We commit to investing in students’ academic and professional achievement alongside their broader well-being both at 91ÑÇÉ« and throughout their lives.
91ÑÇɫ’s mark of distinction is our commitment to expanding opportunities for learning, gaining knowledge and achieving positive outcomes. This principle affirms the centrality of students’ academic and professional achievement in our mission. At the same time, it recognizes that discrete markers of success (e.g., good grades, good jobs) are not the full measure of a meaningful education.
Thriving encompasses academic and professional success and extends beyond it to include pursuing curiosity and new learning, striving toward goals regardless of outcome, experiencing a sense of purpose and meaning, participating in mutually caring relationships and communities, and finding sources of creativity, pleasure and joy.
91ÑÇɫ’s equal emphasis on both thriving and success takes on special significance given the complexity of many of our students’ lives and the pace and scale of change in our social systems, natural environments and political climate. By investing in students’ academic and professional achievement alongside their broader well-being, purpose and sense of belonging, a 91ÑÇÉ« education can empower and sustain them across multiple life domains and long after they graduate.
Decisions and actions focused on students should align with our commitment to access and the provision of pathways that enable both thriving and achievement.
Objectives
Expand and diversify students’ access to learning, growth and opportunity
Where the outcome sought is increased access to high-impact learning experiences, career resources, mentoring, and networks, over the life of this plan the University commits to:
Building communities of practice and working groups as networked structures to coordinate across Faculties, academic units and central services to share responsibility for student pathways and outcomes
Integrating governance and operational structures that translate collaboration into consistent, student-facing action across the campuses
Enhancing academic advising, proactive outreach and early academic intervention as core infrastructure supporting retention, progression and timely academic decision-making
Strengthening cross-Faculty coordination of academic approach and transition supports that help students navigate complex academic systems and requirements
Promote students’ academic achievement at 91ÑÇÉ« and professional achievement after 91ÑÇÉ«
Where the outcomes sought are higher rates of retention, graduation, re-engagement, postgraduate employment, over the life of this plan the University commits to:
In collaboration with students, conducting a Student Services Review to inform and build a student-centred service infrastructure that maximizes automation technology to promote service excellence, accessibility and accountability
Continuing to build career advising services and supports to equip students for job and career-readiness
Encouraging development of degree and non-degree certificates, credentials and post-graduate upskilling to strengthen students’ preparation and skills development for career planning and adaptability
Integrate holistic well-being and social connections as priorities in student experience
Where the outcomes sought are stronger indicators of student well-being, sense of belonging, engagement in campus life, over the life of this plan the University commits to:
Advancing the recommendations in the Collegial Forum on UG Student Retention report to enhance the first-year experience and later-year experience (years 3-4) of 91ÑÇɫ’s student cohort
Encouraging measures to improve student support services, campus lifestyle, personal and professional development
Current relevant initiatives/strategies/units:
Explore the Six Principles
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