otherwise completed and a Phase 2 is in planning stage. Completed or
ongoing initiatives include:
• programs in a variety of ways.
• Developed Indigenous-focused required learning for all applicable programs.
• Explored programming to meet relational and cultural leadership needs in Indigenous
communities and organizations.

NEW AND/OR CONTINUING INITIATIVES
AND PARTNERSHIPS
Partnership: Eyēʔ Sqậ’lewen: the Centre for Indigenous Education & Community
Connections is part of the Victoria Urban Leadership Table, which is supporting inclusion
of urban Indigenous peoples’ needs and interests as the Declaration on the Rights of
Indigenous Peoples becomes implemented. Eyēʔ Sqậ’lewen is also part of the Victoria
City Family, a collaboration between the Lekwungen Nations, the Victoria City mayor and
select Council and two other Indigenous representatives who are educators. This group
has focused strongly on educating the general public about Indigenous truths and issues,
including UNDRIP.

• Supported faculty to indigenize teaching and learning experiences in programs and courses.
• Identified and created pathways and connections between Indigenous and non-Indigenous
programs.
• Developed and provided learning opportunities for newcomers to Canada and International
students to learn more about Indigenous peoples, history, and current issues.
• Acquired a Camosun Canoe to provide students, employees and community members’
access to a canoe for cultural camps and outdoor expeditions/field trips etc.

2019/20 Accountability Plan and Report 41

• Developed and implemented contract training opportunities for public servants and local
business owners to become more knowledgeable about issues of reconciliation and
developing better working relationships with Indigenous peoples
• Explored domestic and international field schools, for example with Maori students
and institutions, to support students learning more about international approaches to
Indigenization.
• Facilitated an ‘issues session’ for Board.
• Provided a one-day TRC awareness day in February 2017 for all employees.
• Expanded offerings of TELŦIN TŦE WILNEW (TTW) for employees.
• Incorporated intercultural awareness and understanding as key college-wide competencies,
informed by principles of Indigenization, in the college’s Capability Framework.
• Introduced integral elements of Indigenization into the onboarding process, the welcome
orientation, and the employee handbook.
• Piloted the development of cultural camps for students and employees, including college
leadership.
• Brought more Indigenous presence to our Senior Leadership Council (SLC).
• Ensured the Strategic Plan is informed by Indigenization and Reconciliation.
• Designated September 30 as an annual, college-wide, college-supported Orange Shirt Day.
• Piloted an Indigenous job event for potential employees.
• Provided Elders’ parking.
• Facilitated the purchase and storage of blankets for use within Na’tsa’maht, and installed
steps from Na’tsa’maht down to the Pit Cook area.
• Organized and implemented an information campaign to educate the Camosun community
about the United Nations Declaration on the Rights of Indigenous Peoples.
• Included elements of the TRC calls to action in the Respect in the Workplace program.
• Established Indigenous cultural space on the Interurban campus.
• Policy and procedure development to ensure that planning teams establish a process for
consultation with Elders, leaders, and knowledge keepers from Indigenous communities,
Nations and organizations, as appropriate.
• Identified classrooms on the Lansdowne campus that could be used for the delivery of
Indigenous pedagogy; moreover, a special Indigenized classroom, large enough for 40
people to sit in circle with fans and insultation for drumming and smudging, will be opened
in March 2022.
• Indigenized hiring practices to value Indigenous competencies and employment of
Indigenous people, and was successful in a proposal to the Human Rights Tribunal to
initiative priority and limited hiring for Indigenous people for some programs and positions
in the college.
• Established Indigenous gathering/learning/service space at Interurban.
• Established an Indigenous Research and Indigenous Knowledge protection process under
the direction of a multi-discipline council called NECITEL.
• Organized a Vancouver Island Post-Secondary Alliance session to support the five island
PPSIs to collaborate in ongoing Truth & Reconciliation initiatives and response to the
revealing of Indigenous children’s graves near former Indian Residential Schools.
• Developed and provided more web-based education and training to staff, faculty and admin
wishing to become more informed about reconciliation.
• Devoted part of the College website to reconciliation information and support
• Calendarized Indigenous events.

42 Camosun College | Inspiring life-changing learning

APPENDIX C
Performance Measure

Reporting Year
2019/20 Actual

2020/21 Target

2020/21 Actual

2020/21 Assessment

Former diploma, associate degree and certificate students’ assessment of skill development
≥85%

Skills development (avg %)

84.6%

1.4%

85.8%

1.3%

Written communication

82.5%

1.7%

83.4%

1.7%

Oral communication

78.1%

1.8%

79.8%

1.8%

Group collaboration

86.0%

1.4%

87.6%

1.4%

Critical analysis

88.1%

1.3%

91.3%

1.2%

Problem resolution

82.1%

1.6%

83.4%

1.6%

Learn on your own

86.2%

1.4%

85.7%

1.5%

Reading and comprehension

89.0%

1.3%

89.4%

1.3%

Achieved

Trades foundation and trades-related vocational graduates’ assessment of skill development
≥85%

Skills development (avg %)

82.6%

4.3%

87.9%

3.3%

Written communication

63.6%

9.2%

69.0%

8.4%

Oral communication

70.5%

7.9%

75.7%

6.9%

Group collaboration

87.4%

4.0%

92.0%

3.0%

Critical analysis

84.7%

4.3%

93.9%

2.6%
3.2%

Problem resolution

83.3%

4.4%

91.3%

Learn on your own

85.9%

4.0%

87.7%

3.7%

Reading and comprehension

87.9%

3.8%

92.7%

2.9%

84.1%

3.4%

Achieved

Former apprenticeship students’ assessment of skill development
Skills development (avg %)

≥85%

83.2%

3.9%

Written communication

67.4%

8.2%

67.0%

7.5%

Oral communication

69.2%

7.4%

68.0%

6.7%

Group collaboration

80.9%

4.4%

82.8%

4.1%

Critical analysis

86.4%

3.7%

90.3%

2.9%

Problem resolution

81.3%

4.2%

88.3%

3.2%

Learn on your own

87.5%

3.5%

87.2%

3.3%

Reading and comprehension

91.6%

3.0%

91.9%

2.7%

Achieved

Bachelor degree graduates’ assessment of skill development
Skills development (avg %)

91.5%

3.7%

Written communication

90.2%

4.0%

Oral communication

85.4%

Group collaboration

92.6%

Critical analysis

≥85%

87.9%

4.1%

87.2%

4.7%

4.8%

87.6%

4.5%

3.6%

82.0%

5.1%

96.3%

2.5%

93.0%

3.4%

Problem resolution

94.0%

3.2%

83.5%

5.0%

Learn on your own

93.8%

3.4%

90.9%

3.8%

Reading and comprehension

90.1%

4.1%

90.7%

3.9%

Achieved

2019/20 Accountability Plan and Report 43